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  This module is a resource for lecturers  

 

Guidelines to develop a stand-alone course

 

This Module provides an outline for a three-hour class, but there is potential to develop its topics further into a stand-alone course. The scope and structure of such a course will be determined by the specific needs of each context, but a possible structure is presented here as a suggestion.

Session

Topic

Brief Description

1.

Module Introduction

Introduce Module themes, learning outcomes, and assessment structure. Explore student familiarity with corruption in general and corruption in education.

2.

Defining Corruption: Generally and in Education

Review UNCAC's approach, which does not define corruption specifically, and contrast with provisional definitions in the literature. Why should you adopt a definition, and why not? What do some definitions leave out? How is corruption in education defined and measured? What are the most promising techniques to measure corruption?

3.

Causes of Corruption: Introduction

To orient students before going into the details of corruption in education, provide an overview of corruption literature, including the principle-agent and collective action theories. Present a simplified version of the Becker-Stigler (1974) model of crime and use it to explain corruption decisions as a cost-benefit analysis. Engage the students in illustrating the causes of corruption in general, in terms of the costs, benefits and detection mechanisms. Are the causes similar or different in different countries?

4.

Causes of Corruption in Education

Apply the framework presented in the previous lecture to the context of education. Review and critique the literature on the causes of corruption in education, and consider the aspects of education which make it vulnerable to corruption. Use a case study (e.g. the case study on the fake diploma) to start a discussion and generate a practical example of the general principles discussed.

5.

Tackling Corruption in Education: Student Selection & Scholarship Processes

The second part of the course should be dedicated to anti-corruption policies tailored to the different contexts and causes discussed previously and to the different types of corruption in education. Begin by addressing the particular problems raised in student selection and scholarship processes, and strategies for combating corruption in this area.

6.

Tracking Corruption in Education: Teacher Selection and Misbehaviour

Address the particular problems raised in grade and degree processes, and strategies for combating corruption in this area.

7.

Tackling Corruption in Education: Teacher Selection and Misbehaviour

Address the particular problems raised in teacher selection and misbehaviour, and strategies for combating corruption in this area, including professional codes for teachers and educators

8.

Tackling Corruption in Education: Financing

Address the particular problems raised by financing in education, including budgets and procurement, and strategies for combating corruption in this area.

9.

Tackling Corruption in Education: Student Corruption

Address the particular problems caused by students, alone and in concert with others, as a source of corruption, and strategies for combating corruption in this area.

10. Guidelines for possible projects

OPTIONAL - if a project is to be developed by students, particularly if it requires data collection or experiments involving human subjects, one lecture should be dedicated to guidelines on how to design and carry out this research. This would be a good opportunity to present the different tools available to assess corruption.

11. Student presentations or guest lectures

As a wrap-up for the course and segue into the real world, the final session should be reserved for student presentations on challenging issues of corruption in education, or a group discussion with a guest lecturer who can share his or her experience addressing corruption in education. If a guest lecturer cannot be physically present, a suggestion is to have a video presentation by a practitioner or lecturer specialized in anti-corruption programmes or strategies.

 

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