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Education Sector Corruption in Ethiopia 95
teaching or tutoring fees. Although cases were reported, the practice was
not considered to be systemic. Furthermore, communities appeared to be
aware that it is not the norm. In one reported case, a teacher in a public
school was teaching only part of the curriculum in the day public school
classes, requiring students who wanted to complete the topic to attend
night class and pay for private tutoring. In this instance, nonpaying students
complained and the private tutoring ceased.
Despite this finding, an evident risk remains in relation to this form of
corruption. With more than 40 percent of teachers reporting that teachers
conduct private tutoring, and a strong majority of higher-education
officials considering that moonlighting is necessary to some extent, there
is a clear risk of improper pressure being brought to bear in this regard.
This is borne out by the minority view that those who do not attend
private tutoring are not favored by teachers.
In marked contrast to the responses from teaching staff and lecturers,
only 4 percent of public official respondents reported other sources of
income in addition to the official salary. This result may reflect the relatively
low salaries of teachers. A major survey conducted in 2008 reported
significant concern among teachers, both about the salary scales themselves
and the extent to which these were not implemented correctly or
efficiently (CfBT 2008, 42).
Private school operating without requisite approval—risk: low. Urban areas in
particular have experienced marked growth in private education at all levels.
The survey did not specifically seek to assess corruption risks associated
with such private schools. However, the fact that such risks were not raised
by respondents suggests that they are not perceived to be significant.
Summary of teacher management, recruitment, and service delivery risks.
Based on the discussion above, the overall perceived risk of corruption in
the three categories of teacher management, recruitment, and service
delivery is considered to be medium to high, as shown in table 3.6.
Supplies and equipment. Procurement requires interaction between the
public and private sectors because each of the three main levels of government
in Ethiopia (central, regional, and woreda) and every type of
government agency has to purchase goods and services, normally from
the private sector. In the education sector, a number of public actors may
be involved, depending on the size and type of the task. These include
national and local government politicians and managers, operations staff,