The impact of aspects of education [level and type] on corruption in Zimbabwe
Zimbabwe spends much of its budget allocation on education, yet the nation faces high levels of public sector corruption, raising the question of whether corruption is immune to education. Corruption is detrimental to development and societal growth whilst education, through human development, is supposed to aid growth. Therefore, there is every need to assess whether corruption, maybe through the educational process itself, and the products it produces, is dampening the potential returns to education in Zimbabwe. This paper explores the research question: What is the impact of different aspects of education [level and type] on corruption among public service sector officials in Zimbabwe? Identifying these relationships assists policymakers to make decisions appropriate for developing ethical leaders through education and for sustainable development. The study employed a qualitative research method to assess views and experiences on the education and corruption nexus. Public sector officials in the Higher and Tertiary Education and Finance and Economic Development sectors were engaged via interviews, after purposive and snowball sampling had been administered. The results show that there is a relationship between education type and level with perceptions of education impacting corruption. This impact is evident in the following deficiencies; there are no ethics or value-based teachings in the educational curriculum, people are generally losing morals, ethics are not taught at a lower education level and the economic challenges become an enabler of corruption. The recommendations include a remodeling of the Zimbabwean academic curriculum to incorporate ethics or value teachings and mandatory anti-corruption courses at universities.
Undergraduate thesis submitted to the Department of Business Administration, Ashesi University, in partial fulfillment of Bachelor of Science degree in Business Administration, May 2020
corruption perception, Zimbabwe, public sector, ethical values, values-based training