我国公立高校资源配置:逻辑、障碍与路径——基于林达尔均衡的分析
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摘要
基于林达尔均衡配置我国公立高校资源可以使社会福利无限接近帕累托最优。其资源配置的逻辑为:依据公立高校教育投资的边际收益确定公立高校供给量,以贴近林达尔价格的税收设计分担公立高校公共产品成本,以个人收益与社会收益之比确定人才培养私人产品成本分担份额,以市场机制实现科研与社会服务私人产品的成本分担,以民主协商、一致达成为基础显示与汇聚消费偏好。我国公立高校资源配置存在方法流程不科学、投入总体不足与局部过剩、公共产品成本分担税收设计不合理、私人产品成本分担混乱、偏好显示与汇聚机制缺失等问题。以林达尔均衡为基础改善我国公立高校资源配置的路径有:专门机构与人员测算并公开收益与成本、制定高校发展规划方案,开征公立高校公共产品成本分担专业税,学习者根据不同学校与专业个人收益与社会收益之比的不同数值分担人才培养的不同成本,以市场机制与生产者剩余转化为成本的方式实现科研与社会服务私人产品成本分担,构建基于互联网的偏好显示与汇聚机制。
It can make social welfare infinitely close to Pareto optimality that resource of public colleges and universities is allocated based on Lindahl Equilibrium in China. The logics of resource allocation include: to determine the supply of public colleges and Universities by trading off between marginal revenue and marginal cost; to share the cost of public goods of public colleges and Universities by tax revenue closed to Lindahl Price; to determine the portion of sharing the private product cost by the ratio of individual income to social income; to implement the sharing of the cost of private products in scientific research and social service by market mechanism; to display and converge the preference on the basis of democratic consultation and unanimously agreement. In the process of resource allocation of public colleges and universities there are problems like: the methods and processes being unscientific; total shortage and partial surplus in input; unreasonable design of tax in sharing the public product cost; the confusion of cost sharing in private products; the lack of mechanism of preference display and aggregation ect. On the basis of Lindahl Equilibrium, the ways that could improve the resource allocation include: to measure and display the income and cost and to formulate the plans for development of colleges and universities; to collect the tax which being for sharing the cost of public products in public colleges and universities; the learners share different cost of personnel training based on the different values of individual income and social income in different schools and specialties; to implement the sharing of the cost of private products in scientific research and social service by market mechanism and transforming producer surplus into cost; to construct preference display and convergence mechanism based on internet.
It can make social welfare infinitely close to Pareto optimality that resource of public colleges and universities is allocated based on Lindahl Equilibrium in China. The logics of resource allocation include: to determine the supply of public colleges and Universities by trading off between marginal revenue and marginal cost; to share the cost of public goods of public colleges and Universities by tax revenue closed to Lindahl Price; to determine the portion of sharing the private product cost by the ratio of individual income to social income; to implement the sharing of the cost of private products in scientific research and social service by market mechanism; to display and converge the preference on the basis of democratic consultation and unanimously agreement. In the process of resource allocation of public colleges and universities there are problems like: the methods and processes being unscientific; total shortage and partial surplus in input; unreasonable design of tax in sharing the public product cost; the confusion of cost sharing in private products; the lack of mechanism of preference display and aggregation ect. On the basis of Lindahl Equilibrium, the ways that could improve the resource allocation include: to measure and display the income and cost and to formulate the plans for development of colleges and universities; to collect the tax which being for sharing the cost of public products in public colleges and universities; the learners share different cost of personnel training based on the different values of individual income and social income in different schools and specialties; to implement the sharing of the cost of private products in scientific research and social service by market mechanism and transforming producer surplus into cost; to construct preference display and convergence mechanism based on internet.
引文
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[2]厉以宁.关于教育产品的性质和对教育的经营[J].教育发展研究,.1999,(10).
[3]Erik Lindahl.Just Taxation——A Positive Solution[A].in Classic in the Theory of Public Finance(eds).Richard A.Musgrave and Alan T.Peacock[C].New York:St.Martin's Press,1967:69-76.
[4][美]林德尔·G·霍尔库姆.公共经济学:政府在国家经济中的作用[M].北京:中国人民大学出版社,2012:93.
[5][8]中国教育在线.2017年中国教育在线高招调查报告[EB/OL].http://gaokao.eol.cn/html/g/report1.shtml#baogao1-4/.
[6][7]教育部.2016年全国教育事业发展统计公报[EB/OL].http://www.moe.gov.cn/jyb_sjzl/Sjzl_fztjgb/201707/t20170710_309042.html.
[9]李实,丁赛.中国城镇教育收益率的长期变动趋势[J].中国社会科学,2003,(6).
[10]陆明涛.结构变迁过程中的人力资本与高等教育投资回报[J].金融评论,2017,(5).
[11]马文武.我国城乡居民高等教育投资收益及变动的实证研究[J].兰州学刊,2018,(1).
[12]周金燕.明瑟教育收益率述评:计算方法即在中国的估计趋势[J].教育学报,2015,(2).
[13][14]杨国涛,段君,刘子訸.明瑟收入方程的若干改进和思考[J].统计研究,2014,(7).
[15]NG Mankiw,D Romer,DN Weil.A Contribution to the Empirics of Economic Growth[J].Quarterly Journal of Economics,1990,107(2):407-437.
[16]何凡.浅析林达尔均衡是一种理想化模型的原因[J].中小企业管理与科技,2015,(9).