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Education Sector Corruption in Ethiopia 117
Recommendation 4: Review asset management capacity, with a view to
strengthening oversight mechanisms.
Recommendation 5: Develop disclosure requirements for the education sector
and improve access to information.
Recommendation 6: Identify and develop the scope for more coherent
accountability mechanisms, including the empowerment of PTAs and NGOs
with further information related to service delivery.
Recommendation 7: Document and disseminate (both within MOE and in
other sectors) the lessons learned from the pioneering experience of implementing
PACS under the UCBP.
Notes
1. A “ghost worker” is someone who does not exist, whose salary or per diem provision
is drawn down corruptly by those in a position to manipulate the system.
2. Including, in particular, the U.K. Department for International Development
education economist.
3. Data were collected using six different survey instruments from a total of 352
respondents at the central regional, woreda, and school levels as well as from
households at the school or community level and students or trainees engaged
in studies at the universities or technical training colleges (TTCs). The number
of response fields generated by each survey interview ranged from 65 to
169 per respondent and included some identical questions for each stakeholder
group to enable a comparative assessment of responses patterns
between, as well as within, stakeholder groups. The groups surveyed, and
numbers of respondents per group were as follows (references to these groups
in this chapter correspond to the specific surveyed groups described above):
• Central officials (47 respondents) from the Ministry of Education (MOE),
Ministry of Finance and Economic Development (MOFED), and the
regional Bureaus of Finance and Economic Development (BOFEDs)
• Public officials (84 respondents) from Regional Education Bureaus,
BOFEDs, Woreda Education Offices (WEOs) and Woreda Offices of
Finance and Economic Development (WOFEDs)
• Higher-education and TTC staff (33 respondents)
• TTC and university students (33 respondents)
• School-level staff (81 respondents)
• Household-level individuals (74 respondents).