Corruption has been widely studied among scholars who approach the phenomenon from various perspectives. Corruption can be perceived as an adaptive and systemic phenomen on that necessitates a multidisciplinary and comprehensive approach to prevention. There exist various forms of corruption; however, this paper specifically focuses on educational corruption in Kenya. The author acknowledges that educational corruption has not been simultaneously studied from individual and social perspectivesin the past. Hence, the primary objective of this research was to utilize the principal-agent theory (which examines corruption from an individual standpoint) and the collective action theory (which examines corruption from a social standpoint) to investigate why educational corruption is highly prevalent in Kenya. The collective action theory played a crucial role in identifying why previous anti-corruption measures have not yielded successful outcomes. The research discovered that educational corruption is widespread in Kenya and encompasses activities such as misappropriation of funds, bribery, politicians employing coercive tactics to secure school and university admissions for their children, nepotism in hiring and recruitment practices, and a culture of exchanging sex for favors. The research also discussed strategies for reducing corruption, including the implementation of ICT technologies, participatory budgeting, and the installation of CCTV cameras.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-123045 |
| Date | January 2023 |
| Creators | Mohamed, Faiza H. |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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