Vocational Training and Agricultural Productivity: Evidence from Rice Production in Vietnam

Abstract

The paper examines the impact of farmers’ educational attainment on agricultural productivity. More specifically, it evaluates how farmers with vocational training perform compared to those with traditional educational training. A stochastic production frontier and inefficiency effects model is estimated using nationally representative household survey data to analyze the relationship between farmers’ educational attainment and agricultural productivity in Vietnam, while controlling for factors such as gender and farmers’ health status. The results indicate higher returns to vocational training in terms of its impact on raising agricultural productivity, as compared to primary and secondary education. Our findings confirm that significant productivity and welfare gains can be achieved through the promotion of education schemes tailored to the specific technical needs of smallholder or poor farmers. The lack of impact from primary and secondary education signals the need to adjust the curricula of nontraditional educational programmes in rural areas to respond to the technical and other skill needs of farmers. In other words, one general curriculum for everyone may not reap the highest returns to primary and secondary education investment in the context of countries with large farming populations. The originality of the paper resides also in the use of disaggregated education data in terms of formal and non-formal education. In addition, unlike previous studies, the production frontier function and the inefficiency segment are jointly estimated using a one step maximum likelihood estimation (MLE) procedure which guarantees both consistency and efficiency for estimated parameters.     

香菇种植业的全要素生产率变动研究——以河南省西峡县香菇种植业为例

香菇作为一种重要的特色农业,在我国广泛种植并在促进农民增收过程中发挥重要的作用。但是目前关于香菇种植的数据和文章并不多,本文采用问卷调查的方法,抽取河南省西峡县香菇种植户43户,调查不同种植年份的投入和产出,利用微观数据对香菇种植业的生产效率和全要素生产率的演变进行测算。文章运用超越对数生产函数的随机前沿模型对香菇种植业进行测算和分析,分析结果显示:对于香菇种植业而言,资本的产出弹性大于人力的产出弹性;技术效率在香菇种植的初始年份较低,随着种植的平均技术效率逐年增加并趋于稳定;要想提高香菇种植的全要素生产率的增长率必须提高香菇种植环节的技术水平。     

But can she cook? Women’s education and housework productivity

Previous inquiries into the relationship between education and housework productivity reveal that expectations differ along disciplinary (i.e., economics vs. non-economics) lines and empirical results from the economics literature are mixed. Expectations of a positive sign between education and housework productivity in the economics literature may be a function of misinterpretations of [J. Polit. Economy 81 (1973) 306] original theory pertaining to all non-market production, which is far more general than just housework. Mixed empirical results may be a function of incomplete or overly assumption-reliant econometric models derived previously. We streamline the procedures for estimating the parameters of a one-person, one-period housework production function such that the system of equations may be specified with a single, literature-based assumption. Our estimation of the production function parameter that measures the effect of education on housework productivity suggests that authors in the non-economics literature may have a point; the relationship between education and housework productivity may be negative due to “morale” effects.     

基于Malmquist TFP指数的中国高校科研生产绩效评价

Malmquist TFP指数能够较好地测度高校科研活动的生产绩效,而且有助于探讨这种绩效演变的源泉。以数据包络分析法为基础,运用面板数据来确定高校科研活动的生产前沿,改善这一分析框架,并以2003-2007年间中国各省的高校科研活动为例进行实证分析。其结论表明:在我国各省的高校科研活动中,普遍低下的技术效率总体上呈恶化趋势,但也存在明显的追赶效应;技术水平基本上都经历了一个逐步放慢的提高过程;全要素生产率具有较大的省际差距,但此差距在逐步缩小;技术进步是高校改善科研绩效的主要原因,而其恶化的根源在于技术效率降低。     

Producing educational materials in local languages: costs from Guatemala and Senegal

This paper examines production costs of local language materials, budgetary implications of such programs and cost-saving strategies that have and can be usefully employed in Guatemala and Senegal. Information from Guatemala indicates that investments in bilingual education programs are time-intensive but not prohibitive. The Senegal case study estimates the impact on the unit cost of local language materials if production is expanded to include all potential students in two neighboring countries, Senegal and The Gambia, that share a common local language. Results indicate that inter-country cooperation is beneficial, especially when factoring in demand constraints in any single country.     

我国工业企业技术进步的随机前沿模型分析

本文运用我国大中型工业企业1995-2002年期间的年度企业数据,在随机前沿生产函数模型分析框架内系统地研究了37个两位数工业行业的前沿技术进步(FTP)。本文发现:(一)前沿技术进步已经成为工业增长方式转变的核心推动力,1996-2002年大中型工业前沿技术进步平均贡献率高达14个百分点,对经济增长的贡献逐年提高;(二)本文归纳了前沿技术进步的四大驱动力:行业竞争、全球化及外商投资、企业产权改革以及经济周期扩张的大环境;(三)通过技术进步贡献率对企业的制度及行业经营环境等因素的回归分析发现:国有企业在技术进步中的作用不可忽略;大型企业的技术进步显著高于小企业;欠发达地区的技术进步速度高于发达地区;开放、竞争性行业的技术进步远远高于垄断性行业。因此,本文认为深化企业产权改革、加强资本市场建设、打破行业垄断、促进行业有序竞争是中国工业增长模式转变的惟一途径。     

Efficiency,technology and productivity change in Australian universities, 1998–2003

In this study, productivity growth in 35 Australian universities is investigated using non-parametric frontier techniques over the period 1998–2003. The five inputs included in the analysis are full-time equivalent academic and non-academic staff, non-labour expenditure and undergraduate and postgraduate student load while the six outputs are undergraduate, postgraduate and Ph.D. completions, national competitive and industry grants and publications. Using Malmquist indices, productivity growth is decomposed into technical efficiency and technological change. The results indicate that annual productivity growth averaged 3.3% across all universities, with a range from −1.8% to 13.0%, and was largely attributable to technological progress. However, separate analyses of research-only and teaching-only productivity indicate that most of this gain was attributable to improvements in research-only productivity associated with pure technical and some scale efficiency improvements. While teaching-only productivity also contributed, the largest source of gain in that instance was technological progress offset by a slight fall in technical efficiency.     

Performance measurement: Does education impact productivity?

This study investigated the impact of managers' educational levels on productivity in the commercial poultry industry in Ghana. The level of education of 33 production managers of the poultry farms were factored into a Cobb‐Douglas production function with other explanatory variables. The computed percentage change in productivity due to higher education relative to secondary education was 10%. The interaction terms of basic education, experience, and extension visits were positive and not statistically significant. Targeting management education could increase productivity in the commercial poultry industry. Educated managers have a higher propensity to adopt technology and alternative production mix for effectiveness and efficiency. This study concludes that higher educational level had a positive impact on productivity in the commercial poultry industry and should be harnessed for improved performance in the domestic and global market.     

Out With the Old-In With the New: Thoughts on the Future of Educational Productivity Research

The purpose of this article is to present a review of-and to provide insight into future directions for research on-the literature surrounding the efficient production of educational outcomes. Research studies on educational productivity and efficiency generally support 2 dominant paradigms within the field of school finance: (a) Money Does Not Matter and (b) Money Does Matter. After a brief historical review, the article critiques the cost-minimization assumptions implicit to both paradigms, using public choice theory as a basis to acknowledge that nonmarket forces influence educational productivity. Next, suggestions are made surrounding normative economics concepts that need to be expanded, explored, and operationalized to measure educational efficiency more appropriately. Finally, it is suggested that researchers investigate at least 3 nontraditional methods to measure levels of economic efficiency in public educational organizations: (a) modified quadriform analysis, (b) data envelopment analysis, and (c) stochastic frontier analysis.     

The influence of an NCLB accountability plan on the distribution of student test score gains

Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of sanctions are positively correlated with test score gains by below-proficient students in failing schools; greater than expected test score gains by below-proficient students do not occur at the expense of high-performing students in failing schools. This pattern of results tends to suggest that failing schools were able to benefit low-performing students in ways that were consistent with having operational slack, and that the threat of sanctions may stimulate greater productivity within failing schools.     

社会交往的特征及其精神生产力功能

长期以来,学术界往往把人与人之间的社会交往仅仅归之于生产关系,而很少重视其生产力功能。实际上,交往作为一种社会实践活动不论从物质层面还是从精神层面上说都具有生产力功能。本文运用马克思主义的社会交往理论,主要从精神交往这个层面上就社会交往在语言传播、文明成果延续共享、促进人类社会发展等方面论述了社会交往的精神生产力功能,从而突出了现代社会交往所具有的空前重要的生产力意义。     

发展生产力的人本主义复归及其趋势

人类社会发展生产力的宗旨是人本主义的。从原始社会到封建社会,发展生产力的人本主义性质得到了纯洁的体现,人和自然保持着原始的和谐统一。近代科学技术和资本主义生产方式产生以后,这个宗旨得到了充分展开。但大工业经济增长方式的副作用影响了整个生产力发展的结果,它游离了人本主义原则。这是人类社会生产力发展的必经阶段,也有人类认识水平受限的因素。知识经济超越了工业经济时代生产力发展的严重弊端,反映了生产力发展的人本主义复归的新形式。     

资源生产率的经济学分析与理论意义

当前,建设生态文明已成为中国发展的重要目标,其理论的关键是20世纪90年代以来在国际上日益得到重视的资源生产率概念。文章基于资源生产率的视角对传统的生产函数进行重构,并讨论资源生产率的理论意义和应用价值。     

生产社会化的二重发展与企业规模的变化

生产集中化和社会分工的发展实际上是生产社会化的二重表现和形式 ,通过集中化 ,提高劳动的社会生产力和规模效益 ;通过社会分工 ,实现专业化 ,提高劳动的个别生产力和专业生产水平。生产社会化的二重性及其相互转化 ,是影响生产规模和企业规模最深刻的基础 ,也是资本主义生产方式至今没有退出历史舞台的最深刻的原因之一     

关于科学合作本质属性的探讨

科研生产力和科研生产关系的相互作用,是科学发展的基本动力.科学合作之所以影响科学活动发展,就在于科学合作具有科研生产力和科研生产关系的双重属性.一方面,科学合作是作为体现人与自然关系的科研生产力中主体要素的科研主体合作,具有科研生产力的属性;另一方面,科学合作又是反映科研活动中人与人关系的特定科研生产关系的组成部分,具有科研生产关系的属性,扮演着科研生产力联结科研生产关系的中介桥梁作用.     

The role of the student in the higher education production function

Increasing concern with productivity and efficiency in service industries such as higher education has created interest in cost analysis techniques, implicit in which must be some notion of the production function, that is, the technology by which inputs are combined to produce outputs. In order to clarify the existing confusion in higher education between inputs and outputs, and to offer aid in understanding the complex issues of productivity and efficiency, this paper offers a paradigm of the student as an economic entity analogous to the profit-maximizing firm in microeconomic theory. The paper concludes by suggesting an extension of the model to include the faculty member as an individual economic agent.     

Mayan Education In Guatemala: A Pedagogical Model And Its Political Context

In order to give an idea of the present situation of education in Mayan communities, the article starts with a survey of published anthropologocal and educational information on the content, values and methods of education in indigenous communities in Guatemala. The second part deals with the formation of a new collective identity in Guatemala, exploring the relationship between the recent debate on Mayan identity, and Mayan education. Finally, attention is given to the relationship between education in indigenous communities and official, formal education, which is itself being called into question. Mayan education in Guatemala is not only a historical tradition which has survived centuries of alien domination, but is also a forceful voice of criticism in the debate about general educational reform.     

知识要素成为生产力主导要素的现实原因分析

如今,在生产力系统中,知识要素的作用已超过其它任何要素,成为生产力的主导要素。其现实原因有六:一、知识是最基本的生产要素;二、知识要素对经济增长的贡献率占绝对优势;三、知识生产是经济发展的关键:其一、科研成为第一生产过程;其二、知识生产是经济活动的重要支撑;四、高新技术等知识产业成为产业发展的主导与趋势;五、知识由观念的外生变量转为实际的内生变量;六、知识劳动成为劳动的主要形式或发展趋势。     

Mayan Education In Guatemala: A Pedagogical Model And Its Political Context

In order to give an idea of the present situation of education in Mayan communities, the article starts with a survey of published anthropologocal and educational information on the content, values and methods of education in indigenous communities in Guatemala. The second part deals with the formation of a new collective identity in Guatemala, exploring the relationship between the recent debate on Mayan identity, and Mayan education. Finally, attention is given to the relationship between education in indigenous communities and official, formal education, which is itself being called into question. Mayan education in Guatemala is not only a historical tradition which has survived centuries of alien domination, but is also a forceful voice of criticism in the debate about general educational reform.