大学生人力资本的过度与不足——基于弥补型过度教育视角的实证分析

本研究利用2006年北京市企业调查的数据,考察了受过高等教育者的过度教育状况,以期从用人单位的角度审视大学生人力资本的过度与不足.本研究提出了基于人力资本理论和职业发展理论的分析框架.由于过度教育群体人力资本的异质性,本研究按照过度教育的原因将其分为"弥补型过度教育"和"非弥补型过度教育"(或"发展型的过度教育"),并探讨了弥补型过度教育的短期和长期收入效应.结果表明,长期来看弥补型过度教育带来的收入损失更大,非弥补型过度教育虽会带来短期的收入损失,但长期收入损失并不显著.     

对我国过度教育的教育经济学研究

文章分析了过度教育在我国的表现,介绍教育经济学度量过度教育发生率的方法并分析了我国过度教育发生的情况和过度教育将会造成的影响,并从教育经济学角度提出了政策建议。     

关于高校局部过度教育的现象分析

我国在整体教育不足,人力资源匮乏的背景下,出现了局部过度教育现象。本文通过分析过度教育的现状和特征,总结导致我国局部过度教育的原因．并在此基础上提出过度教育的对策。     

教育过度与教育不足并存:现象、原因及对策

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。     

教育过度与收益风险

教育过度指受教育年限超出工作需要的受教育年限的现象。教育过度是许多国家的长期现象,我国也不例外。教育过度对工资收入的影响虽然是积极的,但其作用小于适度教育收益,使教育投资得不到应有的回报和造成教育投资浪费,给受教育者带来过度教育的收益风险。较高的技能禀赋相当大地降低了过度教育风险,再获得一个更高层次的职业资格证书能有效地规避过度教育风险。     

过度教育的经济学分析及政策选择

当个体所受教育水平和工作技术水平不匹配,或者个体所受教育水平高于工作需求水平,就会发生过度教育的现象。由于教育快速扩展,我国虽然总体属于教育不足的国家,但不同程度地发生了过度教育现象,其实质有别于西方国家,我国过度教育是制度约束下教育和就业矛盾的产物。过度教育使个人乃至国家的经济价值都会受到损失,要求政府、企业和高校采取相应的措施控制过度教育。     

过度教育现象分析

文章首先归纳了过度教育存在的几种具体形式,并借鉴四种理论模型解释过度教育存在的原因,接着分析了过度教育对社会和个人可能造成的消极影响,在此基础上提出缓解过度教育的政策建议。     

教育扩展中的过度教育现象及其收入效应——基于中国现状的经验研究

在教育扩展时期,我国的过度教育伴随着知识失业出现。过度教育在行业和地区上都表现出分布不均衡的特征,这是由于在劳动力市场制度性分割条件下,不同行业和地区收入差距过大所致。随着时间推移,过度教育发生率有增长的趋势。用ORU模型估算发现,我国过度教育收益率小于工作所需教育收益率,说明发生过度教育会使个人收入受到损失。在政策选择上,现阶段应按照渐进、适度的原则扩展教育规模;加大调控不同行业和地区的收入分配,防止收入差距过大造成过度教育高度集中在高收入行业和地区,导致教育资源得不到优化配置;个人也需要理性投资教育,避免因过度教育的发生降低了教育的经济价值。     

西方过度教育的理论综述

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。     

过度教育、逆向选择和制度创新

过度教育是指个体实际接受的教育水平高于其所从事工作的教育要求,这一现象在发达国家和发展中国家都是普遍存在的。过度教育对整个社会来说,具有一定的负面影响。因此,应进行适当的制度创新对过度教育进行修正,以减小过度教育所带来的负面影响。     

Overeducation among European University Graduates: a comparative analysis of its incidence and the importance of higher education differentiation

The incidence of overeducation in eight European countries is here assessed by means of multiple indicators. With the exception of Spain, the results reveal that overeducation is a minor risk amongst European tertiary graduates. Yet, the contrast between different indicators reveals the existence of an overeducation of a moderate kind in countries with high rates of tertiary attainment (Norway, Finland and Netherlands). Our results also reveal the importance of higher education differentiation for understanding the risk of overeducation. Graduates from humanistic fields, bachelor courses and vocational colleges are more exposed to overeducation, though their disadvantage varies cross-nationally.     

教育过度与高校毕业生就业问题分析

造成中国高等教育发展的高预期与现实中毕业生就业不畅矛盾的原因很多 ,但问题的本质在于高等教育的人才培养模式与我国现阶段的产业发展状况存在很大的不适。其表现特征 ,就是存在一定程度的“相对教育过度”问题。从长远看 ,适度超前依然是我国高等教育必须长期坚持的发展战略     

希腊的过度教育

上世纪60年代开始，希腊的高等教育规模得到了空前发展，使劳动力的平均受教育年限迅速提高，但由于国有企业私有化改革和私营企业对大学毕业生的吸纳能力有限，劳动力的教育收益率逐年下降，出现了明显的过度教育现象。本主要从过度教育与家庭社会经济背景的关系、过度教育与学科专业的关系和过度教育在国有和私营部门之间的差别等方面论述了希腊过度教育的特点。     

Overeducation on the Belgian labour market: evaluation and analysis of the explanatory factors through two types of approaches

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.     

过度教育的再认识

本文从人力资本、失业等角度探讨过度教育定义,在此基础上对过度教育的发生率和收益率的计算提出了修正建议,同时从教育不匹配和技能不匹配的角度出发,提出应重新思考过度教育的涵义。     

OVEREDUCATION IN GREECE

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.     

The impact of overeducation on earnings in China

The paper estimates the returns to overeducation by the Over-Required and Undereducation (ORU) model. The estimated results indicate that the returns to overeducation are positive, but lower than the returns to required education, which suggests that while overeducated employees’ earnings are diminished, they still can benefit from it. The paper also attempts to estimate the returns to overeducation by occupations, industries and regions. The result shows that in the field where educational level has much to do with the skills required by employers, education-job match has a greater effect on one’s earnings, such as professionals and skilled persons. On the contrary, education-job mismatch has little effect on one’s earnings, such as non-skilled employees, administrative and clerical employees. In addition, the returns to overeducation are lower or insignificant for those working in competitive but lower paid industries and areas. Conversely, the returns to overeducation are higher for those working in the highly monopolized and highly paid industry and area. It can be argued that regardless of the incidence of overeducation, those with higher level of education prefer to choose the lower level of job in these industries and areas.     

过度教育测度方法的比较研究

过度教育已经成为西方发达国家普遍存在的一种现象,然而,对于过度教育的测度却未形成统一的方法.本文拟对现有的关于过度教育的发生及过度教育收益率的测度方法进行比较研究.     

中国过度教育的收入效应

The paper estimates the returns to overeducation by the Over-Required and Undereducation (ORU) model. The estimated results indicate that the returns to overeducation are positive, but lower than the returns to required education, which suggests that while overeducated employees’ earnings are diminished, they still can benefit from it. The paper also attempts to estimate the returns to overeducation by occupations, industries and regions. The result shows that in the field where educational level has much to do with the skills required by employers, education-job match has a greater effect on one’s earnings, such as professionals and skilled persons. On the contrary, education-job mismatch has little effect on one’s earnings, such as non-skilled employees, administrative and clerical employees. In addition, the returns to overeducation are lower or insignificant for those working in competitive but lower paid industries and areas. Conversely, the returns to overeducation are higher for those working in the highly monopolized and highly paid industry and area. It can be argued that regardless of the incidence of overeducation, those with higher level of education prefer to choose the lower level of job in these industries and areas. __________ Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2007, 5(2): 136–146