CORRUPTION IN POLITICS AND SUSTAINABLE DEVELOPMENT OF SECONDARY SCHOOL EDUCATION IN ETHIOPE EAST L.G.A OF DELTA STATE
ABSTRACT
This is a survey research to obtain the opinions of staff and students of secondary schools in Delta State of Nigeria on the corruption in the country. It is a replica study of an earlier one carried out among primary school teachers. Secondary school teachers are part of the societal agents charged with the character development of citizens. Analysis of available data indicated that both staff and students agree that there is corruption in Nigeria and that Nigerians are corrupt. They both disagree on the assertions that: all Nigerians are corrupt; only men are corrupt ; and, men are more corrupt than women in Nigeria. The most noticeable causes of corruption identified by respondents are poor income, unemployment,, corrupt leadership, greed, selfishness, prevalence of bribery and desire to openly spend money in public gatherings. A strong emphasis on moral and religious education for character building and civic/citizenship education is advocated as a long-term antidote to the evils of corruption in Nigeria.
TABLE OF CONTENTS
TITLE PAGE - - - - - - - ii
DECLARATION - - - - - - - - iii
CERTIFICATION - - - - - - - - iv
DEDICATION - - - - - - - - v
ACKNOWLEDGEMENTS - - - - - - vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study - - - - - 1
1.2 Statement of Problem - - - - - - 8
1.3 Objective of the Study - - - - - - 10
1.4 Research Questions- - - - - - - 11
1.5 Statement of the Hypothesis - - - - - 12
1.6 Significance of Study - - - - - - 13
1.7 Scope of the Study - - - - - - 14
1.8 Definition of Key Terms - - - - - 15
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction - - - - - - - - 18
2.2 Conceptual Framework - - - - - - 33
2.3 Theoretical Framework - - - - - - 45
2.4 Empirical Review - - - - - - - 50
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design - - - - - - 56
3.2 Population of the Study - - - - - - 57
3.3 Sample Size - - - - - - - - 57
3.4Sampling Technique - - - - - - 58
3.5 Method of Data Collection - - - - - 58
3.6 Technique for Data Analysis - - - - - 59
3.7 Model Specification and Variable Definition - - 59
3.8 Measurement of Variables - - - - - 59
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1 Presentation of Data - - - - - - 60
4.2 Discussion of Findings - - - - - - 79
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary - - - - - - - - 80
5.2 Conclusion - - - - - - - 80
5.3 Recommendations - - - - - - - 93
References - - - - - - - - 95
Appendix - - - - - - - - 98
CHAPTER ONE
INTRODUCTION
Background of the Study
The education sector is generally considered to be particularly prone to corruption, due to the size of education budgets and the complex administrative layers that exist between central government and the school level. Parents can often be manipulated and tolerate corruption as they strive to provide the best
educational opportunities for their children (Butscher, 2012). In Nigeria, the main forms of corruption identified in the education sector include more obvious forms such as bribery in admissions and in the disbursement of stipends; nepotism in the recruitment of teachers; and corruption in procurement. Less obvious forms include teacher absenteeism; misuse of private tuition by teachers; and sexual exploitation in schools and universities. Nigeria has been recognized internationally for progress made in achieving almost universal access to primary education levels. Governmental efforts in the area of governance have led to improvements in the recruitment of teachers and school management. Notable non-governmental anti-corruption initiatives in the sector include Nigeria’s Integrity Pledge which aims to promote people’s participation in planning, budgeting, implementation and monitoring in schools (Cohen, 2021).
According to Garifullin (2021) corruption in education seriously undermines political, economic and social, development and has a devastating effect on the lives of students and parents, according to Stealing the future-corruption in the Classroom, launched today by Transparency International. Bribes and other illegal fees required for admission to schools, to ensure good grades or for lessons in the required curriculum are a heavy burden on families, particularly for the poor, and help explain low school emphasized that tackling corruption presents the local reality of corruption in education and documents hands-on tools to prevent it. Corruption deprives students of the materials and supportive learning environment they need to succeed. Corruption also allows poorly qualified educators to reach positions they do not deserve, and significantly lowers the quality of teaching. But most importantly, corruption at schools and universities contradicts basic values of integrity, equity and the public good, ultimately destroying the trust in government that is necessary for social and economic development (Ling, 2017).
According to McCormick (2021), corruption in education severely diminishes the chances of achieving sustainable development goals. He stated that, bribes for passing exams and the selling of diplomas are the most common forms of corruption on campus. In Ethiope East Local Government Area of Delta State, poor municipalities lose up to 55 percent of their school subsidies due to fraud in procurement. This is tackled by ensuring a new centralized university admission exam is considered fair and impartial by most parents, students and administrators, leaving no opportunities for corruption. He revealed a lack of clear criteria for the selection of beneficiaries, leaving scope for abuse and fraud. In Delta State, the education ministry lost millions in sixteen major school upgrade and repair projects due to a lack of checks and balances in project implementation. An opinion poii conducted in Nigeria’s capital found that corruption is rampant at schools and universities, revealing illegal payments for school entrance, grades and scholarships. In Sierra Leone, only 70 percent of pupils say they have received textbooks and teaching materials that they were entitled to, despite the fact that schools received all the materials in question. Also, parent-teacher associations that run schools’ finances were found to be an effective deterrent to misappropriation enrollment and high drop-out rates (Garifullin, 2021). Education is a fundamental human right, a key driver of economic development and a social investment in the future. It provides citizens with the skills and tools to sustain their livelihoods, escape poverty and contribute to social and economic development (Heidenheimer and Michael, 2021). Education has a strong correlation with a number of development indicators, such as economic growth, child mortality, poverty rate, inequality, mortality rates, income growth, and access to healthcare (Heidenheimer and Michael, 2021).
It shapes the values of coming generations, and can impart principles such as dignity, integrity, liberty, equality, accountability and transparency which play a vital role in promoting development, social justice, human rights and anticorruption efforts. In light of this core societal function, it is no surprise that education accounts for over 20 percent of total government public sector expenditure in many countries of the world (Heywood, 2014).
Corruption in the education sector is a major obstacle to realising the universal right to education and to achieving SDG 4. Yet corruption in the education sector is widespread in many countries of the world. 41 percent of people globally think that the education sector in their country is corrupt or extremely corrupt (Ling, 2017). Heywood (2014) observed that, due to corruption poor parents who are forced to pay up may choose instead to feed their families, leaving a generation of students without a proper education and perpetuating the poverty trap. Studies carried out by Ling (2017) showed the extent and forms of corruption in schools, universities and in education administration, and illustrate, the need for civil society to work hand in hand with parents, students and teachers to hold governments, schools and universities accountable for good education. Also, parent-teacher associations that run schools’ finances were found to be an effective deterrent to misappropriation and fraud. This is evidence that corruption prevails in politics and sustainable development of Secondary School education in Ethiope East L.G.A of Delta State.
Statement of the Problem
Corruption in the education sector undermines one of the major aims of education, which is to transmit ethical values and behaviours. Corruption undermines the quality and availability of education services by distorting access to education. It disproportionally affects the poor, rendering disadvantaged children reliant on sub-standard education services where little learning can take place (Heywood, 20 t4). It has a detrimental effect on virtually all aspects of education, from school infrastructure, to teacher salaries and academic curricula. Resources pilfered from education means scarcity of leaning and research equipment, poor quality school facilities, the hiring of fewer and/or underpaid teachers, larger class sizes, and increased workload for teachers. Corruption therefore increases the cost of education and while leading to lower academic standards, resulting in lower test scores, poor school rankings and lower satisfaction with the public education system (Heywood, 2014). As a result, corruption undermines the public’s trust in the education system and its usefulness, leading to higher drop-out and lower enrolment rates.
According to Mantzaris, Tsekeris and Tsekeris (2014), lack of resources, low quality of education, or poorly qualified personnel in public education institutions may also drive students who can afford it to look for private alternatives, exacerbating inequalities and undermining equal access to education and personal development opportunities. Corruption in higher education also contributes to lower the quality of academic standards and the recognition of degrees and certificates, ultimately undermining students’ qualifications and prospects for employment. Corruption in education may also open the door for a “brain-drain” at higher levels of education, forcing education professionals to leave an institution, region or country in order to better their income, improve their working conditions or increase their professional development opportunities. In turn, this “brain-drain” may erode further the quality and quantity of education services.
Corruption in the education sector does not only harm teachers and students, but the communities and societies they live in too. As the sector responsible for training future leaders and professionals, corruption in education has far reaching consequences on social and economic development, resulting in poorly trained doctors, judges or engineers or under qualified leaders running the economy. Corrupt education systems produce lower quality, less qualified employees and raises the costs (due to competition) of attracting and retaining skilled workers. Corruption in education can also stifle creativity and innovation in businesses, affecting firm growth (Ling, 2017). In higher education, undue influence from government and private sector not only undermines academic freedom, but can also skew research agendas and damage the credibility of academic research findings. This study seeks to address the aforementioned problems.
Purpose of the Study
The purpose of this study is to examine corruption in politics and sustainable development of Secondary School education in Ethiope East L.G.A of Delta State.
Specifically, the objectives of this study will be;
i. To determine the relationship between bribery in admission and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
ii. To ascertain the relationship between corruption in procurement and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
iii. To find out the relationship between teacher absenteeism and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
iv. To investigate the relationship between sexual exploitation and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
Research Questions
The following are the research questions to guide the study.
i. What is the relationship between Bribery in admission and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State?
ii. What is the relationship between corruption in procurement and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State?
iii. What is the relationship between teachers absenteeism and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State?
iv. What is the relationship between sexual exploitation and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State?
Research Hypothesis
A null and alternative hypothesis is stated to be tested in this study.
H01: There is no significant relationship between bribery in admission and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
H02: There is no significant relationship between corruption in procurement and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
H03: There is no significant relationship between teachers absenteeism and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
H04: There is no significant relationship between sexual exploitation and sustainable development of Secondary School Education in Ethiope East Local Government Area of Delta State.
Significance of the Study
The stakeholders that are going to gain significantly from this study are as follows: institutions, students, teachers, politicians, students, ministry of education and policy makers in Nigeria. This research shall now discus on how each of these stakeholders will benefit from the findings in this study.
This study will form part of teachers academic materials that students, and fixture researchers can turn to when looking for solution to corruption and other related aspects. Teachers will also find this research interesting as it will keep them aware of the level of corruption damage in secondary schools. The lectures could now store large data/information on the topic under discuss, thereby, reducing carrying of too many files.
Institutions shall benefit from this study in the area of curbing corruption menace. The wise use of political strategies has contributed to sustainable development and effective service delivery in the educational sector. This study will also help students in the area of research findings and data collection and will also educate them on the need to curb corruption.
Politicians and policy makers will find this study very interesting as it will keep them abreast aware on the issues arising from circular corruption which have even deep into the educational sector. This study will provide the ministry of education and its internal stakeholders with the causes of corruption as it affects sustainable development of secondary school education in Nigeria.
Scope and Delimitation of the Study
The scope of this study shall cover corruption in politics and sustainable development of Secondary School education in Ethiope East L.G.A of Delta State. This study is delimited to selected secondary schools in Ethiope East L.G.A of Delta State. Variables of gender will not be measured. Observation and a designed self-report instrument shall be the only sources of data collection.
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