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The UN World Food Programme (WFP) has been successfully running school feeding programmes around the world for years. But in Ghana an independent audit recently revealed that the programme is mired in corruption. By May 2008, 477,714 pupils in 987 schools accross Ghana were benefiting from the programme and according to the Local Government Ministry, with an average of a 40 percent increase in primary school enrolment since the programme was introduced. But an independent school feeding motoring report said that enrolment in 14 selected schools nationwide increased only by 21 per cent between the 2005/2006 and 2006/2007 academic year.

Transparency International's 2008 Corruption Perceptions Index (CPI) highlights the fatal link between poverty, failed institutions and graft. But other notable backsliders in the 2008 CPI indicate that the strength of oversight mechanisms is also at risk among the wealthiest. In low-income countries, rampant corruption jeopardizes the global fight against poverty, threatening to derail the UN Millennium Development Goals (MDGs). According to TI's 2008 Global Corruption Report, unchecked levels of corruption would add US $50 billion (€35 billion) - or nearly half of annual global aid outlays – to the cost of achieving the MDG on water and sanitation.

Honduras invests large sums in education, but powerful teachers' unions and political appointments hinder reforms in a sector vulnerable to corruption and lacking of civil society monitoring. There are 50,000 teachers in the country; between 2,500 and 6,000 of them have pending issues about their posts (such as irregular paid leaves or unjustified absence while still on the payroll). For current decentralization plans to impact positively on education services, local auditing skills need to be improved, parents must be given a bigger role, and unions must adhere to codes of conduct.

In 1999, the Australian Federal Education Minister announced the establishment of the Australian Universities Quality Agency, or AUQA. AUQA has to audit universities as well as non-university institutions. There has been some criticism that AUQA "only looks at processes not outcomes" or that it "looks only at the processes intended to achieve quality and not at the quality itself". In 2006, AUQA commissioned an independent review of its activities.

Researchers investigating the number of cases of plagiarism in the UK's 168 universities and colleges found over 9,000 incidents recorded in the 100 institutions that responded to the survey. Overall, there were 9,229 cases of plagiarism reported by 93 institutions, which is equivalent to 7.2 cases for every 1,000 students. Some 83 institutions gave figures for cases of plagiarism by undergraduates. On average there were 6,312 cases, which equates to 6.7 cases per 1,000 students.

In Uzbekistan, many schools lack basic supplies and teachers sometimes resort to asking pupils for cash to supplement meager budgets. The Uzbek Uchitel Uzbekistana newspaper in August 2007 reported that even the most experienced elementary and secondary-school teachers earn less than $100 a month. In 2007, Transparency International ranked Uzbekistan fifth from bottom in its corruption index of 180 nations surveyed.

In 2007, Transparency International gave Vietnam a dismal 2.6 rating score on a scale of 1 to 10, with 10 being least corrupt. Corruption is epidemic in Vietnam: bribes for school entrance, exams, and assessment occurs every day. Corruptive practices are the norm rather than the exception. In the informal survey of classes, more than 95 percent of the students reported they had cheated at least once in a class, and all had observed situations of cheating by other students.

The financial management of the elite Institute of Political Studies in Paris has been strongly criticized in an official report that found evidence of exorbitant bonuses, absence of controls and waste of public funds. The report revealed a chaotic management that consisted more of "little deals between friends than a serious administration of public funds".

According to Babson Survey Research Group's last survey of online education programmes at colleges and universities, 6.1 million students took at least one online class in fall 2010 – a 10.1 percent increase over the previous year. But as the number of students in online courses increases, so too does the potential for cheating.

Once comprehensively surveyed, the magnitude and reach of fraud is becoming clear. For example, research suggests that the majority of applications from a number of large student-sending countries are either significantly embellished or outright fraudulent. As a result, tens of thousands of international students, having passed through visa and admissions systems, are enrolled all over the world based on school transcripts, financial support statements, recommendation letters or test scores that are untrue.