Study On The Revision Of The Measuring Method Of Ppps For Educational Services

In recent years,the International Comparison Program(ICP)has always used "input" instead of "output" to measure the PPP and output value of education services.However,because the input method assumes zero productivity,the default operating surplus is zero,and other shortcomings have been abandoned by some countries.The Organization for Economic Co operation and Development(OECD for short)estimates the PPP and output value of education services based on the output perspective,and the Education Policy and Data Center(EPDC for short)has revised the OECD output method,so that non OECD countries can also use the output method to calculate the education output value,As it is difficult to implement the EPDC output method in non OECD countries,this method is still in the theoretical stage.Based on the difficulties in ICP measurement of PPPs for education services and international comparison of education,this paper takes the measurement method of PPPs for education services as the research object,expounds the development history and theoretical basis of the input method and output method,analyzes the defects of the input method and the advantages of the output method,and systematically sorts out the measurement steps of using the output method to calculate the PPPs for education services,The difficulties and correction methods of each step are proposed.This paper also applies the OECD output method and EPDC output method to the domestic level,and takes the PPP of education services as the conversion factor to compare the differences between the output method and the input method,OECD output method and EPDC output method and analyze the reasons.This paper is divided into six chapters.The first chapter is the introduction part,which explains the research background and significance of this paper,reviews the research results of the definition of education service output,the accounting method of education service output,and the measurement of education service purchasing power parity at home and abroad,introduces the research methods and research arrangements of this paper,and finally explains the contributions and shortcomings of this article.The second chapter is about the definition and theoretical basis of the PPP for education services.In terms of concept,it defines the output of education services and the PPP for education services.In terms of theoretical basis,it elaborates the input method and output method respectively,and compares the similarities and differences between them.The third,fourth and fifth chapters are the key chapters of this paper.The third chapter is about the measurement steps and method revision of the PPP for education services.It describes the difficulties and revision methods of the measurement steps from the aspects of level data acquisition,index data selection,index data adjustment and the measurement of the PPP for education services.The fourth chapter is the trial calculation of China’s inter provincial education service PPPs.First,it elaborates the feasibility analysis of China’s inter provincial education comparison from the three aspects of quantity indicators,quality indicators and price indicators.Then,it calculates and compares China’s inter provincial education service PPPs and education output values using the OECD output method and EPDC output method respectively,and analyzes the reasons for the small difference between the two calculation results.The fifth chapter is the practical analysis of the PPP measurement cases for education services.First,the data required for quantity indicators,quality indicators and price indicators are drawn up and calculated.Then,the OECD output method,EPDC output method and the modified method in this paper are used to calculate the PPP and education output values for education services in countries A,B and C.Finally,the results are compared and analyzed.Through the above research,the main conclusions of this paper are as follows: First,the education output value calculated by the input method may be overestimated or underestimated.The rate of return on investment in education services is far greater than the rate of return on material capital.The input method assumes that the productivity is 1,which will underestimate China’s education output value;Input method replaces output with input,but education input cannot be completely transformed into education output.The input method assumes that productivity is 1,which will overestimate the value of China’s education output;Second,when measuring the PPPs of education services using the output method,the basic idea is similar to that of measuring market services.Education services are regarded as commodities.The quality of commodities determines that education services should be classified before measuring the PPPs of education services.ISCED-11 is the most commonly used classification of education levels in the world.Research costs(R&D)should also be excluded when measuring higher education;Third,although the EPDC output method is an algorithm for measuring the purchasing power parity of education services for developing countries based on the OECD output method,it is more suitable for some African countries with very underdeveloped economies.For developing countries similar to China,this paper proposes to modify the output method by adjusting the number of students based on the OECD output method and adjusting the PISA value based on the grouping average method or coefficient adjustment method;Fourth,the core idea of the output method is to regard education services at different levels of education as different quality goods.The unit price is the actual personal consumption of students by the government,and the weight is the proportion of expenditure at each level of education in total expenditure.The purchasing power parity of education services requires exchange rate,an important indicator.The exchange rate is calculated according to the unit price and weight of goods or services in both countries,but the tertiary industry in developed countries accounts for a large proportion,The primary or secondary industries in developing countries account for a large proportion.Applying them to education services may result in inaccurate results,but no better price indicators have been found to make the results more accurate.