教育的“微观—宏观悖论”与增长模型的设定
摘要
1．从教育的“微观-宏观悖论”说起
2001年，Lant Pritchett在研究二战后发展中国家中长期的增长表现时，发现了一个有趣的现象。上世纪六十年代至九十年代，绝大多数发展中国家的教育事业有了迅速的发展。举例来说，发展中国家的小学入学率从66％上升到了100％，中学入学率则从14％上升到了40％。但是，同时期发展中国家的经济增长表现却没有那么抢眼，大多数国家增长停滞，还不时爆发各种形式的经济危机。这个现象与广泛接受的教育与劳动收入之间存在显著的正相关性（Mincer，1974）这一事实似乎是矛盾的。如果如Lucas（1988）所强调的那样，
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