Misapplication, Misuse, and Abuse at the Department of Education (DOE)

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Running head: TRENDS AND TYPES OF WRONGDOINGS AT DOE

Misapplication,Misuse, and Abuse at the Department of Education (DOE)

Misapplication,Misuse, and Abuse at the Department of Education (DOE)

Fraud

Individualswithin or outside an educational institution employ fraud forpersonal gain or that of others or benefit an area while puttingother individuals or locality at a disadvantage. Instances of fraudinclude concealment of information intended for disclosure,misleading or false reports, and false representation through deed orby word that deceives or is intent on deceiving (Tighe, 2015).According to Tighe (2015), the department investigated and foundnumerous school officials guilty of civil swindle actions, misuse ofTitle IV funds, and misappropriation. Moreover, some officersfabricated aid application, created duplicitous diplomas, connedlearners into pricier courses, distorted graduation eligibility, gaveinvalid programs, and altered scores for students.

Waste

Itis unintentional or deliberate, careless or inconsiderateconsumption, expenditure, use, mismanagement or decadence regardingresources operated or belonging to a locality exposing it to harmfulresource deficiencies (Tighe, 2016b). Some officials wasted resourceson insignificant processes, payments for incomplete work, andredundancy of numerous human resources. Waste involves attractingavoidable costs resulting from inefficient controls, systems, andpractices.

Abuse

Itappertains to the improper or unwarranted use of a resource. Usingsomething in an unnatural or illegal manner, diversion,misapplication, misuse, destruction, and maltreatment translates toabuse (Tighe, 2016a). Abuse of a person’s authority or position inan excessive or extravagant way, is at times notable in publiceducation offices. Fraud, corruption, and waste by the officials alsotantamount to abuse of office, so all workers found of thesewrongdoings were also guilty of abusing their position.

Corruption

Corruptpractices are wide and varied. These include debasement, bribery,perversion of integrity and alteration. It hinders importanteducational maxims like quality, quantity, and access to education.Examples include use of DOE resources like supplies, vehicles,communication infrastructure and equipment for individual gain.Neglect of duty, theft, embezzlement, abuse of time, contract fraud,unnecessary purchases, forgery, and inappropriate expenses areinstances of corruption.

Conclusion

Althoughthe department has effective structures to inhibit themisappropriation, corruption, and abuse, it continues to identify newcases pertaining to these elements. Moreover, the wrongdoings arevalid and involve numerous departments or people. The proliferationof these activities hinders the effectiveness of the department.

References

Tighe,K. S. (2015). Semiannual report to Congress, no. 71, April 1,2015-September 30, 2015. U.S.Department of Education Office of Inspector General.Retrieved 31 March 2017https://www2.ed.gov/about/offices/list/oig/semiann/sar71.pdf

Tighe,K. S. (2016a). Semiannual report to Congress, no. 72, October 1,2015-March 31, 2016. U.S.Department of Education Office of Inspector General.Retrieved 31 March 2017https://www2.ed.gov/about/offices/list/oig/semiann/sar72.pdf

Tighe,K. S. (2016b). Semiannual report to Congress, no. 73, April 1,2016-September 30, 2016. U.S.Department of Education Office of Inspector General.Retrieved 31 March 2017https://www2.ed.gov/about/offices/list/oig/semiann/sar73.pdf