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Session Submission Summary

Experiences from China, Uganda, and Myanmar

Tue, February 14, 7:45 to 9:15pm EST (7:45 to 9:15pm EST), On-Line Component, Zoom Room 109

Group Submission Type: Formal Panel Session

Proposal

Common prosperity includes double meanings: overall prosperity and shared prosperity, with the goal of pursuing shared development. The former emphasizes "making the cake bigger" to maintain overall economic growth, while the latter emphasizes that all people should "share the cake well", so that all people should share the fruits of development on the basis of high-quality development. Therefore, from the connotation of the theory of common prosperity, it involves two fields: economic growth and income distribution.

The World Bank includes "investment in human capital" as one of the "three pillars" of its poverty reduction strategy. The development of human capital through education is an important driving force for economic growth, innovative development and optimized income distribution, and it is one of the best policy tools to promote common prosperity. Throughout related studies world widely, several consensuses have been reached on the relationship between education and common prosperity: as one of the most important human capital, education plays a vital role in promoting common prosperity. As the basis of human capital formation, both the quantity and the quality of education can promote economic development and the improvement of the income level of the whole society. The development of education can reduce the inequality of opportunity, development and income distribution among different groups and regions, and the effect depends on the rational allocation and utilization of human capital.

Regarding the issue of the role of education in promoting common prosperity in the new development stage in China, little is known about the mechanism of how education promotes common prosperity due to the lack of theoretical guidance. In addition, the existing literature fails to put forward clear policy opinions and suggestions about how to develop education to promote common prosperity based on systematically and thorough empirical analyses.

The session aims to shed lights on the theoretical understanding of common prosperity consensus formation of education, economic growth, optimization of employment income, improvement of intergenerational mobility, and urbanization development function from the perspective of shared development. This session empirically examines the role of education development in promoting common prosperity in the new development stage of China in from the following five aspects:
1. What is the role of education in secondary and tertiary distribution of national income? What is the quantity of the fiscal transfers and the impacts of the transfers on income inequality? What is the relation of education to personal consciousness and behaviors with respects to tax paying and donations?
2. What is the effect of constructing University Satellite Campuses on county-level economic growth in China? What is heterogeneity effect among different universities?
3. What is the effect of education on the intergenerational transmission of poverty among low-income families in China? What is the heterogeneity effect among different types and levels of education?
4. How has the latest Chinese tertiary education expansion accelerated high skill agglomeration in cities and its impact on skill sorting among cities? What is the effect of vocational education expansion at regional and national level on labor mobility in China?
To answer the above questions, we used not only national official data, such as the China’s national census data, China Labor-force Dynamics Survey (CLDS) data etc., but also some survey data collected by the Institute of Economics of Education, Peking University. To address potential selection bias in these analyses, a series of causal inference methods are used, such as Difference in difference, event study etc. The findings of this research will have great inspiration and practical value in formulating the strategy of education development and economic and social development in China.

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