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Who Owns the Wealth in Tax Havens? Macro Evidence and Implications for Global Inequality
Journal of Public Economics 162 (2018) 89–100 Contents lists available at ScienceDirect Journal of Public Economics journal homepage: www.elsevier.com/locate/jpube Who owns the wealth in tax havens? Macro evidence and implications for ☆ T global inequality Annette Alstadsætera, Niels Johannesenb, Gabriel Zucmanc,d,* a Norwegian University of Life Sciences, Norway b CEBI, University of Copenhagen, Denmark c UC Berkeley, United States d NBER, United States ARTICLE INFO ABSTRACT Keywords: Drawing on newly published macroeconomic statistics, this paper estimates the amount of household wealth Inequality owned by each country in offshore tax havens. The equivalent of 10% of world GDP is held in tax havens Wealth globally, but this average masks a great deal of heterogeneity—from a few percent of GDP in Scandinavia, to Tax evasion about 15% in Continental Europe, and 60% in Gulf countries and some Latin American economies. We use these Tax havens estimates to construct revised series of top wealth shares in ten countries, which account for close to half of JEL classification: world GDP. Because offshore wealth is very concentrated at the top, accounting for it increases the top 0.01% H26 wealth share substantially in Europe, even in countries that do not use tax havens extensively. It has considerable H87 effects in Russia, where the vast majority of wealth at the top is held offshore. These results highlight the E21 importance of looking beyond tax and survey data to study wealth accumulation among the very rich in a globalized world. 1. Introduction statistics, we do not have a clear view of who uses tax havens. -
Seychelles Region: Sub-Saharan Africa Income Group: Upper Middle Income Source for Region and Income Groupings: World Bank 2018
Seychelles Region: Sub-Saharan Africa Income Group: Upper Middle Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update OVERVIEW In Seychelles, the academic year begins in January and ends in December, and the official primary school entrance age is 6. The system is structured so that the primary school cycle lasts 6 years, lower secondary lasts 3 years, and upper secondary lasts 4 years. Seychelles has a total of 16,000 pupils enrolled in primary and secondary education. Of these pupils, about 9,000 (55%) are enrolled in primary education. FIG 1. EDUCATION SYSTEM FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL FIG 3. EDUCATIONAL ATTAINMENT, YOUTH (IN 1000S) AGES 15-24 School Entrance Age: Primary school - Age 6 Upper Secondary Duration and Official Ages for School Cycle: 3 Primary : 6 years - Ages 6 - 11 no data Lower secondary : 3 years - Ages 12 - 14 Upper secondary : 4 years - Ages 15 - 18 Primary 9 Lower Academic Calendar: Secondary 4 Starting month : January Ending month : December Data source: UNESCO Institute for Statistics Data Source: UNESCO Institute for Statistics 2016 SCHOOL PARTICIPATION AND EFFICIENCY The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school. In Seychelles, 6% of children of official primary school ages are out of school as shown in Figure 4, which also considers the proportion of children out of school by different characteristics wherever data is available. For example, Figure 4 shows that approximately 8% of boys of primary school age are out of school compared to 5% of girls of the same age. -
TVLC Is Approached to Start Charter School in Elk Grove
VOLUME LII, NUMBER 41 Your Local News Source Since 1963 SERVING DUBLIN • LIVERMORE • PLEASANTON • SUNOL THURSDAY, OCTOBER 8, 2015 TVLC Is Approached to Start Charter School in Elk Grove Parents in the Elk Grove the Elk Grove talks go any Zukoski told The Inde- CCSA, a non-profit group, charter school is the offer School District are asking further. TVLC includes an pendent that, if approved by helps people form charter of $1000 per student for the Tri-Valley Learning Cor- elementary school and a the board, Elk Grove could schools. the first year of a start-up, poration (TVLC) in Liver- middle school in Stockton, open in 2016-17. The other Elk Grove is 70 miles said Zukoski. Source of the Find Out What's more to start a new charter and a K-8 school in San three opportunities, if ap- from Livermore. Parents money is a grant put up by school in their community, Diego. proved, could open in 2017- there are interested in hav- Netflix founder Reed Hast- Happening which is between Stockton Further, it came out in 18. Zukoski emphasized that ing the school. An attempt in ings, who is a supporter of Check Out Section A and Sacramento. board discussion that there they are only possibilities 2012 to start a school fizzled, charter schools. Section A includes The TVLC board, which may be opportunities for now. but since then Gary Davis, Hastings' interest is in school news, information met Sept. 24 in Livermore, TVLC to embrace up to For the Elk Grove school, a charter school supporter, locating high-performing about programs at the Bank- told acting CEO John Zu- three more schools, and have TVLC staff has been talking has been elected mayor, said charter schools in the sub- head Theater and Firehouse koski that they want to know them open by 2018. -
Convention on the Rights of the Child in the Republic of Seychelles from Its Ratification in 1990 up to 1995
UNITED NATIONS CRC Convention on the Distr. GENERAL Rights of the Child CRC/C/3/Add.64 3 May 2002 Original: ENGLISH COMMITTEE ON THE RIGHTS OF THE CHILD CONSIDERATION OF REPORTS SUBMITTED BY STATES PARTIES UNDER ARTICLE 44 OF THE CONVENTION Initial reports of States parties due in 1995 Seychelles [7 February 2001] GE.02-41541 (E) 170502 CRC/C/3/Add.64 page 2 CONTENTS Paragraphs Page Executive summary ........................................................................................................... 6 I. BACKGROUND TO THIS INITIAL REPORT ....................... 1 - 8 7 II. GENERAL MEASURES OF IMPLEMENTATION ................ 9 - 24 8 A. Measures taken to implement the provisions of the Convention .................................................................. 9 - 19 8 B. Measures to promote public awareness of the Convention ....................................................................... 20 - 22 10 C. Concluding remarks and recommendations ..................... 23 - 24 12 III. DEFINITION OF THE CHILD ................................................. 25 - 29 12 A. Definition of the child under Seychelles law ................... 25 12 B. The age of majority ........................................................... 26 12 C. Other legal minimum ages ................................................ 27 12 D. Concluding remarks and recommendations ..................... 28 - 29 14 IV. GENERAL PRINCIPLES .......................................................... 30 - 46 14 A. Non-discrimination (art. 2) .............................................. -
The Changing Nature of Work
World Development Report 2019 THE CHANGING NATURE OF WORK Working Draft July 6, 2018 Table of Contents Overview ......................................................................................................................................... 1 What is Changing in the World of Work .................................................................................... 5 What Can Governments Do?....................................................................................................... 9 This Study’s Running Order ..................................................................................................... 12 Chapter 1: The Changing Nature of Work .................................................................................... 16 Technology Generates Jobs ....................................................................................................... 18 How Work is Changing ............................................................................................................. 20 A Simple Model of Changing Work ......................................................................................... 24 Chapter 2: Building Human Capital ............................................................................................. 30 Why Government is Needed ..................................................................................................... 32 Why Governments Often Fail and Why Measurement Helps ................................................... 34 The Human Capital Project ...................................................................................................... -
Education Sector Medium-Term Strategic Plan 2013-2017 and Beyond
Republic of the Seychelles Ministry of Education Education Sector Medium- Term Strategic Plan 2013-2017 and Beyond A Road Map for the Further Transformation of the Education Process to Achieve Quality Lifelong Education for All and Improve National Sustainable Development November 2014 Foreword The publication of the ‘Education Sector Medium-Term Strategy 2013-2017 and Beyond’ marks a major milestone in the further development of our education sector. Education is a critical investment in our country’s future growth and development. This is emphasized through the broad-based priorities that are encompassed in this Strategy and that will inform and guide the implementation of our education and training programmes, policies, and initiatives over the coming years. This Strategy is ambitious, but ensures that the investments that we are making in our children today support our national priorities and goals. It is focused on addressing challenges, achieving results and providing our children with the knowledge and skills they need to become future productive members of our society and active participants in our economic development. In essence, the concept of quality education and training provision that are relevant to our national needs underpin this Strategy and will remain the ultimate goal of our education sector. The Medium-Term Strategy provides an important frame of reference for the various education stakeholders and all those with an interest in our education and training system, ranging from the learners and their parents, and their communities, to the education and training providers, partners and the wider interest groups. It takes into account the priorities and commitments of the Government expressed through the National Development Strategy 2015-2019 as well as a range of other approved Government policies and strategies. -
Education in Ghana. but If University
DOCUMENT RESUME ED 131 058 95 SP 010 618 AUTHOR George, Betty Stein TITLE Educa-Aon in.Ghana. SPONS AGENCY Offit.':e of Education (DHEW), Washington, D.C. REPORT NO DHEW-OE-75-19119 PUB DATE 76 NOTE 293p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01446-7, $3.35) EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS *African Culture; *Comparative Statistics; *Developing Nations; *Educational Administration; *Educational Development; *Educational History; Foreign Culture; Statistical Analysis; Statistical Data; Student Teacher Ratio; Teacher Certification; Teacher Education IDENTIFIERS *Ghana ABSTRACT This study, after introducing Ghana's history and people, traces the story of educational development since 1951 and describes the present formal educational system. The subject is divided into four categories of consideration. First, the development of education over the years from colonial times through the modern system that has evolved is discussed. Second, a description of the administration and financing of education is outlined. Third, there is presented a detailed outline of the schools and their programs of study from the elementary through the university level. There is a final summation of enrollment and output patterns, educational expansion, and opportunities. Comprehensive tables provide comparative statistics on the numbers and percentages of those involved in the educational process: past and current student enrollment; government expenditures; actual time spent in the classroom; number of trained and untrained teachers; certification of teachers; and degrees available in higher learning. An appendix of selected references is supplied. (JD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. -
Sixth Periodic Report Submitted by Seychelles Under Article 18 of the Convention, Due in 2017*
CEDAW/C/SYC/6 Distr.: General 22 June 2018 Original: English English, French and Spanish only ADVANCE UNEDITED VERSION Committee on the Elimination of Discrimination against Women Sixth periodic report submitted by Seychelles under article 18 of the Convention, due in 2017* [Date received: 14 June 2018] * The present document is being issued without formal editing. CEDAW/C/SYC/6 Background information 1. The Seychelles is an archipelago of about 115 islands, divided into two main typographical groups: the Mahé group is mostly granitic islands of 43 islands, characterised by relatively high mountains rising out of the sea with very little coastal lands, whereas the coralline group of 73 islands are mostly flat, with few geographical inland features. The land mass is 453 km2, compared to more than 1.2 km2 of Exclusive Economic Zone (EEZ). Mahé is the main island and lies between 4 degrees South latitude and 55 degrees east longitude. 2. Politically, the country is relatively stable with regular parliamentary and presidential elections held nearly every five years. In terms of history, Seychelles gained independence from Britain in 1976 and remains a member of the Commonwealth of Nations. In 1977, there was a coup d’état and a single party state was established in 1979. In 1992, a multiparty system took effect and a new constitution was adopted in 1993. 3. Ethnically, Seychelles is diverse due to the various ethnic origins of the population: Africa, Europe and Asia. The society is relatively harmonious in terms of race and there are intermarriages. The estimated population, according to Seychelles in Figures 2016 (National Bureau of Statistics, 2016) was 93, 400, with 46, 300 males and 47, 100 females. -
Terrorism in Indonesia: Noordin’S Networks
TERRORISM IN INDONESIA: NOORDIN’S NETWORKS Asia Report N°114 – 5 May 2006 TABLE OF CONTENTS EXECUTIVE SUMMARY ...................................................................................................... i I. INTRODUCTION .......................................................................................................... 1 II. THE MARRIOTT BOMBING NETWORKS ............................................................. 2 A. THE LUQMANUL HAKIEM SCHOOL........................................................................................2 B. THE LEFTOVER EXPLOSIVES .................................................................................................3 C. THE NGRUKI LINKS...............................................................................................................3 D. THE FINAL TEAM ..................................................................................................................4 III. THE AUSTRALIAN EMBASSY BOMBING ............................................................. 5 A. THE EAST JAVA NETWORK ....................................................................................................5 B. THE JI SCHOOL NETWORK IN CENTRAL JAVA .......................................................................7 C. THE NETWORK THUS FAR.....................................................................................................9 D. FAMILY AND BUSINESS IN WEST JAVA..................................................................................9 E. MOBILISING THE NETWORK -
Kristof Clerix
Kristof Clerix Kristof Clerix, Belgium, works as an investigative reporter for the Belgian weekly news magazine Knack. He specialises in security related topics. Clerix has worked as a journalist in Belgium since 2002. After two years freelancing for the Belgian daily De Morgen, he joined the team of MO*, a Belgian monthly magazine on international affairs. There he reported from more than 40 countries, including Albania, Armenia, the Baltic States, Bosnia, Bulgaria, Georgia, Kosovo, Moldova, Morocco, the disputed region of Nagorno Karabakh, Poland, Romania, Russia, Slovakia, the disputed region Transnistria and Ukraine. He has written substantially on security topics such as terrorism, international police cooperation, intelligence, NATO, EU defense policy, drug smuggling, human trafficking, illegal arms dealing, nuclear proliferation, city gangs, energy and pipelines, geopolitics and frozen conflicts. In 2006, Clerix wrote the book "Vrij Spel", on the activities of foreign secret services operating in Belgium, host country to the NATO headquarters and European institutions. His second book, "Spionage. Doelwit: Brussel", on Cold War espionage was published in 2013. Clerix is regularly contacted by international media to comment on the Belgian security apparatus. He wrote several contributions for The Guardian, on the fight against terrorism in the heart of Europe. In 2013 Clerix joined ICIJ. He contributed to Lux Leaks, Swiss Leaks, Evicted and Abandoned, the Panama Papers and Bahamas Leaks. Clerix has represented ICIJ at several international conferences, organised by Europol, the European Parliament, and the Financial Transparency Coalition. In 2016 Clerix started working for the news magazine Knack, focusing on international muckracking. Next to ICIJ collaborations, Clerix worked on several other cross border investigative projects, including the MEPs project and Security For Sale. -
Survival of the Richest. Europe's Role in Supporting an Unjust Global Tax
Survival of the Richest Europe’s role in supporting an unjust global tax system 2016 Acknowledgements This report was produced by civil society organisations in countries across Europe, including: Attac Austria (Austria); Vienna Institute for International Dialogue and Cooperation (VIDC) (Austria); 11.11.11 (Belgium); Centre national de coopération au développement (CNCD-11.11.11) (Belgium); Glopolis (Czech Republic); Oxfam IBIS (Denmark); Kehitysyhteistyön palvelukeskus (KEPA) (Finland); CCFD-Terre Solidaire (France); Oxfam France (France); Netzwerk Steuergerechtigkeit (Germany); Debt and Development Coalition Ireland (DDCI) (Ireland); Oxfam Italy (Italy); Re:Common (Italy); Latvijas platforma attīstības sadarbībai (Lapas) (Latvia); Collectif Tax Justice Lëtzebuerg (Luxembourg); the Centre for Research on Multinational Corporations (SOMO) (Netherlands); Tax Justice Netherlands (Netherlands); Tax Justice Network Norway (Norway); Instytut Globalnej Odpowiedzialnosci (IGO) (Poland); Ekvilib Institute (Slovenia); Focus Association for Sustainable Development (Slovenia); Inspiraction (Spain); Forum Syd (Sweden); Christian Aid (UK). The overall report was coordinated by Eurodad. Each national chapter was written by – and is the responsibility of – the nationally-based partners in the project. The views in each chapter do not reflect the views of the rest of the project partners. The chapters on Luxembourg and Spain were written by – and are the responsibility of – Eurodad. Design and artwork: James Adams. Copy editing: Vicky Anning, Jill McArdle and Julia Ravenscroft. The authors believe that all of the details of this report are factually accurate as of 15 November 2016. This report has been produced with the financial assistance of the European Union, the Norwegian Agency for Development Cooperation (Norad) and Open Society Foundations. The contents of this publication are the sole responsibility of Eurodad and the authors of the report, and can in no way be taken to reflect the views of the funders. -
Uva-DARE (Digital Academic Repository)
UvA-DARE (Digital Academic Repository) The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms Zelime, J.; Deutschmann, M.; Rijlaarsdam, G. DOI 10.17239/L1ESLL-2018.18.01.10 Publication date 2018 Document Version Final published version Published in L1 Educational Studies in Language and Literature License CC BY-NC-ND Link to publication Citation for published version (APA): Zelime, J., Deutschmann, M., & Rijlaarsdam, G. (2018). The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms. L1 Educational Studies in Language and Literature, 18. https://doi.org/10.17239/L1ESLL-2018.18.01.10 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425,