Education world is not clean. Cultural and ethical values are not distinctive and universal paradigms implemented everywhere in the education community. The cases illustrated in this book show that worldwide at different levels of education systems honesty, trust, culture are not an explicit common background.

Version imprimable de cet article Version imprimable

Education business

Education is commonly thought to be a haven for the young. No matter how unstable the polity, no matter how dismal the prospects for the economy, education investments are often treated as sacrosanct. This is one reason for the popularity of education as part of foreign aid. Who could object to providing more opportunity for young people to study? Recently however, it has been discovered that education systems can be as corrupt as other parts of government and the economy; and that values of fairness and impartiality, once thought to be universal characteristics of education systems, can be supplanted by the interests of specific individuals, families and ethnic groups. Education corruption has now been found in all regions of the world, but it manifests itself in different ways. How do these differ from one region to another? What should be done to minimize education corruption? And what should be done to protect universities and employers in areas situated where there is little corruption from the products of those parts of the world where education corruption is the norm. This book will explain the meaning of education corruption and how it works; it will provide illustrations from Asia, Africa, Southeastern Europe and the former Soviet Union, and it will propose actions and policies on the part of regional and international agencies to counter-act what is now likely to become a new and unexpected global crisis.

Stephen P. Heyneman, Vanderbilt University, Nashville, USA (Ed.)

BUYING YOUR WAY INTO HEAVEN: Education and Corruption in International Perspective

Sense Publishers

Global Perspectives on Higher Education, volume 15

ISBN 978-90-8790-728-0 hardback USD99/EUR90

ISBN 978-90-8790-727-3 paperback USD49/EUR45

January 2009, 164 pages



1. Education Corruption in International Perspective: An Introduction , by Stephen P. Heyneman

2. ‘I Invited Her to My Office’: Normalising Sexual Violence in a
Nigerian College of Education , by Salihu Bakari and Fiona Leach

3. When Schools Fail to Protect Girls: School-Related Gender-Based
Sexual Violence in Sub-Saharan Africa , by John M. Collins

4. “The Tricks of the Teacher”: Shadow Education and Corruption in
Cambodia, by Walter Dawson

5. Corruption in Vietnamese Higher Education, by Dennis C. McCornac

6. Moral Standards and the Professor: A Study of Faculty at Universities
in Georgia, Kazakhstan and Kyrgyzstan , by Stephen P. Heyneman

7. Models of Corruption and How Students Could Respond: Corruption
Experienced by the Students during Their Studies in Macedonia
and Their Anticorruption Measures , by Bojan Maricik

8. The European Higher Education Area as an Instrument of
Transparency? , by Sjur Bergan

9. The Role of International Organisations in Fighting Education
Corruption , by Pasi Sahlberg

Stephen P. Heyneman, editor of this volume, served the World Bank for 22 years. Between 1976 and 1984 he helped research education quality and design policies to support educational effectiveness. Between 1984 and 1989 he was in charge of external training for senior officials world wide in education policy. And between 1989 and 1998, he was responsible for education policy and lending strategy, first for the Middle East and North Africa and later for the 27 countries of Europe and Central Asia. In 1998 he was appointed Vice President in charge of international operations of an education consultant firm in Alexandria, Virginia. In September, 2000 he was appointed Professor of International Education Policy at Vanderbilt University in Nashville, Tennessee. He received his BA in Political Science from the University of California at Berkeley, his MA in African Area Studies form UCLA in 1965, and his PhD in Comparative Education from the University of Chicago in 1976.