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Hello, I am looking for someone to write an essay on Quantitative data about Tax, Education and Labor in Sweden. It needs to be at least 750 words.The 1983, 1985, and 1990-1991 state tax reforms reduc
Hello, I am looking for someone to write an essay on Quantitative data about Tax, Education and Labor in Sweden. It needs to be at least 750 words.
The 1983, 1985, and 1990-1991 state tax reforms reduced the highest marginal tax from 85 percent to, at present, roughly 55 percent. At present, the marginal tax rate is roughly 30 percent for the low-income and average-income earners and roughly 50 percent for the high-income earner (Stenkula et al. 178). The development of the marginal tax wedges is similar to the development of the marginal tax rates but at a greater degree. The highest marginal tax wedge rose steeply during the World Wars and the 1930s’ depression. The highest marginal tax wedge reached at nearly 90 percent in 1980. following the 1983, 1985, and 1990-1991 tax reforms, the highest marginal tax wedge dropped and is currently standing at roughly 67 percent (Stenkula et al. 178-179).
With a population of approximately 9.5 million, Sweden sustains a lavish welfare structure, with compensation packages for life-changing episodes like retirement or illness, and a focus on delivering equal benefits and privileges for everybody (Sonedda 692-4). Consequently, tax revenue as a portion of GDP in Sweden is elevated—approximately 45.8 percent in 2010 (OECD 1). Moreover, Sweden finances its equitable system of education by committing a comparatively high proportion of its GDP to its education system and by committing the topmost spending levels per student in the world. Roughly 7.3 percent of GDP is invested in education. This financing is channeled to both private and public education (OECD 1-2).
The entire pre-primary, primary, secondary, and post-secondary non-tertiary education is publicly financed. Sweden’s numbers of enrollees reveal the nation’s remarkable success in putting majority of its population to school (World Education Forum para 4-6). For instance, all adolescents qualified for primary level compulsory education are enrolled. Likewise, compulsory education at the lower secondary level is attended by 100% of female and 99% of male students. These numbers
