Education and Off-Farm Work
AbstractA household time allocation model is developed to explain the empirical regularity that the better educated farm members are usually the first to participate in nonfarm employment. Central to the model is the comparative advantage principle and a knowledge spillover hypothesis that workers who participate in off-farm work may still contribute knowledge to farm management. Using Chinese farm data, it is found that (a) schooling does not contribute to physical efficiency in farming, (b) the highest household schooling contributes the most to allocative efficiency and yet the contribution is not affected by off-farm participation, and (c) education raises off-farm wages. The model's implications from these results are consistent with the observed patterns of time allocation.
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Bibliographic InfoPaper provided by Duke University, Department of Economics in its series Working Papers with number 95-09.
Date of creation: 1995
Date of revision:
Publication status: Published in ECONOMIC DEVELOPMENT AND CULTURAL CHANGE, Vol. 45, 1997, pages 613-632
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Postal: Department of Economics Duke University 213 Social Sciences Building Box 90097 Durham, NC 27708-0097
Phone: (919) 660-1800
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Web page: http://econ.duke.edu/
Other versions of this item:
- O15 - Economic Development, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration
- J43 - Labor and Demographic Economics - - Particular Labor Markets - - - Agricultural Labor Markets
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