Corruption In Schools Research Articles

Corruption in Schools, What's the Matter ???

Fraud can be committed by anyone because the main factor of fraud is human. A study conducted by Indonesia Corruption Watch on the trend of prosecution of corruption cases shows that the education sector is one of the sectors that is consistently the most corrupted sector. The large budget given to the education sector is one of the potential corruptions for irresponsible parties, even in the midst of the Covid-19 pandemic, corruption in the education sector has not stopped. This research is a literature review where researchers review literature related to this research. The results of this study are expected to provide benefits for related parties in preventing fraud in the world of education. Fraud prevention can be carried out by all parties with the aim of rejecting or understanding everything that can harm the company. In developing an effective fraud prevention strategy, organizations must pay attention to several things, including: 1) internal and external environmental conditions, 2) the complexity of business activities, 3) the potential, types and risks of fraud, 4) the adequacy of the resources needed.

Causes and Consequences of Corruption in Schools: The Role of Prevention and Control Promoted by Leaders’ Moral Impetus

We explored the moderated mediating effect of the causes of corruption in schools on its consequences through prevention and control promoted by leaders’ moral impetus. We surveyed 81 Taiwanese elementary and secondary schools; 1,024 school principals, administrative staff, teachers, and parents completed valid questionnaires, which we analyzed using structural equation modeling. Corruption prevention and control promoted by leaders’ moral impetus partially mediated the relationship between the causes and consequences of corruption. Plundering (non-criminal form) increased and law-breaking behavior (criminal form) weakened the intensity of corruption prevention and control promoted by leaders’ moral impetus. Educational leaders should use moral leadership to decrease plundering and establish whistleblowing mechanisms on social media to support corruption prevention and control to hinder law-breaking behaviors.

Reducing Petty Corruption in Schools in Africa: A Role for Faith?

Particularly in low- and lower middle-income countries, petty corruption remains prevalent in service delivery, whether in schools, health centers, administrative services, or other institutions. In reference to Pope Francis’ call to say no to corruption in his recent trip to the Democratic Republic of Congo, this article measures the extent of corruption in schools in Africa using data collected by the Afrobarometer. More than one in four respondents have encountered problems to obtain the education services they need for their children and nearly one in five have had to pay bribes or do other favors for education providers. This proportion does not appear to have declined significantly over the past decade. Regression analysis suggests that different household characteristics are associated with the likelihood of having difficulty obtaining the services they need and the likelihood of being a victim of corruption. Interestingly for this special issue, while faith affiliation does not seem to affect the likelihood of providing favors to obtain services, religiosity does appear to matter—and therefore so may faith leaders.

학교 교육 부패 방지를 위한 마을교육공동체

The village education community means the recovery of the community of villages and education. In order to form a village education community, it is necessary for the Office of Education, local governments, and villages to cooperate while achieving governance together. The village is a space of cooperation rather than competition, and it is meaningful in that it provides an environment where students can be educated in an equal position and solves the problem of corruption in schools. In order to more practically solve the problem of corruption that may arise in school education and operations, village education community governance must be premised on an open platform. Since an open platform is a structure that operates on the basis of the ownership of all participants rather than strong leadership, it has a structure that is bound to be oriented towards a horizontal organizational culture. An open platform is essential for the village education community to function as an ecosystem. If the village becomes the main body in the village education community and creates an environment in which the residents easily gather, study, discuss, and grow into a community, the closed parts of school management and education can be eliminated. Education in the village is not far away. For example, for Peace and Unification Education, it is necessary to create education with the villagers that can be practiced from the village where I live, not to go to the village with the border. Each village's distinctive and open platform education will change the closeness of schools to openness and prevent a corrupt environment from taking root.

Corruption in Secondary Schools: Administrative Strategies for Its’ Management

Corruption is one of the global issues impeding systems effectiveness which has permeated the education system in Africa and Nigeria in particular. This study examined corruption in public secondary schools with the purpose of indenting the forms of corruption prevalent, the perpetrators of corruption, the effects of corruption and the administrative strategies for managing corruption in schools. Ex-post facto research design was employed in this qualitative research. The perceptions of 1160 respondents made up of students, teachers and principals were sought by the use of questionnaire. Descriptive and inferential statistics were employed in analysis of data. The results revealed that several forms of corruption were prevalent in secondary schools in the state. The perpetrators of corruption were identified. The effects of corruption showed that it lowers the quality of teaching and learning, lowers the quality of students learning outcomes and dents the public image of the institutions. The study indentified several administrative strategies for curbing corruption in secondary schools as ensuring that teachers are paid good salary commensurate with the standard of living in the society, formation of anti-corruption clubs, proper value re-orientation, character education and by check mating the movement of teachers during school hours. In conclusion, the study recommends that to increase the awareness of students and staff, principals should encourage the formation of anti-corruption clubs and encourage debates and essay writings on corruption related topics in order to help sensitize staff and students about corruption and the evils associated with it.

Corruption in Schools and Universities in Kenya

In Kenya, corruption is one of the social problems which permeate all sectors of the economy including education. There is alleged corruption in forms of recruitment, promotion, transfer and deployment of teachers. In schools, both primary and secondary, there is corruption in recruitment of students in form one (especially in the prestigious national secondary schools), supply of materials to the schools, and in national examination. At the universities, the same repeats itself in form of tribalism and ethnicity in employment, promotion and recruitment of students. This state of affairs has led to major reforms being made by the Ministry of Education in Kenya lead by the Cabinet Secretary Dr. Fred Matiang’i. Some of the recommendations include empowering the Ethics and Anti-Corruption Commission (EACC), vetting of Principals and Head teachers, and commitment on the side of the Government to fight corruption.

Corruption in schools? The scale and sources of corruption perceptions in Poland

Corruption in schools? The scale and sources of corruption perceptions in Poland

Admission is Free Only If Your Dad is Rich! Distributional Effects of Corruption in Schools in Developing Countries

In the standard model of corruption, the rich are more likely to pay bribes for their children's education, reflecting higher ability to pay. This prediction is, however, driven by the assumption that the probability of punishment for bribe-taking is invariant across households. In many developing countries lacking in rule of law, this assumption is untenable, because the enforcement of law is not impersonal or unbiased and the poor have little bargaining power. In a more realistic model where the probability of punishment depends on the household's economic status, bribes are likely to be regressive, both at the extensive and intensive margins. Using rainfall variations as an instrument for household income in rural Bangladesh, this paper finds strong evidence that corruption in schools is doubly regressive: (i) the poor are more likely to pay bribes, and (ii) among the bribe payers, the poor pay a higher share of their income. The results indicate that progressivity in bribes reported in the earlier literature may be due to identification challenges. The Ordinary Least Squares regressions show that bribes increase with household income, but the Instrumental Variables estimates suggest that the Ordinary Least Squares results are spurious, driven by selection on ability and preference. The evidence reported in this paper implies thatfree schoolingis free only for the rich and corruption makes the playing field skewed against the poor. This may provide a partial explanation for the observed educational immobility in developing countries.

Intergenerational Perspectives on Education and Employment in the Zambian Copperbelt

This paper explores inter-generational perspectives on the education-employment link as reported by parents, teachers, administrators, and students in and around government secondary schools in Ndola, Zambia. The data presented are drawn from a larger research project conducted in 2003-2004 that included surveys, observations, student diaries, focus groups, and interviews with participants. Data are presented against the backdrop of Zambia's implementation of neoliberal economic policies, beginning in the mid-1980s, which characterized a significant shift from previously subsidized social services to a more market oriented economy. A vertical case study approach (Bartlett & Vavrus 2009) is utilized to elucidate the missing link between educational and labor market opportunities for secondary school students and graduates. Declining educational quality, overcrowded facilities, and corruption in schools also offer implicit commentary on the shrinking budget for education and the higher opportunity costs for secondary school participation attendant to Zambia's particular incorporation into the world market.