ВКР 21.06.17 Калюжный ред. (1194122), страница 14
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nology of administering examinations has changed radically in OECD countries, but in many parts of the former Soviet Union and other parts of the world, the technologies have not kept pace. Often, each faculty within each higher education institution administers examinations independently. Many examinations are delivered orally. And many can be taken only at the university where they are designed. This system of selection is unfair, inefficient, and low quality. It is unfair because examinations have to be taken where they are designed, meaning that those who cannot easily travel have less opportunity. The effect of this is to limit access to higher education to students who can afford to travel. It is inefficient because students must take a new examination for each institution to which they apply, and given that they cannot do this at a single sitting, they must wait for a new test-taking occasion. This may delay their entry by a year or more. It is of low quality because questions are designed by faculty who are isolated from modern labor markets. They use skills that are out of date, and they design tests whose administration cannot be standardized. But the key issue is corruption.
Tests that are centrally scored can still be corrupted by leaks. In some parts of South Asia, questions are privately sold to high-paying candidates before the test is administered. Being more subjective and administered in private, oral examinations are even more open to corruption. As faculty salaries decline in value, and higher education institutions require alternative sources of income, bribery surrounding the admissions process can become a matter of routine. Candidates may even know how much a «pass» will cost and be expected to bring the cash ahead of time. This may be the case, for instance, in the Russian Federation.
Consequences of a corrupt selection system. The process of academic selection is the linchpin of any education system and of overall national cohesion. It represents the essence of the public good. If the system is corrupt or widely believed to be corrupt, little else in the education system can be successful. Inattention to corruption in selection places all other aspects of a nation's economic and social ambitions at risk.
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How to avoid corruption in selection. Designing selection examinations is technically complex. It requires a high degree of professionalism, modern equipment, and staff with scarce technical skills who are able to garner high salaries in the private sector. Unless they are in very wealthy countries, few government ministries are able to perform selection functions well. The alternative is to create an autonomous agency, staffed with internationally recognized experts and guided by public education standards and policies, but financed by modest examination fees.
Corruption in accreditation. The way in which institutions of higher education are publicly «recognized» is through a system of accreditation. When all institutions were state owned and administered, the system was managed within the central ministries. In the 1990s two things happened that corrupted many systems of accreditation. First, because of the openness to new economic systems and new labor markets, higher education institutions responded with the introduction of a number of new degree programs. All of them need to be recognized. Second, the number of private institutions blossomed, with many of these claiming to be as high in quality as the older, more established public institutions.
Both of these tendencies are positive and should be encouraged. The problem is not that there is private education. The problem is that the system of accreditation has not sufficiently changed in response to the new programs and institutions. In many instances accreditation committees remain in the hands of rectors of public institutions who may have an interest in preventing competition.
The higher education system of accreditation is often corrupt because the connection between higher education and the system of «licensing» or «certifying» professionals has not been reformed. (A license allows a person to practice a given profession, such as medicine; certification allows a person to practice a specific specialization, such as surgery.) Whenever higher education institutions are associated with licensure and/or certification, the stakes for accreditation are high. The price for accreditation on the corrupted market is therefore high as well.
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Institutions that seek recognition of new programs, or private institutions that seek institutional recognition, often have to pay a bribe. This places the nation at risk because an institution of low quality may be licensing individuals who may not be of sufficient professional standard. There are many instances of corrupted accreditation leading to poor medical schools, law schools, and programs of business and accounting. On the other hand, the correct response should not be to confine a nation to only old programs and traditional institutions. All nations need innovation in higher education in response to social and labor market challenges.
How to avoid corruption in accreditation. How can a nation encourage educational innovation and, at the same time, protect itself from poor quality higher education programs? The answer is twofold. First, the process of accreditation must be liberalized. It should be simple and inexpensive for a new program and for new institutions to operate. Control over quality should not be made at the stage of accreditation. In nations that have a wide variety among accredited institutions, the function of accrediting changes. Instead of creating institutions of identical quality, it creates institutions with identical transparency in public accounting of their purposes, staffing, and results. The public is then free to choose a wide range of educational quality at different prices.
Second, the process by which individuals leave higher education and apply to practice or be certified in their professions should be separated from the higher education institutions themselves. No matter how excellent, no university should provide a license to practice medicine. In many parts of the world, such as the United States, where significant portions of higher education is in private hands, the process of licensing and certification is separate from universities. A law degree from the University of Chicago or Yale will not permit someone to practice law. For that they, and all others, must sit for the external examination. It is the law examination that weeds out potentially low quality lawyers, not the law schools. This lowers the risk of bribery in the process of accreditation. The license to practice medicine should be governed by a board of medical examiners that manages a system of testing to which all medical
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applicants must pass. Similar systems must be established for law, accounting, and other fields. Key to this new system is to allow many new higher education institutions to compete with one another. This will allow both low- and high-quality institutions to operate freely and at different prices. Having a variety of quality allows some low-quality institutions to attract new students, to innovate, and to improve. Open competition may allow some institutions of high quality to slip in status and competitiveness. At the same time as this variation in quality occurs, the public is protected from malpractice by the rigor of the licensing and certification examinations. And because accreditation is no longer associated with a license to practice, the process of accreditation can be more liberal. Furthermore, having a more open system of accreditation takes the pressure off it. The effect of this will be to eliminate graft and corruption in the process of accreditation.
Today the world is facing a lot of problems that threaten our survival on this planet. Not all parts of the world, however, have equally suffered from problems that take place among the most serious threats to the human race: high unemployment, poverty, poor education, poor technological level of development, discrimination based on gender, ethnic and religious disparities, and High level of corruption.
In addition, the lack of financial resources, the severe insolvency of a large number of economies, the lack of natural resources, environmental pollution and political instability in many parts of the world create more than sufficient threats to force us to address these issues seriously. It is difficult to say which of these problems is the most important and endangers the global world most seriously, because of their interconnection and interdependence. Nevertheless, I would like to emphasize the problems of insufficient education and corruption, since they have extremely negative effects on the survival and development of many countries.
These issues are mainly related to countries with economies in transition and developing regions of the world. However, in many developed countries, corruption is present in education. Namely, corruption has entered this area and seriously jeopardizes schools and universities. Corruption in the education sector can be defined as
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«the systematic use of official position in personal interests, whose influence is highly dependent on the availability and quality of educational goods and services, and also influences access, quality and equity in education». Unfortunately, very few studies have been conducted in the field of studying corruption in the field of education.
More than ever, educational institutions have become profit-oriented in their struggle for survival, neglecting their basic function - to train qualitatively and appropriately staff able to cope with the crisis in the modern world, which we are currently facing.
Thus, we see that educational institutions appear involuntarily, offering the same or similar training programs in order to attract as many students as possible, rather than training programs that address the structure and needs of the labor market, both at National, regional or global level. Higher education enrollment is growing faster than funding opportunities, reaching a critical stage when a lack of resources has led to a sharp decline in the quality of education. In other words, in the universities of Russia, the quantity threatens quality. In addition, there are many fake universities, some of which advertise in the international press, disseminate information, mailings, spam and occupy a high place in the search engine listings.
We can also see that the bachelor's degree, master's and doctoral dissertations can be purchased at fairly low prices through the Internet, which completely degrades, and belittles the importance and meaning of education. Accordingly, diplomas are degraded because of their hyperproduction and lack of knowledge and competence, which is achieved through education to support them. It is clear that this hyperproduction of diplomas can not solve the problem of insufficient level of education of the population in many parts of the world, and can not artificially raise the quota of the literacy level of the nation.
People do not understand the large number of corruption crimes in education, both in the private and public sectors.
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There is corruption in all its forms - favoritism, nepotism, bribery in the sphere of education, which currently ranks first in the rating of corruption.
Corruption occurs among many groups of participants - from politics at the state level, to education providers at the school level, such as teachers and school principals. Corrupt practices in the field of education may include bribes, illegal fees for admission and examinations, exam frauds, promotional promotions, tutoring, to cover the curriculum required for compulsory examinations and which should have been taught. Illegal practices in the procurement of textbooks, the provision of food and infrastructure, contracts, etc., and other similar actions are illegal.
Educators note that those students who are trained in corrupt systems can not learn the skills necessary to take advantage of existing opportunities and contribute to economic and social development. The third effect can be added to this list: the impact of corruption on basic values and ethics in the years of the emergence of young people's lives. Corruption in education can undermine the core values of the whole generation in terms of responsibility, personal responsibility and integrity, which seems to have been done on the example of confessional schools in the early 1960s.
Corruption can also affect learning outcomes. Countries with higher levels of corruption tend to have higher drop-out rates. A way to minimize corruption, for example, put in place checks and a counterweight system, exercising at its discretion the verification of teachers or principals (parents). A transparent decision-making process and effective monitoring and evaluation to ensure the responsibility of each teacher or leader is necessary. Relationships that can lead to an unequal power balance between the service provider (schools and its relevant body) and the beneficiaries should have monitoring mechanisms. In our school structure, superiors are omnipotent and either are not accountable to any boss or such responsibility is weak and not respected because of failures in the part of the abbots.
Bad relationships can be exacerbated by a weak contact between the beneficiaries (students and their parents), as well as directors and teachers, with parents who have
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inadequate funds, where there is gross abuse of power or corruption by teachers or managers.
We still follow the traditions of the imperial Roman Empire, despite the development of democracy? This lack of accountability contributes to corruption in its various forms.
Investigating the problem of the spread and influence of corruption on modern Russian education, we will analyze how entrants, students and, of course, their parents face it; How corruption covers the education system. There is a certain foundation on which corruption is built, that is, it is being built step by step and rarely meets with any obstacles on its way, as it is beneficial for the bribe-taker and bribe-taker. Getting a bribe, most people are aware of the weak legislation of our country and already know all the ways of «circumvention».
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