Transparency, Ethics and Corruption Issues in Mongolia's Education Sector
ҮнэгүйThe Asia Foundation (the Foundation), as part of its activities in Mongolia to strengthen governance and transparency, raise awareness, and prevent corruption, has conducted the Survey on Perceptions and Knowledge of Corruption (SPEAK) since 2006, and the Study
on Private Perceptions of Corruption (STOPP) since 2012. The Foundation also conducted studies on corruption in the health sector in 2014, and in selected business sectors in 2015.
on Private Perceptions of Corruption (STOPP) since 2012. The Foundation also conducted studies on corruption in the health sector in 2014, and in selected business sectors in 2015.
Судалгааны мэдээлэл
- Ангилал:Хүн ам, Боловсрол
- Хамрах хүрээ:
- Нийтлэгдсэн он:2017
- Хуудасны тоо:64
- Түлхүүр үг:corruption education transparency ethics
- Үзсэн:831
Судалгааны агуулга
For the present study, the Foundation collaborated with Mongolia’s Ministry of Education, Culture, Science, and Sports (MECSS) and the Independent Authority Against Corruption (IAAC) under its Strengthening Democratic Participation and Transparency in the Public
Sector (STEPS) project. The study records perceptions, observations, and encounters with corruption reported by citizens, teachers, experts, and researchers on the forms, causes, ethics, and other factors of corruption in the education sector, and presents the information without any additional analysis or conclusions. The study has both quantitative and qualitative elements. Parents provided the main, quantitative information, while interviews with teachers and experts provided qualitative information that was used to support the findings of the quantitative survey.
Sector (STEPS) project. The study records perceptions, observations, and encounters with corruption reported by citizens, teachers, experts, and researchers on the forms, causes, ethics, and other factors of corruption in the education sector, and presents the information without any additional analysis or conclusions. The study has both quantitative and qualitative elements. Parents provided the main, quantitative information, while interviews with teachers and experts provided qualitative information that was used to support the findings of the quantitative survey.
This study of corruption and ethical misconduct in the education sector was conducted in Ulaanbaatar and four aimags: the regional centers Dornod, Darkhan-Uul, Orkhon, and Khovd. A total of 1,240 respondents included 1,120 parents, representing the recipients of education services, and 120 teachers, lecturers, and education sector experts. Parents were selected using multistage stratified sampling, with the key criterion that they have a child studying in an educational institution of any level. The survey team then analyzed the quantitative and qualitative data surveys and indicator scoring to assess respondents’ perceptions and understanding of ethics, transparency, and corruption in the education sector. A summary of the study findings in three main areas — provision of education services, internal operations, and procurement — shows the following results.
CONTENTS
ACRONYMS 2
PREFACE 4
EXECUTIVE SUMMARY 5
CHAPTER 1. SURVEY ARRANGEMENT, METHODOLOGY, AND RESPONDENTS 8
1.1 Survey arrangement and organization/structure 8
1.2 Quantitative survey 8
Information on respondents to the quantitative survey 12
1.3 Qualitative survey 13
Information on respondents to the qualitative survey 15
CHAPTER 2. CORRUPTION AND CONFLICT OF INTEREST IN THE PROVISION OF
EDUCATION SERVICES 16
2.1 Perception and understanding of ethical misconduct and corruption in the
education sector 16
2.2 Incidence of ethical misconduct and corruption in education 20
2.3 Understanding and perception of donations and fees in the education sector 29
2.4 Incidence of additional donations, payments, and fees in the education sector 32
CHAPTER 3. CIRCUMSTANCES OF ETHICAL MISCONDUCT AND CORRUPTION IN THE
EDUCATION SECTOR 47
3.1. Appointments, awards, and remuneration 47
3.2. Management of budgets and spending in the education sector 50
CHAPTER 4. CAUSES AND PREVENTION OF ETHICAL MISCONDUCT, CONFLICT OF
INTEREST, AND CORRUPTION IN THE EDUCATION SECTOR 53
4.1. Causes and reasons 53
4.2. Prevention 54
ANNEX ONE 1. Information on Respondents to Qualitative Survey 56
ACRONYMS 2
PREFACE 4
EXECUTIVE SUMMARY 5
CHAPTER 1. SURVEY ARRANGEMENT, METHODOLOGY, AND RESPONDENTS 8
1.1 Survey arrangement and organization/structure 8
1.2 Quantitative survey 8
Information on respondents to the quantitative survey 12
1.3 Qualitative survey 13
Information on respondents to the qualitative survey 15
CHAPTER 2. CORRUPTION AND CONFLICT OF INTEREST IN THE PROVISION OF
EDUCATION SERVICES 16
2.1 Perception and understanding of ethical misconduct and corruption in the
education sector 16
2.2 Incidence of ethical misconduct and corruption in education 20
2.3 Understanding and perception of donations and fees in the education sector 29
2.4 Incidence of additional donations, payments, and fees in the education sector 32
CHAPTER 3. CIRCUMSTANCES OF ETHICAL MISCONDUCT AND CORRUPTION IN THE
EDUCATION SECTOR 47
3.1. Appointments, awards, and remuneration 47
3.2. Management of budgets and spending in the education sector 50
CHAPTER 4. CAUSES AND PREVENTION OF ETHICAL MISCONDUCT, CONFLICT OF
INTEREST, AND CORRUPTION IN THE EDUCATION SECTOR 53
4.1. Causes and reasons 53
4.2. Prevention 54
ANNEX ONE 1. Information on Respondents to Qualitative Survey 56
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