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剧情介绍
君临天下高清在线观看剧情介绍:为什么不同学者对教育这一考察对象会有不同的属性判定结论?在第一章已经谈到,公共产品理论依据的是产品或服务在消费或使用上是否具有竞争性和收益上是否具有排他性,从而将全部社会
君临天下高清在线观看剧情介绍:为什么不同学者对教育这一考察对象会有不同的属性判定结论?在第一章已经谈到,公共产品理论依据的是产品或服务在消费或使用上是否具有竞争性和收益上是否具有排他性,从而将全部社会产品和服务分为纯私人产品、准私人产品、纯公共产品和准公共产品。纯私人产品具有消费上的竞争性和收益上的排他性;纯公共产品则具有消费上的非竞争性和收益上的非排他性;准公共产品具有消费上的竞争性但收益上具有非排他性;准私人产品具有消费上的非竞争性但收益上具有排他性。[1]按照这一理论,将教育看作私人产品的理由是:一方面,教育在消费上具有竞争性,即在既定的教育机会下,一个人受了教育,就减少了他人受教育的机会,或者说增加一个教育的消费其边际成本为正;另一方面,教育在收益上具有排他性,即教育消费的非整体性,使其消费在技术上易于分割(考试筛选、交纳学费),可将一部分人排除在教育消费之外。所以,教育是可以由私人提供(兴办)的,需要接受教育的人也可以花钱“买”这种服务,私人办学就是此观点的最好例证。在我国历史上,教育这种产品(服务),都曾经通过“交换”予以满足。当年,孔夫子设馆教学,就规定每个学生必须交三条干肉,这就是一个正规的交换活动:学生用三条干肉换得了知识,孔夫子则用学生们交换来的干肉维持生活。工业文明的出现,市场经济的发展,特别是教育对国民经济发展的促进作用的日益显著,使得政府开始重视教育。由政府提供的义务教育使得教育这项产品(服务)从此具有了消费上的非竞争性和非排他性:义务教育为符合条件的所有受教育者提供非竞争与非排他性教育机会,于是义务教育被看成了纯公共产品。由此可见,教育最初在我国作为一项产品(服务)出现时,是有私人产品属性的,随后才逐步演变成为公共产品(义务教育)和私人产品(非义务教育)并存的情形。教育从私人产品演变为公共产品的根本原因不在于教育这项产品的消费属性变化,而在于人类社会发展进步的结果,即社会保障和公共福利增进的需要。也就是说,在没有社会保障与公共福利的情况下,是不会有义务教育的,也没有教育公共产品属性的存在。然而,在现代社会,由于教育具有巨大的正外部性,并且教育对一个国家经济与社会发展的巨大推动作用是有目共睹的,从而使现代社会的非义务教育成为既具有私人产品的属性,又表现出社会共同需要的准公共产品的特征。事实上,教育服务消费的竞争性,不完全的强制性,不完全的导向性,个人消费不等于集体消费的关系,决定了教育不具纯公共产品属性。教育服务的非排他性,具有外部性,内部性不为零的特征排除了教育具有纯私用品的可能性。教育服务的竞争性和消费效用的不可分割性和产权的共享性使得教育不具有典型的准私人产品属性。教育的竞争性同拥挤与否关系不密切,因此教育也不是典型的准公共产品。由此可见,教育具有介于纯公共产品与纯私人产品之间的混合品属性,过分强调教育的间接消费特征和外部性就会认为“教育是准公共产品”,过分强调个人的直接消费特征和内部性就会认为“教育具有准私人产品属性”。
相关影视:君临天下高清在线观看
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