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Complete Book PDF (4.12MB) - World Bank eLibrary

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96 Diagnosing Corruption in Ethiopia<br />

Table 3.6 Summary of Corruption Risks in Teacher Management, Recruitment,<br />

and Service Delivery<br />

Perceived corruption risk<br />

Form of corruption<br />

Low Medium High<br />

Management<br />

Bribery, extortion, favoritism, or nepotism in selecting<br />

o<br />

staff for promotion, access to scholarships, or access<br />

to opportunities for career enhancement<br />

Falsification of documents in support of applications<br />

o<br />

for promotion or other considerations<br />

Collusion to ignore regulations regarding management<br />

o<br />

of teaching and administrative staff<br />

Collusion with teachers over noncompliance with<br />

o<br />

curriculum, academic calendar<br />

Extortion of facilitation payments from teachers for<br />

o<br />

salaries and per diems<br />

Procurement (recruitment) Low Medium High<br />

Bribery, extortion, favoritism, or nepotism in the<br />

o<br />

recruitment of teachers<br />

Fraud, falsification of qualifications (such as teachers’<br />

o<br />

certificates) to obtain teaching jobs<br />

Capture of recruitment by groups with vested interests<br />

o<br />

Service delivery Low Medium High<br />

Bribery, extortion, favoritism, or nepotism in the<br />

o<br />

selection of students<br />

Favoritism or nepotism in the assessment of students<br />

o<br />

Fraud (and related bribery) in examinations<br />

o<br />

Falsification of documents: forged transcripts and<br />

o<br />

certificates<br />

Teacher absenteeism<br />

o<br />

Ghost teachers for payment of salaries or per diems o<br />

Teachers using power to physically abuse students<br />

o<br />

Teachers extorting fees for the provision of off-budget o<br />

services (ID cards, sports, cleaning)<br />

Teachers shifting services to private tuition<br />

o<br />

Private schools operating without requisite approval o<br />

Source: Author.<br />

and procurement officers. From the private side, actors include suppliers<br />

of teaching and learning materials, utility operators, and suppliers of<br />

equipment ranging from chalkboards to vehicles.<br />

During the course of the survey, respondents referred to several cases<br />

of apparent weakness in the processes used for the procurement of<br />

education-related supplies and equipment. Though it was not possible<br />

within the limited scope of this study to ascertain the degree to which

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