corruption in education ministry

8/12/2019 Corruption in education ministry

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8/26/2013

PAD201 Project

Prepared by

Tanjil Rabbi Begh ID:1030593030

Sufian Ahmed Roktim ID: 1020344030

Sadia Binte Mohoshin ID: 093 0462 030

Shuvra deb nath ID: 1020144030

Masrul Sadaf ID: 083546542

Tahmid Islam Sadat ID: 1030316530

Prepared for

Dr. Mahbubur Rahman( Mbu)

Lecturer, Department of General and Continuing

Education

North South University

Corruption in

Education

Ministry in


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Letter of Transmittal

Date: 25.08.2013

To: Dr. Mahbubur Rahman

Lecturer, Department of General and Continuing Education

North South University

Bashundhara, Dhaka.

Subject: Term Paper on corruption and ethics of Ministry of Education

We are delighted to present the assigned report of the course Introduction to Public

Administration. The report consists of a research and the findings and analysis on the

assigned topic .It is to inform you that the evaluation and the research conducted are free of

biasness and is prepared in context of Bangladesh. We also assure you to provide you with

any further information you require for the research.

The assigned research helped us to acquire practical knowledge, understand critical issues

and enriched our experience to have a broader knowledge on how the public administration

runs in Bangladesh and what are the critical issues and solutions to those issues in the

Ministry of education.

Sincerely yours,

Tanjil Rabbi Begh

Sufian Ahmed Roktim

Sadia Binte Mohoshin

Shuvra deb nath

Masrul Sadaf

Tahmid Islam Sadat


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Table of ContentsAcknowledgement ..................................................................................................................... 3

Introduction ................................................................................................................................ 4

Organogram ............................................................................................................................... 5

Activities of Ministry of Education: .......................................................................................... 5

The Legal Framework on Education...................................................................................... 5

Activities according to the Rules of Business: .......................................................................... 6

Identification of the major and minor problems: ....................................................................... 8

Methodology ............................................................................................................................ 10

Quantitative research: .......................................................................................................... 10

Qualitative research: ............................................................................................................ 11

Research Design: ................................................................................................................. 11

Data collection method: ....................................................................................................... 11

Observations ............................................................................................................................ 11

Illegal admissions................................................................................................................. 11

Recruit and transfer .............................................................................................................. 12

Recommendations .................................................................................................................... 13

References ................................................................................................................................ 14

Appendix .................................................................................................................................. 15

Interview questions: ............................................................................................................. 15

Some extra questions ........................................................................................................... 15

Final Survey Questions ........................................................................................................ 16

People Knowledge of Corruption in Education Ministry .................................................... 17


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Acknowledgement

First of all, we thank to almighty Allah, to provide us with the brilliant opportunity to

complete the term paper successfully. We would like to convey our feelings and great

affections with our heartiest appreciation and would like to thank to our honorable faculty Dr.

Mahbubr Rahman, who helped us with his valuable advices, knowledge and experiences.

The term paper is based on the topic Corruption and ethics through conducting a thorough

research in a ministry of Bangladesh.

We want to show our gratification towards Mr. Banamali Bhowmick, joint secretary,

Teaching Quality Improvement Project in secondary Education and education project

director, to help us with the interview conducted in the research.


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Introduction

Education plays a very significant role in the economy because education nurtures the

communicational and intellectual skills to help people in order to be knowledgeable.

Education is the backbone of sustainable development. Education stimulates and empowers

people to participate in their own development (Chowdhury et al, 1). In Bangladesh,

expenditure for education is important but like other south Asian countries the expenditure is

not sufficient to improve the overall education sector in Bangladesh.

Ministry of Education is the head making policies for institution of the Government regarding

administration and development of post-primary education sector. Ministry of Education

generates policies and programs as well as laws, rules and regulations for the management

and administration of post-primary education sector for the development of post-primary to

higher education including Madrasah, Technical and Vocational education. Several attached

bodies for supervision and management of formal education includes Colleges, Madrasahs,

Technical Schools and Colleges, Polytechnic Institutes, Engineering Colleges and

Universities. There are about 35121 post primary secondary Schools/Colleges/Madrasahs and

34 public and 60 private universities.

It is a great matter of concern that Bangladesh since 1971 have gained independence as well

as improved the quality of education vigorously. Although this is a great fact but on the other

side it is also disappointing that Bangladesh is bearing the burden of corruption. Giant roots

of corruption have grasped our system of education where, Ministry of Education is also a

matter of concern. Corruption is a complex set of process involving human behavior and

many other variables, some of which are difficult to recognize or measure (Almas, 2000:5).

In general, corruption simply stands for what activities are practiced with the sake of ones

power usually in order to be personally benefitted. Corruption tends to flourish, when

institutions are weak and economic policies distort market place (World Bank: 1997).


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Organogram

Activities of Ministry of Education:

The Legal Framework on Education

The Constitution of the People's Republic of Bangladesh enjoins upon theGovernment of Bangladesh the obligation to ensure literacy of all the citizens of the

country within the shortest possible time. The Constitution mandates the state to adopt

effective measures for:

establishing a uniform, mass-oriented and universal system of education andextending free and compulsory education to all children to such stage as may be

determined by law (Article 17)

relating education to the needs of society and producing properly trained andmotivated citizens to serve those needs (Article 17)

removing illiteracy within such time as may be determined by law (Article 17)


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Activities according to the Rules of Business:

Formulation of sectorial plan on Secondary, Higher Secondary and Universityeducation sector.

Preparation, monitoring and evaluation of educational projects of Secondary, HigherSecondary and University education sector.

University education including University Grants Commission. Technical education. Secondary and Higher Secondary (College) education. Madrasha education. Distance education including educational media and technology. Educational research and training. Bangladesh National Commission for UNESCO. National student council. Educational Policy and Reforms (Secondary, Higher Secondary and University

Education).

Curriculum development (Secondary, Higher Secondary and University Education). Preparation, printing and distribution of text books (above primary education level). Introduction of population in schools. Processing of educational projects/schemes in Secondary, Higher Secondary and

University sector with PEC/NEC ECNEC and implementation or the decisions of the

Cabinet.

Policy directives or holding the public examination above primary education levelconducted by the Boards under Ministry of Education.

Learned Bodies in the field of education, research, etc. above primary education leveland financial aid to these organizations.

(a) Aid from foreign and international bodies in the field of education above primaryeducation level.(b) International Organization and other international programs in the field

of education and science above primary education level.


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Pride or performance, merit awards in the field of arts, science and education. Education and welfare of Bangladesh students overseas, education development in

Bangladesh Missions abroad, financial assistance to educational institutions and

Bangladeshi Students Associations abroad.

External examination, equivalence of degrees, diplomas, certificates and exchanges ofdegrees, diplomas and certificates with foreign countries.

Recognition of professional and technical qualification for the purpose of recruitmentto posts under the Government of Bangladesh.

Educational exchange programs, exchange or teachers, professors, educationists,technologists, etc.

Overseas studies and scholarship, foreign teachers and students in Bangladesh. Rehabilitation and other problems relating to displaced teachers and students. Recruitment of teachers for appointment in foreign countries. Admission of foreign students in National Institutions. Publication of scientific and professional books. Charities and charitable institution pertaining to subjects belonging to this Division. Matters relating to the recommendations of Education Commission above primary

education level.

National Research Fellows. Bangladesh Scouts and Girl Guides. First appointment and administration of the officers of B.S.S (General Education). First appointment and administration of the officers of B.C.S (Technical Education). Secretarial administration including financial matters. Administration and control of subordinate offices and organizations under this

Division.

Liaison with International Organizations and matters relating to treaties andagreements with other countries and world bodies relating to subjects allotted to this

Division.

All laws on subjects allotted to this Division. Inquiries and statistics on any of the subjects allocated to this Division. Fees in respect of any of the subjects allocated to this Ministry except fees taken in

courts.


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Identification of the major and minor problems:

Education corruption is one of the treated problems for your education system. Many

educational organizations are engaged with corruption like teacher transfer, requirement,nepotism etc. Many teachers of public or private schools, colleges and universities are

engaged with corruption. Some teachers get transferred in much educational organization via

corruption. For this reason our education system going to a threatening situation. Our

students are deprived to get better education. Because of corruption many unqualified

teachers got chance to teach in many education organizations which is curse for our students

and our nation. A better teacher provides a better education system. But now the corruption is

not limited to get changed in education organizations, its now flourishing in every education

section and everywhere. Now government organizations teachers are providing money to the

education ministry to get transferred to a better place or educational institution to teach. Our

research paper has focused on these factors and the dark parts of the education sector of

Bangladesh and the impact or consequences in the near future of our country.

Our paper discusses reasons that national education systems are particularly vulnerable to

pervasive corruption, forms that corruption takes within the education sector and

interventions that have been suggested for reducing corruption. The central argument of our

paper is that, while there are examples of large-scale corruption within central education

ministries, the most serious consequences arise from the pervasive, petty corruption that

permeates the day-to-day transactions at the classroom, school, and district levels. The real

damage to a society occurs when entire generations of youth are wrongly educated by

example to believe that personal success comes not through merit and hard work, but through

favoritism, bribery, and fraud. Such lessons have the potential to harm civil society well into

the future.

National education systems across our country are also particularly vulnerable to pervasive

corruption, largely for more of these reasons, which are:

(1) As one of the few Governmental agencies with high visibility representation all the way

down to the community level, education is an attractive structure for patronage and

manipulation of local sentiment.


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(2) Decisions perceived to have significant consequences for peoples lives are made by

gatekeepers who control decisions at each of those levels (e.g., district education officers,

headmasters, and teachers).

(3) A considerable amount of education funds are spent in small amounts, across many

scattered sites, most of which have weak accounting and monitoring systems. While there are

ample examples of large-scale corruption within central education ministries, this paper

argues that the most serious consequences arise from the pervasive, petty corruption that

permeates the day-to-day transactions at the classroom, school, and district levels.

The real damage to a society occurs when entire generations of youth are mis-educated by

example -- to believe that personal success comes not through merit and hard work, but

through favoritism, bribery, and fraud. Widespread petty corruption breaks the link between

personal effort and anticipation of reward. This, in turn, limits the economic and social

development well beyond the immediate corruption. Such lessons have the potential to

undermine civil society well into the future.

There are examples of blatant fraud and bribery, in which education officials at all levels

demand some form of payoff for themselves, family, or friends in return for their help in

shaping the outcome of 4 contracts, implementation efforts, distribution systems, etc. Whilemechanisms may vary, there is wide agreement that these practices are corrupt.

When teachers sell grades or require students to pay for private tutoring in order to pass a

course, most observers recognize it as corruption. Often, however, such behavior is judged

less harshly in settings in which teachers salaries are extremely low or salary payments are

delayed for months. It tends to be tolerated because virtually all observers recognize that

teachers have little choice if they are to live. In some countries, such as Cambodia, these

practices are tacitly condoned by government, which recognizes that it could not maintain a

teaching force if teachers were unable to subsidize their salaries, even if they use practices

that compromise the quality of education.

At times, what appear as corruption may be better understood as ministry and project

personnel cutting corners, ignoring rules, and by-passing procedures in order to move

activities forward in ways important to the success of a project or ministry initiative. What

appears as corruption to some people may be viewed as pragmatic project management by

others. For instance, when project implementation requires government staff to work harder


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or longer hours than is their custom, a project manager may pay an unauthorized bonus as an

incentive. Similarly, a project manager may pay government personnel to provide data that

should be free. An unfortunate outgrowth of these practices is that it often teaches local staff

that they can extort money by withholding services, and a pattern develops. Nonetheless,

failure of the project manager to take these actions could undercut project success.

In some cultures it is customary and expected that gifts are given even in return for small

favors. While token gifts of little monetary value often satisfy the cultural expectation, the

practice has sometimes mushroomed into widespread, petty extortion. The practice of gift

giving has often been exploited to mask a corrupt practice in the disguise of a cultural

expectation. This is illustrated by the Chinese student who, needing the signature of a local

official in order to secure a passport to study abroad, took a new television set to the official

to thank him for his signature. It is commonplace to provide small gifts -- a box of candy,

flowers to authorities as a token of respect, if not a request for special assistance.

The most direct, and in some ways the most inconsequential, cost of corruption is the waste

of the financial resources that get misdirected. The more serious costs are incurred when

(a) Children unable to afford bribes are denied access to schooling,

(b) Talent is misallocated due to promotion being awarded on the basis of bribery rather than

merit.

(c) A generation of children comes to believe that personal effort and merit do not count and

that success comes through manipulation, favoritism and bribery. When corruption is so

pervasive that it comes to be viewed as a basic mechanism of social and economic

interaction, it instills a value that is highly destructive to social and economic development of

a country.

Methodology

Quantitative research:

A descriptive research design taking a survey approach was used. The target population of

this study consisted of different respondents including working peoples and students of both

gender in Bangladesh who has a Bengali medium background. There were peoples from

different institutes.The total numbers of such respondents were 50


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Stratified Random Sampling was used to divide the population into two homogenous sub-

groups; one is the respondents were sampled into different age and profession and secondly,

respondents were sampled according to their educational background therefore, stratified

random sampling was conducted in the research. Online quantitative research was conducted

using a semi-structured questionnaire provided to the respondents .The data analysis tools

used to present the results was in the form of percentages, in charts and tables.

Qualitative research:

A thorough out interview was conducted with one of the joint secretary of the ministry of

education to have a more accurate result for the research where some specific relevant

questions were asked.

Research Design:

Both the survey questionnaires and the interview questions were designed as open ended and

close ended questions which included some opinions about the topic.

Data collection method:

Primary source questions were set for surveying based on the secondarysources (books, journals), which were asked to the respondents them regarding

the topic.

Secondary source - For secondary research, books, journals and articles wereused relevant to the topic.Companys annual prospectus also worked as the

papers secondary source.

Observations

We have done two types of surveys. One quantitative and other qualitative. We got many

information. They are given below:

Illegal admissionsThe illegal admissions are done in three sectors In the primary education program in the

Upazila Level is highly influenced by UPEO (Upazila Primary Education Officer). They take

handsome amount of bribe from the students for admission. Headmaster of Govt. schools are

bound to listen the UPEO, as the UPEO is in charge of educational activities in the Upazila

level.

In the District level DPO (District Primary Education Officer) is involved in the corruption

process. His lobbying effects the most in the district level top schools like Zila schools,

example: RangpurZilla School, KustiazZlla School, MymensinghZilla School.


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In the high schools, District Education Officer are involved in illegal admission process.

Even if a student fails, then he is promoted to another class. The school govt. body members

also get a share from the corruption to promote students.

School (cities) for the non-govt. schools such as VNS, Ideal, Monipur High School, etc. have

their own management committee and un-natural power. They dont follow the rules and

regulations of the govt. education program officials, rather they think themselves as kings.

In non-govt. colleges selection is done on the basis of GPA in the SSC examination, where

govt. sets the admission criteria such as no admission under GPA 5.00, but there are many

students admitted under GPA 5.00 illegally.

In private school and colleges there are high jack people in the govt. body makes quota of

10% allocated for them. But it is not directed by the rules and regulation of the education

system. In, private schools and colleges such things happening. In the early age only govt.

school, colleges where seen in the admission corruption process but now private seen in this

corruption also.

Recruit and transfer

In the low mid assistant director of education in related to the transfers of primary and

secondary schools in the village and upazilas. In the district level, and division, Deputy

Director (Teaching cadre, professor) is involved in the transfer process of the secondary

schools.

In the college level Directorial of Secondary and Higher Education (DSHE) level of

corruption in education sector 20-30%. This corruption takes place because of low morale,

low class mentality, high price of things and facility.

All teachers wants to come in the big cities to get facilities like providing private tuition forthe students. In Dhaka there is more teachers than demand. In the rural areas there is not

enough teachers. Like Chemistry teachers teaches Biology. There is a shortage of teachers

there.

The illegal works have no records. Files come to one secretary and doesnt let the files go to

upper level. It stays with him. To stop corruption there is monetary unit, Professor, Deputy

Secretary level Officer to monitor the crimes but has no records.


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Politics is another reason, MPs andministers misuse their power. Nepotism and favoritism

of them of their relatives and friends. Awami League and BNP teachers often get into

conflicts.

Recommendations

The rate of literacy in Bangladesh is gradually rising. It has already reached 58 percent. There

is also progress towards 100 percent enrolment rate and gender equity at primary

level. But overall, the quality of education has not improved. The country also lacks an

effective education policy. As a result, corruption, in-discipline, terrorism, copying and use of

fake certificates have assumed epidemic proportion. Quality education has little scope in the

prevailing circumstances. So, to deve lop educatio n sector Bangladesh go vernment

needs to control these corruption strictly. For these some necessary steps should be

taken.

1) Digitalized system to keep records of all the works. Every records need to becomputerized to keep tracks record so that nobody gets illegal priority. A teacher

transfer records will be in the software database, even the students records.

2) Strictly follow Education Policy3) Strong monitoring of monetary units4) Anti-corruption commissions strong role is needed5) Strong role of TV and newspaper medias6) Decreasing the power of Mgt. committee in private educational institutions


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References

Questions, S., 2013. Google Doc. [Online]

Available at:

https://docs.google.com/forms/d/1OxthyLmyLKTIyxeXQr7xdEUNtdi0D71UgW1NEOwhA

M4/viewform

UNB, Dhaka (2007-01-16).", tanvir ahammed abroad: 3 more Advisers take oath".The New

Nation. Retrieved 2007-12-31.

"Bangladesh adviser quits over artifact theft".REUTERS. 2007-12-26.

USDHA30728920071226. Retrieved 2007-12-31.

"Roll Call: Teacher Absence in Bangladesh".2004.

UNESCO Institute for Statistics Data 2007
http://nation.ittefaq.com/artman/exec/view.cgi/61/33380http://www.reuters.com/article/lifestyleMolt/idUSDHA30728920071226http://siteresources.worldbank.org/INTSOUTHASIA/Resources/Roll_Call_Teacher_Absence_Bangladesh.pdfhttp://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=121&IF_Language=eng&BR_Country=500http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=121&IF_Language=eng&BR_Country=500http://siteresources.worldbank.org/INTSOUTHASIA/Resources/Roll_Call_Teacher_Absence_Bangladesh.pdfhttp://www.reuters.com/article/lifestyleMolt/idUSDHA30728920071226http://nation.ittefaq.com/artman/exec/view.cgi/61/33380


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Appendix

Interview questions:

Education plays a vital role for the country, yet certain problems are notsupporting the nation to grow up. As an assistant secretariat what do you

think are the main problems regarding poor performance in the educational

sector?

How much bottomless are the problems you think from your experience andknowledge?

According to you, what percentage you think might be the rate of unethicaltasks involved in this sector?

Which level of the people is most likely to be engaged in such immoralcultures?

What kind of changes do you think would help to reduce such harmful issuesfor Bangladesh?

Some extra questions

What is the relative emphasis to be placed on support activities? What is the relative importance that should be provided for the educational

sector of Bangladesh?

What should be the role of the people working with the educational sector? What standards should be maintained in order to recruit people, admit

students and promotions for the employees?


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Final Survey Questions

1) What is your age? 18-25,25-30,31-35,36-402) Corruption in education Ministry is a serious issue do you agree with this

statement? Answer: Strongly Agree, Agree, Disagree, Strongly Disagree

3) How much impact do you think corruption has in the education sector? No impact,little impact, Average Impact, High Impact

4) Have you ever seen or encountered any corruption related to admission, recruitmentand transfer of teacher, in educational institutions? Answer: Yes, No

5) Which part of corruption is more important? Answer: Recruitment of teachers,transfer of teachers, admission of students illegally

6) Who do you think is mostly responsible for corruption in educational institutions?Ans: Officials, minister/MP, Middleman/Secretaries

7) Political influence is the cause of this problem Answer: Strongly Agree, Agree,Disagree, Strongly Disagree

8) Corruption in field of recruitment of teachers and their transfers(primary, secondary,higher secondary) and admissions of students illegally by taking bribes, is degrading

the quality of education in our country Answer: Strongly Agree, Agree, Disagree,

Strongly Disagree

9) Nepotism and favoritism is a one of the major factor of this problem? Answer:Strongly Agree, Agree, Disagree, Strongly Disagree

10)Do you think we need a change in the system to reduce corruption? Answer: Yes, No11)Do you think that the Anti Corruption Commission (ACC) should b strict and monitor

well to solve this problem? Answer: Strongly Agree, Agree, Disagree, Strongly

Disagree

12)Should the media (newspaper, TV channels) work more on this to make the publicmore aware of corruption of education ministry? Strongly agree, agree, disagree, and

strongly disagree.

13)Any suggestions to canadd..


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People Knowledge of Corruption in Education Ministry

(Sample size50 people)

1. What is your age?

18-25 44 88%

25-30 04 08%

31-35 01 02%

36-49 01 02%

2. Corruption in Education Ministry is a serious issue do you agree with thisstatement?

Strongly Agree 25 50%

Agree 25 50%

Disagree 00 0%

Strongly Disagree 00 0%


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3. How much impact do you think corruption has in the education sector?

No Impact 01 02%

Little Impact 00 0%

Average impact 13 26%

High Impact 36 72%

4. Have you ever seen or encountered any corruption related to admission,recruitment and transfer of teacher, in educational institutions?

Yes 35 70%

No 15 30%


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5. Which part of corruption is more harmful?

(1)Transfer of Teachers 25 50%

(2)Recruitment of Teachers 01 2%

(3)Admission of Students illegally 24 48%

6. Who do you think is mostly responsible for corruption in educationalinstitutions?

Officials 18 36%

Minister/MP 14 18%

Middlemen/Secretaries 18 36%


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7. Political influence is the cause of this problem.


Agree 23 46%

Disagree 00 0%


8. Corruption in field of recruitment of teachers and their transfers (primary,secondary, higher secondary) and admissions of students illegally by taking bribes,

is degrading the quality of education in our country.


Agree 15 30%

Disagree 01 2%



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9. Nepotism and favoritism is a one of the major factor of this problem.


Agree 26 54%

Disagree 03 6%


10.Do you think we need a change in the system to reduce corruption?

Yes 46 92%

No 04 8%


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11.The Anti Corruption Commission (ACC) should be strict and monitor well to solvethis problem.


Agree 12 24%

Disagree 03 6%


12. The media (newspaper, TV channels) should work more on this to make the publicmore aware of corruption in education ministry.


Agree 25 50%

Disagree 10 20%Strongly Disagree 03 6%

corruption in education ministry

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