nav emailalert searchbtn searchbox tablepage yinyongbenwen piczone journalimg journalInfo journalinfonormal searchdiv searchzone qikanlogo popupnotification paper paperNew
2025, 06, No.554 37-50
农村增活力:适应乡村新产业新业态发展的农村人力资本培育
基金项目(Foundation): 国家自然科学基金青年科学基金项目(A类)“农村教育管理与政策”(71925009)
邮箱(Email): cfliu.ccap@pku.edu.cn;
DOI: 10.13856/j.cn11-1097/s.2025.06.004
发布时间: 2025-06-10
出版时间: 2025-06-10
移动端阅读
摘要:

在扎实推进乡村全面振兴战略的背景下,乡村新产业新业态的快速发展亟须乡村人才队伍支撑,但目前乡村人力资本供需存在结构性矛盾。城乡收入差距、城乡要素流动非对称性壁垒、农村优质教育资源供给短板、农村家庭人力资本投资负担相对较重等因素叠加,农村面临人才留不住、引不来、用不上等困境。针对上述问题,本文提出“四学一体”创新农村人力资本培育的体制机制,以期为农村增活力,助力加快推进乡村全面振兴:以“人人皆学”覆盖全产业链需求、实现终身技能迭代优化,以“全面学习”实现认知、非认知、身心健康等人力资本的多维发展,以畅通城乡双向要素流动机制、促进城乡教育公共服务均等化实现“处处能学”,以数智技术赋能乡村教育高质量发展实现“时时可学”。

Abstract:

Against the backdrop of China's comprehensive rural revitalization strategy, the rapid development of new rural industries and business has created an increasingly demand for high-quality rural talent.However, structural imbalances persist in the supply and demand of rural human capital.Factors such as persistent urban-rural income disparities, asymmetric barriers to urban-rural factor mobility, limited accessibility and insufficient high-quality of rural education, and relatively heavy education investment burdens on rural households, contribute to difficulties in retaining and attracting rural talent.In response to these challenges, this paper proposes a four-dimensional integrated educational framework designed to support comprehensive rural revitalization.First, “Learning for Everyone” aiming to meet diversified needs of the entire rural industry chains and ensure continuous lifelong skill upgrading.Second, “Learning Everything” to foster multi-dimensional development of cognitive, non-cognitive, and physical-mental health human capital.Third, “Learning Everywhere” achieved by facilitating urban-rural two-way factor flows and promoting equitable access to high-quality education.Finally, “Learning Anytime” realized through digital intelligence technologies that empower rural education.

参考文献

[1]卢京宇,郭俊华.三产融合促进农民农村共同富裕:逻辑机理与实践路径[J].农业经济问题,2023(11):105-117.

[2]郑兆峰,高鸣.农村人力资本助推新质生产力:关键问题与政策优化[J].华中农业大学学报(社会科学版),2024(5):10-21.

[3]高鸣.促进农村劳动力高质量充分就业:目标、困境与政策构想[J].华中农业大学学报(社会科学版),2023(3):1-10.

[4]孙贺,马丽娟.乡村人才振兴下人力资本回流特征与政策优化[J].经济纵横,2023(3):112-119.

[5]陈锡文,李培林,蔡昉,等.中国“三农”重点领域改革发展的回顾与前瞻:权威专家贺《中国农村经济》创刊40周年[J].中国农村经济,2025(1):3-25.

[6]XING C,CHEN C,CAO X.Urban-rural differences in returns to education and regional distribution characteristics:evidence from Chinese household income survey data (1995-2018)[M]//LI H.The frontier of education reform and development in China:articles from educational research (2021-2022).Singapore:Springer Nature,2024:373-400.

[7]LIU C,LI Y,LI S,et al.The returns to education in rural China:some new estimates[J].Australian Journal of Agricultural and Resource Economics,2020,64(1):189-208.

[8]刘晓昀.农村劳动力流动对农村居民健康的影响[J].中国农村经济,2010(9):76-81,96.

[9]罗英姿,顾剑秀,陈尔东.高等教育服务乡村人才振兴:理论框架、现实观照与政策路径[J].高等教育研究,2022,43(12):53-66.

[10]田旭.隐性壁垒、城市融入与农业户籍流动人口落户[J].农业经济问题,2022(12):45-58.

[11]LI H,LOYALKA P,ROZELLE S,et al.Unequal access to college in China:how far have poor,rural students been left behind?[J].The China Quarterly,2015,221:185-207.

[12]LUO R,ZHANG L,LIU C,et al.Behind before they begin:the challenge of early childhood education in rural China[J].Australasian Journal of Early Childhood,2012,37(1):55-64.

[13]魏易,朱蕾娜,季楚煊.我国义务教育生均经费支出水平城乡差距分析报告[R].北京:中国教育财政科学研究院,2022.

[14]刘善槐,王爽,武芳.我国农村小规模学校教师队伍建设研究[J].教育研究,2017,38(9):106-115.

[15]庞丽娟,金志峰,杨小敏.新时期乡村教师队伍建设政策研究[J].中国行政管理,2017(5):109-113.

[16]许宪春,郑正喜,张钟文.中国平衡发展状况及对策研究:基于“清华大学中国平衡发展指数”的综合分析[J].管理世界,2019,35(5):15-28.

[17]唐雅琳,王天仪,徐定德.农村学前教育服务质量现状、成因及对策:以四川省为例[J].华中农业大学学报(社会科学版),2024(4):166-177.

[18]罗仁福,刘承芳,唐雅琳,等.乡村振兴背景下农村教育和人力资本发展路径[J].农业经济问题,2022(7):41-51.

[19]廖俊敏,王韡,徐朝阳.产业结构变迁过程中的人力资本效应[J].经济学(季刊),2023,23(4):1356-1372.

[20]HECKMAN J J.Skill formation and the economics of investing in disadvantaged children[J].Science,2006,312(5782):1900-1902.

[21]CUNHA F,HECKMAN J J,LOCHNER L,et al.Interpreting the evidence on life cycle skill formation[J].Handbook of the Economics of Education,2006,1:697-812.

[22]EDIN P A,FREDRIKSSON P,NYBOM M,et al.The rising return to noncognitive skill[J].American Economic Journal:Applied Economics,2022,14(2):78-100.

[23]IZADI R,TUHKURI J.Evolving returns to personality[J].Journal of Labor Economics,2024(16):733226.

[24]GROSSMAN M.On the concept of health capital and the demand for health[J].The Journal of Political Economy,1972,80(2):223-255.

[25]CURRIE J,ALMOND D.Human capital development before age five[M]//CARD D,ASHENFELTER O.Handbook of labor economics:Vol 4.Amsterdam:Elsevier,2011.

[26]檀慧玲,王玥.教育评价数字化转型的内生动力与核心议题[J].教育研究,2023(12):143-151.

[27]牛宝荣.为思维而教:数智时代知识教学的机遇、挑战与应对[J].电化教育研究,2024(10):86-91.

[28]曹培杰.人工智能教育变革的三重境界[J].教育研究,2020(2):143-150.

(1)数据来源:《2024携程集团乡村旅游振兴白皮书》。

(2)数据来源:《中华人民共和国2024年国民经济和社会发展统计公报》。

(3)数据来源:国家统计局,https://www.stats.gov.cn/sj/sjjd/202409/t20240923_1956631.html。

(4)数据来源:国家统计局第三次全国农业普查主要数据公报,https://www.stats.gov.cn/sj/tjgb/nypcgb/qgnypcgb/202302/t20230206_1902101.html。

(5)1亩=1/15公顷。

(6)CFPS2022年采用简化后的美国流行病学研究中心抑郁量表(CESD)量表,一共8题,总分范围为0~24。当总分为11分及以上时,则“是否抑郁”赋值为1,否则为0。

(7)数据来源:https://www.gov.cn/xinwen/2019-04/03/content_5379215.htm。

基本信息:

DOI:10.13856/j.cn11-1097/s.2025.06.004

中图分类号:F323.6

引用信息:

[1]陈思玮,刘承芳.农村增活力:适应乡村新产业新业态发展的农村人力资本培育[J].世界农业,2025,No.554(06):37-50.DOI:10.13856/j.cn11-1097/s.2025.06.004.

基金信息:

国家自然科学基金青年科学基金项目(A类)“农村教育管理与政策”(71925009)

发布时间:

2025-06-10

出版时间:

2025-06-10

检 索 高级检索

引用

GB/T 7714-2015 格式引文
MLA格式引文
APA格式引文