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題名：亞洲各國教育對經濟成長貢獻之衡量
作者：李仁輝
作者(外文)：Lee Jen Hui
校院名稱：東吳大學
系所名稱：經濟學系
指導教授：傅祖壇教授
邱永和教授
學位類別：博士
出版日期：2014
主題關鍵詞：總要素生產力；教育投資；成長會計帳；成長迴歸；經濟成長；Total Factor Productivity；TFP；Education Investment；Growth Accounting；Growth Regression；Economic Growth
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教育投資對經濟成長的貢獻，不只在經濟領域被廣泛的重視及肯定，在其他領域亦被相當的重視。但以往成本會計帳(Growth Accounting Approach)文獻只利用平均教育年數或者單一教育程度來衡量教育對經濟成長的貢獻，在勞工教育程度大幅增加的同時，以往的研究將造成教育對經濟成長貢獻被低估情形及無法進行整體性的評估。雖然；有一些文獻曾經利用成長迴歸模型(Growth Regression Approach)研究單一國家之小範圍或者大區域的比較，惟目前還沒有全面對初等教育、中等教育及高等教育對經濟成長的深入研究，或國家與國家間長期比較，也不曾使用成長會計帳模型及成長迴歸模型來對各級教育比較。
本研究使用兩種模型(Growth Accounting Approach及Growth Regression Approach)及兩個生產函數(Cobb-Douglas Function and Translog Function)衡量資本和三級教育的各別係數，並計算它們對經濟成長的貢獻和總要素生產(TFP)變化，並解釋每一個教育程度對經濟成長貢獻是否重要?研究資料包括17個亞洲國家在1981~2008年長期，並將國家分為三種所得程度及三個區域。
研究結果顯示；在Cobb-Douglas生產函數下，初等教育、中等教育及高等教育分對經濟成長的貢獻為0.24%、0.12%及0.17%。在Translog函數的估計結果，初等教育、中等教育及高等教育對經濟成長的貢獻分別是0.87%、0.64%，及-0.13%。即在初等教育及中等教育用Translog函數大於Cobb-Douglas函數，是因資本累積對教育投資具有關連性，若利用成本會計帳及Cobb-Douglas函數估計，則無法考慮兩者之間的關連，進而導致估計結果較Translog函數為低。而高等教育估計果小於0，可能是因為國家發展程度的不同或者過度投資的現象造成。另外發現；資本累積與高等教育投資間具有互補效果，所以執政者在考慮投資在資本或者投資在高等教育需要同時考慮兩者之間的互補關係。另以所得別來估計得到，各個國家勞工平均教育水準仍存在很大的差異，高所得國家在各級教育皆大幅比低所得國家高及中等所得的各級教育貢獻大於其他兩個所得的貢獻。若以區域別估計結果則較不明顯，可能是因為區域內國家的發展程度不同造成，所以執政者如何去衡量教育投資對經濟成長之間的關係就顯得更重要，且應考慮國家發展階段及教育投資的落後效果。
The contribution of education investment on economic growth has received considerable attention in not only economics literature but also in other research fields. The growth accounting and growth regression are two major approaches used in the measurement of such contribution. Despite previous literature on measuring educational contribution using the growth accounting has been abundant, but most of these studies employ the average schooling year as the proxy of education investment to measure the educational contribution. Such education proxy ignores the fact of fast educational expansion in secondary and higher education sectors in both developing and developed countries during the last few decades. Despite some studies have incorporated such heterogeneous educational attainment in the growth regression models, however, their research subjects only limit to either single country or cross-region comparisons. Asia has been recognized and shown to be the fastest growing region in the world for the last 3 decades. Previous studies have also indicated the existence of positive relationship between educational investment and economic growth in Asian countries. But until now, no research has systematically measured the contribution of education investment on economic growth with the consideration of heterogeneity of educational attainment for major counties in Asia using either the growth accounting or growth regression approach. This research intends to fill up this research gap.
To serve such research purpose, we employ both growth accounting and growth regression approaches to empirically measure educational contribution of different educational attainments (namely, primary, secondary and tertiary education) for 17 countries in Asia. These countries are further categorized into 3 groups by income per capita and another 3 groups by geographic location. We compare the estimated contribution of educational investment among 3 income groups and among 3 regional groups in this research. We also compare such contribution in 10-year period base for the last 30 years.
The contributions of primary, secondary and tertiary education attainment on economic growth in sample countries during 1981-2008 are empirically found in this research to be 0.24%, 0.12% and 0.17% respectively under the Cobb-Douglas production function model, whereas they are 0.87%, 0.64% and -0.13% under the Translog production function model. We also further find that such discrepancy result may be attributed to the complementary effect between capital and educational investment which can be only specified in the Translog model. Our results have shown vast differences in educational contribution between Asian countries in different development stage and in different region.
It is interesting to find that the estimated impact of tertiary attainment to growth to be negative. By examining annual contribution of tertiary attainment for each sample country and comparing such contribution figures with country’s actual distribution of schooling in tertiary education, we find that the over-education in higher education does appear significantly for those high income countries such as Taiwan, Japan, Korea and Singapore, especially in the last two decade. Therefore, how to appropriately allocate educational investment for tertiary education should be highly appreciated by the education authorities, especially for those countries with fast expansion in higher education sector.
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