Saturday, May 30, 2015

Why does clientelism play a prominent role in the politics of the Middle East?

Why does clientelism play a prominent role in the politics of the Middle East?
Introduction
Cliental networks have played a prominent role in shaping the relationship between Middle Eastern states and their societies throughout the last half century.  Although these informal networks of top-down patronage and reciprocal loyalty have provided relative stability for authoritarian regimes in the region, they have also become obstacles to economic and political development.[1]  This leads us to the following questions: why was clientelism prevalent in almost every Middle Eastern country during their early period of state formation a half century ago, and why has clientelism continued to persist in the region when it has declined in other parts of the developing world like Latin America in recent decades?  
Although it is tempting to blame certain aspects of the region’s culture, like the influence of Bedouin tribal traditions, for the persistence of clientelism in the region, the cliental networks most commonly found in the Middle East today are not based on traditional bonds that tie a peasant to his landowner or a nomad to his tribe.[2]  Instead, the form of clientelism that has become pervasive in the region is a modern and urban phenomenon connected with party machine politics operating in the context of a modern state.[3]   We normally find these kinds of cliental networks in countries experiencing the early stages of modernity where peasants have been forced off their land due to the importation of modern agricultural technology but struggle to find work and social stability in urban centers that are often overcrowded and underdeveloped.   In these unstable circumstances, many political parties, whether operating under an authoritarian or democratic regime, have used the strategy of promising or providing benefits like government services, jobs, subsidies, and cheap housing to urban dwellers in exchange for votes or political loyalty.   Some clients—particularly those that share the same religion, ethnicity, and/or tribal background of those in power—are purposely given better benefits than others to weaken the potential for horizontal group formations like labor unions that could potentially challenge the power of the political elites.  These kinds of patron-client networks has been found in places as diverse as mid-nineteenth century New York, mid-twentieth century Mexico, and present day Venezuela, so the Middle East is not unique in this respect.[4]   Although culture has affected the nature of modern cliental networks in the times and places that they developed, only rational choice and structuralist theories can explain why these networks share so many similarities despite the fact that they developed in separate parts of the globe at different points in time.
Furthermore, culture does not explain why this modern form of clientelism has remained pervasive throughout the Middle East over the last half century.  One of the most important reasons why it has lasted in the region for so long while it has begun to diminish in importance in other parts of the developing world is that authoritarian regimes in the Middle East have had greater access to rents.[5]  This source of revenue does not only come from fossil fuel extraction but location rents like oil pipelines and the Suez Canal; migration rents through the remittances of emigrants working in the Gulf and the West; and strategic rents like military aid and economic investment from Western countries.   Whereas other authoritarian regimes in the developing world struggled to maintain the cost of their cliental networks throughout the global economic crisis of the 1970’s and the sharp rise in oil prices, most authoritarian regimes in the Middle East have been able to use these extra rents to help maintain their base of power.   Furthermore, since access to rents creates less of an incentive to industrialize, there is also less of need to invest in long term development.[6]   Cliental networks become harder to maintain as economies diversify, educational institutions improve, and the standard of living rises for the average person.  
Of course, rents are not the only reason why authoritarian regimes and their cliental networks have persisted in the Middle East.  Regimes in the region have relied as well on a variety of other strategies to control their populations and protect their power base, including state coercion; media manipulation; faux liberal institutional reforms; and outsourcing welfare programs to Islamic charity networks with ties to the regime.[7]  Whereas states in the Gulf have far more substantial access to oil rents due to small populations and enormous deposits of fossil fuels, regimes in North Africa and the Levant had to show a greater degree of political creativity to keep their respective regimes from collapsing or giving in to pressures to liberalize the political system.   
 
The Dependent Variable: Clientelism in the Middle East
                During the 1970’s and 1980’s, scholars such as S.N. Eisenstadt, Rene Lemarchand, John Waterbury, and Robert Putnam began to study the effect of cliental networks on political economies with a particular focus on the developing world.[8]  Following several decades of independence from European hegemony, third world countries did not perform as expected in terms of political and economic development.[9]  Many experienced disappointing growth rates and failed transitions to democracy.  Countries that theoretically had liberal constitutions were being ruled by single party regimes, military juntas, and personalized dictatorships, and laws were subjectively interpreted to benefit business owners with connections to the regime.  To understand these struggles with political and economic development, it was not enough to study formal institutions like constitutions, parliaments, or bureaucracies because politics in the third world was dominated by unwritten rules and informal political hierarchies.  Clientelism, which was a concept that was formulated in the field of anthropology, was adopted by political scientists to understand some of the informal aspects of many of these regimes.  Specialists in the Middle East, who often call the concept by its informal Arabic title “Wusta,” have taken a great interest in patron-client networks as they help explain why authoritarian regimes in the region have lasted so long yet are also terrible at governance.
                Scholars focusing on the subject generally define cliental networks as informal, voluntary, personal, and hierarchical relationships between patrons and clients where services, favors, and financial benefits are given to those below in exchange for loyalty.[10]   These vertical networks are distinguished from horizontal groups where members interact with each other on an equal basis like labor unions and civil society organizations.  Furthermore, cliental networks need to be distinguished from merit-based bureaucracies and competitive businesses where workers are hired and given promotions based on performance and not connections.   Bureaucrats only become part of a cliental network when there are high rates of corruption in the government, allowing workers to use their political office for personal gain.  Also, cliental networks are supposed to be voluntary; groups where members are forced to participate technically do not qualify.  A totalitarian regime that has absolute control of society through coercion and ideological domination does not use clientelism to gain support for the government.   Regimes that want to control parts of the population without resorting to force can use clientelism as a way to buy off support.
                Although this definition is pretty straight forward, applying it to reality is far more convoluted.   For example, many patron-client networks often involve some forms of coercion.   Mafia syndicates in Southern Italy will give protection to businesses in exchange for money, but those same organizations will often use violence against businesses that refuse the protection.[11]   Therefore, would mafia syndicates qualify as patron-client networks?  Also, ideology often plays a role in reinforcing the bonds between patrons and clients.  Islamist organizations in the Middle East like the Muslim Brotherhood in Egypt, the Justice and Development Party in Morocco, Hezbollah in Lebanon, Hamas in the Gaza Strip, and the Nahda party in Tunisia use a mixture of charity, services, and Islamist ideology to win over supporters.[12]   Like any other cliental network, their charity networks are the backbone of their support, but Islamist ideology gives them added legitimacy and allows them to collect more donations from wealthy patrons.  Many of their supporters are motivated not by the services they receive but the ideals of the organization itself.  In conclusion, patron client networks can emerge in a diversity of situations and take on many different forms.  Over time, these organizations can evolve.  For example, Hezbollah, which began as a Shi’a militia in Southern Lebanon to fight the Israelis, has evolved into a political party with an extensive patron-client network that cuts across many different confessional groups.  This is why it is important not to make overt generalizations about clientelism in the Middle East.
For example, although clientelism is most often associated with authoritarian regimes in the region, it has emerged in underdeveloped democracies as well.[13]   In Turkey in 1950, following several years of internal political pressure, the ruling Republican People’s Party in Turkey, which was a developmental party, decided to allow relatively free and fair elections for the first time.[14]  Their main opposition, the Democratic Party (DP), was able to win that election by promising to enact populist welfare policies and provide extensive benefits for loyal clients in exchange for votes.   Populist parties like the DP consistently won elections from the 1950’s to the 1970’s in Turkey, and once in power, they drove up the country’s debt, politicized the bureaucracy, and took money away from long term developmental programs.  The debt problems caused cyclical political crises that led to coup d’états in 1960, 1971, and 1980.  Only in the 1980’s did Turkish political parties begin to pursue more fiscally responsible policies due to pressure from international banks and their own military.  To describe this situation, Peter Evans uses the term precocious Keynesianism, which is when states spend heavily on populist welfare policies before they have a vibrant industrial sector to pay for it.  It is a great for winning popular support in the short term but awful for long term development.
                We also find competitive cliental networks in democratic Lebanon, but they developed under very different circumstances.  Whereas Turkish cliental networks were relatively homogenous in terms of ethnicity, Lebanese parties tend to cater more to specific religious and ethnic minorities due to the unique demographic and geopolitical nature of the nation, which consists of eighteen different ethnic groups.  For example, sectarian parties like Hezbollah tend to provide benefits to clients from a Shi’a background in exchange for political support and votes.[15]  This does not mean that political parties only cater to specific religious groups.  For example, the Harriri family’s Future Movement, whose main base of support is Sunni, also provides goods and services to other confessional groups.   Even Hezbollah has a Christian wing within its militia, and some of its charities serve the other religious denominations.  However, in comparison with Turkey, Lebanese clientelism takes on a sectarian, and therefore more violent, nature.  Due to the weakness of the state, many of these cliental networks have created their own personal fiefdoms within the country. 
                On the other hand, in the rest of the Arab Middle East, it is more common to find cliental networks existing within an authoritarian context.  Syria is one of the most extreme examples.  Following two decades of coup d’états and political instability in the 1950’s and 1960’s, Hafez al-Assad, with the support of the minority Alawite community and the Ba’ath party, was able to create stability by repressing the opposition with violence and using state resources to build a relatively small but very loyal base of clients.[16]  Unlike Turkey or Lebanon, participation in these cliental networks was less voluntary and was much more limited in terms of who could participate.  Only patron-client networks connected with the ruling regime were tolerated.  Due to ethnic divisions in the state, several decades of political instability, and less access to rents than other countries in the region, the Syrian regime has had to rely on coercion far more than most other governments in the regime.   It helps explain why the revolution that began there in 2011 was the most violent of all the uprisings. 
                Egypt during the Mubarak era (1981-2011) represents an intermediate case study as its regime was not democratic but was also not as authoritarian as Syria.   In response to internal and external pressures for political liberalization in the 1970’s and 1980’s, Egypt’s government allowed very limited competition in legislative elections in 1986.[17]  Although access to the media was restricted and certain parties were banned from participating, the regime allowed limited competition among candidates under the condition that they did not challenge the legitimacy of the regime in power.  Candidates won elections by making and fulfilling as many promises as possible to potential clients.  As in many other states in the Middle East, voters in these illiberal elections were far more likely to choose candidates based on the personal services they could provide rather than their ideology or long term plans for the country.   Once elected, legislators would than use their political offices to obtain state rents for their loyal clients in the form of jobs, access to licenses, public contracts, tax breaks, housing, and other benefits.  The system allowed new clients to be co-opted into the system as long they did not challenge the legitimacy of the regime.  This created a very limited form of pluralism. 
                The Gulf presents us with another scenario.  Unlike the “republics” in the region, the monarchies tend to distribute state rents through the royal family, whose members control most of the major government bureaucracies.   Only recently have parliaments and political parties become an aspect of political life in the Gulf, and only in Kuwait do they have any significant effect on the regime.[18]  Due to the excessive amounts of oil rents and relatively small populations, governments like Qatar can deal with political opposition by simply throwing money at the problem.  For example, governments in the region responded to the Arab Spring in 2011 by increasing state salaries and social welfare; this was not an option available to Egypt, Tunisia, Syria, or Yemen.[19]   The only monarchy in the Gulf that could not use this strategy in 2011 was Bahrain, which has less oil rents than its neighbors and a small minority of Sunni Muslims ruling over a majority of Shi’a.   One only wonders why the Kaddafi regime in Libya didn’t pursue a similar strategy as the other rentier states.  Although Gulf regimes are autocratic like the regime in Syria, they are able to more easily contain opposition to their regimes without violence due to their excessive oil wealth. 
                Not only are cliental networks in the region diverse, but they are also difficult to quantify and analyze with precision.  This is necessary if we seek to compare and contrast the phenomenon across different countries and regions.  Scholars like Robert Cunningham and Samer Shehata have chosen micro approaches, analyzing individual cases of patron client relations in detail.[20]  Although these kinds of anecdotal studies are valuable in terms of understanding how individual patron client relationships work, we can’t use them to make larger conclusions about clientelism in the Middle East.  Other scholars like Peter Evans, John Waterbury, and Robert Putnam chose instead to look at public expenditures, measuring how much is spent on populist policies versus developmental programs.[21]  Institutions like Transparency International and the International Country Risk Guide use multiple surveys to measure perceptions of corruption, the rule of law, the quality of a bureaucracy, government transparency, and other factors to indirectly measure the effects of clientelism and corruption in each country.  Although it is impossible to fully quantify this variable, it is quite clear from the statistics and the individual case studies that the Middle East has had significant problems with clientelism over the last sixty years with little improvement in governance over that time period in spite of significant economic growth.   On the other hand, regimes in Latin America have made greater improvements in terms of political development in the same period of time. 

The Dependent Variables: Explaining the Resilience of Clientelism in the Middle East
                Why than did clientelism become entrenched in the politics of the Middle East?  Much of it has to do with the initial period of state formation in the 1950’s and 1960’s when Arab regimes became independent from European powers.  During this time, there were extensive economic, social, and political changes brought about by the influence of modernity that were causing violent social cleavages in society.[22]  Upon gaining independence, the puppets regimes of the region that were loyal to the West were having problems dealing with increasing urban poverty, growing gaps in wealth, the rise of political Islamism, the influence of communist states, and the xenophobic attitudes of fascist parties.  To make matters worse, the creation of the Israeli state inflamed attitudes against the West during this time period.  The Gulf regimes, backed very strongly by the West, were able to survive the politically tumultuous period, but the monarchies in Egypt, Syria, Iraq, and Libya collapsed following massive protests and coups d’état throughout the 1950’s and 1960’s.  Although the new military dictators of the regime preached the need to industrialize and invest in long term development, they spent enormous resources expanding the size of the state to provide welfare and services to loyal clients.[23]  Access to these cliental networks were based on connections and loyalty; not hard work or qualifications.   These regime leaders were more interested in political stability than long term development.   Although these regimes did use coercion and ideology to win support, clientelism played a large role in stabilizing many Arab regimes.
                Although the creation of a vast welfare state and a large cliental of loyal supporters created short term stability, it was also expensive to maintain.[24]  State industries were bogged down by inefficiency due to the lack of competition and the lack of qualified workers.  Furthermore, state bureaucracies suffered from corruption and inefficiency.  As a result, the rates of growth, which averaged about 4 percent a year for Arab countries, were disappointing.  Rapid population growth only made matters worse.[25]  By the late 1960’s and 1970’s, many Arab countries found themselves in massive debt with populations that were losing interest in Arab nationalist ideology. 
                Many other states in the developing world experienced similar problems by the 1970’s.  In the ensuing decades, debt ridden countries were often forced to take loans from the International Monetary Fund and the World Bank in exchange for making structural reforms.  This would often mean cutting government spending, which in turn would reduce the government’s ability to win the support of clients in society.  The end result in Latin America and Sub-Saharan was the decline of many authoritarian regimes and the rise of more pluralistic and democratic systems.[26]  Along with the collapse of the Soviet Union and the spread of democracy into Eastern Europe, scholars call this movement the third wave of democratization.  Patron-client networks with connections to the state either collapsed or went into decline as labor unions, civic organizations, and chambers of commerce began to compete for access to power. 
However, this third wave did not have the same affect on the Middle East.  Although several regimes, like Egypt and Tunisia, did make several attempts at economic restructuring programs to obtain foreign aid and investments, authoritarian regimes throughout the region never transitioned to democracies or pluralistic societies over the ensuing decades.[27]   Part of the reason is the surge of oil prices in the 1970’s, which brought enormous benefits to the Gulf, allowed many regimes to maintain their client bases.  Furthermore, even countries without extensive amounts of oil, like Egypt, had other sources of rent they could use that were unique to the region.[28]  Several countries in the Levant have oil pipelines that run through their country, giving them access to transport rents.  Egypt’s Suez Canal provides another source of transport rent as well.  Furthermore, since the United States and the Soviet Union were keenly interested in maintaining stability in a very volatile region with two thirds of the world’s oil wealth, they gave substantial amounts of foreign aid to allied countries.   Lastly, many Arabs who migrated to the Gulf looking for work in the country’s booming oil industry sent their money home to their families.  States were able to tax these remittances.  These rents continue to provide Middle Eastern states with sources of revenue than enable them to maintain their patron client networks without having to invest in economic development. 
However, the long term future of many authoritarian regimes and their loyal cliental networks are by no means certain as witnessed by the 2011 revolutions.  For one, a lot of these rents are dependent on a single resource: fossil fuels.  If the supply one day runs out or demand decreases, access to rents will significantly diminish.  It is probably not a coincidence that Middle Eastern countries that have far less access to rents like Tunisia and Turkey have made greater strides with economic and political development in comparison with their neighbors.[29]  Furthermore, as access to educational institutions and modern media improves throughout the Middle East, it will become harder for patrons to retain the loyalty of their clients.  Citizens that are well educated are more likely to demand better governance and accountability from state institutions than their illiterate counterparts.

Work Cited Page
1. Angrist, Michele.  “Party Systems and Regime Formation in the Modern Middle East: Explaining Turkish Exceptionalism," Comparative Politics, 36 (2), Jan, 2004: 229-249.
2. Bellin, Eva Rana.  "Contingent Democrats: Industrialists, Labor, and Democratization in Late-Developing Countries," World Politics, 52 (2), Jan, 2000: 175-205.
3. Brumberg, Daniel. 2002 “The Trap of Liberalized Autocracy,” Journal of Democracy Vol.13, No. 4: 56-68.
4. Cammett, Melanie and Sukriti Issar. “Bricks and Mortar Clientelism: The Political Geography of Welfare in Lebanon,” World Politics 62 (3), 2010: 381-421.
5. Cunningham, Robert and Yasin Sarayrah. “Taming Wasta to Achieve Development,” Arab Studies Quarterly, 16 (3), 1995: 29-41.
6. Eisenstadt, S.N. and Rene Lemarchand, eds.  Political Clientelism, Patronage, and Development.  Sage Publications: London, 1981.
7. Haddad, Bassam. “Syria’s State Bourgeoisie: An Organic Backbone for the Regime,” Middle East Critique, 21 (3), 2012: 231-257.
8. Herb, Michael. 2004. “Princes and Parliaments in the Arab World,” Middle East Journal, 58 (3): 367-384.
9. Hinnebush, Raymond.  “Toward a Historical Sociology of State Formation in the Middle East,”  Middle East Critique, 19 (3), Fall 2010: 201-16.
10. Korany, Bahgat, ed.  Arab Human Development in the Twenty-First Century: The Primacy of Empowerment.  The American University in Cairo Press: Egypt, 2014.
11. Leenders, Reinoud and Lust-Ellen. “Competitive Clientelism in the Middle East,” Journal of Democracy, 20 (3), 2008: 122-135.
12. Lynch, Marc, ed. The Arab Uprising Explained: New Contentious Politics in the Middle East.  Columbia University Press: New York, 2014.
13. Owen, Roger.  State, Power, and Politics in the Making of the Modern Middle East. Rutledge: London, 2004.
14. Putnam, Robert.  Making Democracy Work: Civic Traditions in Modern Italy.  Princeton University Press: New Jersey, 1993.
15. Richards, Alan, John Waterbury, Melani Cammett, and Ishac Diwan.  A Political Economy of the Middle East, third edition.  West View Press: United States, 2014.
16. Ross, Michael. "Does oil hinder democracy?" World Politics, 53 (3): 325-361.
17. Schlumberger, Oliver.  Debating Arab Authoritarianism: Dynamics and Durability in Nondemocratic Regimes.  Stanford University Press: Stanford, 2007.
18. Waldner, David.  State Building and Late Development.  Cornell University Press: New York, 1999.
19. Weiner, Myron and Samuel Huntington.  Understanding Political Development. Little, Brown and Co.: Boston, 1987.





[1] See Waldner, David.  State building and Late Development, and Korany, Bahgat. Arab Human Development in the Twenty-First Century: The Primacy of Empowerment
[2] For resources that have culture as the independent variable to explain cliental networks, see works by Robert Putnam, Robert Cunningham, and Yasin Sarayrah. 
[3] Lemarchand, Rene.  "Comparative Political Clientelism: Structure, Process, and Optic," in Political Clientelism, Patronage, and Development. Eisenstadt, S.N. and Rene Lemarchand, eds.: pg 7-32.
[4] S.N. Eisenstadt and Rene Lemarchand’s book on clientelism goes into numerous case studies that include Southern Italy, Poland, Peru, Turkey, and other developing countries throughout the globe.
[5] Heydemann, Steven.  "Social Pacts and the Persistence of Authoritarianism in the Middle East," pg 21-38, and Richter, Thomas.  "The Political Economy of Regime Maintenance in Egypt: Linking External Resources and Domestic Legitimation," pg 177-193.  Both articles are found in Schlumberger’s book. 
[6] Ross, Michael. "Does oil hinder democracy?" World Politics, 53 (3): 325-361.

[7] Oliver Schlumberger’s edited book Debating Arab Authoritarianism: Dynamics and Durability in Nondemocratic Regimes has numerous articles by political scientists that discuss the different reasons why authoritarianism in the Middle East has survived in the region for the last five decades.
[8] Richards, Alan, John Waterbury, Melani Cammett, and Ishac Diwan.  A Political Economy of the Middle East, third edition.  West View Press: United States, 2014, Putnam, Robert.  Making Democracy Work: Civic Traditions in Modern Italy.  Princeton University Press: New Jersey, 1993, and Eisenstadt, S.N. and Rene Lemarchand, eds.  Political Clientelism, Patronage, and Development.  Sage Publications: London, 1981.
[9] Weiner, Myron and Samuel Huntington.  Understanding Political Development. Little, Brown and Co.: Boston, 1987.
[10] Eisenstadt, S.N. and Rene Lemarchand, Ibid.
[11] Putnam, Robert. Ibid.
[12] Pioppi, Daniela.  "Privatization of Social Services as a Regime Strategy: The Revival of Islamic Endowments (Awqaf) in Egypt," in Schlumberger, Oliver.  Debating Arab Authoritarianism: Dynamics and Durability in Nondemocratic Regimes.  Stanford University Press: Stanford, 2007, pg 129-142.
[13] By underdeveloped democracy, I mean a democratic system that is not full consolidated and country that is still developing economically.
[14] Angrist, Michele.  “Party Systems and Regime Formation in the Modern Middle East: Explaining Turkish Exceptionalism," and Evans, Peter.  Ibid.
[15] Cammett, Melanie and Sukriti Issar. “Bricks and Mortar Clientelism: The Political Geography of Welfare in Lebanon,” World Politics 62 (3), 2010: 381-421
[16] Haddad, Bassam. “Syria’s State Bourgeoisie: An Organic Backbone for the Regime,” Middle East Critique, 21 (3), 2012: 231-257.
[17] Leenders, Reinoud and Lust-Ellen. “Competitive Clientelism in the Middle East,” Journal of Democracy, 20 (3), 2008: 122-135.
[18] Herb, Michael. 2004. “Princes and Parliaments in the Arab World,” Middle East Journal, 58 (3): 367-384.
[19] Lynch, Marc, ed. The Arab Uprising Explained: New Contentious Politics in the Middle East.  Columbia University Press: New York, 2014.
[20] Cunningham, Ibid, and Shehata, Ibid.
[21] Evans, Ibid, Waterbury, Ibid, and Putnam, Ibid. 
[22] Evans, Ibid.
[23] Owen, Roger.  State, Power, and Politics in the Making of the Modern Middle East. Rutledge: London, 2004.
[24] Richards, Alan, John Waterbury, Melani Cammett, and Ishac Diwan, Ibid.
[25] Richards, Alan, John Waterbury, Melani Cammett, and Ishac Diwan.  A Political Economy of the Middle East, third edition.  West View Press: United States, 2014.
[26] Bellin, Eva Rana.  "Contingent Democrats: Industrialists, Labor, and Democratization in Late-Developing Countries," World Politics, 52 (2), Jan, 2000: 175-205.
[27] Schlumberger, Ibid. 
[28] Richter, Ibid.
[29] Brumberg, Daniel. 2002 “The Trap of Liberalized Autocracy,” Journal of Democracy Vol.13, No. 4: 56-68.

Friday, May 29, 2015

Corruption and Its Effect on Educational Institutions in the Middle East


Corruption and Its Effect on Educational Institutions in the Middle East

Introduction

                Over the last three decades, most states throughout the MENA region (the Middle East and North Africa) have increased spending on education, resulting in higher enrollment rates for all genders and social classes at the primary, secondary, and tertiary levels.   However, the quality of educational systems, as measured by international exams, has not improved significantly.  In general, children are spending more time in school, but curricula continue to focus on memorization over critical thinking, and students are not learning the skills necessary to obtain employment in the industrial and service sectors upon graduation.   The MENA region is the only one in the world where college graduates have a higher unemployment rate than the rest of the population.[1]   Why have educational institutions in the region failed to improve despite a significant increase in spending?  This contradicts previous studies on education, which shows that expenditure is usually correlated with improvements in educational quality.
                According to the World Bank, spending on education in the MENA region increased from approximately 12 percent of government expenditure in 1980 to over 20 percent by the beginning of 2009 with most of the extra spending coming in the last two decades. [2]    Teacher’s salaries have increased significantly, and the average length of time students spent in school doubled from 1970 to 2000.  Despite this, classroom sizes have barely changed.  Although the ratio of students to teachers at primary schools decreased from 25.1 in 1990 to 22 in 2010, the same ratio increased at the secondary level from 18.1 to over 20 in the same time period.   To put this number in perspective, the number in first world countries today ranges from 10 to 15 students.   Furthermore, increased spending has not led to a significant increase in the quality of learning.  In 2003, nine out of ten MENA countries who took part in the exams for Trends in International Mathematics and Science Study (TIMSS) placed in the bottom third out of the 45 countries that participated.[3]  Only Israel scored well.  Worse still, many of the test scores in the MENA region declined between 1999 and 2003.  This helps us understand part of the reason why the unemployment rate in the region for the youth (15 to 29 years old) has risen to over twenty five percent in 2010 in comparison with only a rate of 11.4 percent for the rest of the population.[4]  Too many of the youth in the Middle East lack the skills necessary to compete in the global economy.   There are not enough jobs for graduates in the industrial or service sectors as a result.  
It is my contention that economic investment is a necessary but not a sufficient variable to explain ways a government can improve its educational system; it is not only about how much money is spent on education but how public funds are used.   Corruption can significantly hinder the efficiency of a school system, producing graduates that lack the critical skills necessary to perform their chosen profession with competence.  Reducing corruption in the educational system is critical for the future of education in the Middle East, and the only way to achieve this is by increasing political stability, transparency, and accountability in the region. 
In this essay, I will show that there is a correlation between corruption and educational quality through a large N study.  To do this, I compared international test results in the PISA exam with levels of corruption in 30 countries across the globe over the last decade.   This essay will discuss the independent and dependent variables, and how I established a link between the two.  Furthermore, I will discuss various reforms that are necessary to reduce corruption in educational systems.


The Dependent Variable: Educational Quality
                The general quality of an educational system is correlated with the level of economic development in any given country.[5]  In other words, countries with a high GDP per capita and a good score on the Human Development Index generally have quality educational systems.  Although it is difficult to fully understand the causal links between the two given the great difficulty in understanding how new ideas affect human behavior, it doesn’t take a great deal of imagination to understand why education is important.   Countries with citizens that are literate, creative, open minded, well organized, analytical, and well read will have a large pool of workers that can serve as highly qualified bureaucrats, industrial labor, entrepreneurs, academics, and political leaders.  This is simple enough to understand, but how do we quantify the quality of an educational system? 
                One of the more popular methods in the past was to use literacy rates, which measure the general ability of citizens to read and write.  Although literacy rates are one useful way of measuring an output of schools, they tell us little about the overall quality of a student.  A person might be able to read, but they might still lack the critical thinking skills and content knowledge necessary to adapt in today’s industrial economy.   The teaching philosophy of many schools and educators throughout the Middle East still places too much emphasis on memorization and not enough on soft skills like debating, research, and abstract thinking.[6]  Furthermore, there is almost no focus on liberal arts subjects or learning skills that involve physical labor.  In today’s world where technology and society are changing quickly and citizens are expected to have a greater say in governance, it is no longer enough to teach people how to memorize a textbook, so literacy rates cannot tell us about the quality of an educational system.
                Another way to measure educational quality is to look at the average amount of time the average student spends in school.  The United Nations Development Program uses this statistic as one of three variables in their measure of Human Development known as the HDI index.[7]  Enrollment and graduation rates can tell us how many families throughout the country can afford to allow their children to obtain an education instead of putting them to work at an early age.  However, using this statistic by itself is fraught with problems.  Although the average length of time spent in school can give us some useful info on government outputs, it once again doesn’t tell us about the quality of the educational system.  Someone can spend twelve years in school and still lack basic literacy or critical thinking skills.  Overcrowded classrooms, unqualified teachers, a lack of good textbooks, and a corrupt educational system waters down the quality of the degree they receive at the end of high school or college.  Furthermore, this statistic tells us nothing about cultural attitudes towards education or the amount of skills students learn outside the classroom.  Good students are not only produced by schools but by parents who encourage their children to engage in a variety of activities to expand their skill sets. 
                A better way to measure the quality of education in a country is to use international exams that test a variety of critical thinking skills as well as content knowledge in mathematics and science.  One of the most well known international exams is designed by the Program for International Student Assessment (PISA), which is funded by the Organization for Economic Cooperation and Development (OECD).[8]  The first exams were administered in the year 2000 in over sixty countries, and since then, it has been administered every three years.   The test assesses a student’s math, science, and reading skills in three separate sections, and students can earn a score of up to a thousand points each.  Furthermore, questions are written in such a way as to test critical thinking skills. 
Like any other international exam, there are issues with how the test is translated into different languages and administered in different countries.[9]  Cultural and geopolitical differences throughout the globe make administering a single exam a complex challenge.  Some countries are not eligible for the test because they lack the security or the educational infrastructure necessary for the OECD to administer it.  Most countries in Sub-Saharan Africa are noticeably absent from the statistics.  Furthermore, this method of evaluation penalizes students who don’t have great test taking skills but might otherwise be well educated.
However, this test is one of the few methods we have of assessing the quality of education in many countries across the globe.   Exams remain the best option for evaluating students in general.  Therefore, I measured my dependent variable, the quality of education, using each country’s PISA exam results from 2000 to 2012.

The Independent Variable: Corruption
                Corruption is an even more difficult variable to define, study, and measure.  Those engaging in most forms of corruption try to keep their activities hidden from the public eye after all.   However, there are ways to measure the causes and effects of corruption, and much has been written in the last two and a half decades on the subject by writers such as David Chapman, Bertram Spector, and Arvind Jain.  These political scientists generally define corruption as the misuse of public office for personal gain.[10]  When political leaders misuse the powers of their office for the benefit of a client in exchange for favors or bribes, this is known as grand corruption.  This kind of misuse of public office often involves the manipulation of law codes and the misappropriation of public goods on a large scale.   However, most forms of corruption are petty; this involves bureaucrats who accept small bribes in exchange for special favors.   Sometimes, bureaucrats may also refuse to perform the basic tasks of their job unless they are compensated by the client.   
Although political scientists agree on this basic definition, there are some disagreements over what exactly constitutes the misuse of public office.[11]  Is a bureaucrat with a very low salary misusing his power when he accepts a small bribe in exchange for ignoring an illogical law?  Is a politician that receives legal campaign financing from a teacher’s union engaging in corruption if he writes laws that provide higher salaries and benefits for public school employees?   It is not always easy to define what misusing public office means. 
It is also difficult to assess the effects of corruption.  Political scientists who study the subject seem to agree that in most instances, corruption is negatively correlated with economic development as it produces severe inefficiencies within government bureaucracies, making it more costly and time consuming for the state to perform basic tasks.[12]  Sometimes, the inefficiencies become so overwhelming that bureaucracies perform no service at all for their country.  Although some petty forms of corruption may help create more efficiency in the short term by allowing clients to get around illogical laws, in the long term, all forms of corruption create structural costs.  If various forms of petty corruption are prevalent in a system, it means that there is a lack of the rule of law, and this can lead to severe repercussions in terms of governance and the loss of wealth.  The American non-governmental organization Global Financial Integrity estimates that 151 developing nations lost 991 billion dollars from corruption alone in 2012.[13] However, despite the fact that political scientists agree that corruption is costly, assessing the total economic costs of corruption is not easy.
                Part of the reason why is that it is difficult to measure.  It is impossible to study it directly in most instances.  Instead, international organizations have to study general perceptions of corruption.  Various international organizations, including Transparency International and the World Bank, have developed different ways to do this.[14]    
For this paper, I used Transparency International’s Corruption Perception Index, which aggregates data from thirteen separate surveys distributed to businessmen, government employees, NGO workers, policy experts, and average citizens within each country.  States are scored on a scale of zero to one hundred, with zero being the most corrupt.  Some of the information these surveys gather is on a country’s judicial system, legislative process, regulatory institutions, law enforcement agencies, electoral systems, and law codes.[15]  Based on the answers, we can learn about the government’s capacity to create and enforce effective laws in a transparent and unbiased manner.  The rule of law is critical for insuring good governance.  Furthermore, many of the survey questions ask people about their attitudes towards corruption and whether or not they have engaged in bribery.   A country that is generally more tolerant of corruption and ignorant of its social costs is likely to have a lot of political officials that think in the same manner.   Lastly, surveys are given to evaluate the degree of political freedom and civil liberties in the country.  Countries that have competitive elections, a free media, and an active civil society are less likely to have problems with corruption since there is more political accountability in the system.  Of course, there are problems with using this survey method.  Most of these questionnaires don’t directly study corruption itself but its underlying causes and effects as well as perceptions of corruption within the culture.   Given that it is impossible to directly study the phenomenon, using statistics like Transparency International’s CPI Index is one of the few options available.

Corruption in Educational Systems
                It is important to clarify what the misuse of public office means in the educational system and how we can measure it.   Corruption in the educational system can come from one of the following four places: (1) government officials in the ministry of education, (2) school administrators, (3) teachers, and (4) students.[16]   Corrupt government officials in the ministry of education can abuse their power by giving accreditation to underperforming schools in exchange for bribes; misappropriating tax funds meant for schools for personal gain; and distributing jobs in schools to loyal clients.  This form of grand corruption is hardest to assess as it is the least visible to the public eye.  School administrators can misuse the powers of their office by hiring unqualified teachers as a personal favor; accepting bribes from students in exchange for giving them good grades when they were not earned; and misappropriating the school’s financial resources for their own private benefit.  Teachers can misuse their power by accepting bribes from students in exchange for good grades or refusing to teach during class time so as to force students to pay for private lessons after school.   Students and parents can engage in corruption through cheating on exams and paying off school officials for better grades and preferential treatment.
                The effects of corruption in school systems are difficult to measure but clearly have an effect on economic development.   One negative consequence of educational corruption is that many students will graduate from high school or college with degrees that they did not earn.  Having too many doctors and engineers that are unqualified can be dangerous for society.   Furthermore, corruption in educational systems creates problems for employers.  In a country with quality universities, employers can have greater trust in the qualifications of a candidate if they came from a school with a good reputation.  However, if a country has no high schools or universities that can guarantee a quality education, employers are forced to rely on personal connections to hire employees instead of qualifications.  This can create problems for students who actually worked hard but had problems finding a job after graduation because of the lack of connections.   
                Unfortunately, there is no standard index that measures corruption in educational systems throughout the globe.  The corruption perception surveys of Transparency International and the World Bank focus more heavily on understanding regulatory institutions and the judicial system in their questionnaires, and there is less emphasis on understanding the affects of corruption within education.   The reason why is that they consider the rule of law to be a critical factor in reducing corruption.  Without an independent judicial system, corruption will thrive.  However, I argue that the same is true in the absence of an educational system.  Good schools can provide bureaucracies with quality workers that will be more driven to perform their jobs properly.
A few political scientists have tried to measure the level of corruption within schools and assess the consequences.  To measure corruption within Russia’s educational system, Stephen Heyneman, Kathryn H. Anderson, and Nazym Nuraliyeva distributed surveys to schools throughout the country to students, asking them questions on their perceptions of corruption in their school, their attitudes towards it, and how often they have cheated.[17]  Data was than aggregated, and schools were ranked based on their levels of corruption.  The authors found that there is a negative correlation between the level of corruption in a school and the average earnings of the students after graduation.   As corruption goes up, salaries went down.
More studies like this are needed to differentiate between levels of corruption within a country in general and specifically within educational institutions.  It is often true that corruption in institutions like the judiciary or the legislature will spill over into road construction, schools, hospitals, and other governmental institutions.   However, some countries have successfully shielded their educational institutions from corruption, even as it thrives elsewhere.  For example, in South Korea, corruption is rife between politicians and big businesses, but the government has successfully insolated its educational system from these problems.[18]  Even though South Korea has a moderately high level of corruption for a developed country, its educational institutions are some of the best in the world.  In this essay, I am using the CPI index with the assumption that countries that have general problems with corruption also have issues with it in their educational system.  Although this is true most of the time, there are many exceptions to the rule.  Corruption can be contained by governments under certain circumstances.

Showing a Correlation between Corruption and Educational Quality
                In order to prove the existence of a correlation between corruption and educational quality throughout the globe, I decided to do a big N study involving thirty states.  Each country was chosen based on one of three factors:
1) They participated in the PISA exam from 2000 to 2012
2) They are nations with significant population sizes
3) The exam was distributed throughout the entire country. 

Island nations were left out of the study.  Furthermore, states like China that only allowed the exam to be distributed in individual provinces were also left out to prevent the corruption of the data.  It is also important to note that only five Middle East countries have participated in this exam.  However, the point of this study was to prove the general existence of a correlation between corruption and educational quality, and to apply the results to our understanding of corruption in the Middle East.  After choosing the thirty countries, I added up and averaged their PISA test scores and CPI indexes from 2000 to 2012.
Upon uploading the data on an SPSS and comparing the two variables, I found that a very strong correlation exists between the two.  The Pearson Correlation number is .647.  What this means is that as the Corruption Perception Index score goes up, test scores generally go up as well.   The tables below show the results:
Country
Average CPI Index: 2000-2012
Average PISA Test Score: 2000-2012
Spending on Education per capita 2011
GDP Per Capita
2011
Spending On
Education Per Capita
S. Korea
4.94
541.33
.052
24,156
1256.11
Finland
9.47
542.13
.068
50,791
3453.79
 Japan
7.32
533.73
.038
46,204
1755.75
Canada
8.72
527.27
.054
51,791
2796.71
Australia
8.65
521.07
.051
62,134
3168.83
Germany
7.84
503.20
.051
45,871
2339.42
Slovenia
6.11
499.00
.057
24,965
1423.01
France
6.97
500.60
.057
43,810
2497.17
Poland
4.37
498.87
.052
13,680
711.36
United Kingdom
8.22
508.00
.062
40,972
2540.26
United States
7.42
491.63
.054
49,803
2689.36
Russia
2.42
469.47
.041
13,324
546.28
Greece
4.17
465.87
.041
25,964
1064.52
Croatia
3.90
478.44
.043
14,540
625.22
Israel
6.40
454.08
.056
33,276
1863.46
Turkey
3.91
445.17
.029
10,605
307.55
Serbia
3.28
435.33
.048
6,423
308.30
Uruguay
6.02
423.17
.045
13,961
628.25
UAE
6.17
435.67
.063
38,930
2452.59
Mexico
3.42
410.60
.052
9,803
509.76
Brazil
3.78
387.73
.037
12,576
465.31
Kazakhstan
2.55
407.50
.028
11,358
318.02
Malaysia
4.87
413.17
.059
10,068
594.01
Argentina
2.97
393.75
.063
13,694
862.72
Jordan
4.90
400.89
.035
4,666
163.31
Columbia
3.65
390.78
.044
7,125
313.50
Tunisia
4.59
384.67
.062
4,305
266.91
Indonesia
2.36
383.60
.030
3,470
104.10
Qatar
6.48
360.67
.025
88,861
2221.53
Peru
3.69
353.44
.025
5,759
143.98


Correlations Between PISA Exam and CPI

Exam Results 2000 to 2012
Average CPI
Exam Results 2000 to 2012
Pearson Correlation
1
.647**
Sig. (2-tailed)

.000
N
30
30
Average CPI
Pearson Correlation
.647**
1
Sig. (2-tailed)
.000

N
30
30
**. Correlation is significant at the 0.01 level (2-tailed).

Mean
Std. Deviation
N

Exam Results 2000 to 2012
452.0274
57.62323
30

AverageCPI
5.3186
2.06168
30


What I also found is that corruption is a necessary but not a sufficient variable to explain educational quality.  Some countries with relatively low levels of corruption did not have high scores.  For example, although Qatar and the United Arab Emirates have a relatively low CPI index and both countries spend a significant amount of money on education, their test scores were low.  This might be explained by the fact that both countries are rentier states with an enormous amount of oil wealth and a small population.  Citizens are guaranteed significantly high incomes as adults regardless of skills or qualifications, so there might be a lack of motivation for many individuals to take their studies seriously. 
Furthermore, there are other variables that help explain educational performance like spending on education per capita.  After comparing spending on education with the PISA test scores, the SPSS produced a Pearson correlation number of .659, which indicates a positive correlation between the two variables.  Although Jordan, Tunisia, South Korea, Poland, and Greece all have relatively similar levels of corruption, the later three spend significantly greater amounts of money on education.  In the case of South Korea, they spend five times more than Jordan on their educational system.  Whereas Jordan’s PISA scores were low, South Korea had the best average score in the world over the last twelve years.  

Correlations between Pisa Exams and Spending

Exam Results 2000 to 2012
Spending on Education Per Capita
Exam Results 2000 to 2012
Pearson Correlation
1
.659**
Sig. (2-tailed)

.000
N
30
30
Spending on Education Per Capita
Pearson Correlation
.659**
1
Sig. (2-tailed)
.000

N
30
30
**. Correlation is significant at the 0.01 level (2-tailed).

Descriptive Statistics

Mean
Std. Deviation
N
Exam Results 2000 to 2012
452.0274
57.62323
30
SpendingEducationPerPerson
1279.7032
1050.13112
30

There were also some other fascinating results that were not expected.  Countries in Eastern Europe like Russia and Poland that have relatively high rates of corruption in comparison with the West and relatively low levels of spending on education performed decently on the exams.   The same is true of countries in East Asia.   I do not have an explanation for this anomaly and more study needs to be done to understand why this was the result.  It may be the case that educational institutions in some of these countries are insulated.  It is also possible that these countries might also have a significant demographics issue where the number of old people outnumber the number of you people, which might explain some of the low spending on education per capita.  There also might be long term historical or cultural explanations for this phenomenon.   
However, despite these anomalies, what the numbers show is that there is a general correlation between the quality of educational institutions and the levels of corruption.  Spending alone is not enough to increase the quality of education.  More efforts are needed to reduce corruption within educational institutions specifically and within the entire government in general.  Reducing corruption also requires more than institutional reforms and public awareness campaigns. Countries suffering from corruption usually also have problems with economic and political stability.  Corruption does not exist in a vacuum; it is interconnected with other economic, political, and social problems.[19]   



Work Cited Page
1. Ahmad, Eatzaz, Muhammad Aman Ullah, and Muhammad Irfanullah Arfeen.  "Does Corruption Affect Economic Growth," Latin American Journal of Economics, Vol. 49, No. 2, November, 2012: pg 277-305. 

2.  Chapman, David.  “Education Quality in the Middle East,” International Review of Education, Vol. 55, No. 4.  July, 2009.

3. Heyneman, Stephen, Kathryn H. Anderson, and Nazym Nuraliyeva.  "The Cost of Corruption in Higher Education," Comparative Education Review, Vol. 52, No. 1, February, 2008.

4.  “Human Development Report, 2013: The Rise of the South, Human Progress in a Diverse World,” United Nations Development Program: New York, 2013. 

5.  “Is Transparency International’s Measure of Corruption Still Valid?,” www.theguardian.com, December 3rd, 2013.

6. Jain, Arvind.  “Corruption: A Review,” Journal of Economic Surveys, Vol. 15, No.1, 2001: pg 71-121.

7. Kornai, Janos, Laszlo Matyas, and Gerard Roland, eds.  Corruption, Development, and Institutional Design.  Palgrave Macmillan: New York, 2009.

8. Lambsdorf, Graf.  The Institutional Economics of Corruption and Reform.  Cambridge University Press: Great Britain, 2008.

9. “Organization for Economic Cooperation and Development: Key Findings, 2000-2012,” www.oecd.org, September, 2014. 

10. “Public Spending on Education: 1980-2014,” The World Bank, http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?page=1, 2014.

10. Spector, Bertram.  Detecting Corruption In Developing Countries: Identifying Causes/Strategies for Action.  Kumarian Press: United States, 2012.

11. Stewart, William.  “Is PISA Fundamentally Flawed?,” www.tes.co.uk, September 16th, 2014.
12. “Transparency International: Global Perceptions Index 2013,” http://www.transparency.org/cpi2013/results, 2014. 

13. Waldner, David.  State Building and Late Development.  Cornell University Press: New York, 1999.
14. Yadav, Vineeta.  Political Parties, Business Groups, and Corruption in Developing Countries.  Oxford University Press: Oxford, 2011.






[1] “Human Development Report, 2013: The Rise of the South, Human Progress in a Diverse World,” United Nations Development Program: New York, 2013. 
[2] “Public Spending on Education: 1980-2014,” The World Bank, http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?page=1, 2014.
[3] Chapman, David.  “Education Quality in the Middle East,” International Review of Education, vol. 55, no. 4.  July, 2009.
[4] “Human Development Report, 2013: The Rise of the South, Human Progress in a Diverse World,” United Nations Development Program: New York, 2013. 
[5] Heyneman, Stephen, Kathryn H. Anderson, and Nazym Nuraliyeva.  "The Cost of Corruption in Higher Education," Comparative Education Review, Vol. 52, No. 1, February, 2008.
[6] Chapman, Ibid
[7] “Human Development Report, 2013: The Rise of the South, Human Progress in a Diverse World,” United Nations Development Program: New York, 2013. 
[8] “Organization for Economic Cooperation and Development: Key Findings, 2000-2012,” www.oecd.org, September, 2014. 
[9] “Is Transparency International’s Measure of Corruption Still Valid?,” www.theguardian.com, December 3rd, 2013.
[10] Chapman, David.  “Education Quality in the Middle East,” International Review of Education, Vol. 55, No. 4.  July, 2009; Jain, Arvind.  “Corruption: A Review,” Journal of Economic Surveys, Vol. 15, No.1, 2001: pg 71-121; and Spector, Bertram.  Detecting Corruption In Developing Countries: Identifying Causes/Strategies for Action.  Kumarian Press: United States, 2012.
[11] Lambsdorf, Graf.  The Institutional Economics of Corruption and Reform.  Cambridge University Press: Great Britain, 2008.
[12] Ahmad, Eatzaz, Muhammad Aman Ullah, and Muhammad Irfanullah Arfeen.  "Does Corruption Affect Economic Growth," Latin American Journal of Economics, Vol. 49, No. 2, November, 2012: pg 277-305
[13] “Developing nations lose one trillion a year in dirty money,” Reuters, http://in.reuters.com/article/2014/12/16/funds-global-illicit-idINKBN0JT2JE20141216, December 16th, 2014. 
[14] “Transparency International: Global Perceptions Index 2013,” http://www.transparency.org/cpi2013/results, 2014; and “Human Development Report, 2013: The Rise of the South, Human Progress in a Diverse World,” United Nations Development Program: New York, 2013.
[15] Spector, Ibid. 
[16] Heyneman, Stephen, Kathryn H. Anderson, and Nazym Nuraliyeva.  "The Cost of Corruption in Higher Education," Comparative Education Review, Vol. 52, No. 1, February, 2008.
[17] Heyneman, Ibid.
[18] Waldner, David.  State Building and Late Development.  Cornell University Press: New York, 1999.
[19] Spector, Ibid.