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1.
我国过度教育产生的经济学分析 总被引：2，自引：0，他引：2
在高等教育大众化进程中,随着教育规模的迅速扩张,我国开始出现过度教育。文章从教育与劳动力市场关系的视角,梳理了教育经济学中解释过度教育产生的理论模型,并在此基础上对我国高等教育过度产生的原因及对策进行了分析和探讨。 相似文献
2.
本文在分析过度教育在我国的宏观表现与微观表现的基础上，探讨了过度教育对个人和社会的消极影响，并从教育结构、教育投资、劳动力市场和就业观念四个方面提出解决对策。 相似文献
3.
目前，我国正在浮现一种新类型的失业——知识失业，即高学历的人群面临更高的失业率。对于当前部分大学生“毕业即失业”问题，不少人认为在我国已经出现了过度教育，这种观点值得商榷。本文试图从知识失业与教育过度的概念及关系入手，分析我国劳动力市场上知识失业现象的成因，阐明认为是教育过度导致知识失业这种悖论的危害性，并提出只有主动调整高等教育的结构及实施各项配套改革，才能预防教育过度的真正出现。 相似文献
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5.
随着我国高等教育的扩展，越来越多受过高等教育的劳动力涌入市场，他们就业难的问题也随之突显。毕业生失业率不断上升，与此同时，很多受教育从事了与自己教育水平不匹配的工作。他们的教育技能得不到充分发挥，受教育的经济地位相对于以前有所下降。我国是否发生了过度教育?本由此对三个不同类型的企业进行经验研究，研究结果表明，这些企业不同程度地发生了过度教育，过度教育工人的收入受到了损失。 相似文献
6.
过度教育:西方的研究与经验 总被引：23，自引：0，他引：23
当个体实际接受的教育水平高于其所从事工作的教育要求时，就会出现过度教育。70年代以来，西方发达国家劳动力市场中普遍存在着过度教育现象。西方经济学家对此进行了深入的理论和实证研究。本文从过度教育的测量及其发生率、对过度教育的理论解释以及过度教育对个人收的影响等方面作了述评，并提出了对我国教育发展的启示意义。 相似文献
7.
我国目前存在一定程度的教育过度现象,但教育过度与教育不足并存。教育过度的产生是由于社会公众对高等教育存在过度的需求,教育不足的产生是由于高等教育培养的人才不能完全满足经济社会的发展。解决教育过度和教育不足并存,一方面要降低社会公众对高等教育的过度需求,另一方面要促进高校培养的人才更加适应劳动力市场的需求。 相似文献
8.
过度教育和教育不足的现象在劳动力市场上普遍存在着,而且很大程度上影响着劳动力市场的稳定性和教育收益率.本文就西方教育经济学领域中对影响过度教育和教育不足的发生率和收益率的因素的研究成果进行简要的概括. 相似文献
9.
西方过度教育的理论综述 总被引：9，自引：0，他引：9
在很多经济合作与发展组织(OECD)国家里,已经有越来越多的高学历工人从事以前由低学历工人从事的工作,这种现象通常被解释为过度教育。教育供给增长速度过快为产生过度教育提供了客观环境,而过度教育的产生与个人异质性和工作技术结构都相关,同时也与受教育者从学校过渡到工作岗位的中介场所——劳动力市场有关。过度教育的实质是什么,如何解释过度教育现象?教育经济学家在不同理论框架下对过度教育进行了不同的阐释。 相似文献
10.
目前,我国正在浮现一种新类型的失业——知识失业,即高学历的人群面临更高的失业率。对于当前部分大学生“毕业即失业”问题,不少人认为在我国已经出现了过度教育,这种观点值得商榷。本文试图从知识失业与教育过度的概念及关系入手,分析我国劳动力市场上知识失业现象的成因,阐明认为是教育过度导致知识失业这种悖论的危害性,并提出只有主动调整高等教育的结构及实施各项配套改革,才能预防教育过度的真正出现。 相似文献
11.
OVEREDUCATION IN GREECE 总被引：1，自引：0，他引：1
Patrinos HARRY ANTHONY 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(2-3):203-223
While much has been written lately on overeducation, little is known about the effect of socioeconomic background on the incidence of overeducation and its impact on earnings. In this paper, the question of socioeconomic background is taken up and estimates of the incidence and labor market impacts of overeducation are examined with data from Greece. It is estimated that 16 percent of the university educated labor force is overeducated, varying considerably by discipline. The proportion of those overeducated from the lower classes is high (54 percent), although this varies by specialization. Overall, there is a 10 percent "penalty" in earnings associated with being overeducated for a university graduate. The negative and statistically significant effect of overeducation affects those faculties that are more general and do not correspond to particular occupations. Overeducated workers are younger than those properly matched, and more likely to work in the private sector. This suggests that overeducation is a phenomenon that affects workers as they make their way through the labor market. It may also mean that overeducation is a new phenomenon, brought about by the oversupply of graduates. Frustrated graduates are forced to take jobs in inappropriate fields. And as public sector employment decreases in size and the numbers of university graduates increase, private sector employment will necessarily increase for graduates. The question then is whether the private sector can provide jobs that are appropriate to the qualifications of university graduates. 相似文献
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This paper examines the incidence and determinants of overeducation in the Belgian private sector. Two different approaches are used to define overeducation by means of data on characteristics of employees and employers. Using the 1995 Structure of Earnings Survey, between 22% and 24% of the workforce is found to be overeducated. Results support the idea that employers view labour market experience as a substitute for formal education. They also show that male workers and people employed in state‐owned firms are less affected by overeducation. Further results suggest that the size of the establishment has a very weak (negative) impact on overeducation. 相似文献
13.
Daniel Levy 《Higher Education》1982,11(6):607-628
Funding policies for higher education differ greatly from nation to nation and one of the major debates concerns the private-public mix. Five principal patterns emerge from the following variables: whether the system is comprised of just one sector or dual private-public sectors, the size of each sector (if there are dual sectors), the contribution of private funds to each sector, and the contribution of public funds to each sector. Beyond their defining empirical characteristics, each pattern is based on distinctive historical and normative rationales. Each therefore faces different policy choices within the more general private-public debate, although certain basic value questions commonly arise. Seen in comparative perspective, the United States continues to stand out for its significant dependence on private finance. This is because, compared to other developed nations, the United States still has an exceptionally large private sector with relatively great private finance and because, compared to almost all countries, the U.S. public sector also attracts substantial private income. There is great variation, however, and individual U.S. state systems may find useful counterparts to their empirical realities and policy dilemmas in certain foreign (national) systems. 相似文献
14.
This paper intends to analyse the empirical and historical evidence, gathered by recent research, on the privatization process of the argentine educational system. In the 1960s, two main changes occurred: an increase in the private sector enrolment and an increasing deregulation of private schools along with a hyper-regulation of public schools. Additionally, a significant mutation of the demand profile served by the private and public sector can be observed. Such a mutation is closely related to the socio-economic characteristics of the families sending their children to either sector. The article suggests that the process of privatization of the argentine education meant a switch from a state quasi-monopoly system to a dual public/private system, where the social sectors with higher purchasing power are able to choose to ‘exit’ from the public sector to the private and, by doing so, consolidating an educational environment of their own. 相似文献
15.
Wim Groot 《Economics of Education Review》1993,12(4)
This paper examines the relation between overeducation and enterprise-related schooling. If overeducation and enterprise-related schooling are substitutes the social costs of Overeducation are less. We find that correctly allocated workers have the highest probability of participation in enterprise-related schooling, while undereducated workers have the lowest probability of participation. There is no evidence of overeducation and enterprise-related schooling being either substitutes or complements. If we do not correct for self-selection, the average return on a year of education for correctly allocated workers is higher than the average rate of return to education for under- and overeducated workers. If we correct for self-selection in the participation in enterprise-related schooling the rate of return to education increases. The rates of return to under- and overeducation increase as well. If we correct for self-selection the rate of return to a year of undereducation becomes higher than the rate of return to a year of actual education. For undereducated workers the wage gain of participation in enterprise-related schooling is higher than for a correctly allocated worker. A year of Overeducation decreases the wage gain of participation in enterprise-related schooling for participants. 相似文献
16.
Anita van Cuyck‐Remijssen Jaap Dronkers 《School Effectiveness & School Improvement》2013,24(3):211-220
Abstract This paper focuses on the influence of the sector of education (Catholic, Protestant and public) on the success of their pupils in tertiary education and on the labour market in the Netherlands. In the United States Coleman and Hoffer (1987) could hardly find any differences between the job prospects of pupils of private and public schools, but they did find effects of Catholic secondary education on success in tertiary education. In this study, which is based on longitudinal data of a nationally representative cohort of Dutch primary school leavers in 1965, an analogous comparison is made between the success in tertiary education and the job careers of the pupils who attended Dutch Catholic, Protestant or public secondary education. Differences are found between success in tertiary education and on the labour market of those who attended Catholic, Protestant or public Dutch schools. Pupils of public schools enter the university more often than pupils of private schools and pupils of Catholic schools enter the lower valued tertiary vocational education more often than pupils of Protestant or public schools. Significant effects of school sector were only found for those job characteristics which indicate the kind of job (sector of the job, nature of the job) but not for job characteristics which indicate the level of job. Especially pupils of Protestant schools less often have jobs in the administrative‐financial sector and the medical‐social sector than pupils of non‐Protestant schools. They also less often have jobs which have an exact or social nature. These differences in success in tertiary education and on the labour market are not systematically in favour of the private Catholic and Protestant schools. 相似文献
17.
There is a need to maximise rural clinical fieldwork placement to build health workforce capacity. This study investigated allied health professionals' (AHPs) experience of supervising students as part of work-integrated learning in public and private rural health settings. An anonymous postal questionnaire with 30 questions was used to collect quantitative and qualitative data about the barriers and enablers that AHPs encounter when supervising students in their clinical setting. A total of 113 public and private AHPs from Southwest Victoria, Australia, returned the questionnaire. The AHPs were trained in the disciplines of occupational therapy, physiotherapy, speech pathology, dietetics, podiatry or psychology. The majority of respondents (75%) had previously supervised students. Most respondents had only provided fieldwork education in the public sector. Allied health professionals working in public and private sectors had positive experiences with clinical fieldwork education and often had increased job satisfaction while supervising students. They experienced similar enablers to involvement in clinical fieldwork education programs, however the barriers they encountered were different. The findings highlight the differing issues between rural public and private settings that need to be addressed for successful clinical fieldwork education and work-integrated learning. Strategies to address the identified barriers need to be specific to the work conditions of each setting. 相似文献
18.
Dante J. Salto 《Higher Education》2018,75(5):809-825
Brazil has by far the largest higher education system in Latin America, with a sizable share of students enrolled in private-sector institutions. Its recently established and fast-growing for-profit sector is one of the largest worldwide. The for-profit sector already surpasses the public sector in student enrollment, and its role is growing. Public policy has supported for-profit growth, ostensibly for tax revenue reasons, but the federal government has recently launched social initiatives that include tax exemption policies for the for-profit sector in exchange for need-based scholarships. Through exploratory data analysis, this study explores the role, function, and form of the for-profit sector compared with its nonprofit and public counterparts. The findings reveal that the for-profit sector shares some important characteristics with the nonprofit sector but contrasts sharply with the public sector. The study concludes that countries such as Brazil are moving toward public funding for private higher education to meet enrollment targets. These findings may be able to address issues in other countries by considering similar public policies toward private higher education. 相似文献
19.
Peter A. Weldon Jevdet Rexhepi ChenWei Chang Lauren Jones Lucas Arribas Layton Amy Liu 《Compare》2011,41(1):5-24
In this study, faculty at institutions of higher education in Southern California were surveyed to determine the ways they interpret the effects of globalization dynamics upon their various teaching and research activities. Faculty in the state’s three higher education tiers spoke positively about the intellectual benefits to be gained by exposure to different worldviews made possible by an increasingly diverse faculty and student body. Divisions were noted among the different tiers, however, with respect to their disparate levels of engagement with the private sector. The private sector was seen as having a negative impact upon the public sector’s research agenda while simultaneously being embraced by faculty at the community colleges. Faculty at the research institutions were typically critical of the overarching neoliberal paradigm and spoke in political terms about the ways this largely economic‐efficiency model was reorienting their teaching and research roles. 相似文献
20.
The public-private division of responsibility for education 总被引：1，自引：0，他引：1
In this chapter “private” schools are defined as those that were privately founded and are privately managed; they usually have some private funding, although in some cases considerable funding and control come from the government. The size and nature of the private sector is viewed as stemming from excess demand for education due to limited public spending (i.e., these are students who would prefer to use the public schools but are involuntarily excluded and pushed into the private sector); differentiated demand due primarily to cultural heterogeneity (i.e., these are students whose differentiated tastes along religious, linguistic or ethnic lines lead them voluntarily to choose the private sector even if a public school place is available); and the supply of non-profit educational entrepreneurship (e.g., founders who start schools to maximize religious faith or believers, rather than profits) by competing religious organizations. The impact of public policies, including public educational spending and private subsidies, is also considered. 相似文献