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ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS JUNE 2011 VOL 3, NO 2 Impact of human capital expenditures on economic growth of provinces in Iran by means of panel data (2001-2007) Rahim Dalali Isfahani Associate Professor of Economics from Isfahan University Rahman Khosh Akhlagh Professor of Economics from Isfahan University Mahyar Shabaninejad Masouleh M.A of economic development and planning from Isfahan University Department of Economics, Isfahan University, Hezar-jarib Ave, Isfahan Atefeh Nemati M.A of Economics from Isfahan University Abstract This survey studies the impact of human capital on economic growth of provinces in Iran. According to Mankiw- Romer-Weil model (1992) through Cobb-Douglas production function and by means of panel data in this survey we have studied effectiveness level of two indexes of human capital, i.e. educational expenditures and health care expenditures on gross domestic product growth of the provinces in Iran during the time period 2001-2007. Results reveal that impact of health care expenditures on economic growth is higher than educational expenditures. After inserting of mutual impact variable (product of two previous indexes) its coefficient becomes positive and significant. Mutual impact shows that one percent of growth in educational and health care expenditures simultaneously is leaded to 0.09 percent growth of gross domestic product. Granger causality test illustrates a single way relation from health care expenditures to educational expenditures. This issue specifies that health of human forces has a direct impact on human capital accumulation (gaining of education and skills) in addition to production and income, since necessity of learning education and skills is to have physical health. Key words: economic growth, human capital, panel data, endogenous growth 1. Introduction During the first years of the 1950's it was imagined that the main reason of underdevelopment and inadequacy of the developing countries was resulted from lack of physical and material capital. Experimental studies of researchers reached to a deadlock in the 1960's so that they were not able to explain the remaining of economic growth explanation by the labor force and physical capital and on the other hand they couldn't analyze incomes distribution accurately. The observed growth in time series statistics with conventional measurements of the work factor and the applied physical capital in production of the United States of America and other developed countries in that time were by far lower than the real growth of national economy. On the other side, published data about personal income distribution demonstrated high difference of the labor force that was mainly related to inequality in personal incomes. It was in this period that human capital theory could explain the cause of the above two problems. The COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 172
ijcrb.webs.com INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS JUNE 2011 VOL 3, NO 2 major reason for failure of experimental researches until this period of time was that labor force was considered homogenous and all attempts were towards accumulation of physical capital. Economists unanimously believe that the excessive and remaining factor that explains a main part of economic growth of the developed countries has direct or indirect relation with human capital, because there are scientific and serious problems for initiation and execution of extensive economic programs in the developing countries. Executing of such programs is impossible without existence of individuals with the intended specialty and educations. On the other hand, more healthy individuals have higher physical and mental capability and lower absenteeism and finally they achieve more production level. Objective of the present survey is to study the impact level of educational and health care expenditures on economic growth of provinces in Iran by means of Mankiw-Romer-Weil model (1992) during years 2000-2006. In the following sections we will talk about human capital theory and its place in theories of economic growth. Then theoretical models of human capital, MRW model, research background, theoretical principles, model specification and estimation and at last conclusion are mentioned briefly. 2. Human capital theory It was in the 1960's that Schultz could explain the reason for failure of previous experimental researches by introduction of human capital theory. In fact he proved this theory in the form of scientific research that many economists like Adam Smith, Robert Locus, John Stuart Mill, Malthus, Marshal and Fen Thunen in the past had implicit referring to it and stated that in the form of a theory. In 1776 Adam Smith in the book "capital of nations" wrote: "it is possible to compare a person who has educated by spending of too much time and working with one of the expensive machineries" (Rogers and Rachline, 1992). Generally, the concept of human capital is defined broadly in the economics literature to include education, health, training, migration, and other investments that enhance an individual’s productivity. The health, education, and growth relationship is dynamic and complementary; health capital increases the efficiency with which individuals produce education, and presumably, other forms of human capital(Gyimah-Brempong, 2004). Human capital is totally an economic concept. Indeed, qualitative characteristics of the individual are a kind of capital, since these characteristics develop human's capabilities under education and could be converted to a higher income resource or more abundant satisfaction in the future. Such capital is humane, because it constitutes one part of the human's elements, grows with him and is destroyed by his death. Human capital complements physical capitals and increases production productivity like physical capitals (Emadzade, 2004). Schultz (1963) has listed some of the advantages of education as the following: 1) Advantages that the economy gains from educational researches. 2) Discovering and fostering of hidden talents. 3) Increasing of individuals' capability in order to adapt themselves with changes created in job opportunities. 4) Recruiting of students and educating of them for teaching (teacher training). 5) Conforming of individuals' needs with knowledge and skills. Schultz believes that if investment opportunities in human capital are equally for all levels of the society, poor people could enhance their productivity through that and achieve higher income. Investment in individuals' education is leaded to increasing of their abilities and skills and such capabilities are reflected in their production COPY RIGHT © 2011 Institute of Interdisciplinary Business Research 173
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