衡量學習效果對稻作產業成長的影響

Learning as a Source of Productivity Growth: The Case of Taiwan's Rice Industry

陸怡蕙(Yir-Hueih Luh)

《經濟論文》 29卷1期 (2001/03) Pp. 119-155

摘要

本研究的主要目的是以Luh (1995) 的累積產出學習模型為基礎，建立動態成長的理論架構，並以台灣的稻作產業為例分析學習效果對生產力的影響。由於建構的學習模型強調學習與技術變動兩者的動態互動，因此，就技術變動而言，除了有直接的效率提昇效果，尚有間接的誘發學習效果。實證分析的結果顯示我國稻作產業具有資源僵固性，而相對於勞動，資本調整的速度慢了許多。此外，規模相關的各組成要素對總要素生產力成長的貢獻大約為三分之一，其餘三分之二 的生產力成長則可歸功於稻作農家因邊做邊學與技術變動所提昇的生產效率。這個結果顯示，學習效果對稻作產業生產力的成長確實有正向且顯著的影響。

關鍵字

累積產出學習模型 ； 動態調整 ； 總要素生產力成長

並列摘要

Using cumulative gross investment as a learning index, Luh and Stefanou (1993) found that learning plays a substantial role in explaining the growth of the U.S. aggregate agriculture sector. Nevertheless, given the nature of Taiwan's agriculture production, using the cumulative volume of output as a learning index may be preferred to using cumulative investment. Luh's study (1995) showed the apparent validity of the output-indexed learning model to Taiwan's aggregate agriculture sector. This study goes one step further to examine the possible impacts of using a different learning index on the measurement of productivity growth. By allowing the production process itself to stimulate and generate additional learning even in the absence of investment, technological progress will result in both direct and learning-inducing effect on the growth of total factor productivity. The theoretical framework is applied to decompose the measured growth of Taiwan's rice industry. It is found that the combined effect of learning and technological progress has a dominant contribution in the growth of total factor productivity, contributing to approximately two-thirds of the growth.

並列關鍵字

Output-indexed learning ； Dynamic adjustment ； Total factor productivity

參考文獻

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