U4 Helpdesk Query

Content

• Part I provides examples of anti-corruption related courses and practitioners' training at the university level
  
• Part II presents case studies of anti-corruption education at both the secondary and university levels
  
• Part III includes additional resources on the role of education in fighting corruption

U4 Helpdesk reply

Anti-corruption education and training are essential elements of any sustainable anti-corruption strategy. Educational establishments have a major role to play here. This holds true both for schools and universities as well as community and civil society initiatives.

In answer to this query, we have attempted to provide a combination of resources.

Part one lists examples of educational courses and training coordinated or delivered in partnership with universities. Many of these extend to the 'outside-of-campus' role that you are enquiring about, as they are convened as additional targeted educational initiatives. A number of the examples are very specialised educational modules targeting practitioners and experts.

Part two lists case studies of anti-corruption education not limited to universities but rather covering schools, universities and community initiatives alike aimed at educating the younger generation on anti-corruption issues.

Part three lists additional resources and papers relevant to the role of education in fighting corruption.

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Part I: 1. Examples of Anti-Corruption Related Courses and Practitioners' Training at University Levels

Australia
The executive training course "Corruption and Anti-Corruption" has been taught since 1998 by the Asia Pacific School of Economics and Government (APSEG) in partnership with the New South Wales Independent Commission Against Corruption (ICAC). It was devised in consultation with Transparency International (Australia).

The course aims to help participants to:

• understand corruption and to develop practical strategies for investigation and prevention
• appreciate different types, meanings and explanations of corruption, and their implications for controlling it
• analyse corruption from different disciplinary perspectives
• design and implement strategies to reduce corruption in government dealings with clients, NGOs and the private sector
• understand the relationship between corruption, liberalisation and good governance

This unit takes a comparative approach that recognises international differences.
It includes practical measures to prevent and detect corruption, and links the new international concern with corruption to issues of economic liberalisation and good governance.

Contacts:
Ruth Tampipi
Manager, Executive Training Program
Asia Pacific School of Economics and Government
The Australian National University Canberra 0200 Australia
Fax: 61 2 6125 5555
e-mail: Ruth.Tampipi@anu.edu.au

Hong Kong
"Postgraduate Certificate in Corruption Studies" is a course delivered at the Hong Kong University School of Professional and Continuing Education, supported by Tiri (the governance-access-learning network).

This course, which is amongst the first of its kind in the world, is launched in response to the current global concern on corruption. The course is beneficial to anti-corruption agencies and other law enforcement agencies, as well as any public and private organization, to enable them to gain a comprehensive understanding of the theories of corruption and the way Hong Kong has successfully fought against the evil of corruption.

On completion of the course, students are to be able to formulate an effective strategic plan for a country or organization to fight against corruption and to gain technical knowledge and competence in corruption investigation, prevention and public education system.

The aims of the course are:

• to better understand the cause and effect of corruption and its impact on the society and organizations
• to learn to formulate an effective anti-corruption strategic plan, drawing on experiences of the Hong Kong ICAC's successful three-pronged strategy in combating corruption, ie. deterrence, prevention and education
• to gain technical knowledge and competence in corruption investigation, prevention and education.

Participants mainly come from their respective accountability bureaus or anti-corruption commissions. Countries represented include Canada, Singapore, Philippines, Pakistan, India, Timor Leste, Netherland, Nigeria, Kenya, Zambia and Hong Kong.

Mode of teaching includes lectures, workshops, case analysis, demonstrations, experience-sharing, focus group interviews, field trips and observation tours.

Contacts:
Telephone: (852) 2975 5685
Fax: (852) 2858 8472
Email: carmen@hkuspace.hku.hk

Hungary
The course "Strategic Corruption Control and Organizational Integrity" is held at the CEU (as part of its Summer University Programme) in co-operation with the Tiri Network, London and the Center for Policy Studies, Central European University, Budapest.

The course aims to familiarise participants with core ingredients to a strategic and critical approach for effective and sustainable corruption control and organisational integrity. Among the issues addressed by the course are the following:

• knowing when and how to focus on people, standards and values and when to focus on institutional systems, structures and incentives
• international legal instruments at the disposal of reformers by one of its main architects
• the potential and limitations of corruption measurements, indicators and surveys
• strategic public management and risk analysis
• the specific circumstances liable to produce specific types of corruption
• sequencing, leadership, timing and sustainability of reform processes
• the role of culture, social values and attitudes in a comparative perspective
• the experience, scope and limitations of implementing business ethics over the past decade and beyond and its implications for public integrity reforms
• the macro and microeconomics of corruption
• tools available to external reform agents and how internal reformers can apply them as well.

The course uses a variety of teaching methods, including traditional lectures and seminars, brief documentaries, training CD-ROMs, expert panels, workshops, etc.

The course is aimed at two main target audiences. First are the practitioners. These are principally drawn from three groups: operational line managers, internal control specialists (e.g. investigators, compliance officers, inspectors, etc.) and external monitors and change agents (e.g. media, NGOs, think tanks, etc.). Second, the course also includes academics developing similar courses at their own universities, both within the region and beyond. The CEU is working in partnership with Tiri to develop the 'Public Integrity Education Network' which brings together more than 20 leading universities to develop joint curricula, syllabi, teaching materials and case studies in the areas of strategic corruption control and organisational integrity.

Cátedra thereby advances reflection on the values and ethical challenges of contemporary organisations, with an emphasis on the construction of public good.
The Cátedra has been operating without interruptions for nearly three years, and has, through its various components, reached more than 6,000 students. Many observers feel that the Cátedra proves attractive to audiences because of the variety of components involved (case analysis seminars, workshops, plenaries) and for the work and commitment from teachers. Cátedra has also been successful in creating new links, e.g. between public and private universities.

Conctacts:
Ms María Inés Granados,
Coordinator Cátedra Transparencia por Colombia,
Email: catedratransparencia@transparenciacolombia.org.co
Website: www.transparenciacolombia.org.co

Kazakhstan
The main objectives of the Course on Preventing Corruption (first held in 2002 and coordinated by TI Kazakhstan) include:

• changing people's perceptions and attitudes about corruption through education
• equiping students and teachers with the knowledge and tools necessary to prevent corruption
• broadening the number of universities involved in the anti-corruption education programme
• preparing an anti-corruption textbook in the Kazakh and Russian languages
• promoting the course as an obligatory discipline for law and economics students, and others

The project was evaluated through surveys. Effective follow-up was ensured through requests from 20 new educational establishments willing to conduct the course at their universities.

Contacts:
Sergey Zlotnikov, Executive Director
Nurgul Kuspanova, Project Coordinator
Civic Foundation "Transparency Kazakhstan"
83, Gagarin St., off. 13
480008, Almaty, Kazakhstan
Tel/ Fax +7 (3272) 77-51-50
transparencykazakhstan@nursat.kz
www.transparencykazakhstan.org

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Part II: Case Studies on Anti-Corruption Education (both secondary and university level)

Education is central to preventing corruption, and therefore young people, as the potential leaders of tomorrow, are a particularly important target group for ethics education.

Transparency International has produced a Special Edition of its Corruption Fighters' Tool Kit exclusively dedicated to youth anti-corruption education. Written mainly by TI national chapters, all 11 examples contribute to fostering a zero-tolerance approach to corruption, and to building demand for accountability. With many illustrations, this 80-pages booklet provides tools from Argentina, Brazil, Cambodia, Colombia, Georgia, Italy, Macao, Moldova, Uganda, United States of America and Zambia:

Ethics Education for Primary Pupils (Macao SAR)

Where Your Taxes Go: Fiscal Education for Citizenship (Brazil)

Working with Universities: The Cátedra Programme (Colombia)

Taking Anti-Corruption Heroes into Schools (Italy)

Educating Future Leaders: Good Governance in Schools (Zambia)

Ethics at School: A Model Programme of America (United States)

Youth Against Corruption: A National Essay Contest (Georgia)

Integrating Anti-Corruption into School Curricula (Cambodia)

The Power of Information: Training Young Journalists (Uganda)

Aulas Sin Fronteras: A National Contest (Argentina)

An Anti-Corruption Day in a Youth Camp (Moldova)

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Part III: Additional Resources on the Role of Education in Fighting Corruption

Strengthening Values and Morals in Combating Corruption: Role of Education
Ulf Fredriksson, Education International, paper presented at the 11th IACC
11 IACC paper, 2003

The paper deals with the role that education can play in combating corruption and especially what teacher organisations can do in this context. It looks at this from two perspectives. A key issue is how to increase awareness about corruption. Another key issue is how to use already existing instruments in the fight against corruption. The paper makes some recommendations directed towards policy makers and leaders of teacher organisations.

Resolution on the Role of Education in Combating Mismanagement and Corruption
Education International, 2004

The resolution states that in tackling the issue of mismanagement and corruption in relation to education, two key aims should be distinguished: it is essential, first, to combat mismanagement and corruption wherever they are present in the education sector; but education should also be used as a means of combating corruption at all levels in our societies. Citizenship requires respect for education as a common good and the need to give meaning to the public good which must be common to all.

Project on Preventing Corruption through Education, Information and Consciousness-Raising, 2002-2004
Supported by: the UNDP and the Government of Lithuania
Partners: Ministry of Education and Science of the Republic of Lithuania, Universities, Modern Didactics Centre and others

The fight against corruption can be effective when preventive, punitive and educational measures are combined. Therefore in Lithuania's National Anti-Corruption Programme (adopted in 2002) and Lithuania's Law on Corruption Prevention a major emphasis is placed on the prevention of corruption and public education.

The National Anti-Corruption Programme states: Special anti-corruption curricula should be carried out at universities and colleges that offer specialities most prone to corruption. The anti-corruption education should become an inseparable part of the public education system.

The Law on Corruption Prevention states: Anti-corruption education of the public shall be carried out at the educational institutions of all types and levels in accordance with the corresponding educational programmes, through the media and other means.

A project specifically targeting education was therefore put together by the Lithuanian authorities. The project aims at increasing anti-corruption awareness through education of the youth (including developing and implementing anti-corruption education programmes in higher schools), dissemination of anti-corruption information, expansion of sociological basis and awareness-raising on anti-corruption issues, such as the financing of political parties and campaigns, thus contributing to the development of civic society.

As part of the project, "Anti-Corruption Education at Higher Schools" has been published. It is a methodical publication for lecturers and students of higher educational establishments. It presents programmes of integrated and optional courses and extended lectures. It demonstrates options for including anti-corruption education in social sciences curricula.

The project also has other related components, including education, discussions and awareness-raising on specific anti-corruption issues, such as financing of political parties, and others.

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