农村教育发展与农村经济增长：内在机理及制度创新
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摘要
中国农村教育与农村经济增长的不协调，对经济发展形成了不利影响。论文基于劳动分工理论视角，从农村教育、劳动分工与农村经济的内在联系出发，研究农村教育促进农村经济增长的制度创新问题，试图为和谐社会建设和城乡教育统筹发展提供理论与实证支持。
论文的研究结论：
第一，教育的分工功能是教育促进经济增长的重要机制。本文基于劳动分工理论，以Yang（2001）的两产品新兴古典模型为基础，在两个方面进行了改进：一是每种产品的生产设定了学习成本，学习成本的大小由生产者受教育水平决定；二是将模型的专业化经济程度设为生产者受教育水平的增函数，每种产品的生产中，受教育水平高的生产者效率更高，其专业化经济程度更高。由此建立了教育发展、专业化与经济增长关系的新兴古典经济模型，并运用中国区域面板数据对模型进行了实证检验。结论表明，教育对劳动分工与专业化具有显著促进作用，重视教育的劳动分工功能将有助于教育经济功能的发挥。无论是自给自足还是分工条件下，受教育水平越高，则人均真实收入越高，教育发展对经济增长产生了重要促进作用。受教育水平提高对劳动分工与专业化具有促进作用，但低交易效率的地区可能会限制教育作用的发挥，西部地区教育对经济增长的作用要小于东部地区。
第二，中国农村教育的发展没能有效促进农村经济的增长。本文从史学的视角出发，回顾了秦汉、三国魏晋南北朝、隋唐五代、宋辽金元及西夏、明、清、中华民国一直到中华人民共和国时期我国教育制度的变迁历程，从历史变迁视角下总结了农村教育制度的特征。基于1992-2010年的面板数据，从农业劳动生产率、农民收入增长和农村工业发展三个维度实证分析了农村教育发展与农村经济增长的关系。结果表明，农村教育发展对农业劳动生产率的提高没有起到正面促进作用，回归系数为负，但在统计上不显著；农村教育发展水平的提高对农民收入的增长以及农村工业化发展同样没有起到显著作用，回归系数为负，在统计上也不显著。历史和现实的情况显示：中国农村教育发展的应有功能没有得到有效发挥，没能有效促进农村经济的发展。中国的农村教育，本应加速农村人力资本的积累，反而成为了农村人才的抽水机，加剧了农村“人才空心化”。
第三，导致中国农村教育功能不能有效发挥的根本原因在于，无论是农村教育组织制度、运行制度，还是融资制度，均忽视了劳动分工的这一潜在变量。从历史回顾中发现，中国历来对农村教育不重视，农村教育机构少，基础设施落后；农民受教育水平低、文盲比例高。农村教育理念上忽视科学，重写“八股文”，“吟诗作对”，农村教育功能主要定位在考功名。当前的情况来看，在组织制度层面上，存在着基础设施、结构和功能三方面的问题：一是农村教育机构数量不足，农村教育整体水平不够高，使农民无法达到农村劳动分工要求的基本条件；二是农村教育机构结构不合理，忽视农村职业教育，对农村劳动者的专业技术培养不足，无法满足农村劳动分工的技术要求；三是农村教育机构功能定位存在问题，对劳动者的开放意识和专业化意识培养不足，劳动者的创新能力培育也比较欠缺。在运行制度层面，存在动力机制缺失、激励机制不科学、约束机制不合理三大问题。在融资制度层面，农村教育总量投入不足、农村基础教育融资制度不合理、大学高收费导致人才和金融的双重倒流等问题阻碍了教育的劳动分工功能发挥和农村经济的增长。
本文研究的主要建议：
第一，构建分工视角下农村教育促进农村经济增长的有效组织制度。一是要进一步加强农村教育基础设施建设，加大农村教育投入，夯实农村基础教育，完善农村幼儿教育机构、建立科学合理的农村小学教育机构和建立具有分流导向的农村中学（初中）教育机构；二是要调整农村教育结构，加大职业教育比重，合理推进农村职业初中和技术培训学校的改革；三是改变农村教育机构的功能定位，要以促进农村劳动分工与专业化为导向，全面深化组织创新。要发展农村全程职业教育，为农民提供人生各个阶段所需要的知识和技能，将更多的农民带入劳动分工与专业化的行列中，成为产业链上的一分子，从而提高生产效率；要强化职业教育的引领作用，培育农民的自我学习意识，提高自我学习能力；要根据农业产业链延伸中各个环节的需要，强化专业人才的培养，要培育农民的专业化意识，提高专业化经济程度；要培育农民的创新能力，深化分工与专业化的水平，促进产品的迂回生产和专业化链条的延伸，从而不断提高经济资源的配置效率。
第二，构建分工视角下农村教育促进农村经济增长的有效运行制度。要坚持服务“三农”、市场化导向、竞争性、差异性和协调发展的制度导向，构建分工视角下农村教育促进农村经济增长的动力机制、激励机制和约束机制。要强化农村基础教育方面法律法规的制定与完善，要在全社会营造良好的尊师重教氛围，强化教育机构的自律。从国家层面支持、鼓励和引导农村职业教育机构强化自身的竞争意识和创新意识，建立基于职校毕业生就业流向的绩效考核模式；强化中央政府和社会对农村职业技术教育机构的监督和管理。农村基层政府要建立专门的协调机构，构建由农村基层政府、农村职业教育机构、农村行业组织和相关科研院所组成的农村职业教育社会化服务体系，明确各类关联主体的权责利，建立农村职业教育社会服务体系运行所必需的动力机制、资源配置机制、服务机制和评价机制。继续推进农村信息化工程建设，为彻底解决农村居民的教育需求创造条件。
第三，构建分工视角下农村教育促进农村经济增长的有效融资制度。从宏观制度需求来看，当前需要以立法的形式，确定每年农村教育经费的投入总量，以及农村教育经费的来源渠道，形成稳定的农村教育资金来源，以实现农村教育投入的持续增长；建立农村教育输血与造血并重的制度，让更多的社会资金进入教育领域，多渠道吸纳社会和民间资本，解决农村教育领域日益紧缺的资金需求。在具体制度设计上，要建立多级政府分担的农村基础教育转移支付制度，中央政府承担增量建设性经费，省级政府承担公用经费支出，县级政府承担农村学校教师工资性增量支出。要建立多方参与的农村职业教育融资制度，坚持政府财政转移支付的主导作用，扩大职业教育预算内的经费投入比重，优化财政资金投入结构、提高使用效率，鼓励民间资本投资农村职业教育，支持社会团体和个人投资农村职业教育。要鼓励企业参与农村成人教育办学，支持社会团体和个人投资农村成人教育，充分发挥银行的金融支持作用，建立农村成人教育担保机制。建立农村大学生培养费用分担机制，实现农村大学生学费减免，增加生活补助，并设立专项基金，鼓励大学生回农村就业创业。
第四，强化政策配套，为农村教育发展提供良好的发展环境。中央和地方应协调配合，充分发挥财政政策对于教育的促进作用。中央政府需要高度重视对农村基础教育、农村职业教育、农村成人教育的投入力度。地方政府应该与中央政府保持一致，强化地方政府在农村教育发展方面的财政配套政策功能的发挥，要持续对九年义务教育的配套投入，要强化对农村幼儿教育的配套投入，要重视对农村职业教育的配套投入。要重视金融对于教育发展的重要作用，要强化信贷政策的作用，创新金融工具的品种。要加强农村基础设施建设，降低农村经济交易成本，以利于教育劳动分工功能的实现。要实施与农村教育发展相互协调的产业发展政策、创业就业政策，实现教育发展与交易环境的同步改善，通过教育与交易条件的叠加效应，促进劳动分工与专业化水平提高。
The disharmony between Chinese rural education and rural economic growth playsa negative role in the economic development. Based on the theory of division of labor,how the rural education promotes rural economic development and system innovationare investigated in this dissertation in view of the inherent relation between the ruraleducation, division of labor and rural economy in order to provide theoretical andempirical support for the building of harmonious society and overall development ofurban and rural education.
The conclusions in the dissertation are drawn as below:
1.The education division is the important mechanism for education to promoteeconomic growth. Based on the theory of division of labor and Yang’s (2001) newclassical model for two products, some works are improved, one is to set the learningcost for every product, the learning cost depends on the education level of producer; theother is to set the professional economy degree in the model as the increasing functionof the education level for producer, the education level is higher, the work efficiency ofproducer and professional economization degree are higher, Thus, the new classicaleconomic model involved in education development, specialization and economydevelopment is set up and certified by the Chinese regional panel data. The conclusionsshow that the education plays an important and obvious promoting effect on division oflabor and specialization. One person whose education level is higher, his per capita realincome is also higher whatever under the self-sufficiency or division of laborenvironment. Education development really plays a significant role in promotingeconomic growth. The improved education level also plays a simulative effect on thedivision of labor and specialization, but some regions with low transaction efficiencyperhaps restrict the education function, the influence of education on economydevelopment in western regions should be smaller than in eastern regions.
2. Chinese rural education development did not effectively push the rural economydevelopment. Education systems are reviewed historically from Qin, Han, Wei Jin,Southern, Northern, Sui, Tang Dynasties, Five Dynasties, Song, Liao, Jin, Yuan, Ming,Qing, Republic of China to the people's Republic of China and the rural educationsystem characteristics are summed up. From the panel data during1992-2010, therelationship between rural education development and rural economy growth is certified and analyzed based on the agricultural labor productivity, farmer income growth andrural industrial development. The results show that the rural education development didnot play a positive role in agricultural labor productivity, the regression coefficient isnegative but not remarkable statistically; the education development did not play apositive effect on the income increase for farmers and the rural industrial development,either, the regression coefficient is still negative and not obvious statically, either. Thefunctions of rural education development were not developed fully yet and could noteffectively push the rural economy development. Chinese rural education shouldaccelerate the accumulation of rural human resources but actually exacerbated the lackof rural talents, instead.
3.The reason why Chinese rural education function could not work effectively isthat the organization, operating and the financing system all ignore the division of labor,a potential variable.Reviewing the history, it is found that the rural education has beenalways ignored for long time, the number of rural education institutions is small, theinfrastructure is backward; the farmers get low level education, the illiteracy rate ishigher. People ignore scientific knowledge in rural education and pay more attention to“stereotyped writing”,“poems and couplets”, the rural education mainly is focused onexamination. Based on the current situation, there exist three problems of infrastructure,structure and function in view of the organization system. Firstly, the number of ruraleducation institutions is not enough and the rural education level is not good enough sothat the farmers can not meet the basic requirements of the division of labor; Secondly,the structure of rural education institutions is unreasonable and the rural occupationaleducation is ignored and lack of professional and technical training for rural workers,and can not meet the technical requirements of division of labor; Thirdly, the ruraleducation institutes can not realize its functions correctly, the open and professionalconsciousness are insufficient for workers, the worker’s innovation ability are relativelydeficient. At the operating system level, there is lack of motivation mechanism andincentive mechanism; the limit mechanism is unreasonable, which are disadvantageousto the education function of the division of labor and rural economic growth. From theviewpoint of financing, the overall investment for rural education is not enough; thefinancing system based on rural education system retards the education function ofdivision of labor and rural economic growth because of the finance and talent problemscaused by the high tuition fee for university.
The below suggestions are put forward in the dissertation：
1.Effective organization system should be set up to make rural education topromote rural economic growth in view of division of labor Firstly, the rural educationinfrastructure should be further strengthened, we should increase education investmentand improve basic education in rural areas, enhance the rural primary educationinstitutions and establish a scientific and rational rural primary and middle schools;Secondly, we should adjust the rural education structure, increase the proportion ofoccupation education and reasonably promote the reform for rural junior middle schooland occupation technical training school; Thirdly, we should change the orientedfunction of rural education institutions, promote rural the division of labor andspecialization oriented and deepen organizational innovation, develop rural professionaleducation and offering the farmers with required knowledge and skills on the differentlife stages, make more farmers enter into the team of the labor division andspecialization and become one part of industry chains, thereby the production efficiencyis improved accordingly; Strengthen the leading role of professional education andcultivating the farmer’s self-learning consciousness and ability; According to the allrequirements of the agricultural industry chain, we should strengthen the training forprofessional talents and cultivating the farmers' professional consciousness, improve theprofessional degree of economy; cultivate the farmer’s innovation ability, deepen thelevel of division of labor and specialization, promote the product circuity productionand the chain extension of specialization, thus improve the efficiency of economicresources allocation.
2. Effective operating system should be set up to make rural education to promoterural economic growth in view of division of labor We should hold the guidance systemof serving “agriculture-countryside-farmer”, market-oriented, competition, differenceand coordinated development and setup the incentive and restriction mechanism basedon the division of labor to make rural education to push rural economic growth.Thelaws of rural basic education and regulations should be strengthened and improved inorder to ensure that there must be laws to go by, the laws must be observed and strictlyenforced, and law-breakers must be prosecuted; Teachers and their work should berespected heavily in whole society and the discipline of education institutions should bealso strengthened. The government should support, encourage and guide the ruraloccupation educational institutions to strengthen their competitive and innovationconsciousness and establish the performance evaluation model based on graduates’ employment situations and strengthen management and supervision. The specializedcoordination department should be set up by the rural government departments and therural professional and social education service system should be built up by the ruralindustry organization, rural government departments, rural professional educationinstitutions and related research institutes, all kinds of related rights and responsibilitiesshould be confirmed and clarified and the dynamic mechanism, resource allocation,service and evaluation mechanism also should be established.The rural informationworks construction should be continued to completely solve the rural adult educationneeds.
3. Effective financing system should be built up to push rural economy growthbased on the division of labor. In view of macroscopical system demands, it is necessaryto confirm annual total education investment and funding channels based on legislationand laws to ensure stable rural education fund to realize the stable increase of ruraleducation investment. The input and output system of rural education should be built upto make more social fund enter into education fields and absorb social and privatecapital to solve the lack of education capital demand and satisfy the social educationneeds at different levels. The rural compulsory education transfer payment should beundertaken by the multi-stage governments, the central government should provideincremental construction fund, provincial government should provide publicexpenditure, the county government should provide the rural school teacher salaryincrement of expenditure. The rural occupation education financing system should beestablished by multi-stage government and we should insist that the government plays amajor role in fiscal transfer and expand the occupation education budget proportion ofinvestment, optimize the financial investment structure, enhance the use efficiency,encourage private investment for the rural occupation education, support social groupsand individual investment for rural occupation education, establish the cost sharingmechanism for rural students and realize to grant rural college students' tuition feeremission, increase the living allowance, and set up a special fund to encourage studentsto work or start their own business in rural areas.
4. Strengthening the supporting policy for the development of rural education andproviding a good development environment. The central and local government shouldcoordinate and take full advantage of fiscal policy to promote the education. The centralgovernment should highly pay more attention to the rural basic, occupational and adulteducation investment. The local government should keep consistent with the central government and strengthen the local government’s function in financial supportingpolicy for the rural education development, continue to invest for nine years compulsoryeducation, strengthen the investment for the rural preschool education, pay moreattention to the investment for rural professional education and financial influence onthe education development, strengthen the role of credit policies and the innovation offinancial instruments varieties, strengthen rural infrastructure construction; reduce thetransaction cost of rural economy to benefit the realization of the function of educationdivision; implement the industrial development policy coordinated with the ruraleducation, implement the employment policy to realize the synchronous improvementfor the education development and transaction environment, promote division of laborand improve specialization level through the superimposed effect between educationand transaction condition.
论文的研究结论：
第一，教育的分工功能是教育促进经济增长的重要机制。本文基于劳动分工理论，以Yang（2001）的两产品新兴古典模型为基础，在两个方面进行了改进：一是每种产品的生产设定了学习成本，学习成本的大小由生产者受教育水平决定；二是将模型的专业化经济程度设为生产者受教育水平的增函数，每种产品的生产中，受教育水平高的生产者效率更高，其专业化经济程度更高。由此建立了教育发展、专业化与经济增长关系的新兴古典经济模型，并运用中国区域面板数据对模型进行了实证检验。结论表明，教育对劳动分工与专业化具有显著促进作用，重视教育的劳动分工功能将有助于教育经济功能的发挥。无论是自给自足还是分工条件下，受教育水平越高，则人均真实收入越高，教育发展对经济增长产生了重要促进作用。受教育水平提高对劳动分工与专业化具有促进作用，但低交易效率的地区可能会限制教育作用的发挥，西部地区教育对经济增长的作用要小于东部地区。
第二，中国农村教育的发展没能有效促进农村经济的增长。本文从史学的视角出发，回顾了秦汉、三国魏晋南北朝、隋唐五代、宋辽金元及西夏、明、清、中华民国一直到中华人民共和国时期我国教育制度的变迁历程，从历史变迁视角下总结了农村教育制度的特征。基于1992-2010年的面板数据，从农业劳动生产率、农民收入增长和农村工业发展三个维度实证分析了农村教育发展与农村经济增长的关系。结果表明，农村教育发展对农业劳动生产率的提高没有起到正面促进作用，回归系数为负，但在统计上不显著；农村教育发展水平的提高对农民收入的增长以及农村工业化发展同样没有起到显著作用，回归系数为负，在统计上也不显著。历史和现实的情况显示：中国农村教育发展的应有功能没有得到有效发挥，没能有效促进农村经济的发展。中国的农村教育，本应加速农村人力资本的积累，反而成为了农村人才的抽水机，加剧了农村“人才空心化”。
第三，导致中国农村教育功能不能有效发挥的根本原因在于，无论是农村教育组织制度、运行制度，还是融资制度，均忽视了劳动分工的这一潜在变量。从历史回顾中发现，中国历来对农村教育不重视，农村教育机构少，基础设施落后；农民受教育水平低、文盲比例高。农村教育理念上忽视科学，重写“八股文”，“吟诗作对”，农村教育功能主要定位在考功名。当前的情况来看，在组织制度层面上，存在着基础设施、结构和功能三方面的问题：一是农村教育机构数量不足，农村教育整体水平不够高，使农民无法达到农村劳动分工要求的基本条件；二是农村教育机构结构不合理，忽视农村职业教育，对农村劳动者的专业技术培养不足，无法满足农村劳动分工的技术要求；三是农村教育机构功能定位存在问题，对劳动者的开放意识和专业化意识培养不足，劳动者的创新能力培育也比较欠缺。在运行制度层面，存在动力机制缺失、激励机制不科学、约束机制不合理三大问题。在融资制度层面，农村教育总量投入不足、农村基础教育融资制度不合理、大学高收费导致人才和金融的双重倒流等问题阻碍了教育的劳动分工功能发挥和农村经济的增长。
本文研究的主要建议：
第一，构建分工视角下农村教育促进农村经济增长的有效组织制度。一是要进一步加强农村教育基础设施建设，加大农村教育投入，夯实农村基础教育，完善农村幼儿教育机构、建立科学合理的农村小学教育机构和建立具有分流导向的农村中学（初中）教育机构；二是要调整农村教育结构，加大职业教育比重，合理推进农村职业初中和技术培训学校的改革；三是改变农村教育机构的功能定位，要以促进农村劳动分工与专业化为导向，全面深化组织创新。要发展农村全程职业教育，为农民提供人生各个阶段所需要的知识和技能，将更多的农民带入劳动分工与专业化的行列中，成为产业链上的一分子，从而提高生产效率；要强化职业教育的引领作用，培育农民的自我学习意识，提高自我学习能力；要根据农业产业链延伸中各个环节的需要，强化专业人才的培养，要培育农民的专业化意识，提高专业化经济程度；要培育农民的创新能力，深化分工与专业化的水平，促进产品的迂回生产和专业化链条的延伸，从而不断提高经济资源的配置效率。
第二，构建分工视角下农村教育促进农村经济增长的有效运行制度。要坚持服务“三农”、市场化导向、竞争性、差异性和协调发展的制度导向，构建分工视角下农村教育促进农村经济增长的动力机制、激励机制和约束机制。要强化农村基础教育方面法律法规的制定与完善，要在全社会营造良好的尊师重教氛围，强化教育机构的自律。从国家层面支持、鼓励和引导农村职业教育机构强化自身的竞争意识和创新意识，建立基于职校毕业生就业流向的绩效考核模式；强化中央政府和社会对农村职业技术教育机构的监督和管理。农村基层政府要建立专门的协调机构，构建由农村基层政府、农村职业教育机构、农村行业组织和相关科研院所组成的农村职业教育社会化服务体系，明确各类关联主体的权责利，建立农村职业教育社会服务体系运行所必需的动力机制、资源配置机制、服务机制和评价机制。继续推进农村信息化工程建设，为彻底解决农村居民的教育需求创造条件。
第三，构建分工视角下农村教育促进农村经济增长的有效融资制度。从宏观制度需求来看，当前需要以立法的形式，确定每年农村教育经费的投入总量，以及农村教育经费的来源渠道，形成稳定的农村教育资金来源，以实现农村教育投入的持续增长；建立农村教育输血与造血并重的制度，让更多的社会资金进入教育领域，多渠道吸纳社会和民间资本，解决农村教育领域日益紧缺的资金需求。在具体制度设计上，要建立多级政府分担的农村基础教育转移支付制度，中央政府承担增量建设性经费，省级政府承担公用经费支出，县级政府承担农村学校教师工资性增量支出。要建立多方参与的农村职业教育融资制度，坚持政府财政转移支付的主导作用，扩大职业教育预算内的经费投入比重，优化财政资金投入结构、提高使用效率，鼓励民间资本投资农村职业教育，支持社会团体和个人投资农村职业教育。要鼓励企业参与农村成人教育办学，支持社会团体和个人投资农村成人教育，充分发挥银行的金融支持作用，建立农村成人教育担保机制。建立农村大学生培养费用分担机制，实现农村大学生学费减免，增加生活补助，并设立专项基金，鼓励大学生回农村就业创业。
第四，强化政策配套，为农村教育发展提供良好的发展环境。中央和地方应协调配合，充分发挥财政政策对于教育的促进作用。中央政府需要高度重视对农村基础教育、农村职业教育、农村成人教育的投入力度。地方政府应该与中央政府保持一致，强化地方政府在农村教育发展方面的财政配套政策功能的发挥，要持续对九年义务教育的配套投入，要强化对农村幼儿教育的配套投入，要重视对农村职业教育的配套投入。要重视金融对于教育发展的重要作用，要强化信贷政策的作用，创新金融工具的品种。要加强农村基础设施建设，降低农村经济交易成本，以利于教育劳动分工功能的实现。要实施与农村教育发展相互协调的产业发展政策、创业就业政策，实现教育发展与交易环境的同步改善，通过教育与交易条件的叠加效应，促进劳动分工与专业化水平提高。
The disharmony between Chinese rural education and rural economic growth playsa negative role in the economic development. Based on the theory of division of labor,how the rural education promotes rural economic development and system innovationare investigated in this dissertation in view of the inherent relation between the ruraleducation, division of labor and rural economy in order to provide theoretical andempirical support for the building of harmonious society and overall development ofurban and rural education.
The conclusions in the dissertation are drawn as below:
1.The education division is the important mechanism for education to promoteeconomic growth. Based on the theory of division of labor and Yang’s (2001) newclassical model for two products, some works are improved, one is to set the learningcost for every product, the learning cost depends on the education level of producer; theother is to set the professional economy degree in the model as the increasing functionof the education level for producer, the education level is higher, the work efficiency ofproducer and professional economization degree are higher, Thus, the new classicaleconomic model involved in education development, specialization and economydevelopment is set up and certified by the Chinese regional panel data. The conclusionsshow that the education plays an important and obvious promoting effect on division oflabor and specialization. One person whose education level is higher, his per capita realincome is also higher whatever under the self-sufficiency or division of laborenvironment. Education development really plays a significant role in promotingeconomic growth. The improved education level also plays a simulative effect on thedivision of labor and specialization, but some regions with low transaction efficiencyperhaps restrict the education function, the influence of education on economydevelopment in western regions should be smaller than in eastern regions.
2. Chinese rural education development did not effectively push the rural economydevelopment. Education systems are reviewed historically from Qin, Han, Wei Jin,Southern, Northern, Sui, Tang Dynasties, Five Dynasties, Song, Liao, Jin, Yuan, Ming,Qing, Republic of China to the people's Republic of China and the rural educationsystem characteristics are summed up. From the panel data during1992-2010, therelationship between rural education development and rural economy growth is certified and analyzed based on the agricultural labor productivity, farmer income growth andrural industrial development. The results show that the rural education development didnot play a positive role in agricultural labor productivity, the regression coefficient isnegative but not remarkable statistically; the education development did not play apositive effect on the income increase for farmers and the rural industrial development,either, the regression coefficient is still negative and not obvious statically, either. Thefunctions of rural education development were not developed fully yet and could noteffectively push the rural economy development. Chinese rural education shouldaccelerate the accumulation of rural human resources but actually exacerbated the lackof rural talents, instead.
3.The reason why Chinese rural education function could not work effectively isthat the organization, operating and the financing system all ignore the division of labor,a potential variable.Reviewing the history, it is found that the rural education has beenalways ignored for long time, the number of rural education institutions is small, theinfrastructure is backward; the farmers get low level education, the illiteracy rate ishigher. People ignore scientific knowledge in rural education and pay more attention to“stereotyped writing”,“poems and couplets”, the rural education mainly is focused onexamination. Based on the current situation, there exist three problems of infrastructure,structure and function in view of the organization system. Firstly, the number of ruraleducation institutions is not enough and the rural education level is not good enough sothat the farmers can not meet the basic requirements of the division of labor; Secondly,the structure of rural education institutions is unreasonable and the rural occupationaleducation is ignored and lack of professional and technical training for rural workers,and can not meet the technical requirements of division of labor; Thirdly, the ruraleducation institutes can not realize its functions correctly, the open and professionalconsciousness are insufficient for workers, the worker’s innovation ability are relativelydeficient. At the operating system level, there is lack of motivation mechanism andincentive mechanism; the limit mechanism is unreasonable, which are disadvantageousto the education function of the division of labor and rural economic growth. From theviewpoint of financing, the overall investment for rural education is not enough; thefinancing system based on rural education system retards the education function ofdivision of labor and rural economic growth because of the finance and talent problemscaused by the high tuition fee for university.
The below suggestions are put forward in the dissertation：
1.Effective organization system should be set up to make rural education topromote rural economic growth in view of division of labor Firstly, the rural educationinfrastructure should be further strengthened, we should increase education investmentand improve basic education in rural areas, enhance the rural primary educationinstitutions and establish a scientific and rational rural primary and middle schools;Secondly, we should adjust the rural education structure, increase the proportion ofoccupation education and reasonably promote the reform for rural junior middle schooland occupation technical training school; Thirdly, we should change the orientedfunction of rural education institutions, promote rural the division of labor andspecialization oriented and deepen organizational innovation, develop rural professionaleducation and offering the farmers with required knowledge and skills on the differentlife stages, make more farmers enter into the team of the labor division andspecialization and become one part of industry chains, thereby the production efficiencyis improved accordingly; Strengthen the leading role of professional education andcultivating the farmer’s self-learning consciousness and ability; According to the allrequirements of the agricultural industry chain, we should strengthen the training forprofessional talents and cultivating the farmers' professional consciousness, improve theprofessional degree of economy; cultivate the farmer’s innovation ability, deepen thelevel of division of labor and specialization, promote the product circuity productionand the chain extension of specialization, thus improve the efficiency of economicresources allocation.
2. Effective operating system should be set up to make rural education to promoterural economic growth in view of division of labor We should hold the guidance systemof serving “agriculture-countryside-farmer”, market-oriented, competition, differenceand coordinated development and setup the incentive and restriction mechanism basedon the division of labor to make rural education to push rural economic growth.Thelaws of rural basic education and regulations should be strengthened and improved inorder to ensure that there must be laws to go by, the laws must be observed and strictlyenforced, and law-breakers must be prosecuted; Teachers and their work should berespected heavily in whole society and the discipline of education institutions should bealso strengthened. The government should support, encourage and guide the ruraloccupation educational institutions to strengthen their competitive and innovationconsciousness and establish the performance evaluation model based on graduates’ employment situations and strengthen management and supervision. The specializedcoordination department should be set up by the rural government departments and therural professional and social education service system should be built up by the ruralindustry organization, rural government departments, rural professional educationinstitutions and related research institutes, all kinds of related rights and responsibilitiesshould be confirmed and clarified and the dynamic mechanism, resource allocation,service and evaluation mechanism also should be established.The rural informationworks construction should be continued to completely solve the rural adult educationneeds.
3. Effective financing system should be built up to push rural economy growthbased on the division of labor. In view of macroscopical system demands, it is necessaryto confirm annual total education investment and funding channels based on legislationand laws to ensure stable rural education fund to realize the stable increase of ruraleducation investment. The input and output system of rural education should be built upto make more social fund enter into education fields and absorb social and privatecapital to solve the lack of education capital demand and satisfy the social educationneeds at different levels. The rural compulsory education transfer payment should beundertaken by the multi-stage governments, the central government should provideincremental construction fund, provincial government should provide publicexpenditure, the county government should provide the rural school teacher salaryincrement of expenditure. The rural occupation education financing system should beestablished by multi-stage government and we should insist that the government plays amajor role in fiscal transfer and expand the occupation education budget proportion ofinvestment, optimize the financial investment structure, enhance the use efficiency,encourage private investment for the rural occupation education, support social groupsand individual investment for rural occupation education, establish the cost sharingmechanism for rural students and realize to grant rural college students' tuition feeremission, increase the living allowance, and set up a special fund to encourage studentsto work or start their own business in rural areas.
4. Strengthening the supporting policy for the development of rural education andproviding a good development environment. The central and local government shouldcoordinate and take full advantage of fiscal policy to promote the education. The centralgovernment should highly pay more attention to the rural basic, occupational and adulteducation investment. The local government should keep consistent with the central government and strengthen the local government’s function in financial supportingpolicy for the rural education development, continue to invest for nine years compulsoryeducation, strengthen the investment for the rural preschool education, pay moreattention to the investment for rural professional education and financial influence onthe education development, strengthen the role of credit policies and the innovation offinancial instruments varieties, strengthen rural infrastructure construction; reduce thetransaction cost of rural economy to benefit the realization of the function of educationdivision; implement the industrial development policy coordinated with the ruraleducation, implement the employment policy to realize the synchronous improvementfor the education development and transaction environment, promote division of laborand improve specialization level through the superimposed effect between educationand transaction condition.
引文
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