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Социальный и человеческий капитал как факторы благосостояния и развития

Социальный и человеческий капитал как факторы благосостояния и развития


Введение
Определение Капитал Уровень анализа
Классическая теория (К.Маркс)

Социальные отношения

А.Часть прибавочной стоимости продукта между потребительской стоимостью (на рынке потребления) и стоимостью обмена (на рынке производства)

Структурный (классовоый)
Неоклассические теории
Человеческий капитал (Schultz, Becker) Накопление прибавочной стоимости работником Инвестиции в знания и профессиональные навыки Индивидуальный
Культурный капитал (Bourdieu) Воспроизводство доминирующих символов и значений (ценностей) Интернализация или непризнание доминирующих ценностей Индивидуальный/классовый
Социальный капитал Социальные отношения
(Lin, Burt, Marsden, Flap, Coleman) Доступность и использование ресурсов, заключенных в социальных взаимосвязях Инвестиции в социальные взаимосвязи Индивидуальный
(Bourdieu, Coleman, Putnam) Солидарность и воспроизводство группы Инвестиции во взаимное признание и причастность к группе Группа/индивидуум
Страны ОЭСР
Норвегия 65,3 Италия* 35,3
Швеция 59,7 Бельгия* 33,2
Дания* 57,7 Австрия* 31,8
Нидерланды* 55,8 Великобритания 31,0
Канада* 52,4 Корея 30,3
Финляндия 47,6 Чешская республика* 30,3
Ирландия* 47,4 Испания 29,8
Япония 46,0 Мексика 28,1
Исландия* 43,6 Венгрия* 24,6
Германия 41,8 Франция* 22,8
Швейцария 41,0 Португалия* 21,4
Австралия 39,9 Турция 6,5
Соединенные Штаты Америки 35,6
Индия 37,9 Южная Африка 18,2
Чили 21,9 Аргентина 17,5
Нигерия 19,2 Бразилия 2,8
Отдача от образования
Исследование / Год Общая по выборке Внутри пары близнецов
NAS-NRC (1973)[102] 7.6% 3.1%
NAS-NRC (1973)[103] 9.4% 3.5%
Behrman,Rozenzweig, Taubman (1994) – опрос 1980г. 5.5% 4.1%
Miller, Mulvey, Martin (1995) 6.4% 2.5%
Ashenfelter, Krueger (1994) 8.7% 11.2%
Ashenfelter and Rouse (1998) 10.6% 7.8%
Исследование Тип «естественного эксперимента» Отдача от года образования
Простая регрессия по выборке С учетом «естественного эксперимента»
Angrist, Krueger (1991) Закон об обязательном образовании 6,3% 8,1%
Butcher, Case (1994) Наличие сестры 9,1% 18,5%
Kane, Rouse (1993) Расстояние до ближайшего вуза 8,0% 9,1%
Card (1993) Наличие вуза в округе 7,3% 9,7%
Behrman, Rosenzweig, Taubman (1994) Вес при рождении 4,1% 4,0%
Усредненный показатель уровня образования родителей
Незаконченное среднее Законченное среднее Незаконченное высшее Законченное высшее
Отдача от 1 года обучения 6,7% 4,8% 5,6% 4,9%
Уровень интеллекта (квартили по результатам теста AFQT)
1ый 2ой 3ий 4ый
Отдача от 1 года обучения 5,1% 6,8% 5,3% 5,3%
Выборка 1972 Выборка 1980 Выборка 1982
Тип вуза, сравнив. с «непрестижным государственным» Ставка почасовой оплаты 1979 Ставка почасовой оплаты 1986

Годовой доход

Ставка почасовой оплаты 1986

Годовой доход

«престижный частный» 9% 14% 15% 20% 37%
«средний частный» 4% 10% 13% 10% 8%
«непрестижный частный» 0,4% 4% 9% 1% 16%
«престижный государственный» 19% 17% 22% 12% 25%
«средний государственный» 5% 5% 3% 9% 5%
Размер выборки 2959 2378 2172 2172 1786
Выборка 1972 Выборка 1980 Выборка 1982
Тип вуза, сравнив. с «непрестижным государственным» Ставка почасовой оплаты 1979 Ставка почасовой оплаты 1986

Годовой доход

Ставка почасовой оплаты 1986

Годовой доход

«престижный частный» 1 15,7 26,7 36,7 37,4 45,0
2 7,2 17,1 26,1 36,8 47,8
«средний частный» 1 5,5 16,7 17,4 14,9 18,1
2 -2,3 25 9,3 31,8 47,2
«непрестижный частный» 1 -1,2 2,3 -4,7 5,5 -3,6
2 -7,9 -9,3 -32 78,7 59,8
«престижный государственный» 1 -11,7 18,7 19,5 23,1 9,7
2 11,7 -10 -33,7 27,3 -54,4
«средний государственный» 1 6,4 9,7 8,5 15,5 6,8
2 11,8 15,1 4,7 34,4 11
Страна Годы исследования Плановая экономика Переходная экономика
Только мужчины Все Только мужчины Все
Чехия (1) 1989,1996 0,027 0,058
Чехия (2) 1984,1993 0,024 0,052
Вост.Германия (3) 1989,1991 0,044 0,041
Вост.Германия (4) 1988,1991 0,077 0,062
Польша (5) 1987,1992 0,05 0,07
Словакия (1) 1984,1993 0,028 0,049
Россия (6) 1991,1994 0,031 0,067
Россия (8)

1994,

0,078

Россия (9) 1998 0,042
Страны Латинской Америки
Аргентина (7) 1989 0,103
Чили (7) 1989 0,120
Мексика (7) 1984 0,141
Венесуэла (7) 1989 0,084
Страны Западной Европы и США
США (4) 1989 0,085 0,093
Германия (7) 1987 0,049
Англия (7) 1984 0,068
Швейцария (7) 1987 0,079
Мужчины, имеющие образование Женщины, имеющие образование
выс.

Сред.

сред.

Непол. Общ. нач. выс.

сред.

сред.

Непол. Общ. Нач.

СССР

263 236 231 227 206 206 166 159 164 147
Медианнная денеж. з.п. в месяц (руб) 240 213 209 207 187 187 150 142 146 126

РСФСР

281 257 254 225 216 219 179 175 176 155
Медианнная денеж. з.п. в месяц (руб) 260 233 232 221 196 197 160 157 157 135

Заключение

Предметом неустанного и пристального интереса экономистов и политиков в современный период является повышение уровня благосостояния в обществе, экономический рост как таковой перестает быть главной целью экономической и социальной деятельности, поскольку сам по себе на обеспечивает доступности благ населению. В этой связи особо актуальными становятся исследования, позволяющие уточнить и специфицировать источники благосостояния, выявить возможности доступа потребителей к благам, существующие в современном обществе.

Проведенное исследование позволило уточнить и более полно раскрыть понятие благосостояния, обобщить и классифицировать современные представления о человеческом и социальном капитале, показать влияние образования на уровень доходов, в том числе, в России, структурировать современные представления о социальном капитале, его содержании и источниках, показать влияние социального капитала на уровень доходов, особо акцентируя внимание на роль социального капитала в трудовых отношениях, то есть в целом - определить роль и значение человеческого и социального капитала в обеспечении благосостояния. Сформулированы направления необходимых дальнейших исследований человеческого и социального капитала, которые должны позволить получить более полную информацию о возможных формах воздействия этих факторов, которые до сих пор остаются неучтенными из-за отсутствия статистической информации.


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[3] См., напр.:The Well-being of Nations. The Role of Human and Social Capital. OECD 2001

[4] Как правило, понятие благосостояние ограничивают только экономической составляющей. Мы же используем этот термин как совокупный, то есть включающий человеческое развитие и социальное развитие, а когда речь идет лишь об экономических факторах, то будем говорить об «экономическом благосостоянии».

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[6] The Well-being of Nations. The Role of Human and Social Capital. OECD 2001 P. 10.

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[46] Общий уровень грамотности в данных исследованиях подразумевал выявление и оценку способностей взрослых (от 16 до 65 лет) использовать информацию, поступающую в напечатанном или написанном виде. Проверялись возможности: прочесть и понять связный текст; воспринимать доклады, документы, и другие виды «несвязных» текстов; оперировать числовой информацией, например, таблицами и графиками. Грамотность оценивалась не как дихотомия «грамотный-неграмотный», а как набор измеряемых навыков.

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[61] Weber сосредоточился на индивидуумах и моделях и правилах поведения. Его интересовали действия, которые включали мыслительные процессы (и заканчивались бессмысленным результатом) между возникновением стимула и реакцией на него.

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[89] Данное определение используется Мировым Банком, напр. в: www.worldbank.org/poverty/scapital/sources/civil1.htm

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[100] OECD and Statistics Canada (2000), International Adult Literacy Survey, Paris.

[101] Приводится по Ashenfelter & Rouse “Income, schooling and ability” 1998

[102] NAS-NRC - National Academy of Sciences – National Research Council. США

[103] Подвыборка предыдущего исследования, в нее вошли только те пары близнецов-родителей, число лет обучения которых было подтверждено их детьми.

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Вновь образованные Приватизированные Государственные Коллективные
Exp .021 0.031 0.029 0.023
Exp2 -0.0003 -0.0004 -0.0007 -0.0005
Sch 0.084 0.054 0.024 0.015