提升人力资本投资的政策

1、1提升人力资本投资的政策 James J Heckman2James J Heckman简介2000年的诺贝尔经济学奖芝加哥大学经济学教授1.研究内容涉及诸如社会项目评估、非连续选择和纵向数据的计量经济学模式、劳工市场经济学以及收入分配的模式选择3关于这篇文章发表于Research in Economics, Volume54,Issue 1,3-562.原文查找地址：美国经济国际研究局， working paper /papers/w72884具体政策内容分析总结结构Page 45文章探讨了现代经济社会中人们获取技能的主要来源，并重点分析了认知能力和非认知技能在人们提

2、高效率和赢得成功上的重要性；以及正是教育机构、家庭和企业等技能形成渠道各自的有效性问题。海克曼教授认为技能投资过程具有极强的动态累计特征。技能本身催生新的技能，初期投资会使后续投资更加容易。非认知性技能和动机是个人成功的两大决定性因素。而且较之认知型技能，非认知性技能更容易在后天得到持续的增进。Page 5 Abstract6因此，海克曼教授主张政府的投资政策应该优先重视对青少年在非认知性技能和动机方面的投资，这样会大大提高人力资本的投资效率。此外，政府还应一改过去重视正式教育、忽视非正式教育方式的政策倾向，因为家庭和其他非正式教育机构对个人的能力、动机产生着持续的影响，进而也决定这个人的最终

3、成功。Page 6 Abstract7The New American Labor Market: A Quantitative Assessment.Primary and Secondary SchoolsEarly Childhood InvestmentsInterventions In The Adolescent YearsThe Effectiveness of Public Sector Training ProgramsThe Evidence on Credit Constraints and Participation in Schooling and Training

4、ProgramsTax PolicyContentsContentsPage 78The New American Labor Market: A Quantitative Assessment.How much would we have to invest in our workforce in 1989 dollars torestore real earnings of male high school dropouts and graduates to their real1979 levels?How much would we have to invest in ourworkf

5、orce in 1989 dollars to restore 1979earnings ratios between lower education groups and college graduates, without reducing the 1989 earnings of college graduates?Measuring the Loss in the Value of Human Capital among the Less SkilledQuestionsaverage rate of return across all ability groupsis 10%Answ

6、ers:2.86 trillion dollarsPage 89PART 1:The Evidence on Credit Constraints and Participation in Schooling and Training Programs4560102733richestpoorestmiddleOne of the opinionsOne of the most widely accepted arguments in policy and academic circles is that credit constraints prevent poor persons from

7、 participating in formal education. The empirical association between family income and college enrollment presented in Figure 2 has attracted an enormous amount of attention in academic and policy circlesPage 910PART 1:The Evidence on Credit Constraints and Participation in Schooling and Training P

8、rograms4560102733richestpoorestmiddleQuestionIs the estimated influence of family income on college attendance a consequence of long-run family effects or short-term borrowing constraints?Page 1011PART 1:The Evidence on Credit Constraints and Participation in Schooling and Training Programswhitecolo

9、redHispanicQuestionIt actually is long run factors that shape ability, notshort term borrowing constraints, that explain the evidence in Figure 2Page 1112PART 2:Primary and Secondary SchoolsconclusionHere is little evidence that marginal improvements from current levels of schooling quality are like

10、ly to be effective. Pouring more funds into schools to lower class sizes by one or two pupils or to raise spending per pupil by a few hundred dollars will not solve the problems of the American primary and secondary school system. Page 12While the effects of quality vary across environments and addi

11、tional funding for some schools may be justified, more fundamental changes are required if we hope to see a significant improvement in our educational system.13PART 2:Primary and Secondary SchoolsThe answer lies in part in the way public schools are currently organized. Public school systems in the

12、U.S. are local monopolies with few competitors. The American high school system is a creation of the 20th Century and is a world unto itself. Within it, an artificial adolescent culture is left to flourish which often discourages academic achievement and the pursuit of knowledge (Coleman,1961).A sha

13、rp contrast is often made between the poor performance of public secondary schools and the high level of performance of the American college system. Students from around the world flock to the U.S. to study in our colleges and graduate schools yet our middle schools appear to be second rate. How can

14、 we reconcile the contradictory story that our high schools are mediocre and our colleges are first rate?Page 1314PART 2:Primary and Secondary SchoolsconclusionContrary to the view that competition siphons resources away from the public sector, to its detriment, Caroline Hoxby (1999) has demonstrate

15、d that when public schools are subject to greater competition both from parochial and other private schools, the performance of all schools increases.Page 1415PART 2:Primary and Secondary Schoolsn(c) motivating students to perform well in order to secure the most desirable apprenticeships and motiva

16、ting many firms to provide valuable training opportunitiesn(a) breaking down the artificial separation between the world of work and the world of learning; Everywhere it has been investigated, the effects of competition in education and training (and in virtually every other sector of life) are bene

17、ficial for the students and trainees.）Take the German system for example(Heckman, 1994 and Heckman, Roselius and Smith, 1994).n (b) giving students and the firms that apprentice them choice among a variety of learning situations andPage 1516PART 3:Early Childhood InvestmentsYet the evidence from the

18、 Perry Preschool program, Job corps、head starts and so on reveals that these programs are highly effective in reducing criminal activity, promoting social skills and integrating disadvantaged people into the mainstream society. The greatest benefits of these programs are on socialization and not IQ.

19、 Social skills and motivation have large payoffs in the labor market so these programs have the potential for a large payoff.17PART 4:Interventions In The Adolescent YearsconclusionUsing a matched sample of non-SAS students in Philadelphia high schools, Johnson(1998) estimates statistically signific

20、ant increases in GPA for tenth and eleventh grades, as well as a 22% (16%) increase in college attendance one year (two years) after graduation from high school.Page 1718PART 4:Interventions In The Adolescent YearsThe three programs just discussed demonstrate that financial incentives to stay in sch

21、ool and participate in learning activities for disadvantaged students can increase schooling and improve employment outcomes. It should be noted that while these programs proved to positively influence employment and earnings (and, in the case of QOP, reduce crime), they do not perform miracles. Imp

22、acts are MODEST, but POSITIVE.19PART 5:The Effectiveness of Public Sector Training ProgramsThe National Supported Work program providedintensive training and job search assistance at a cost of about $16,550 per recipient. Theestimated rate of return to this program was only 3.5%.The CET provides 3-6

23、 months of vocational training to disadvantaged youth and adults,most of which are high school dropouts. At a cost of $4,200 per enrollee, the programshowed sustained earnings gains of over $3,000 per year (a 40% increase)!Page 1920PART 5:The Effectiveness of Public Sector Training ProgramsAt a cost of $4,200 per enrollee, the programshowed sustained earnings gains of over $3,000 per year (a 40% increase)!Reasons for the successthe CET has been active in San Jose for over 25 years and