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This empirical article explores how the interaction between two key aspects of statebuilding (democratisation and decentralisation) and existing forms of governance in the Democratic Republic of Congo led to a multiplication in numbers of political and administrative brokers.

The relative return to input-augmentation versus inefficiency-reduction strategies for improving education system performance is a key open question for education policy in low-income countries.

Education corruption displays ample evidence that warrants inefficiencies and absenteeism among teachers. Teachers are the transmitters of knowledge who help to ensure that children learn, they are role models and in most rural communities they are the most educated and respected personages.

Through an analysis of data collected from the PETS-QSDS, this report aims to answer the following policy questions: (a) Does MESVTEE efficiently and effectively allocate its public funding to the areas most in need?

Education systems in developing countries are often centrally managed in a top-down structure.

This paper discusses the issue of favorable treatment of fellow teachers' children at Armenian schools. It demonstrates that this behavior is a part of schools' institutional culture, and is being accepted as a normative behavior.

Corruption is at the core of weak governance. In the education sector, corruption is a threat to the quality of and access to education. Although the diagnosis is straightforward, effective reforms are more difficult to implement.

The school governance environment is an important determinant of schooling quality and thus of development.

Perceptions among Jamaica's primary schools teachers about their progression should force the education ministry to consider the integrity and transparency of current recruitment, promotions and appointment processes.