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Unequal education, poverty and low growth—A theoretical framework for rural education of China
ARTICLE

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Economics of Education Review Volume 27, Number 3, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This paper constructs an intertemporal substitution educational model based on endogenous growth theory and examines the rural education, farmer income and rural economic growth problems in China. It shows that the households originally with the same economic endowment but different education endowment take different growth routes, the income difference between low- and high-income families can be enlarged as they take different educational growth routes, and the low-income family has the chance to get into the “poverty trap”. In the mean time, urban and rural, developed and underdeveloped rural areas, as they take the different education growth routes the difference of economic growth tend to be expanded for the flow of high-quality labor and different industrialization, and they also have the risk of “poverty trap”. The key to solve this problem is the active public policies that promote the equal education, rational income and equilibrium development.

Citation

Wu, F., Zhang, D. & Zhang, J. (2008). Unequal education, poverty and low growth—A theoretical framework for rural education of China. Economics of Education Review, 27(3), 308-318. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2006.09.008

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