Programming Responses to Combat Corruption in Education Sector
-
Upload
undp-in-europe-and-cis -
Category
Self Improvement
-
view
749 -
download
1
description
Transcript of Programming Responses to Combat Corruption in Education Sector
![Page 1: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/1.jpg)
Designing Programming Responses to Combat Corruption in Education Sector
Presentation by Anga Timilsina, Programme Manager, UNDP Global Programme on Anti-Corruption for Development Effectiveness (PACDE)
24 November 2011Bratislava, Slovakia
![Page 2: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/2.jpg)
Outline
1. Challenges for designing responses
2. Some guiding principles from UNDP experiences
3. Step-by-step approach to programming
![Page 3: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/3.jpg)
Scenario 1: Political/Macro Level Corruption vs. Sectoral Level Corruption
What do you do when grand corruption (state capture) exists? Do you prioritize high level corruption or sectoral corrution? (Example from Egypt, Tunisia)
![Page 4: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/4.jpg)
Yes for fighting corruption in sectors!
1. High frequency of occurrence of corruption at low levels
2. Spill over effect (Broken window theory: major crime will be reduced by enforcing laws on minor offenses)
3. Sectoral approach directly impact the poor and marginalized, vulnerable population
4. Sectoral approach strengthens preventive mechanism
![Page 5: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/5.jpg)
Scenario 2: Ruling elite do not allow you to go for big fish? (in Central Asia???)
Do you want to legitimize the illegitimate by sacrificing small fish?
![Page 6: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/6.jpg)
Yes for fighting corruption in sectors!
1. Low hanging fruits (ruling elite willing to work in sectors
2. Sectoral approach could be a good entry point to a larger reform ): visible progress might be made (e.g., policy reform with low cost)
3. Bottom up approach/building critical mass (India?): Fighting corruption in sectors gives a human face (no corruption more children in school)
“Combating Corruption is like Judo. Instead of bluntly resisting the criminal forces, one must redirect the enemy's energy to its own decay”.
--Dr. Johann Graf Lambsdorff, Univ. of Passau, Germany
![Page 7: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/7.jpg)
Some Guiding Principle for AC Programming/Designing Responses
1. Starting point: clarify the issue: What actually is the problem and what you are trying to respond? (key stakeholder engagement)
2. Find out what corruption risks you are targeting (risks assessment/measurement) will help to prioritize your responses, but they are not an end themselves
3. Know political environment and other complexities (define a minimum entry point)
4. Focusing both on institutional reform and changing attitude and mobilizing skeptical population
5. Sustainability (ownership)/follow ups (e.g., Botswana)
![Page 8: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/8.jpg)
Experiences from Botswana: Strengthening Integrity of Systems in the Ministry of Education
1. Entry point: mandates of Directorate of Economic Crime and Corruption – System analysis as sectoral preventive strategy to identify weaknesses
2. Sustainability: research capacity of DCEC; periodic audit, effective coordination mechanism
3. Ownership and buy-in: Risk management approach (risk management plan)
![Page 9: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/9.jpg)
Step 3:
Prioritize the key issues by looking at enabling
environment and formulate programming
responses (e.g., risk management plan)
Step 4:
Implement risk management plan together with the line
ministry or department
Step 1:
Engage keyStakeholders to assess/measure corruption risks
Step 5:
Evaluate the impact of the implementation plan; compile
lessons learned to feed into the next cycle of risk assessment
Step 2:
Identify the risks and analyze the significance of each risk by using risk ranking matrix (looking at likelihood and cost)
CD approach: System
analysis as a sectoral
preventive strategy
![Page 10: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/10.jpg)
Quotable quotes
• Wang an Shih, 11th century, blamed corruption on bad men and bad laws
• Klitgaad and Baser, ’not primarily a problem of bad people but of bad systems’
![Page 11: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/11.jpg)
Way forward: UNDP’s priorities for 2012 and beyond
• UNDP recently mapped out corruption risks and good practices in education, health and water sectors
• Compiling information from pilots aimed at monitoring of services in India, the Philippines, Kenya, Nigeria, Uganda and Zambia
• Planning to support at least 12 pilots on education, health and water sectors in 2012
• Key criteria: EOI should be clear on impact (not just assessment), sustainability (ability to mobilize more funding, local ownership, partnership, etc.)
![Page 12: Programming Responses to Combat Corruption in Education Sector](https://reader035.fdocuments.in/reader035/viewer/2022062709/5592ab4f1a28abed548b4715/html5/thumbnails/12.jpg)
Prevention is better than cure!
Thank You!