84th Session of the National Education Council of Serbia STRENGTHENING INTEGRITY AND FIGHTING CORRUPTION IN EDUCATION: SERBIA Mihaylo Milovanovitch, OECD Directorate for Education

84th Session of the National Education Council of Serbia STRENGTHENING INTEGRITY AND FIGHTING CORRUPTION IN EDUCATION: SERBIA Mihaylo Milovanovitch, OECD Directorate for Education

• The stakes associated with good education are high and growing higher

Education: importance and vulnerability

• Education is typically the second or third biggest domain of public expenditure

• Education is a highly complex system, with multitude of actors and vested interests.

Education: importance and vulnerability

18%

22%

34%

35%

49%

50%

56%

59%

0% 10% 20% 30% 40% 50% 60% 70%

OECD

Latin America

Southeast Asia

GLOBAL

Caucasus

Western Balkans

Africa

Eastern Europe

Share of people in a given world region viewing education in their country as corrupt or extremely corrupt, 2011

Source: Transparency International 2011

What can be done?

EDUCATION CORRUPTION

Analysis and policy reaction?

Criminalise & punish

Prohibit & enforce

Teach & mobilise

Reactive/punitive: Focus on cases

Preventative: Focus on

opportunity

Assess integrity

Preventative: Focus on origin

Level 2: Preventive framework

Budget monitoring

Regulatory framework

Civil society and media

Accountability mechanisms

Level 3: Corruption incidence

Corruption incidence


The causes of corruption in education

Opportunity, criminal

intentions

Demand for quality

Demand for access

Staff and resources

Level 1:

System shortcomings Key area 1:

teachers

Key area 2:

assessment

Key area 3:

xyz

DE

MA

ND

O

PP

OR

TU

NIT

Y

CO

RR

UP

TIO

N

Incentives + readiness

Opportunity

Corruption

Detection and prevention shortcomings

Education system shortcomings

The focus of integrity assessment is on

the causes of corruption in education

OECD integrity assessment: the process

• Policy areas • Target institutions • Timeline

• Focus groups • Further investigation • Reforms

• Access • Quality • Staff and resources • Prevention

• Students • Parents • Staff

(1) Expectations

(2)

Deliverables

(3)

Recommen-dations

(4)

National follow-up

Focu

s O

utc

om

es

Identification of mismatch between

(1) and (2)

INTES assessment

Stakeholder interviews;

media reports

Surveys (PISA; national and international corruption

perception surveys) Data and information

grid; national data and

indicators

Sources of information

The vicious circle of failure

Education system


Failing prevention and detection mechanisms

Understanding the reasons

Analysing the impact

Application of the INTES approach:

Identifying drivers of corruption demand in Serbia

Tracing systemic shortcomings in: • Access to education • Quality of education outcomes • Management of staff and resources • Prevention and detection of malpractice on sector level

Access to education: • Strong, mostly financial incentives to misuse the process of admission to universities, by both institutions and prospective students • Low awareness about academic integrity

Findings:

integrity and access to education in Serbia


Findings:


0.0

10.0

20.0

30.0

40.0

50.0

60.0

Can

ada

Isra

el

Jap

an

Un

ited

Sta

tes

New

Zea

lan

d

Ko

rea

Fin

lan

d

Au

stra

lia

Un

ited

Kin

gdo

m

Irel

and

Esto

nia

Luxe

mb

ou

rg

Swit

zerl

and

Bel

giu

m

Swed

en

Net

her

lan

ds

Spai

n

Fran

ce

Bu

lgar

ia

Ch

ile

Gre

ece

Slo

ven

ia

Po

lan

d

Hu

nga

ry

Au

stri

a

Cro

atia

Mex

ico

Cze

ch R

epu

blic

Slo

vak

Rep

ub

lic

Po

rtu

gal

Serb

ia

Ital

y

Ro

man

ia

Turk

ey

Alb

ania

Share of adults with higher education, 2009

OECD average: 29.5%

14.3%


Findings:


0.0

10.0

20.0

30.0

40.0

50.0

60.0

Can

ada

Isra

el

Jap

an

Un

ited

Sta

tes

New

Zea

lan

d

Ko

rea

Fin

lan

d

Au

stra

lia

Un

ited

Kin

gdo

m

Irel

and

Esto

nia

Luxe

mb

ou

rg

Swit

zerl

and

Bel

giu

m

Swed

en

Net

her

lan

ds

Spai

n

Fran

ce

Bu

lgar

ia

Ch

ile

Gre

ece

Slo

ven

ia

Po

lan

d

Hu

nga

ry

Au

stri

a

Cro

atia

Mex

ico

Cze

ch R

epu

blic

Slo

vak

Rep

ub

lic

Po

rtu

gal

Serb

ia

Ital

y

Ro

man

ia

Turk

ey

Alb

ania


OECD average: 29.5%

14.3%

36%

27%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Median top 10 areas of study Median all areas

Tuition fees relative to GDP per capita, Serbia and OECD

Median OECD: 7.6%


Findings:


0.0

10.0

20.0

30.0

40.0

50.0

60.0

Can

ada

Isra

el

Jap

an

Un

ited

Sta

tes

New

Zea

lan

d

Ko

rea

Fin

lan

d

Au

stra

lia

Un

ited

Kin

gdo

m

Irel

and

Esto

nia

Luxe

mb

ou

rg

Swit

zerl

and

Bel

giu

m

Swed

en

Net

her

lan

ds

Spai

n

Fran

ce

Bu

lgar

ia

Ch

ile

Gre

ece

Slo

ven

ia

Po

lan

d

Hu

nga

ry

Au

stri

a

Cro

atia

Mex

ico

Cze

ch R

epu

blic

Slo

vak

Rep

ub

lic

Po

rtu

gal

Serb

ia

Ital

y

Ro

man

ia

Turk

ey

Alb

ania


OECD average: 29.5%

14.3%

36%

27%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Median top 10 areas of study Median all areas

Tuition fees relative to GDP per capita, Serbia and OECD

Median OECD: 7.6%

1.2

4.8

7.2

7.2

9.6

10.8

13.3

14.5

19.3

0 5 10 15 20 25

Tenders/procurements

Selection of principals

University professors

Hiring /firing of teachers and principals

School staff/teachers

School conditions

School management

MoES procedures/work

University procedures/administration

Frequency by type of complaint, in % of total

Complaints and requests to MOES by beneficiaries

• Leverage for speeding up external school leaving exams to replace entry exams organized by faculties • Make financial support more accessible and equitable • Increase financial accountability of faculties vis-a-vis stakeholders for public resources

Main recommendation: access

Findings:

integrity and quality of education in Serbia

Quality of education: • Ineffective classroom learning fuels the proliferation of private tutoring with teachers from the same school • In an undetermined number of cases tutoring is a precondition for obtaining a grade

Data source: PISA 2009, OECD

Findings:

integrity and quality of education in Serbia

Quality of education: • Ineffective classroom learning fuels the proliferation of private tutoring with teachers from the same school • In an undetermined number of cases tutoring is a precondition for obtaining a grade 0

10

20

30

40

50

60

Po

lan

d

Mo

nte

ne

gro

Latv

ia

Lith

uan

ia

Slo

vak

Re

pu

blic

Serb

ia

Aze

rbai

jan

Cro

atia

Cze

ch R

ep

ub

lic

Bu

lgar

ia

Ro

man

ia

Esto

nia

Kyr

gyzs

tan

Slo

ven

ia

OEC

D a

vera

ge

Ho

ng

Ko

ng-

Ch

ina

Ko

rea

Au

stra

lia

Can

ada

Swit

zerl

and

Ge

rman

y

Jap

an

Ice

lan

d

Ne

the

rlan

ds

Fin

lan

d

No

rway

%

% of secondary students who resort to private tutoring

Bottom quarter of ESCS Second quarter of ESCS Third quarter of ESCS Top quarter of ESCS

Data source: PISA 2009, OECD

• Reform the curriculum • Introduce codes of conduct for teachers

Main recommendation: quality

Staff policies: • Loopholes in the legislation make principals and teachers mutually dependent for their respective (re-)appointment

Findings:

integrity and education staff policies


Findings:


7.1

7.1

11.9

11.9

16.7

35.7

0 5 10 15 20 25 30 35 40


Professors at university-teaching



School management



Compaints and requests to MOES by education staff


Findings:


7.1

7.1

11.9

11.9

16.7

35.7

0 5 10 15 20 25 30 35 40


Professors at university-teaching



School management



Compaints and requests to MOES by education staff

Slovak Republic

Estonia

Iceland

Hungary

Israel

Czech Republic

Sweden United States

France

Norway

Poland

Greece

Austria

Italy Australia

Slovenia

Luxembourg

Finland

Netherlands

Ireland

Japan

Chile

Denmark

Spain

Portugal

Switzerland

Germany Turkey

Korea

Serbia

1

1.5

2

2.5

3

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2

Rat

io in

cre

ase

of

sala

ry a

t th

e t

op

of

the

sal

arz

scal

e, r

ela

tive

to

st

arti

ng

sala

ry, u

pp

er

seco

nd

ary

sch

oo

l 20

09

Ratio of teachers' salaries after 15 years of experience (minimum training) to GDP per capita, upper secondary school

Teacher salaries and career progression - Serbia (2010) and OECD (2008)

Below average salaries Above average career progression

Below average salaries Below average career progression

Above average salaries Above average career progression

Above average salaries Below average career progression

OECD average

OEC

D a

vera

ge

• Legislative strengthening of hiring procedures • Start training of principals

• Provide opportunities and incentives for career progression for teachers

Main recommendation: staff policies

Management of resources : • Heavy reliance of public schools on private investment, but without matching financial control

Findings:

integrity and resource management


Findings:


Overview of funding sources, school accounts, and reporting of schools (2012)

Sources of funding:

Donations (I)

Parental association (II)

Revenues from services and rental of facilities (III)

Local budget transfers (IV).

School accounts:

Donations account (I)

Parental association account (II)

Regular school account (III, IV)

Other (remaining) account

Reporting:

Annual reporting of principal for I-IV to the school board, with a possibility for a double check by RED

(regional education departments).

Revenue tax declarations (III) to local tax authorities.


Findings:


Overview of funding sources, school accounts, and reporting of schools (2012)

Sources of funding:

Donations (I)

Parental association (II)

Revenues from services and rental of facilities (III)

Local budget transfers (IV).

School accounts:

Donations account (I)

Parental association account (II)

Regular school account (III, IV)

Other (remaining) account

Reporting:

Annual reporting of principal for I-IV to the school board, with a possibility for a double check by RED

(regional education departments).

Revenue tax declarations (III) to local tax authorities.

23.1 22.2

22.1 21.6 9.0

0

10

20

30

40

50

60

70

80

90

100

Shar

e o

f p

ub

lic a

nd

pri

vate

exp

en

dit

ure

(%

)

Distribution of public and private expenditure in primary and secondary education in Serbia (2007) and OECD (2008)

Private per student expenditure Public per student expenditure

• Strengthen financial accountability of schools on local level, while determining what is permissible school revenue which can be kept. • Process all lease requests currently with the Republican Directorate for Property

• Revoke the suspension of the Law on Local Public Finance to rectify inequalities in central funding for municipalities

Main recommendation: resources

Prevention and detection • Adequate institutional framework, but… • …weak capacity for malpractice detection and low level of awareness on sector level

Findings:

Prevention and detection capacity

• Strengthen prevention and detection capacities on sector level, by Improving data reliability and promoting its use Making universities more accountable for the public funding they obtain Invest more in training and staffing of school inspectorates Increase transparency of budget formulation by introduce a per capita funding formula as soon as possible

Main recommendations:

prevention and detection

Hvala na pažnji! [email protected]

84th Session of the National Education Council of Serbia STRENGTHENING INTEGRITY AND FIGHTING CORRUPTION IN EDUCATION: SERBIA Mihaylo Milovanovitch, OECD Directorate for Education

Documents

education incentives

higher education

oecd integrity assessment

oecd average

focus of integrity assessment

oecd directorate

serbia share of adults

financial incentives