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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/102109

    Title: 教育發展與所得不均 : 門檻迴歸模型分析
    Other Titles: Educational development and income inequality : a threshold regression analysis
    Authors: 蔡育衡;Tsai, Yu-Heng
    Contributors: 淡江大學經濟學系碩士班
    莊希豐;Chuang, Shi-Feng
    Keywords: 教育發展;所得不均;門檻回歸模型;Educational Development;Income inequality;Threshold regression
    Date: 2014
    Issue Date: 2015-05-04 09:47:36 (UTC+8)
    Abstract: 本文主旨在探討教育發展是否能減緩所得不均成長的速度,因此,本文將分別利用三種不同的教育發展指標,25歲以上人口的平均受教年數、高等教育入學率以及教育支出占GDP的成長率,並且以門檻回歸模型分析,探討其與gini係數成長率的關係。


    This empirical study uses the threshold model developed by Hansen (2000) to analyze whether education can slow down or speed the growth rate of income inequality. Three educational development indicators are employed: average years of total schooling over 25 years old, tertiary enrollment ratio and the growth rate of public expenditure on education as the percentage of GDP, to discuss their relationship with the growth rate of gini coefficient. The research is applied to the whole world, but we could only collect the 99 countries’ data available.

    GDP per capita is used as the threshold variable. First of all, When taking average years of total schooling over 25 years old as educational development indicator, we find that the world will be divided into two blocks, and the educational development effect on income inequality is positive, no matter in high or low income countries. Second, when using tertiary enrollment ratio as educational development indicator, the world is divided into three blocks: high-income, middle-income and low-income countries and we find that there is negative effect of education on income inequality only in the low-income countries. Third, when the growth rate of public expenditure on education as the percentage of GDP is used as the educational development indicator, similarly, the world is divided into three blocks, we find that there are negative effects in the high and low income countries but a positive effect in the middle-income countries.

    Based on the results, it suggests that if a government concerns about the income inequality problem, it should take the appropriate education policy, depending on its economic situation.
    Appears in Collections:[經濟學系暨研究所] 學位論文

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