Does years of schooling matter for economic growth at different development levels? New evidence from China
DOI:
https://doi.org/10.22394/1993-7601-2024-75-5-32Аннотация
This research paper investigates the relationship between education and economic growth in China from 1989 to 2019 across 27 provinces. The study classifies education into two categories: aggregate education (average years of schooling) and disaggregated education (education divided into compulsory, high school, and higher education). The data is analyzed based on pre‐ and mid‐industrialization periods, and East and West regions, with and without pre‐ and mid‐industrialization, for both levels of education. The findings indicate that the impact of education on China’s economic growth varies by period (pre‐ and mid‐industrialization), region (East and West), and regions with periods (Eastern pre‐industrialization, Western pre‐industrialization, East mid‐industrialization, and West mid‐industrialization) in both aggregate and disaggregated education. According to the research results, the central government should revise its current educational policies to prioritize compulsory education and increase investment. Furthermore, local governments should have more administrative authority to create local educational policies catering to the specific needs of each locality.Организации
This study has been supported by the Department of Human Resources and Social Security of Guangxi Zhuang Autonomous Region's Academic Research Program (Grant No. GXRS-2024-352).Скачивания
Библиографические ссылки
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