The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes

Page 47

Key Principles of Fiscal Decentralization | 11

may be thought of as mitigating criteria that imply at least some involvement of higher levels of government in service provision. Government stabilization functions are designed to address common macroeconomic shocks, and these are most appropriately carried out at the central level. Services that require risk-pooling, such as those related to social insurance programs, are usually claimed to be more efficiently carried out centrally. Some services with especially strong economies of scale—major transportation systems, for example—can be more efficiently provided centrally. Finally, public services for which benefits (costs) spill over to a large extent across jurisdictional boundaries may warrant higher-level government provision, because lower levels may tend to under- (over-) supply them. Overall, these principles suggest that the central government should assume responsibility for national public goods and social insurance programs, while subnational governments should provide local public goods (Boadway and Eyraud 2018). Expenditure assignments among subnationals at the same level need not be uniform; some asymmetry may be desirable given the different characteristics of subnationals (for example, urban versus rural) and uneven capacities. Finally, even in the case of subnational provision, central government should likely maintain at least some policy authority (Martinez-Vazquez and Vaillancourt 2011; Boadway and Eyraud 2018). Although these principles provide broad guidance in expenditure assignment, in practice many different assignments may be consistent with the standards. Perhaps the most important point in this context is that any service assignment that is undertaken should be clear to all parties involved and rigorously enforced.

TAX ASSIGNMENT It is usually argued that the assignment of authority over taxes should come after decisions have been made regarding the decentralization of expenditures across the various levels of government in a country. That is, in principle, finance should follow function. This suggests, among other things, that any revenues that are directly associated with the provision of services should be placed under the authority of the government providing those services. Beyond that, taxes may be assigned across levels of government based on two additional principles: efficiency in tax administration and fiscal needs (Bahl 2008; Bird 2011; Shah 1999). Mobile tax bases are more efficiently managed from the center, for example, in order to minimize tax competition. The fiscal needs criterion highlights again the importance of a prior assignment of service responsibilities, because the financial needs of a government cannot be accurately derived until expenditure assignments have been determined (Bird 2011). A final principle of tax assignment is that governments at all levels require sufficient tax base and rate authority “at the margin,” so that any rise in service demand can be financed out of marginal increases in own-tax revenues. Insufficient own-source revenues—vertical fiscal imbalances— reduce s­ ubnational government fiscal discipline and weaken horizontal ­accountability (Eyraud and Lusinyan 2013; Gadenne 2017). In practice, the application of these principles implies that the central government should probably be assigned corporate and personal income taxes,


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Notes

2min
page 333

References

9min
pages 334-339

Key policy directions

2min
page 332

Fiscal transfer mechanisms

2min
page 312

education?

2min
page 311

10.2 Education expenditure in Shandong, 2018

7min
pages 307-309

9.1 Evolution of the allocation mechanism in school finance

2min
page 288

9.2 Improving education outcomes in Ceará, Brazil

5min
pages 296-297

Key policy directions to strengthen decentralized education financing

5min
pages 294-295

Introduction

2min
page 301

9.4 Pillars for central government education transfers to municipalities

4min
pages 284-285

governments

7min
pages 274-276

Conclusion

2min
page 265

References

3min
pages 268-270

Notes

7min
pages 266-267

8.2 Change in IDEB scores, 2005–17

1min
page 263

Impact of Brazil’s decentralized financing system on subnational spending and education outcomes

2min
page 258

in Ceará

4min
pages 253-254

8.10 Federal contributions to FUNDEB, 2007–17

2min
page 252

8.7 Brazil’s results on PISA, 2000–18

1min
page 245

8.1 Learning poverty in Brazilian municipalities, 2017

1min
page 244

8.1 Preuniversity education responsibilities of governments in Brazil

4min
pages 240-241

Introduction

4min
pages 237-238

References

1min
pages 235-236

7.9 Impact of total local expenditure on reading

2min
page 230

7.1 Distribution of education transfers as a zero-sum game

5min
pages 217-218

7.9 Subnational education spending by financing source, 2018

4min
pages 211-212

How is the system financed? Effects of decentralized financing system on subnational spending

2min
page 207

and 2018

2min
page 201

6.13 Transfers and education spending

1min
page 191

Context

1min
page 199

7.12 Allocation of education transfers, 2005–19

2min
page 215

6.15 Predicted education outcomes and district spending

1min
page 194

6.14 District spending and education outcomes

4min
pages 192-193

Introduction

1min
page 173

Fiscal transfer mechanisms

2min
page 183

References

12min
pages 168-172

Notes

9min
pages 165-167

Key policy directions to strengthen the decentralized education finance system

5min
pages 163-164

5.24 GERs in government primary schools, by LG, 2019/20

1min
page 155

and high primary GER and falling secondary GER, 1996/97–2019/20

1min
page 152

Effects of the decentralized finance system on subnational spending and education outcomes

4min
pages 150-151

Introduction

4min
pages 121-122

5.2 Government responsibilities under the Education Act

12min
pages 127-132

4.18 Fund flows in education

1min
page 109

for education

5min
pages 103-104

governments

2min
page 93

4.1 Population pyramid of Sudan, 2000–30

1min
page 90

4.9 Gender parity index, by state

2min
page 98

Notes

2min
page 82

Introduction

1min
page 89

References

10min
pages 83-88

Political economy constraints

2min
page 81

transfers for education

13min
pages 75-80

Education (FUNDEB

2min
page 66

Intergovernmental transfers

2min
page 48

3.3 Marginal effects of fiscal transfers on subnational education spending

5min
pages 61-62

3.3 The No Child Left Behind Act in the United States

5min
pages 72-73

outcomes?

5min
pages 70-71

Tax assignment

2min
page 47

Impact of fiscal transfers in education: A literature review

7min
pages 51-53
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