1990年代以来中国教育生产力发展和经济增长的关系——基于ECM模型的实证研究  

On the Relationship between the Productivity Development of the Chinese Education and the Economic Growth Since the 1990s——An Empirical Study Based on the ECM Model

作　　者：张兴茂[1] 赵志亮[2] 

机构地区：[1]河南大学哲学与公共管理学院,河南开封475001 [2]河南大学经济学院,河南开封475001

出　　处：《吉首大学学报（社会科学版）》2012年第4期141-144,共4页Journal of Jishou University(Social Sciences)

摘　　要：中国教育生产力水平的发展与经济增长之间存在着长期的稳定关系和短期的协调机制:从长期来看,中国的经济增长水平与教育生产力的发展之间存在稳定的协整关系。从短期来看,教育生产力的发展对经济增长的促进系数为0.77%,说明经济增长水平的提高不仅取决于前期教育生产力水平的提高,而且还取决于上一期教育生产力发展对均衡水平的偏离。从因果性分析来看,中国教育生产力水平的提高与经济持续增长是互为因果的关系,教育生产力水平的提升能够促进经济增长,经济的持续增长也能促进教育生产力水平的提升。因此,对教育生产力的发展应该给以足够的重视,应安排更多的政府财政支出用于教育事业的发展,不能因为教育生产力发展的短期作用不够明显就忽视教育的长期作用。there is a long-term stable relationship and a short-term coordinating mechanism between the development of Chinese Education productivity and economic growth. In the long run, the promote coeffi- cient of the development of the education productivity to the economic growth is O. 77%, meaning that the economic growth not only depends on the improvement of the early education productivity level, but also relies on the deviation of the average level of the education productivity of the previous stage. From the causality analysis, the development of the Chinese education productivity level and the economic growth interact as both cause and effect. The exaltation of the education productivity level can promote the economic growth and vice versa. Hence, it＇s required that the development of the education produc- tivity should be given due attention. Thus, the government should set aside more expenditure on the de- velopment of education instead of ignoring the long-term function of education because the short-term significance of education productivity is not manifest enough.

关 键 词：教育生产力 经济增长 ECM模型 

分 类 号：F061.3[经济管理—政治经济学]