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Corruption dans le Secteur d'Education : Une Typologie de Conséquences
[Corruption Within Education Sector : A Typology of Consequences]

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  • Dridi, Mohamed

Abstract

The aim of this paper is to focus on corrupt practices that develop within the education sector and the consequences associated with them. Given the fact that most previous studies dealing with the costs of corruption put emphasis only on corruption from public officials, we propose a typology of consequences that allows a comprehensive understanding of the effects related to corrupt practices that could thrive in the education sector. The typology of consequences presented in this paper identifies three types of consequences: those related to the achievement of the goals of access, quality and equality given to the education system, those related to the demand for education and school performance and, those related to the achievement of broader objectives of the education sector and the development of society as a whole.

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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 46874.

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Date of creation: 2013
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Handle: RePEc:pra:mprapa:46874

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Keywords: Corruption; Education;

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  1. Jishnu Das & Stefan Dercon & James Habyarimana & Pramila Krishnan, 2007. "Teacher Shocks and Student Learning: Evidence from Zambia," Journal of Human Resources, University of Wisconsin Press, vol. 42(4).
  2. Esther Dufluo & Rema Hanna, 2006. "Monitoring works: Getting teachers to come to school," Framed Field Experiments 00142, The Field Experiments Website.
  3. Hai-Anh Dang & F. Halsey Rogers, 2008. "The Growing Phenomenon of Private Tutoring: Does It Deepen Human Capital, Widen Inequalities, or Waste Resources?," World Bank Research Observer, World Bank Group, vol. 23(2), pages 161-200, April.
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