Education and Off-Farm Work
A 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.
(This abstract was borrowed from another version of this item.)
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
When requesting a correction, please mention this item's handle: RePEc:ucp:ecdecc:v:45:y:1997:i:3:p:613-32. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Journals Division)
If references are entirely missing, you can add them using this form.