Education matters. It is a gateway to prosperity of individuals and economies alike.
Integrity in education matters too. Corruption hinders prosperity, causes long-term damage to societies, and diminishes the efficiency of investment in their human potential.

Driven by the insight that corruption in education can undermine even the best of intentions, the Republic of Serbia requested the OECD to assess the integrity of its education system – to collect evidence on shortcomings and strengths, to provide a forecast of corruption incidence, and to identify solutions for closing the gaps. This first of its kind integrity report seeks to give pragmatic answers to these queries and support authorities and stakeholders in taking informed decisions on how to strengthen integrity and prevent corruption in the sector. It uses a novel methodology for assessing the integrity of education systems (INTES) to identify the underlying causes of malpractice, and point out areas in need of attention.

The report gives a brief overview of education in Serbia and provides a note on the overall integrity climate in the country (Chapter 1). It moves on to identify issues that affect the capacity of the system to ensure fair access (Chapter 2) and deliver satisfactory quality (Chapter 3), to manage resources and staff diligently and professionally (Chapter 4) and to prevent and detect malpractice and corruption (Chapter 5). Chapter 6 contains the recommendations and suggestions for follow-up. 

Acronyms
Executive Summary
INTES and Report Rationale: Linking Integrity, Outcomes and Corruption
-Background
-Assessment methodology
-About this report
Chapter 1. Overview
-Serbian education and its integrity context
--The education system
--Reform impetus
--The general integrity climate
--Existing evidence on corruption in Serbian education
Chapter 2. Fair Access to Education
-Area of integrity concern #1: access and success in higher education
--Factors driving demand
--Factors creating opportunity
Chapter 3. Better Quality of Education
-Area of integrity concern #2: quality of teaching and learning in school
--Factors driving demand
--Factors creating opportunity
Chapter 4. Staff Policies and Management of Resources
-Area of integrity concern #3: school management and operation: revenues
--Factors driving demand
--Factors creating opportunity
-Area of integrity concern #4: hiring and firing of staff
--Salary, career structure and attractiveness of the profession
--Entering the profession: staff selection and appointment
--Keeping the job: redundant teachers
--The school leadership: (re-)appointment of principals
Chapter 5. Capacity for Prevention and Detection
-Prevention and detection capacity in the education sector
-Data and information
--Transparency of budget formulation
--Public procurement and textbooks
--Accountability of higher education institutions
--Integrity of standard-setting and quality assurance bodies
--Codes of professional conduct
--Stakeholder engagement in the governance of education institutions
-National anti-corruption framework: how fit is it for the education sector
--Criminalisation of corruption in education
--Detection and prevention: specialised bodies and mechanisms
Chapter 6. Recommendations and Follow-Up
-Addressing demand for fairer access to education (Chapter 2)
--Access to higher education
--Access to financial support
--Assessment and academic standards.
-Addressing demand for better quality of education (Chapter 3) 
--Curriculum and learning time
--Quality of teaching
--Private tutoring
--School inspections
-Addressing demand for better management and staff policies (Chapter 4)
--School management and operation
--Staff policies
-Closing opportunity gaps: strengthening prevention and detection capacity (Chapter 5)
--Data and transparency
--Textbooks
--Higher education accountability 
--Integrity of standard-setting bodies
--Codes of professional conduct.
--Stakeholder engagement in the governance of education institutions
--National anti-corruption framework
-Next steps
-Conclusion
Annex A. Summary of Main Recommendations for a Follow-Up
Annex B. Follow-Up Measures of the Serbian Authorities Undertaken after the INTES Assessment
Annex C. Preliminary Integrity Scan (Prints) of the Serbian Education System: Approach and Results
PRINTS: quantitative section (QNS)
-Interpretation limits
-The OECD average
-The PRINTS method
-Pilot selection and application of indicators for PRINTS
PRINTS: qualitative section (QLS)
-PRINTS QLS Level I – System level demand analysis
-PRINTS QLS Level II – Prevention and detection framework
-PRINTS QLS: INTES Data and information grid with responses from the Serbian authorities
Annex D. Indicators on Private Tutoring in European Union Countries