Diagnosing Corruption in Ethiopia - Ethiomedia

Education Sector Corruption in Ethiopia 115
Figure 3.3 Corruption Risks in the Ethiopian Education Sector, by Subfunction
service delivery
(teaching)
service delivery
(buildings)
service delivery
(supplies & equipment)
procurement
(buildings)
procurement
(supplies & equipment)
policy
development
3
Areas of Highest Perceived Corruption
Drilling down further into the detail, the following corruption risks are
perceived to the most pronounced in the education sector in Ethiopia:
Bribery, extortion, favoritism, or nepotism in selecting staff for promotion,
access to scholarships, or access to opportunities for career
enhancement
Falsification of documents in support of applications for promotion or
other considerations
Bribery, extortion, favoritism, or nepotism in teacher recruitment
Fraud in the falsification of qualifications (for example, teachers’
certificates) to obtain teaching jobs
Tendering companies owned by persons linked with the award of
contracts
Fraud (and related bribery) in examinations
Falsification of documents such as forged transcripts and certificates.
These risks can be grouped into four categories:
2
1
0
recruitment
(teachers)
planning and
budgeting
fiscal
transfers
management
(buildings)
management
(teachers)
management
(supplies & equipment)
Source: World Bank 2009.
Note: Numerical values along the radii, depicted on the vertical axis, designate the degree of estimated
average corruption risk within each education sector subfunction, as follows: 0 = no corruption risk; 1 = low risk;
2 = medium risk; 3 = high risk.
Corruption affecting the selection of teachers for training, recruitment,
skills upgrading, or promotion