3.4 Strengthening the Capacity Development of Academics and Teachers
The education sector - including teachers, school directors, and policymakers – can help anchor ethics
and integrity in the management of education institutions and teaching practices in line with article 13
of the United Nations Convention against Corruption (UNCAC). Schools play a central role in developing
students’ knowledge, attitudes, mindsets, and skills and in teaching them how to engage responsibly in
society. This is done through the content of what they teach (curriculum) and the way they do so
(pedagogy), therefore an investment in capacity building for teachers and academics is instrumental to
ensure a sustainable approach in delivering quality education on ethics and integrity. Teachers are
important role models in integrity for children and are thus key to encouraging a conscientious
environment and teaching children how to act and engage ethically and fair in their respective
communities. In the context of anti-corruption education, teachers require skills and competencies to
ensure that integrity materials are understandable, meaningful and impactful for students. Teachers are
required to do continuous learning and development to adapt to the dynamic environment of
education.
Most G20 countries develop the capacity of teachers and lecturers through training, webinars and other
capacity-building programmes. Some G20 countries, such as Argentina, India, Indonesia, the Republic of
Korea, Russia, Saudi Arabia, Singapore and Spain have developed training for teachers/lecturers. The
objectives of this training are:
1.
Preparing teachers with skills and knowledge to effectively deliver ethics and civic education
2.
Supporting teachers in developing students’ character for their personal and professional
growth through both curriculum and/or co-curricular activities
3.
skills
Improving the capacity of educators through integrity courses including up-to-date pedagogical
4.
Improving teaching techniques and encouraging peer learning
Specifically, in Indonesia, the Certification Body of the Corruption Eradication Commission (LSP-KPK)
initiated a programme for educators that aims to encourage educators to be certified as anti-corruption
instructors.
Guidelines and handbooks on education on integrity and anti-corruption are also provided for
teachers/lecturers in some G20 countries. For example, China developed huidelines and handbooks for
teachers to set requirements for anti-corruption and integrity related courses. Likewise, Saudi Arabia’s
Oversight and Anti-Corruption Authority works in coordination with the designated ministries for
developing seminars and workshops targeting lecturers and teachers for capacity-building to provide
guidance and materials, including assisting in providing lectures to the target audience.
3.5 Enhancing the Integrity of the Private Sector and State-Owned Enterprises
Corruption distorts market, undermine competition and risks damaging companies’ reputation. It also
affects the supply chain and increases costs to firms. As part of the problem as well as the solution for
the quality of public governance, the private sector plays an important role in efforts to combat
corruption. Article 12 and article 13 of the UN Convention against Corruption (UNCAC) emphasize the
crucial role of the private sector and education systems in anti-corruption efforts. Companies that
promote anti-corruption standards, including effective compliance systems and integrity measures,
contribute to a level playing field for a fair and transparent economic environment. Hence, it is also
necessary to effectively raise awareness as well as develop capacity and knowledge of the private sector
on anti-corruption. Effective training programmes are those that demonstrate empirical success that
their objectives are being met.
Most G20 countries have developed initiatives to enhance the capacity and raise the awareness of
business actors. Argentina, Brazil, France and Saudi Arabia have conducted integrity training for the
private sector. In general, the main objective of the training is to raise the private sector’ s awareness,
knowledge and competence on integrity issues.
In Australia, the Attorney-General Department develops foreign bribery online learning modules to
provide information about Australia’s Anti-Bribery Regime, including relevant laws, and outlines steps
that businesses can take to promote compliance, how to report foreign bribery and the source to seek
further information. In addition, the Integrity Training Center at the Oversight and Anti-Corruption
Authority of Saudi Arabia, which has partnered with international organizations such as the World Bank
Group, provides various training, inter alia, addressing private sector employees.
Raising awareness of the private sector on corruption issues can also be implemented through integrity
campaigns and sharing sessions. In Saudi Arabia, Nazaha launched an awareness campaign that includes
the concepts of job behaviour and professional ethics, clarifying regulations, procedures and policies,
and warning against the various types of corruption. CPIB of Singapore uses online platforms to organize
sharing sessions that enable knowledge and experience-sharing among business actors. Similarly, the
United States involves the private sector in roundtables, events and conferences on the Foreign Corrupt
Practices Act (FCPA) to discuss particular areas of concern on the enforcement of the FCPA.
To develop specific competency of the private sector on integrity, Indonesia and South Africa conduct
training that allow eligible participants to gain certification as an Integrity Officer (Indonesia) or Ethics
Officer (South Africa). The certified person is expected to support the company on building an integrity
culture and to encourage others to act with integrity.
3.6 Anti-Corruption Education for the General Public
In the long term, anti-corruption awareness-raising and education are conducted to reinforce anticorruption values within society. Awareness-raising on anti-corruption for the general public is
important to create values that enable a person to define, analyse and evaluate the moral esteems of
the individual and assess the effect of corruption. By providing anti-corruption education to the general
public, it is expected that the public will be able to be exposed to information and knowledge on
integrity, ethics and anti-corruption.
In raising the awareness and develop the capacity to identify and prevent corrupt behaviour, G20
countries have implemented several approaches. These include:
●
Building a comprehensive Public Integrity System and fostering effective coordination among
relevant institutions
●
Enhancing transparency, accountability and anti-corruption in public procurement, including by
using ICT (e-auction, e-procurement)
●
Fostering multi-stakeholder partnerships and dialogue that aim to develop collaboration among
government, private sector, academia, civil society and the media in promoting integrity,
professionalism and anti-corruption.
●
Enforcing the regulation on managing and controlling hospitality, gifts and gratuity
●
Promoting effective corruption prevention and detection
●
Conducting training on integrity, public ethics, anti-corruption to all targeted groups, particularly
those who are vulnerable to corruption risks
●
Supporting anti-corruption research/studies, journals and other academic outputs
●
Conductinganti-corruption campaigns through movie, writing, art performance competitions,
contests, and other activities, including the utilisation of social media and ICT
●
Developing corruption reporting systems and whistle-blowing systems
●
Providing protection for witnesses and whistle-blowers
For instance, China provides documentaries, movies, TV shows, advertisements and social contests
themed on integrity to ensure that the general public can improve their awareness of fighting
corruption. In addition, more than 60 universities across China have established integrity associations
for college students, disseminated integrity knowledge among college students, and made efforts to
encourage clean conduct of the youth.
Another initiative on non-formal anti-corruption education is the HATVP (Haute Autorité pour la
Transparence de la vie publique) of France, which is regularly intervening with various audiences during
training or awareness-raising activities, symposiums or public debates. The initiatives are organized for
the various audiences that fall within the scope of its authority while paying particular attention to initial
or continuing training within public service schools and for public officials. In addition, France also
conducted a session entitled "Corruption: detection, prevention, enforcement" that involving
participants, including magistrates, presents the different offences of corruption, the actors and the
investigation strategies to be developed, the new possibilities of prosecution and judgement through
theoretical presentations, case studies and round tables allowing for a debate on the effectiveness of
the French criminal justice arsenal and its position in the international system.
The Board of Ethics (BoE) of Turkey carries out activities to enhance public awareness through various
activities, such as organizing conferences, seminars and meetings on the occasion of Ethics Day (25
May), public service announcements, preparing and distributing informative brochures, posters as well
as posting ethics-related information on social media. The Cabinet Office Counter Fraud Centre of
Expertise of the United Kingdom worked throughout the COVID-19 pandemic to highlight unique
emergency fraud typologies to the public. This aimed at increasing awareness of the public and
encourage citizens to detect and report fraud occurring around them.