Association for Free Research and International Cooperation

The fake diploma syndrome: a disease that kills Africa

Article de la rédaction AFRIC
Across Africa, private companies and public administrations are will noted for recruiting their staff on a priority basis. Unlike other systems which, they favor the competence when it is necessary to put in competition of the jobseekers. The majority of countries in the continent give more priority to the theoretical part of knowledge instead of the practical know how of the jobseeker. Furthermore, most theoretical knowledge (diplomas) has been proven to be fake. With such a notion, the system has to be updated, tracing and monitoring diplomas effective, which significantly reduces the proliferation of fake degrees.

To continue, whether it is a French-speaking or those of English-speaking Africa countries, we notice that the phenomenon does not choose its side or its language. With the spread of ICTs and the increasing Internet penetration rate on the continent, it has even taken on a larger scale. Sometimes, with just a few clicks and a little money, fake degrees are issued to individuals who aspire for jobs or reclassifications for those who already have them. And when these documents are not delivered through the internet, they are then directly bought from some corrupt officials occupying strategic positions in universities and other schools. Although efforts have been put in place by some African countries like certificate authentication, etc. For some time now to combat this fake document, it must nevertheless be noted that, fake documents continues to distort competition in recruitment to jobs, considerably reduces efficiency and competitiveness at the same time and, impact on the management of public affairs and weigh on the cash of the States.

Distorts the competition of the profiles during the recruitments

The scarecrow of the fake diplomas syndrome in the African countries give a negative and even unfair competition when it comes to applying for jobs or functions. For the same position available, one can then witness an ugly situation where the true holders of the required diploma are put in competition with the holders of the false diplomas. If the accession to the position must then be done on file study for example, the entire process of recruitment or enrollment then becomes biased because the fake graduate can report a diploma hierarchically higher than the one requested. There are many who, in our environment of exacerbated corruption and favoritism, are more likely to join the best schools in our countries because they have better-positioned and better-off sponsors who can influence and guarantee their success.

Because some people buy their diplomas and indirectly their reclassifications to the public service or any other company even private, they also buy at the same time their integration and advancement. In Niger, a deep investigation had shown that it was no longer rare to see in the country a category B cadre in active service for example, who had not benefited from any placement in a training position to be reclassified category A1 on the basis of fake diplomas. In this context, the efficiency and competitiveness of the people recruited will be fundamentally questioned.

According to the systems of education and training modeled in Africa, the competence must first result from the degree obtained. This diploma is the face of the veracity of the skills acquired during the course of the learner. From this idea follows the analysis according to which, it is this competence which must frame the efficiency and the competitiveness in the functions. So, if the minimum requirement of a true degree is not achieved, the “productivity ratio” of the agent who has obtained the position may de facto being questioned. In the field of education, for example, such questioning can become generational in the sense that teachers who have produced false certificates to take office can only provide worst  lessons for future generations, the spearhead of nations. . These generations could eventually become counterproductive to society because the skills they acquire from subversive education.

Impact on the management of public affairs

Koulamaye Dillah, the Inspector General of Finance of Chad already said, after the suspension of 80 officials of his country, to justify the failures of the economic system observed in his country that, if at the level of the administration of the finances or that of the businesses Foreign bankruptcies are commonplace in administrative, financial and accounting management techniques, due to the phenomenon of fake degrees.

In Cameroon too, following the discovery of more than 974 fake diplomas at the Ministry of Public Service and administrative reform during the contract-making operation of its temporary staff, failing situations in the management of public affairs had been observed. These failures had therefore led to long delays because it was necessary to first verify the authenticity of the diplomas of the 11,000 temporary eligible for contracting. And, if it is necessary to check the qualifications of the eligible agents, then it is necessary to bring “special” funds to carry out this colossal work correctly. Any situation that will weigh a little more on the treasury of African states.

In Africa, many states are already suffering enough from being unable to pay their officials. And, if it is necessary to this assistant in addition to the agents recruited on the basis of false diplomas, the situation becomes problematic. By detecting and removing agents recruited on the basis of fake diplomas, governments will be inclined to better control the state accounts in terms of payment of salaries and thus efficient usage of funds which reorient the sums improperly collected by them in the allocation of salaries leading to economic growth.

Article de la rédaction AFRIC

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