Fiscal decentralization in Central and Eastern Europe
Main Article Content
Abstract
The paper analyses the level of fiscal decentralization (FD) in selected countries of European Union for 2014 year. The empirical analysis was based on the method of multicriteria decision-making. Method of Simple Additive Weighting (SAW) was used as framework for the analysis. In order to evaluate the different level of fiscal decentralization, the same analysis was applied to subsets of countries categorized into two groups - Central and Eastern Countries. The empirical results show that developed countries of European Union has higher degree of fiscal decentralization than countries of Eastern andCentral Europe. These results show that local government of developed countries (such like Sweden or Denmark) has more power for financial solutions then developing countries (Estonia o rPoland). Fiscal decentralization index in Lithuaniais the lowest among 14 countries of European Union. Originality of this article that was used new fiscal decentralization index, which consists of 26 indicators.Â
Downloads
Article Details
The Global Journal of Business Economics and Management: Current Issues is an open-access journal. The copyright holder is the author or authors. Licensee: Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under the CC-BY license [Attribution 4.0 International (CC BY 4.0)].
References
Bird, R. (2009). Overcoming Difficulties with Number: Supporting Dyscalculia and Students who Struggle with Maths. London: Sage.
Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J. Jarvelle & W. J.M. Levelt (eds.) The Child's Concept of Language. New York: Springer-Verlag.
Butterworth, B., Varma, S.. & Laurillard, D. (2011). Dyscalculia: from brain to education, Science, 332, 1049-1053.
Bynner, J. & Parsons, S. (1997). It Doesn’t Get Any Better. London: Basic Skills Agency.
Bzufka, M.W., Hein, J. & Neumärker, K. (2000). Neuropsychological differentiation of subnormal arithmetic abilities in children. European Child & Adolescent Psychiatry. 9,65–76.
Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education (6th ed). Oxon: Routledge.
Desoete, A., Roeyers, H. and De Clercq, A. (2004). Children with mathematics learning disabilities in Belgium. Journal of Learning Disabilities, 37, 32-41.
Dowker, A. (2005). Individual differences in arithmetic. Hove [U.K.]: Psychology Press.
Dowker, A. (2015). Individual differences in arithmetical abilities: the componential nature of arithmetic. In R. Cohen Kadosh. & A. Dowker. (2015, eds.). Oxford Handbook of Mathematical Cognition. Oxford: Oxford University Press (pp. 878-894).
Dowker, A., & Sigley, G. (2010). Targeted interventions for children with arithmetical difficulties. British Journal of Educational Psychology, 2(7), 65-81.
Dunn, S., Matthews, L. & Dowrick, N. 2010. Numbers Count: developing a national approach to intervention. In I. Thompson (ed.) Issues in Teaching Numeracy in Primary Schools. Maidenhead: Open University Press (pp. 224-234).
Ernest, P. (2011). Mathematics and special educational needs. Berlin: LAP LAMBERT Academic Publishing.
Geary, D.C. & Hoard, M.K. (2005). Learning disabilities in arithmetic and mathematics. In J. I. D. Campbell (ed.) Handbook of Mathematical Cognition: 253–267. Hove: Psychology Press.
Gifford, S. & Rockcliffe, F. (2008). In search of dyscalculia. In M. Jourberr (ed.) Proceedings of the British Society for Research in Learning Mathematics. 28 (1): 21-27.
Gross-Tsur V., Manor, O. & Shalev, R.S. (1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine and Child Neurolology, 38, 25—33.
Haylock, D., & Cockburn, A. (2013). Understanding mathematics for young children (4th Edn.). London: Sage.
Holmes, W., & Dowker, A. (2013). Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics. Research In Mathematics Education, 15(3), 249-265. doi:10.1080/14794802.2013.803779.
Kaufmann, L., Handl, P., & Thöny, B. (2003). Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: A pilot study. Journal of Learning Disabilities, 36, (6), 564-573.
Mazzocco, M. & Myers, G.F. (2003). Complexities in identifying and defining mathematics learning disability in the primary school years. Annals of Dyslexia. 53,218–253.
Parsons, S. & Bynner, J. 2005. Does Numeracy Matter More? London: NRDC.
Reigosa-Crespo, V., Valdes-Sosa, Butterworth, B., Estevez, N., Rodriguez, M., Santos, E., Torres, P., Suarez, R., & Lage, A. (2012). Basic numerical abilities and prevalence of developmental dyscalculia: the Havana survey. Developmental Psychology, 48, 123-135.
Torgerson, C.J., Wiggins, A., Torgerson, D.J., Ainsworth, H., Barmby, P., Hewitt, C., Jones, K., Hendry, V., Askew, M., Bland, M. Coe, R., Higgins, S., Hodgen, J., Hulme, C. & Tymms, P. (2011). Every Child Counts: The Independent Evaluation Executive Summary. London: Department for Education (DfE).
Wright, R.J., Martland, J. & Stafford, A. (2006). Early Numeracy: Assessment for Teaching and Intervention, 2nd edition. London: Paul Chapman.