Australian Federalism in James Buchanan's Early Work on Fiscal Equity

2021 ◽  
Author(s):  
Daniel Peter Kuehn
Keyword(s):  

1983 ◽  
Vol 1 (4) ◽  
pp. 475-487
Author(s):  
D A L Auld ◽  
L B Eden

The development of federal-provincial financial equalization in Canada is reviewed in this essay. Also included is a discussion of the 1982–1987 fiscal arrangements; an explanation of two competing philosophies of equalization—fiscal need and fiscal equity; and an exploration of some implications of the 1982 Constitution Act for the future of equalization in Canada. It is concluded that the 1982 Act offers substantial support to the narrow-based fiscal equity principle and that future equalization programs in Canada should therefore be similar to current practice.



1999 ◽  
Vol 32 (3) ◽  
pp. 5-18 ◽  
Author(s):  
Michael A. Rebell
Keyword(s):  


2017 ◽  
pp. 135-154
Author(s):  
Susan A. Kirch ◽  
Molly A. Hunter


2019 ◽  
Vol 16 (3) ◽  
pp. 319-335 ◽  
Author(s):  
Alain Marciano

AbstractBuchanan's first writings about federalism and fiscal justice were “'Federalism’: One Barrier to Labor Mobility” and “A Theory of Financial Balance in a Federal State,” two term papers that he wrote before his dissertation and that have never been discussed before. Studying them allows us to complete the recent literature on the origins of Buchanan's fiscal federalism. We show that most of Buchanan's ideas about fiscal equity were already in these works, and also that Buchanan made other claims and used other arguments – about mobility, for instance – that were absent from the dissertation but remained important to him for a long time. We also analyze these essays in the context in which Buchanan was at that time, namely the economics department of the University of Chicago. We show how Buchanan fed on, not to say was influenced by, the courses for which he wrote these essays. This allows us to shed new light on the role Theodore Schultz, D. Gale Johnson, Henry Simons, and Roy Blough, played at the beginning of Buchanan's career.



1955 ◽  
Vol 10 (1) ◽  
pp. 71
Author(s):  
James A. Maxwell
Keyword(s):  




1988 ◽  
Vol 18 (2) ◽  
pp. 15-36
Author(s):  
Derek Hum ◽  
Frank Strain

Horizontal equity is interpreted to mean that equals in different provinces should be treated equally. We argue that current arrangements for government funding of post-secondary education in Canada are flawed because they contain provisions which perpetuate disparities in the treatment of Canadians by province of residence. Current arrangements are criticized for inadequate equalization and lack of expenditure standards. An education-needs adjustment factor is suggested. Fiscal equity strives to ensure that citizens in all provinces have access to comparable services and bear comparable tax burdens. The cost of services is conditional on the expenditure standard selected and the number of beneficiaries. The capacity to provide the service is related to the population and wealth of the province. Accordingly, our suggested amendment incorporates all these elements; it allows greater fiscal transfers to provinces experiencing greater need and/or smaller tax bases.



Author(s):  
Helen Taylor

This chapter examines how the focus on ensuring quality education for all can strengthen both the conceptualisation and enforcement of the right to education for minorities and disadvantaged groups, considering the Campaign for Fiscal Equity litigation in the New York State courts as a case study. The Campaign for Fiscal Equity litigation, which dealt with the constitutionality of New York State's education financing scheme, clearly demonstrates the strategic value that a human rights-based assessment of quality holds for ensuring equality in education provision. While the plaintiffs' argument based on education equality failed, their successful claim based on education adequacy indirectly helped to ensure a more equitable allocation of funding to public schools in New York City. The litigation also shows the close link and challenges between the conceptualisation of the right to quality education and the court's role when enforcing it.



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