Accusations are that construction relatively small, child-friendly classrooms—two-room adjunct facilities added to existing schools—were consistently over-budgeted. Projects that should have cost between 1.2 and 1.4 million rupees (about $12,000-14,000) were consistently budgeted at twice that amount. School principals argued that the construction companies were sending substandard bricks and other low-quality materials. “More than 5,000 of the 9,000 bricks supplied [to our project] so far were sub-standard,” said Damodar Pathak, head teacher in Rastriya Lower Secondary school in Sanai. The District Education Officer, Tek Bahadur Thapa, said his office had no financial responsibility for budgeting the projects. “We were only granted technical and managerial responsibility,” said Thapa. Kamal Sah, an engineer at the district education office, says that some 6 million rupees have been embezzled through the projects.

SRRP is an initiative backed by the World Bank devoted to “increas access and improv quality of school education, particularly basic education.” The projects in question, constructing child-friendly classrooms in as many as 40 schools in the Nawalparasi district, is underwritten by the Japan International Cooperation Agency, which operates a number of education support programs in Nepal.

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Cambodia‘s Ministry of Education, Youth and Sport is working together with the country’s Anti-Corruption Unit to develop lessons that will teach students about corruption. Once completed, a committee will convene to review these lesson plans before they are incorporated into the national school system’s curricula in 2014.

This educational initiative is part of the Cambodian government’s ongoing battle to stop corruption in the country. Most recently, 25 government officials were sent to a 20-day course this month at the China Academy of Discipline Inspection and Supervision to learn strategies for avoiding and preventing corruption. There have been several attempts to improve anti-corruption strategies over the past few years, most notably the 2010 creation of the Anti-Corruption Unit. Although this development offered hope for improvement, according to Global Witness the Anti-Corruption Unit cannot stop corruption among high government officials because it is not run independent of the government.

Hun Sen has revisited the issue of corruption as he begins his new term as Prime Minister (from 2013-2018). He considers corruption to be a a factor in a variety of social, economic and political issues that continue to affect Cambodia’s development. For this reason, he announced “I would like to reiterate the firm commitment of the fifth term government in stamping out corruption, which is a major obstacle to economic development and poverty reduction.”

The question is whether new attempts to address corruption will be any more effective than those that have been tried in recent history.

The executive director of Transparency International Cambodie, Preab Kol stated “the government needs to enforce the anti-corruption law without exception. It needs to enhance its auditive and investigating systems to increase accountability. Third, raise awareness in the public to put pressure on and report crimes of corruption. If there is just political rhetoric and threats without any concrete measures, there is no hope for any improvement.”

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Job postings issued by City Hall in the capital city of Dushanbe state that “preference will be given to graduates of Tajik universities who received their diplomas before 1992, or to graduates of foreign universities.”

This statement illustrates the government’s concern with the quality of education college students have received ever since the country achieved independence in 1991. Higher education in Tajikistan suffers from a shortage of qualified personnel and a lack of sufficient training among existing instructors. These institutions have also been plagued by corruption. Not only do students commonly pay bribes to gain entrance to state universities, but they also pay instructors for passing entrance exam scores and for passing grades.

“Our students are very weak in terms of the knowledge they receive. Those who have the money can easily afford enrollment in any university, but the smart guys who cannot afford this remain unable to master their area of study,” says Oynihol Bobonazarova who runs Perspective-Plus, a legal-support clinic in Dushanbe.

To address the problem, the Tajik government has created legislation to improve and develop the country’s college education system. These laws specifically aim to give women equal access to education, improve the training and qualifications of academic staff, and make Tajik universities more competitive internationally. With these goals in mind the government has proposed many educational reforms, but change has been slow and limited in the extent to which it has positively impacted the quality of education college students receive.

Since Tajikistan gained independence, the number of higher education institutions and student enrollment figures have steadily grown. While there were 13 institutions of higher learning in 1991, by 2012 that number had increased to 30. Similarly, the number of enrolled college students has grown from 127  per 10,000 citizens in 2001 to 214 in 2007. Although these statistics indicate greater access to college education, without quality instruction the education these students receive will continue to hold little value to future employers.

Another concern is that college age students lack the incentive to seek higher education. A survey conducted in 2012 showed that only 25% of Tajiks believed that higher education was necessary and beneficial.  Many young adults instead choose to prioritize work over education so that they can help their family financially.

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Despite multiple federal and international grants and programs, 1.97 billion dollars between 1997 and 2012, the literacy rate in Pakistan has only slightly improved in that time. Today, over half of the country’s children aged 5-to-16 lack access to basic education. In 1998, only 42.7 percent of Pakistanis has received an education; over twenty years later the rate has only risen to 46 percent.

Khusro Pervez, Director General of the National Commission for Human Development (NCHD), a non-profit group that focuses on education, says, “Education has never been a national priority.” Azman Khan and Myra Iqbal from Reuters captures the problem as this: “since independence in 1947, Pakistan has seen seven national education policies, eight five-year-plans and about half a dozen other education schemes. Yet the results are dismal.”

Kaiser Bengali, an education expert from the government after government has abandoned the policies of the previous administration and adopted new and even loftier targets, wreaking havoc on the education system and squandering millions of dollars.”

Additionally, Pakistan’s education system is full of corruption.  In 2011, The Supreme Court heard a case of 66 billion rupees levied in a special education tax between 1985 and 1995 but never used for schools. Additionally, in 2013, Transparency International found that 43 percent of Pakistanis surveyed viewed the education system as corrupt or highly corrupt. While the progress in Pakistan seems slow and dismal, Pakistan’s federal education budget for 2013 is 17 percent higher than last year and the government has honored “its pledge to double the education budget and keep its eyes glued on the target.”

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For many girls in various developing countries across the world, what happens during the ages of 13-15 is crucial in determining their future.

“They’ll often drop out of school when they’re forced to become sexually active or forced to marry.  It’s an abrupt change from being seen as a child to being seen more as a woman without having any of the experience, education, access to information or resources that would actually prepare them for healthy adulthood,” said Ann Warner, lead author of the report and senior gender and youth specialist at the International Center for Research on Women.

Of all the girls interviewed as part of a study conducted by researchers working with local partners and NGOs in places such as Nigeria, Democratic Republic of Congo (DRC), Egypt, Ethiopia, Kenya, Liberia, Indonesia, and Rwanda, education was the topic most discussed.   Often girls expressed a similar view, regardless of their country, that education was a tool they could use against getting married.

At the primary school level, there has been significant progress made over the past years, especially for girls.  However, for many families the financial burden of education becomes an issue that often must be critically examined.

One student, Filipina expressed, “My problem is the tuition fee.  We have to choose between school and a bag of rice.”

Another issue still prevalent within education sectors of the developing world relates to vast corruption.  A Nigerian girl confessed, “I have to hawk (sell goods) to earn money to pay the corrupt fees that teachers charge.”

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Released last week, the report consists of more than 70 articles commissioned from experts in the fields of corruption and education, from universities, think-tanks, businesses, civil society and international organisations. The aim is to show governments and civil society across the globe that corruption in education – from the primary school level to university – affects schooling at every level and in multiple ways.

Primary school teachers in Uganda earn an average of 250,000 shillings ($100) a month, while secondary school teachers earn 450,000 shillings ($175). In 2011 the government promised to raise teachers’ pay, but now insists that it lacks the funds to do so.

James Tweheyo, leader of the Uganda National Teachers Union (UNATU), says the strike will continue until demands are met, and that teachers will resist any attempts to intimidate or harass them.

“We expect some government officials to visit some schools to intimidate some teachers, but… even if teachers are harassed to [go] to schools I am sure without doubt these teachers are not teaching,” he said.

UNATU officials recently met with Ugandan president Yoweri Museveni, who appointed a commission to resolve the issue. Talks stalled, however, when UNATU representatives highlighted areas in the national budget where funds could be redirected to teacher salaries.

“We pointed out money which was meant for luxuries for ministers like entertainment, foreign trips and they want this money for end of year parties,” says Tweheyo.

Ofwono Opondo, a government spokesperson, told the press that it was not possible for the government to satisfy teachers’ demands at the moment.

The Ugandan government has found itself struggling to meet budget needs since the international community cut off aid to the country last year. As aid was suspended due to allegations of government corruption, questions as to why the country cannot find the money to pay its teachers may further damage the administration’s reputation.

According to UNATU, the government “holds the key” to ending the strike.  As soon as demands are met, Tweheyo says, teachers are ready to “settle down to class and teach these children to our best.”

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As Thailand introduces their “One Tablet Per Child” initiative to bring tablet computers to each of their 9 million Thai schoolchildren, many wonder if this will manifest as merely a political gimmick or become a truly effective tool to combat Thailand’s growing education problems.

In the past week, the World Economic Forum (WEF) ranked Thailand’s educational system last out of the eight countries assessed from the Association for Southeast Nations (ASEAN). This is while Thailand’s budget for education comprises 20% of the national budget and salaries for teachers comprises of another 9%–among the highest proportions in the region and the world.

While Thailand has made true advances in providing universal education and bridging the gender gap, it has not solved its endemic problems of political corruption, poorly trained teachers, and teacher safety.

As a constitutional monarchy, Thailand is ruled by both a king and its parliament: however, the parliament is prone to upheaval and position shifting. New and opposing political factions are voted in every few years, making it difficult to maintain stability in the government and in supporting ministries and initiatives.

The current minister of Education, Chaturon Chaisang, is the fourth education minister in the Yingluck Shinawatra parliament,  which has been in power since 2011.  In response to the WEF rankings, Chaisang admits he is “very concerned” and believes the Thai education system has lacked any consistent development in the last 15 years.

In concert with the shifting political landscape, the “authoritarian and militaristic culture” in which Thai students are taught is also detrimental to their learning. Chaisang acknowledges that any future reform should concentrate more on teaching than on structural problems. He said, “Our teaching method is wrong. Our curriculum is outdated…university graduates, despite having studied English for 12-16 years, can’t speak it at all.” In the 2009 Program for International Student Assessment (PISA), an international study to evaluate education systems, Thailand ranked in the world’s bottom 25%.

Additionally, many teachers are leaving the profession due to an increase of attacks on educational representatives. Since 2004, Malay Muslim separatist groups in the southern provinces of Thailand have conducted periodic attacks on teachers, who are seen as representatives of the Thai government. According to Human Rights Watch, 160 teachers and education personnel have been killed by these groups. The most recent attack took place on July 24^th and killed two teachers in a roadside bomb.  Due to these attacks, many schools have been closed for weeks, causing students to fall behind.

Confronted with these problems, Chaisang has initiated a series of brainstorming sessions—beginning with his own ministry and then extending into the private sector. His goal is to collect a spectrum of ideas to recreate the education system. Various academic and non-profit organizations are recommending proposals that suggest creating a more neutral educational ministry that can stand independently from political influence, reassessing teacher education and qualifications, and revolutionizing and standardizing fundamental training of teachers.

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Mexico’s teachers are protesting a federal proposal to overhaul Mexico’s education system. Their protests are causing chaos in Mexico City and are forcing the state and federal governments to reconsider the bill.

Mexican President Enrique Peña Nieto’s decision to focus on educational reforms stems from his desire to build up the Mexican middle class. Currently, Mexico is ranked last in standardized test scores in the Organization for Economic Co-operation and Development, the OECD. Additionally, there is extreme corruption present in the school system: teachers buy, sell, and inherit their positions; additionally, removing poorly performing teachers is very difficult, even amongst allegations of sexual and substance abuse. The union system in Mexico is very strong and also full of corruption. This year, Elba Esther Gordillo, the leader of the large National Education Worker’s Syndicate, or SNTE, was arrested and failed on embezzlement charges.

In light of these events, Nieto and the Secretary of Education have proposed a bill that requires more frequent evaluation, stricter employment practices, and better mechanisms for firing poorly performing teachers.

The teachers protesting these reforms argue that these reforms are a disguise to begin privatizing the Mexican school system. Floriberto Alejo, a 50-year-old teacher from Oaxaca state, who came to Mexico City to protest, said that this overhaul attacks a teacher’s seniority, and “this evaluation is disguise to start firing…peers.” He believes that making the evaluations–which will now take place every four years–more difficult will fire many public school teachers and force parents to move to private schools.

The protests have been led by two nationals teachers’ unions, the National Education Syndicate (SNTE) and the National Educational Workers’ Union (CNTE), and are taking place in Mexico City. Around 20,000 strikers are blocking the main roads in Mexico City, and 4,000 have blocked the main roads to the international airport. They plan to cease their march only when lawmakers agreed to sit down with union representatives to negotiate.

The protests have shut down 24,000 schools in five impoverished states across southern Mexico. School was scheduled to start the week of August 20^th; however, two millions students have not returned to school because their teachers are striking.

The teachers also believe that the proposals only attack the teachers and not the real problem: the long-term inadequacy of budgets and extreme corruption in the school systems.

The President claims that the teachers are misunderstanding the proposal. He says, “The education reform will give them opportunities that they don’t have today. The reform benefits Mexico’s teachers because it is designed to give them job stability, clear rules and certainty for ascending within the national education system.”

However, there has been no direct confrontation from either the President or the Mexican Secretary of Education. Edna Jaimie, director of México Evalúa, believes that both the state and federal governments are choosing not to heighten the conflict.

Lawmakers have removed the provision that creates an evaluation requirement from the bill in response to the protests. Many believe that this will make the law ineffective and undo the progress made by the bill.

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Aliyu placed education as a top priority and agreed to increase his administration’s investments in the education sector. Aliyu further emphasized that elected and public appointed officials must “reduce stealing” and eliminate corruption to provide free education for all in Nigeria. United States Consul General Jeffery Hawkins stated “corruption drains the federal treasury of funds that could do wonders in expanding and improving the education provided to millions of Nigerian children, which in turn would enhance Nigeria’s economic future.”

Aliyu also addressed that educated people are easier to govern than those uneducated and will avoid unprecedented problems for the future of the country.

Out of 30 million Nigerian children, less than half are currently in school and less than one-third will continue to senior secondary school.

According to Aliyu, “our policy initiative on free and compulsory basic education, abolition of school fees, provision of learning and teaching materials, and payment of WAEC or NECO examination fees as well as school infrastructural development among others, remain fully on course and shall continue to receive government support.”

Aliyu also urged university professors to support implementation for the new policies and research sustainable educational development, and said “people must depend on universities for knowledge. The days of universities cocooning themselves is over.” 

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