29
this as a fall in the macroeconomic return on real investment
46
-- a fall to be expected
when the capital stock rises extremely rapidly.
The large aggregate investment in real capital assets may be compared with the
modest spending on education, which is often reported to be 4-5 percent of GDP
(4.3 percent according to the OECD, 2006), of which 2.7 percentage points are
financed by the public sector.
47
It is unlikely that these proportions can be
rationalized with reference to the relative returns on these two types of
investments
48
.
Hence, there is probably a general efficiency argument for
reallocating spending from (aggregate) investment in physical assets to (aggregate)
education in China, a point made, for instance, by James Heckman (2005). In
principle, resources could then be freed for the consumption of both ordinary
consumer goods and human services, such as health care, without jeopardizing fast
GDP growth. (Today, private consumption is not more than 40 percent of GDP.)
49
The modest size of the service sector is often regarded as another indicator of
inefficiencies in the allocation of resources across production sectors in China. This
point has recently been weakened, although not eliminated, by revisions of the
national accounts (in December 2005), whereby the reported GDP share of services
was raised from 32 percent to 41 percent – still, however, a fairly modest figure for
a country at China’s current stage of development.
Naturally, China’s capital-intensive growth strategy has also constrained the ability
of non-agricultural sectors to absorb the surplus labor in agriculture. This helps
46
McKinsey Global Institute (2006, Exhibit 3.23) calculates that the marginal capital/output ratio has
increased from 3.30 in the first half of the 1990s to 4.9 after 2001.
47
Revised national accounts 2005, and UNDP (2005 Figure 3.9).
48
Studies of the return on secondary and tertiary education in China in recent years, based on wage
differentials, usually give returns in the interval 7-8.5 percent. A recent study by Zhang et al. (2005)
concludes that the return on education has increased from 4.0 percent per year of schooling in 1988 to
10.2 percent in 2001. By contrast, a twin-study (to avoid selection bias due to innate ability) gives lower
figures (Li et al., 2005), basically because of an asserted zero return on high school education, which the
author asserts to function just as a device for screening ability. By contrast, one more year of
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