Can Parental Migration Reduce Petty Corruption in Education?

Abstract

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The Unveiling the Faces of Corruption in Education: A Systematic Review of Various Forms of Corruption across Countries and Educational Levels

“…In Moldova, direct bribery practices aimed to gain teachers' attention towards a student or improve their grades. Additionally, some teachers helped students by providing answers during exams, motivated by bribery (Sofie Höckel et al, 2018). In Albania, monetary bribes have increasingly become a key instrument of corruption in education.…”

“…In addition to direct involvement in grades and school admissions, bribery was sometimes conducted covertly through private tutoring activities. This covert bribery occurred through informal payments to teachers in exchange for personal tutoring, which was seen as an investment to enhance students' abilities (Sofie Höckel et al, 2018). In Bangladesh, private tutoring has become an illegal additional source of income for teachers.…”

“…There were many reasons underlying the emergence of corrupt behavior in education. Firstly, corruption could occur due to the societal culture that tolerated corruption in education and considered it a norm practiced by many (Borisova, 2014;Sofie Höckel et al, 2018;Tierney & Sabharwal, 2017). Secondly, corruption was also related to the well-being of teachers.…”

Corruption in the public schools of Europe: A cross-national multilevel analysis of education system characteristics

“…Thus, in the context of widespread petty corruption, increasing teacher salaries may decrease the perceived legitimacy of informal payments. Hockel et al (2017) bring this argument in their important empirical study of parental migration effect on petty corruption in education in Moldova. Researchers find that although migration experience of parents increases their individual income (and possibility to bribe), it decreases the likelihood that migrant parent involves in bribe-giving (possibly due to the individual change in tolerance to corruption and perceived value of grades vs skills) (Hockel et al, 2017).…”