Fighting corruption through education in Indonesia and Hong Kong: comparisons of policies, strategies, and practices
This study sought to compare the policies, strategies, practices and challenges of anti-corruption education (ACE) in formal education in Hong Kong and Indonesia. Data were collected through documentation, semi-structured interviews, and non-participant observations. The documents were analysed...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English English |
| Published: |
IIUM Press, International Islamic University Malaysia
2018
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/70586/1/70586_Fighting%20corruption%20through%20education_article.pdf http://irep.iium.edu.my/70586/2/70586_Fighting%20corruption%20through%20education_scopus.pdf http://irep.iium.edu.my/70586/ http://journals.iium.edu.my/shajarah/index.php/shaj/article/view/760/354 |
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| Summary: | This study sought to compare the policies, strategies, practices and
challenges of anti-corruption education (ACE) in formal education in
Hong Kong and Indonesia. Data were collected through
documentation, semi-structured interviews, and non-participant
observations. The documents were analysed using Document
Analysis tehnique, while data from interviews and observation were
analyzed through the Constan Comparison method. The findings
show that Indonesian ACE policies explicitly aim at formal
education, while in Hong Kong they are part of prevention measures
on educating the public of the evil of corruption. Both top-down and
self-initiated ACE concurrently exist in Indonesia,while in Hong
Kong it is mostly initiated by the Independendent Comission Against
Corruption (ICAC). ACE in schools, in both contexts, includes
curricular, extra and co-curricular strategies. The curricular ACE in
Indonesia takes a considerable portion of the curriculum. Strong
committment and preserverence for ACE seemed to characterize
Indonesian informants of the institutions where ACE was
self-initiated. Both Hong Kong and Indonesian informants expressed
concern as regard the gap between ACE values taught to students in
formal education and what they actually live in the society, and how
best to present ACE in a way that appeals to the students. |
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