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70 Diagnosing Corruption in Ethiopia
• Multistakeholder workshop. A validation workshop at the end of the
process involved diverse stakeholders who presented, discussed, and
refined the emerging findings of the study.
Chapter Structure
The chapter is organized as follows:
• “Analytical Framework” presents an overarching framework for identifying
and assessing corruption risks in education. The framework reflects
a multifaceted view of corruption that seeks to understand each corruption
risk within the context of a broader set of practices. This framework
distinguishes between “upstream” risks (those related to policy
development, planning and budgeting, and fiscal transfers) and “downstream”
risks (those related to management; procurement, including
teacher recruitment; and service delivery).
• “The Education Sector in Ethiopia: An Overview” establishes the general
context with an overview of the sector. Ethiopia has made major
strides in improving its human development indicators in the past
15 years, achieving significant increases in the coverage of basic education
and health services. Improvements occurred during a period of
marked decentralization of fiscal resources—to the regions in 1994 and
to the woredas in 2002–03. As part of this process, decentralization in
the education sector has given regional- and woreda-level officials
extended powers and responsibilities, both administrative and fiscal, in
delivering education services. However, it is still difficult to assess the
quality of the accountability mechanisms.
• “Mapping Corruption in Education in Ethiopia”—the heart of the
study—uses the analytical framework to map corruption risks in the
education sector of Ethiopia, drawing on the full range of quantitative
and qualitative information obtained during the study. This map establishes
the basis for an integrated understanding of the governance issues
and challenges in the sector by considering the full range of educationrelated
corruption risks from a sectoral perspective. Although the perceived
corruption risk in Ethiopia’s education sector is generally lower
than that typically encountered in many developing countries, or even
in other sectors within Ethiopia, the country exhibits a relatively high
risk of some specific forms of corruption, most notably those related to
favoritism and falsification of documents.