人力资本理论的核心元素是：教育通过传授知识技能, 使得受教育者获得认知和非认知能力, 这些能力能够产生较大的用于社会生产和服务的能力, 使接受较高教育程度的人在劳动力市场中的贡献更大, 从而使得他们获得较高的收入深圳翻译公司 。
Core elements of human capital theory are: education gives educated person cognitive skills and non-cognitive skills through knowledge and skill impartation; such abilities can produce huge capabilities to serve social production and service, and it enables people who have received higher education to make more contributions to the labor market; and thus it enables them to get higher earnings.
然而1970年代, 劳动力市场的其他理论对人力资本理论提出了质疑, 并从其他角度提出了不同的解释。这主要可分为两类：第一类理论以筛选假设为代表。这类理论认为, 人的能力是早年或早期开发的。学校教育只不过使得这些能力合法化, 并提供了一种便利的方式把不同能力者从人群中鉴别出来。除此之外, 再无其他。每个人劳动生产率的差别很大程度上来自于早期能力上的差别, 而这些能力不是在学校或者通过培训学习得到的(Groot & Hartog, 1995)。
However, in 1970s, other theories in labor market have challenged human capital theory, and they have proposed different interpretations from other aspects, mainly including 2 groups, of which one is represented by screening hypothesis, which indicates that human ability is developed in early ages or stages; and schooling just makes such abilities legal, and provides a favorable method to identify people with different abilities. In addition, no functions exist. Difference of productivity of every person depends on their abilities in early stage; while such abilities are not acquired in schools or through school training and study (Groot & Hartog, 1995).
第二类理论以劳动力市场分割理论和内部劳动力市场理论为代表。这类理论认为, 每个人劳动生产率的差别很大程度上来源于所从事工作的性质。其工作特征决定了其劳动生产率和收入。而工作的获得是学校教育、认知能力、非认知能力、以及个人先天特征(包括性别、种族、家庭出身等)的函数广州翻译公司(Doeringer, 1995; DeFreitas, 1995)。
The other group is represented with labor market segmentation and internal labor market theory. Such theories indicate that difference of productivity of every person depends on features of jobs they are doing greatly; such features determine productivity and earnings. However, acquisition of job is a function of schooling, cognitive ability, non-cognitive ability and inherent personal characteristics (including gender, nationality, family background, etc). (Doeringer, 1995; DeFreitas, 1995)
