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 of the Study
1.2
Statement of the Problem
1.3
Purpose of the Study
1.4
Research Questions
1.5
Research Hypothesis
1.6
Significance of the Study
1.7
Scope and Delimitation of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
2.2
Corruption: Definition and Concept
2.4
Politics and Corruption in Nigeria
2.5
Causes of Political Corruption
2.6
Forms of Corruption in Nigerian
Educational System
2.7
Governmental and Non-Governmental
Initiatives to Fight Corruption in Education
2.8
Political Corruption and Sustainable
Development
2.9
Political Corruption and Sustainable
Development of Secondary School Education
2.10
Political Corruption in the
Educational System
2.11
Ethics and Corruption in Education
2.12
Challenges for Addressing Corruption
in Nigerian Educational System
2.13
Approaches to Address Corruption in
the Education Sector
2.14
Appraisal of Reviewed Literature
CHAPTER
THREE
RESEARCH METHODS
3.1 Research
Design
3.2 Population
for the Study
3.3 Sample
and Sampling Techniques
3.4 Instrument
for Data Collection
3.5 Validity
of Research Instrument
3.6 Reliability
of Research Instrument
3.7 Method
of Data Collection
3.8 Method
of Data Analysis
CHAPTER FOUR
DATA PRESENTATION AND
ANALYSIS
4.1 Presentation of Respondents Responses
4.2 Analysis of Research Question
4.3 Hypothesis
Testing
4.4 Discussion
of Findings
CHAPTER FIVE
SUMMARY OF THE FINDINGS, CONCLUSION,
AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary of Findings
5.3 Conclusion
5.4 Recommendations
5.5 Suggestions for Further Research
5.6 Limitations of the Study
References
Appendix: Research
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 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.
1.2 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.
1.3 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.
1.4 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?
1.5 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.
1.6 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.
1.7 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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