Fundamentals of Anti-Corruption Culture
Description: He examines the concept of "corruption" in the socio-legal understanding, forms and types of manifestations, strategic programs, legal, socio-economic mechanisms for counteraction corruption in the Republic of Kazakhstan, international anti-corruption practices, ways of forming an anti-corruption culture and consciousness, academic integrity as a tool for combating corruption in the educational space.
Amount of credits: 5
Пререквизиты:
- Fundamentals of Law
Course Workload:
Types of classes | hours |
---|---|
Lectures | 15 |
Practical works | 30 |
Laboratory works | |
SAWTG (Student Autonomous Work under Teacher Guidance) | 30 |
SAW (Student autonomous work) | 75 |
Form of final control | Exam |
Final assessment method | Oral examination |
Component: Component by selection
Cycle: Secondary disciplines
Goal
- To form a system of knowledge and socio-legal competencies on combating corruption and, on this basis, to develop a civil position against corruption, to implement the Anti-Corruption Strategy and Policy of the EKTU.
Objective
- To provide comprehensive knowledge about the essence and factors of corruption, its various manifestations. to develop a legal culture of the individual, contributing to the fight against corruption, to equip with knowledge, skills and abilities to combat corruption, to develop the ability to critically analyze corruption phenomena, to create a moral and moral social environment in the CGTU "Territory of integrity", in which there is no place for the manifestation and formation of corruption as a social phenomenon and offense
Learning outcome: knowledge and understanding
- The essence of corruption and the causes of its origin, measures of moral and legal responsibility for corruption offenses, the current legislation in the field of combating corruption, the anti-corruption policy of the university, the principles of academic integrity.
Learning outcome: applying knowledge and understanding
- Be able to apply anti-corruption legislation in educational and future professional activities, possess skills in anti-corruption behavior, and implement the principles of academic integrity in educational activities.
Learning outcome: formation of judgments
- Be able to build oral presentations using logical thinking techniques, analyze the main directions of the anti-corruption strategy, and argue their position in countering corruption
Learning outcome: communicative abilities
- Develop discussion skills, the ability to work in a group, and to argue your point of view on anti-corruption issues.
Learning outcome: learning skills or learning abilities
- Motivational attitudes towards self-education, be able to work with regulatory legal acts, analyze situational materials and find solutions.
Teaching methods
case study method: analysis of socio-cultural real and hypothetical situations, search for possible and optimal solutions; - competence-based learning: "contextual learning", "learning based on personal experience", "game modeling"; - project-based technologies: using knowledge on anti-corruption culture to comprehensively solve vitalpractical issues, scenario-prognostic models of the development of society and personality.
Assessment of the student's knowledge
Teacher oversees various tasks related to ongoing assessment and determines students' current performance twice during each academic period. Ratings 1 and 2 are formulated based on the outcomes of this ongoing assessment. The student's learning achievements are assessed using a 100-point scale, and the final grades P1 and P2 are calculated as the average of their ongoing performance evaluations. The teacher evaluates the student's work throughout the academic period in alignment with the assignment submission schedule for the discipline. The assessment system may incorporate a mix of written and oral, group and individual formats.
Period | Type of task | Total |
---|---|---|
Total control | Exam | 0-100 |
The evaluating policy of learning outcomes by work type
Type of task | 90-100 | 70-89 | 50-69 | 0-49 |
---|---|---|---|---|
Excellent | Good | Satisfactory | Unsatisfactory | |
Interview on control issues | demonstrates systematic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, draws reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions. | demonstrates solid theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, makes reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech, but at the same time makes minor mistakes that he corrects independently or with minor correction by the teacher. | demonstrates shallow theoretical knowledge, shows poorly formed skills in analyzing phenomena and processes, insufficient ability to draw reasoned conclusions and give examples, shows insufficient fluency in monologue speech, terminology, logic and consistency of presentation, makes mistakes that can only be corrected by a teacher. | demonstrates systematic theoretical knowledge, knows terminology, logically and consistently explains the essence of phenomena and processes, draws reasoned conclusions and generalizations, gives examples, shows fluency in monologue speech and the ability to quickly respond to clarifying questions. |
Written Work (SRO) | Correct and complete answers to all theoretical questions are given; The material is presented competently in accordance with a logical sequence; Creative abilities are demonstrated | Correct but incomplete answers to all theoretical questions have been given, minor errors or inaccuracies have been made; The practical task has been completed, but a minor error has been made; The material is presented competently and in accordance with the logical sequence | The answers to the theoretical questions are correct, but incomplete, there are inaccuracies in the wording and logical inaccuracies; The practical task is not fully completed; The material is presented competently, but the logical sequence is broken. | Correct and complete answers to all theoretical questions are given; The material is presented competently in accordance with a logical sequence; Creative abilities are demonstrated |
Tasks in a test form to check the initial level of knowledge | 90-100% of correct answers | 70-89 % of correct answers | 50-69 % of correct answers | 90-100% of correct answers |
Oral Ticket exam | Correct and complete answers to all theoretical questions are given; The material is presented competently in accordance with a logical sequence; Creative abilities are demonstrated | Correct but incomplete answers to all theoretical questions have been given, minor errors or inaccuracies have been made; the material is presented competently and in a logical sequence. | The answers to the theoretical questions are correct, but incomplete, there are inaccuracies in the wording and logical inaccuracies; The practical task is not fully completed; The material is presented competently, but the logical sequence is broken | Correct and complete answers to all theoretical questions are given; The material is presented competently in accordance with a logical sequence; Creative abilities are demonstrated |
Evaluation form
The student's final grade in the course is calculated on a 100 point grading scale, it includes:
- 40% of the examination result;
- 60% of current control result.
The final grade is calculated by the formula:
FG = 0,6 | MT1+MT2 | +0,4E |
2 |
Where Midterm 1, Midterm 2are digital equivalents of the grades of Midterm 1 and 2;
E is a digital equivalent of the exam grade.
Final alphabetical grade and its equivalent in points:
The letter grading system for students' academic achievements, corresponding to the numerical equivalent on a four-point scale:
Alphabetical grade | Numerical value | Points (%) | Traditional grade |
---|---|---|---|
A | 4.0 | 95-100 | Excellent |
A- | 3.67 | 90-94 | |
B+ | 3.33 | 85-89 | Good |
B | 3.0 | 80-84 | |
B- | 2.67 | 75-79 | |
C+ | 2.33 | 70-74 | |
C | 2.0 | 65-69 | Satisfactory |
C- | 1.67 | 60-64 | |
D+ | 1.33 | 55-59 | |
D | 1.0 | 50-54 | |
FX | 0.5 | 25-49 | Unsatisfactory |
F | 0 | 0-24 |
Topics of lectures
- Anti-corruption consciousness and anti-corruption culture
- Anti-corruption policy of the Republic of Kazakhstan: main directions and legislation
- Corruption offenses, legal liability for corruption offenses under the legislation of the Republic of Kazakhstan
- nternational anti-corruption standards: the stages of formation, the main types
- The concept of "conflict of interest": the essence, manifestation, mechanisms of elimination
- Formation of an anti-corruption culture in international practice
- Formation of an anti-corruption worldview through the education and upbringing system
- Academic integrity: the essence and significance
- The formation of academic integrity in the education system of foreign countries
- The D
Key reading
- The concept of the anti-corruption policy of the Republic of Kazakhstan for 2022-2026. Decree of the President of the Republic of Kazakhstan dated February 2, 2022. https://adilet.zan.kz/rus/docs/U2200000802 2. THE LAW OF THE Republic of Kazakhstan ON Combating Corruption dated November 24, 2015. (with amendments and additions as of 12/29/2021) https://adilet.zan.kz/rus/docs/Z1500000410 3. The CRIMINAL CODE OF THE REPUBLIC OF KAZAKHSTAN (with amendments and additions as of 09/12/2022) dated 05/21/12 № 123-VII (effective from November 24, 2022) 4. The UN Convention against Corruption (October 31, 2003). 5. Istanbul Anti-Corruption Action Plan. Review of the legislative, legal and institutional framework for combating corruption. Kazakhstan:Summary assessment and recommendations adopted at the Fourth Review Meeting on October 20-21, 2005, OECD, Paris. http://www.oecd.org/investment/anti- ribery/35716643.pdf 6. The Code of Academic Integrity of students of the NAO "D. Serikbaev Moscow State Technical University", https://www.do.ektu.kz/laws/EKSTU/I_059-I-2021.pdf . 7. The anti-corruption standard of the NAO "D. Serikbaev Technical Technical University" https://www.do.ektu.kz/laws/smk_corruption/AS_NAO_EKTU_064-II-2024.pdf 8.CPC NAO "VKTU" 135-II-2024 Anti-corruption Policy NAO "VKTU named after D. Serikbaev" https://www.do.ektu.kz/laws/smk_corruption/PPK_NAO_EKTU_135-II-2024.pdf
Further reading
- 1Fundamentals of anti-corruption culture: a textbook / under the general editorship of Doctor of Biological Sciences, Professor B. S. Abdrasilov. –Astana: Academy of Public Administration under the President of the Republic of Kazakhstan, 2016. – 176 p. 2. Gorbova, V.V. Philosophical and anthropological dimensions of corruption: dis. kand. philos. Sciences: 09.00.13 / Gorbova Varvara Vyacheslavovna. – Voronezh, 2016. – 137 p. 3. Kabanov, P.A. The concept and content of anti-corruption education as a means of preventing corruption / P.A. Kabanov // Legal research. - 2015. – No. 2. – pp. 12-27 4. Corruption: nature, manifestation, and counteraction. Monograph edited by. Akad.RAS T.Ya. Khabrieva, M.2016. 5. Anti-corruption policy: a textbook / edited by G. A. Satarov, Moscow, 2004– 368 p. 6. The Corruption Perceptions Index (CPI) is an annual ranking of the world's states, reflecting the assessment of the level of perception of corruption by analysts and entrepreneurs on a ten–point scale.It has been compiled by Transparency International since 1995. https://ru.wikipedia.org – September 5, 2015 7. Plotnikov A. A. Public control and its potential in combating corruption // State and Law, 2013, No. 2. 8. Fundamentals of anti-corruption: a textbook / Edited by I. I. Rogov, K. A. Mami, S. F. Bychkova. Almaty: Transparency Kazakhstan, OFPPI. 9. "Academic ethics and corruption. What do they have in common?" in Kazakhstan, 2004. – 328 p.https://lit.kz/akademicheskaya-etika-i-korrupcziya-chto-obshego/ 10. M.M.Rogozha Academic honesty as an ethical problem ,https://www.tyuiu.ru/wp-content/uploads/2017/02/M.M.Rogozha.pdf . 11. ETINED Council of Europe Platform on Ethics, Transparency and Honesty in Education Volume 2 – Ethical Principles https://rm.coe.int/tom-2-/168074cc742,