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Role of government expenditures on education in stimulating human development
 
PIIS013122270019632-6-1
DOI10.20542/0131-2227-2022-66-6-53-61
Publication type Article
Status Published
Authors
Ekaterina Ya. Arapova 
Occupation: Head of Department, Senior Researcher
Affiliation: Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation
Address: Moscow, 76, Prosp. Vernadskogo, Moscow, 119454, Russian Federation
Journal nameMirovaia ekonomika i mezhdunarodnye otnosheniia
EditionVolume 66 Issue 6
Pages53-61
Abstract

The paper aims to compare the impact of government expenditure on education on the human development index (HDI) at the level of three groups of countries – developed, developing and least developed ones. The Granger causality test underlies the methodological approach of the research. The author proves a cyclical nature in the efficiency of government expenditure on education and its dependence on the starting socio-economic conditions. The highest efficiency of the former was found in the group of developing countries, especially countries with middle income and relatively higher economic growth rates. With a relatively high proportion of people with completed secondary education, additional investments to education are converted into an increase in years of study, the rising proportion of people with a higher or post-secondary education, and a consequent increase in incomes. The return on investment in education is skyrocketing. At the same time, the groups of developed and least developed countries show no significant impact of a stimulating fiscal policy on the HDI. The least developed countries are in fact on the first stages of building the education system, and this is associated with a substantial demand for investment in educational infrastructure, has extremely low profitability and long payback periods. Accordingly, in the short and medium term, there is no effect from rising public investment in education. Simultaneously, upon reaching a certain level of educational maturity (in developed countries), the marginal efficiency of public investments begins to decline. In fact, the law of diminishing marginal productivity of government expenditures begins to work, when their additional increase does not lead to a significant increase in the human development index.

Keywordshuman development index, human capital, government expenditure, education, developed countries, developing countries, least developed countries, Granger causality test
AcknowledgmentThe article was prepared in the framework of a research grant funded by the Ministry of Science and Higher Education of the Russian Federation (grant ID: 075-15-2020-930)
Received15.04.2021
Publication date20.06.2022
Number of characters27453
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Table of contents

Человеческое развитие и экономический рост
Государственные расходы и человеческое развитие
Концептуально-методологические основания исследования
Влияние государственных расходов на образование на ИЧР
Выводы и результаты
1 В Докладе о человеческом развитии 2019 г. эксперты Программы развития ООН (ПРООН) вывели на передний план анализа принципиально новое явление – расширение глобального неравенства “нового поколения”. Несмотря на постепенное сокращение глобального разрыва в показателях уровня жизни, сокращение уровня бедности, голода и болезней, эксперты отметили увеличение неравенства в наделенности людей знаниями, навыками и способностями, которые в долгосрочной перспективе будут предопределять уровень их конкурентоспособности. На фоне сокращения разрыва в доступе к базовым составляющим человеческого развития увеличивается неравенство на уровне высшего образования и экономики знаний, усугубляющееся негативным изменением климата, гендерным неравноправием и вооруженными конфликтами [ист. 1]. Спрос на профессиональные знания, навыки и квалификацию стремительно меняется, усугубляя риски расширения дисбалансов между спросом и предложением на рынке труда [ист. 2].
2 На фоне стремительных технологических, климатических и демографических изменений возрастают дисбалансы наделенности человеческим капиталом на уровне различных групп стран. Пандемия COVID-19 усугубила как традиционное неравенство, так и способствовала обострению его новых проявлений, ухудшая социальное положение наиболее уязвимых слоев населения и выявляя несовершенства системы социальной защиты. Низкая “маневренность” многосторонних институтов и неспособность системы либерального международного порядка выработать эффективный комплекс мер быстрого реагирования для борьбы с пандемией [1] способствуют усилению националистических и протекционистских тенденций [2], вызывают дебаты относительно более высокой эффективности авторитарных режимов в борьбе с распространением и последствиями пандемии по сравнению с демократическими [3, 4].
3 Пандемия, с одной стороны, обострила необходимость ускоренного осуществления инвестиций в людей для достижения социальной справедливости и экономического роста, с другой – выступила катализатором новой волны риторики об эффективности централизованного управления социальным развитием и управляемой социальной солидарности, необходимости усиления роли государства как относительно более эффективного регулятора и антикризисного менеджера. Особую остроту приобретает вопрос об эффективности мер государственной политики как для посткризисного восстановления, так и для стимулирования человеческого развития в целом.
4

Человеческое развитие и экономический рост
5 Инвестиции в человеческое развитие имеют критически важное значение для экономического роста [5, 6]. Уровень образования напрямую определяет тенденции производительности труда [5, 7, 8] и является драйвером инновационного и технологического развития [9]. Темпы и качество экономического роста зависят от уровня развития человеческого капитала, обусловленного масштабами и эффективностью вложений в человеческое развитие.

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Additional sources and materials

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