| 王伟同,朱丽君,龙周宏.教育人力资源转移与农村地区人力资本积累[J].数量经济技术经济研究,2026,(2):233-256 | | 教育人力资源转移与农村地区人力资本积累 | | Human Resource Transfer in Education and Human Capital Accumulation in Rural Areas | | | | DOI： | | 中文关键词: 教育公平 乡村教育 人力资本 义务教育 | | 英文关键词: Educational Equity Rural Education Human Capital Compulsory Education | | 基金项目: | | | 中文摘要: | | 优化教育资源配置是破解教育发展不平衡不充分问题，建设高质量教育体系的核心路径。区别于传统以“财力”和“物力”转移为主的教育公平实现方式，本文以“农村义务教育阶段学校教师特设岗位计划”为政策切入点，从“人力”资源配置视角出发，系统分析了教师资源横向转移对农村地区人力资本积累与教育公平的影响。研究发现，均衡城乡教育人力资源配置具有显著的人力资本提升效应，农村地区个体上高中概率显著提高约2.4个百分点。异质性分析表明，政策效应在个体层面对农村女性、非独生子女和高教育家庭更为显著,在地区层面则对贫困和西部地区更为明显,在教师层面不同类型教师均在各自阶段表现出显著影响。机制分析显示，政策主要通过改善家庭和个体的教育预期、激励家庭对子女的教育投资以及提升个体的认知能力这三个渠道发挥作用。此外，教育资源的合理配置显著提升了个体人力资本与劳动力市场表现,政策的社会经济收益远超成本。本文为教育人力资源转移促进地区教育公平与人力资本均衡发展提供了经验证据，也为加快建设高质量教育体系、促进区域协调发展提供了政策参考。 | | 英文摘要: | | Education is the cornerstone of national renewal and social progress, and teachers are the cornerstone of education. With the continuous deepening of educational reform, the public’s demand for education in China has gradually shifted from “having access to education” to “having access to high-quality education.” At the beginning of the 21st century, the insufficient number and low quality of rural teachers severely restricted the development of rural education in China. To strengthen the ranks of teachers and promote the balanced development of compulsory education between urban and rural areas, the “Special-Post Teacher (SPT) Program” was launched in May 2006. Optimizing the allocation of educational resources is an important measure to address unbalanced and inadequate development of education and build a high-quality education system. This plan aims to promote the fair distribution of high-quality educational human resources by adjusting and transferring teachers, which can increase teacher resources in the central and western regions and improve the quality of rural teachers, thereby ensuring equity in the quality of education between urban and rural areas. This provides an opportunity for us to recognize the importance of educational human resources in advancing the development of rural education and narrowing the educational gap between urban and rural areas.Unlike the traditional educational equity method based on the transfer of “financial resources” and “material resources,” our study takes SPT as a policy shock, uses data from the 2015 1% National Population Sample Survey, and adopts the cohort difference-in-differences identification strategy to empirically examine the impact of the transfer of “teacher resources” on human capital accumulation in rural areas and educational equity. The study finds that balancing the allocation of educational human resources between urban and rural areas has a significant effect on enhancing human capital. The results of heterogeneity analysis reveal that the policy effect is more significant for rural women, non-only child, and highly educated families at the individual level; at the regional level, it is more pronounced in poor and western regions; and at the teacher level, different types of teachers had a significant influence at their respective stages. Mechanism analysis reveals that the policy mainly works through three channels-improving educational expectations among households and individuals, stimulating family investment in children’s education, and enhancing individuals’ cognitive abilities. Furthermore, rational resource allocation has significantly enhanced individual human capital and labor market performance and added approximately 125,000 high school students to rural areas in central and western rural regions each year during the policy period. The cost-benefit analysis further indicates that the policy can increase an individual’s annual income by 1945 yuan in the future, and its social and economic benefits far outweigh the costs. This study provides empirical evidence that teacher redistribution promotes regional educational equity and balanced human capital development, while offering policy insights for building a high-quality education system and fostering regional coordinated development.The contributions of this study can be summarized as follows: First, in terms of research perspective, relative to conventional education equity policies, which predominantly focus on fiscal transfers and infrastructure construction, this study takes the horizontal transfer of teacher resources as its starting point to investigate how this approach can effectively enhance regional education equity and promote balanced human capital development, thereby moving beyond the limitations of existing investment methods. This enriches the theoretical framework and practical pathways for education equity policy. Second, this study emphasizes the critical role of institutional arrangements in the allocation of educational resources. It reveals the core value of educational “human” resources for achieving education equity within the institutional context of compulsory education being a shared central-local responsibility. This offers a novel perspective for understanding the institutional logic underlying the equalization of educational resources. Third, in terms of empirical analysis, this study utilizes large-scale census data combined with rich, long-term micro-survey data to conduct a multi-dimensional assessment of the impact of teacher resource transfer policies, which not only verifies the policy’s positive role in promoting regional human capital accumulation but also systematically uncovers the policy’s inherent logic and mechanism of action from both subjective and objective dimensions. Our findings demonstrate the essential bridging role of horizontal teacher resource transfer between micro-level individual behavior and macro-level education equilibrium. Last, regarding policy implications, building on the policy practice of educational human resource transfer, this study not only rigorously validates the policy’s effectiveness but also systematically assesses its rationality through a cost-benefit analysis. This significantly enhances the study’s value for real-world decision-making. The results provide a scientific basis and empirical support for deepening rural education reform, optimizing the allocation of educational resources, and offering policy references for promoting high-quality, balanced educational development. | | 查看全文 相关附件： 下载数据代码附录 |
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