Complete Book PDF (4.12MB) - World Bank eLibrary

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)
policy
development
3
2
1
0
planning and
budgeting
fiscal
transfers
management
(teachers)
procurement
(buildings)
procurement
(supplies & equipment)
recruitment
(teachers)
management
(buildings)
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.
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:
• Corruption affecting the selection of teachers for training, recruitment,
skills upgrading, or promotion