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tude towards corruption. There is an opportunity to extend this to other areas of activity.
The law is one of the systems for regulating social relations. In modern Russia, an orientation toward a rule-of-law state is proclaimed, which is forced to give preference to legal instruments in the fight against corruption.
The law is much broader than legislation. The law is also a legitimate tradition and customs, as well as mechanisms for implementing the norms of law (procedural law, first of all) and legal ideology, etc. The study of the role of law in the fight against corruption cannot be limited to an additional or critical commentary to the package of regulatory legal acts on struggle against corruption. The corresponding evaluation of all other components of the concept is correct.
The object of the final graduation work is corruption as a social phenomenon.
The subject of the study of the final graduation work is corruption as illegal behavior in the sphere of higher education.
The aim of the work is to determine the nature of corruption in higher education.
This goal is realized through a phased solution of a number of interrelated research tasks. These include the following:
- analyze the concept, social and legal nature of corruption;
- identify key anti-corruption technologies;
- identify the main problems of corruption in higher education, relying on the experience of foreign countries;
- identify gaps in the legislation of the Russian Federation and propose a method for eliminating these gaps;
The sources of this work are dissertation studies, publications, scientific works of leading Russian specialists, materials of scientific conferences, results of sociological research conducted by the author.
The study used theoretical methods: synthesis, analysis, modeling; applied and theoretical methods: system, procedural, situational approaches; empirical: questioning, document analysis, mathematical data processing method.
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The work consists of two chapters, 7 paragraphs and 6 supplements.
The world today is faced with a large number of problems that threaten our survival on this planet. Not all parts of the world, however, are equally hit by problems that rank among the most serious threats to the human race: high rates of unemployment, poverty, low level of education, poor technological development level, gender discrimination, ethnic and religious inequality and high-level corruption.
In addition, lack of financial resources, heavy insolvency of a large number of economies, lack of natural resources, environmental pollution, and political instability in many parts of the world pose more than enough threats to make us tackle these issues seriously. It is difficult to state which of the mentioned problems is most important and endangers the global world most seriously, due to their being interrelated and interdependent. Nevertheless, I would like to highlight the issues of inadequate education and corruption, since these have extremely negative effects upon the survival and development of many countries.
These issues are mostly related to the countries in transition and the developing parts of the world. However, in many developed countries, corruption is also endemic within education. Namely, corruption entered this area and seriously endangers schools and universities. Corruption in education sector can be defined as «the systematic use of public office for private benefit, whose impact is significant on the availability and quality of educational goods and services, and, has impact on access, quality or equity in education». Unfortunately, very little research has been carried out to compare the costs of corruption in the education sector.
More than ever before educational institutions have become profit-oriented in their struggle to survive, neglecting their basic function – to train quality and adequate specialists, capable of coping with the crisis of the modern world nowadays.
Hence, we witness that educational institutions emerge uncontrollably, offering the same or similar curricula in order to attract as large number of students as possible, rather than curricula that are geared to the structure and needs of the labour market, both at the national and regional levels and at the global level as well. For exam
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ple, in most Sub-Saharan African countries, enrolment in higher education has grown faster than financing capabilities, reaching a critical stage where the lack of resources has led to a severe decline in the quality of instruction and in the capacity to reorient focus and to innovate. In other words, in Africa's universities, quantity threatens quality. In addition, there are many fake universities, some of which advertise in the international press, circulate information by sending spam and rank high on the hit lists of search engines. We can also see that bachelor, master and doctoral theses can be bought at rather low prices via the Internet, which entirely degrades the importance and sense of education. Accordingly, diplomas are degraded due to their hyperproduction and insufficient knowledge and competence achieved through education to support them. Clearly, this hyperproduction of diplomas cannot solve the problem of insufficient education level of population in many parts of the world, nor can it artificially raise the quota of the literacy level of a nation. Given that education is the basis of the development of a nation and the survival of the global economy, it is necessary that this negative tendency should be curbed as soon as possible. Nothing can ruin a country more than its poor and corrupt education system. Hence, this issue not only calls for a special attention of the scientific public, but largely touches the domain of international criminal law. Consequently, it is necessary that a massive campaign should be launched to close quasi-educational institutions that produce «intellectual cripples». Education should be given back its original role, however, with a new prefix, that of creating education geared to the students’ needs and new knowledge that will be synergic with the demand on the local, regional and global labour markets. More than ever before we need knowledge that can be applicable to the 21st century economy, a knowledge-based economy. It is for this reason that immediate attention should be paid to education, because of its implications for poverty, unemployment and other problems which the world we live in is faced with today.
Finally, we would like to add that creating a new model of education that would meet the criteria of encouraging individuality and creativity and focus upon students interests rather than those of faculties and other educational institutions is not possi
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ble to accomplish without solving the problem of corruption in education in the stride. The diploma has to mean status, knowledge and quality, rather than be an «unsecured paper» and a path to a world of the unemployed and poor.
The definition of education corruption includes both its existence and the perception of its existence. According to Transparency International, for instance, Romania ranks 69 out of 91 countries in terms of corruption perception. Uzbekistan ranks 71 and the Russian Federation ranks 79. The definition of education corruption derives from the more general set of corruption issues. As in other areas, it includes the abuse of authority for material gain. But because education is an important public good, its professional standards include more than just material goods; hence the definition of education corruption includes the abuse of authority for personal as well as material gain.
Since the time of Plato, it has generally been understood that a key ingredient in the making of a nation-state is how it chooses its technical, commercial, and political leaders. In general it is agreed that no modern nation can long survive if leaders are chosen on the basis of ascriptive characteristics, that is, the characteristics with which they are born: race, gender, social status. On the other hand it is common for families to try to protect and otherwise advantage their own children and relatives. All parents wish for the success of their own children; every group wishes to see the success of children from their particular group. This is normal.
Schooling provides the mechanism through which these opposing influences can be carefully managed. It is a common instrument employed by nations to «refresh» the sources of its leadership. Economists have tried to estimate the sacrifice in economic growth if there is a serious bias in the selection of leaders. It has been estimated that developing nations could improve their gross national product per capita by 5 percent if they were to base their leadership upon merit rather than on gender or social status. In fact by some estimates, the economic benefit to developing countries of choosing leaders on the basis of merit would be three times more than the benefit accruing
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from a reduction in Organisation for Economic Co-operation and Development (OECD) trade restrictions on imports.
Success in one's schooling is one of the few background characteristics seen as necessary for modern leadership. Although it is possible for leaders to emerge through experience or just good fortune, getting ahead in schooling is seen as essential.
But what if schooling itself is not fair? What if the public comes to believe that the provision of schooling favors one social group? What if the public does not trust the teachers to judge student performance? What would happen if the process of schooling had been corrupted?
The fact is that in a democracy, the public takes a very active interest in the fairness of its education system. If the public does not trust the education system to be fair or effective, more may be sacrificed than economic growth. It might be said that current leaders, whether in commerce, science, or politics, had acquired their positions through privilege rather than achievement. If the school system cannot be trusted, it may detract from a nation's sense of social cohesion, the principal ingredient of all successful modern societies.
A school system that is free of corruption is characterized by the following:
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Equality of access to educational opportunity
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Fairness in the distribution of educational curricula and materials
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Fairness and transparency in the criteria for selection to higher and more specialized training
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Fairness in accreditation in which all institutions are judged by professional standards equally applied and open to public scrutiny
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Fairness in the acquisition of educational goods and services
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Maintenance of professional standards of conduct by those who administer education institutions and who teach in them, whether public or private
Some refer to corruption as though it were a unitary concept or a problem with a single dimension. It is more complex than many realize. So frequent is corruption in
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education that it cannot be well understood without first differentiating one type from another.
Corruption in selection. There is no nation in which the proportion of the age cohort attending at the end of the system is as large as it is at the beginning. Educational opportunity is shaped not like a rectangle, but like a pyramid. If one defines elite as meaning only those who are able to enter, then all nations have education systems that have elite characteristics. Therefore, the question is not whether a system selects a few to proceed, because all nations must select. Rather, the question is how that selection is made.
Educators sometimes argue that certain kinds of selection tests and techniques are «better» than others. For instance, some might argue that essay questions or oral examinations are better than multiplechoice questions. This kind of discussion, when divorced from context, is spurious.
Three principles help determine the choice of appropriate selection techniques: available resources, logistical challenges, and the level of public accountability. Maintaining the same standard of reliability, cost differences in grading an essay versus a multiple-choice question can be as much as 10:1. Moreover, as test-taking populations expand, the differences in costs expand as well. The cost difference between grading an oral and a multiple-choice exam may be 10:1 if the number of test takers is 1,000. But if the number of test takers is 1 million, the cost difference may be 100:1.
The appropriate system in Sweden might be to have each teacher individually design and grade selection examinations. But with about 1 percent of Sweden's education resources, about 100 times the number of university applicants, and a extensive geographical challenge, the appropriate system in China must be more standardized and machine gradable.
A key difference among nations is not the kind of test used, but whether whatever technique is chosen can be corrupted. How selection is managed is deeply important for maintaining the equality of education opportunity. Since World War II the tech
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