Schools as the Foundation of Corruption Prevention: From Knowledge to Action

The general purpose of this research is to find out how the implementation of the role of youth participation in the Java-Sumatra archipelago in upcaya prevention and eradication of criminal acts of corruption. To find out how the government's efforts to optimize the prevention and eradication of corruption in Indonesia. The research method is a way or effort to do something by using the mind carefully to achieve a goal by searching, writing, arranging, formulating and analyzing until preparing a report. empirical legal research is research or observation in the field or field research whose research is focused on collecting empirical data. The approach method used in this research is the juridical-empirical method. Juridical-empirical research is legal research regarding the enactment or implementation of normative legal provisions directly on every legal event that occurs. The government's efforts in preventing and eradicating corruption are very worrying and pose a threat to the government, including synchronizing legislation or regulatory arrangements, fostering human resources, and digitizing government in preventing and eradicating corruption. Synchronizing legislation or regulatory arrangements. Synchronizing legislation or regulatory arrangements, adjustments and alignments related to the law on the prevention and eradication of corruption. Human Resource Development (HR) Providing education to the public about the prevention and eradication of corruption in accordance with Article 13 of Law No.30 concerning the Corruption Eradication Commission is a paradigm in the prevention and eradication of corruption, as a key success factor in the prevention and eradication of corruption. Socializing the prevention and eradication of corruption program. Digitalization and technology efforts in Indonesia are so massive that it is necessary to meet the requirements if we want to encourage the digitalization of all public services as an effort to prevent and eradicate criminal acts of corruption.

The challenge faced by the Indonesian nation against the anti-corruption movement is the weakening of law enforcement agencies, especially the Corruption Eradication Commission in preventing and cracking down on corruption crimes such as the composition of the commission of investigators, investigators and public prosecutors, which comes from the police and prosecutors. The purpose of this study is to examine the factors that cause corruption, examine the challenges and strategic issues faced by the Indonesian nation in the anti-corruption movement and review the efforts that must be made by the government so that the challenges and issues of the anti-corruption movement can be resolved. The research method used is normative legal research by reviewing and researching laws and regulations. The results of the analysis concluded that the acts of corruption committed were caused by several factors. There are derived from internal factors such as greedy or greedy nature, other factors are consumptive lifestyle, less powerful moral factors. While the second factor is external factors such as politics, legal factors, economic factors. These issues are a challenge and a strategic issue faced by the Indonesian nation in the anti-corruption movement. The existence of a Corruption Eradication Commission institution formed at the time of reform is considered less than optimal in terms of prevention. The Corruption Eradication Commission (KPK) was formed because conventional legal institutions are less than optimal in terms of prevention and enforcement of corruption. Efforts that must be made by the government so that the challenges and issues of the anti-corruption movement can be resolved is to declare that corruption is an enemy of the Indonesian nation.

This study analyzed the anti-corruption values ​​depicted in the film series Si Kumbi published by the Corruption Eradication Commission (KPK) and its relevance to early childhood education. The film has proven to be effective in conveying various anti-corruption values, including honesty, responsibility, caring, justice, simplicity, hard work, discipline, courage, and accountability. These values ​​are demonstrated through the actions of the characters, who serve as positive role models for young viewers. However, the value of independence is not explicitly highlighted in the film, indicating an opportunity for further development in future narratives. This study highlights the importance of these values ​​in shaping children's moral and character development, particularly in fostering positive social behaviors such as honesty and responsibility. Based on the analysis, The series of Si Kumbi has proven to be an effective tool in introducing these values ​​to young viewers, although it would be better if it incorporated the dimension of independence to provide a more comprehensive approach to anti-corruption education. The findings highlight the potential of film as a resource for early childhood character education, helping to instill important values ​​for a better and more ethical future.

Corruption and maladministration are two major problems that are interrelated and encompass the principles of good governance. The focus of corruption eradication in Indonesia has thus far been on implementing measures through institutions such as the Corruption Eradication Commission (Komisi Pemberantasan Korupsi/KPK), with little attention given to the role of public service supervisory institutions such as the Ombudsman of the Republic of Indonesia (Ombudsman Republik Indonesia/ORI). In fact, maladministration is often the gateway to corruption. This study aims to analyze the role of ORI in efforts to prevent corruption through a phenomenological approach, by exploring the subjective experiences of Ombudsman employees. The framework analysis used is the Strategic Triangle developed by Mark Moore, which emphasizes three main components in creating public value: public value, legitimacy and support, and operational capacity. The results of the study indicate that ORI has legal legitimacy and a strategic vision in eradicating corruption through preventing maladministration. However, in practice, the effectiveness of supervision is still hampered by limited human resources and budget, weak legal force over the recommendations, and low public awareness of the role of ORI. Although it does not have the authority to take direct action like the KPK, ORI still plays a role in preventing small-scale corruption by monitoring accountable and transparent public service standards.

One of the most acute problems of the study is unhealthy competition among special anti-corruption actors. It has always been the case that the lack of coordination, communication and interaction between special actors in the prevention of corruption leads to inefficient, unsystematic, disorganized, untimely, and sometimes illegal activities in the fight against corruption. Despite the challenges and threats facing our state today, the current state and trends of corruption and corruption crime analyzed in the article remain disappointing and threatening for the Ukrainian state. An unprecedented number of anti-corruption bodies (both existing and newly created) did not affect the positive changes in the dynamics, structure and nature of corruption crime due to inadequate communication and interaction between them. The issue of communication among special actors in the prevention of corruption is particularly acute today, as this issue does not address a number of key issues, including the creation of an effective, efficient system for preventing and combating corruption. The article focuses on the lack of thorough analysis of corruption crime and public access to its statistics, in particular on the distortion, exaggeration, untimely performance of special anti-corruption bodies to prevent and combat corruption. Attention is drawn to the problem of not studying the causes and conditions of a specific corruption offense, and, accordingly, the failure to conduct a comprehensive analysis of criminogenic determinants of all corruption crimes, which makes it impossible to timely prevent it. Accordingly, the principles of organization of the system of prevention and counteraction to corruption crime are analyzed. The problems of legislative support for the activities of anti-corruption bodies, including special ones, are outlined. A number of directions and measures have been proposed to establish coordination, communication and interaction of special anti-corruption entities, which will help increase the effectiveness of combating corruption crime. Attention is focused on the need to establish an advisory body under the Cabinet of Ministers of Ukraine, one of the main activities of which should be to prevent and combat corruption, including coordination, communication and interaction of all anti-corruption actors.

This research aims to understand the self-adaptation management of students from Thailand who are pursuing teacher training study programs in Indonesia. The focus of the research includes: 1) cultural differences between Thailand and Indonesia that affect students' self-adaptation, 2) the self-adaptation strategies used by Thai students, and 3) their expectations for self-adaptation management at the university. The method used was qualitative with a narrative inquiry approach through interviews and observations of 9 respondents. The results showed that Thai students at the Islamic University of Indonesia observed cultural differences in social values, norms, and religious aspects that influenced social interaction, responses to authority, and understanding of dominant cultures as well as lifestyles and perceptions of time. They develop adaptation strategies through Indonesian language courses, international communities, technology, lecturer guidance, and local friendships. Students expect the university to provide orientation programs, guidance, comfortable dormitories, cultural exchange, inclusive activities, and community support, as well as ensure the quality of higher education, competent lecturers, and relevant curriculum. This research provides insights for universities to develop more effective orientation and mentoring programs and shows the importance of technology support in the adaptation process. The limitation of this study is that its scope is limited to one university with a small number of respondents, so it is recommended for future research to include more universities and a wider range of respondents for a more comprehensive understanding. Keywords: Students, International, Environmental Adaptation, Universities, Indonesia.

Background: Since 2014, Ukraine has made significant progress in establishing its anti- corruption framework. However, the communication channels of the country's anti-corruption agencies remain limited, preventing the open and accessible dissemination of information regarding their activities. Transparency, as a critical feature of information openness, guarantees that civil society can access relevant governmental data. In this context, investigative journalism has proven to be a vital tool for exposing corruption and holding authorities accountable. This paper examines the role of journalism in combating corruption in Ukraine, emphasising its importance as a tool for ensuring government accountability and transparency. It provides an overview of Ukraine's anti-corruption policies and institutions, exploring theoretical models of media-government-society relations. Considering the 'Public Watchdogs' Right to Access Information, the article addresses the complexities surrounding the right to access information under wartime conditions and analyses whether investigative journalism can lead to the exposure of corrupt officials that prompt state anti-corruption bodies to take action. Methods: This article applies McQuail’s theory of democratic participation to examine the role of journalism in reporting corruption cases and promoting transparency. To investigate the current state of transparency in Ukraine's anti-corruption efforts, it employs content analysis of the websites of three key institutions: the National Agency on Corruption Prevention, the National Anti-Corruption Bureau, and the High Anti-Corruption Court of Ukraine, including its Appeals Chamber. The analysis highlights challenges related to the openness and accessibility of the information provided by these institutions. Results and Conclusions: Findings indicate that while state anti-corruption agencies formally provide access to information through their websites, journalists encounter significant barriers to timely and systematic access. The research highlights the impact of martial law on information access, emphasising the state's discretion in balancing security concerns with transparency obligations. The study concludes with recommendations for improving the communication strategies of anti-corruption bodies, proposing measures to enhance transparency and public trust.

This study investigated how prospective English as a foreign language teachers perceived the role of their teachers in online learning and how those roles contributed to their experiences in a low-tech online learning context. This study surveyed 285 prospective teachers at seven universities across provinces with English Language Education programs in Indonesia (East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara and Bali) and interviewed 10 prospective teachers to provide a deeper understanding of their experiences. The results showed that the cognitive role is the most important teacher role perceived by prospective teachers in a low-tech online learning context. Three themes emerged from the results: the teacher’s cognitive sub-roles in providing learning assistance and recommendation, managerial sub-roles in leading, controlling and organizing the learning process and affective sub-roles in creating an enjoyable, relaxing learning environment and catching students’ attention in online learning. The discussion focuses on the different effects of the roles on creating a positive online learning environment for students. In conclusion, teaching skills related to the three roles of teachers in online learning must be taught explicitly in a teacher-training program through scenario-based learning activities. The implications of teacher-training programs are discussed further in this paper.

In April 2011 the International Association for Education in Ethics was officially established. At the initiative of UNESCO, a group of international scholars in ethics education created this global platform for exchange of experiences in the teaching of ethics. The Secretariat is established at the Center for Healthcare Ethics, Duquesne University, Pittsburgh, USA (www.ethicsassociation.org). Teaching ethics has a special significance at the global level and addresses a variety of different perspectives providing new insights into ethics from various cultural experiences from around the world. However, exchange of these experiences with education at the global level has been virtually non-existent. Thus, establishing a platform to promote education in ethics at a global scale is an exciting new initiative. The goals of IAEE are to exchange and analyze experiences with the teaching of ethics in various educational settings, to promote the development of knowledge and methods of ethics education, to function as a global centre of contact for experts in this field, to promote contacts between members from countries around the world and to enhance and expand the teaching of ethics at national, regional and international levels. The IAEE will be organizing international conferences and other scholarly meetings. International conferences have taken place in Pittsburgh, USA (2012), Ankara, Turkey (2014) and Curitiba, Brazil (2015). Next conferences are scheduled for Spain (May 2016) and India (2017). Conferences will feature keynote lectures from experts and parallel sessions regarding a wide variety of fields. These fields of study include: bioethics, medical ethics, nursing ethics, pharmacy ethics, dental ethics, science ethics, engineering ethics, philosophical ethics, religious ethics and business ethics. Those who are interested in becoming members of the International Association for Education in Ethics or would like to attend its annual conferences should visit www. ethicsassociation.org. Beginning in 2016, the IAEE will publish a journal: the International Journal of Ethics Education (Springer Publishers). Subscription to the journal will be included in the IAEE membership fee. See: http://www.springer.com/ social?sciences/applied?ethics/journal/40889. Registration for IAEE membership: https://ethicsasso ciation.org/

The article outlines the fundamental importance of the prescriptions of international law in the field of organizing the proper interaction of civil society institutions with public authorities, in particular judicial institutions, in the implementation of tasks of public control over the activities of subjects of power. A number of relevant key international legal acts were analyzed, first of all, the Convention for the Protection of Human Rights and Fundamental Freedoms of 1950, the International Covenant on Civil and Political Rights of 1966, as well as declarations, conventions, recommendations of the UN and the Council of Europe regarding: access to information , which is at the disposal of state authorities; promotion of public participation in political and public affairs, public life, in management decision-making processes; prevention of corruption. It is substantiated that public control in the judicial sphere serves as an important component of people's power, represents the continuity of the exercise of citizens' will in the most important spheres of state and social life. It forms a stable foundation for the practical implementation of the rule of law and legality through the formation of effective mechanisms for public monitoring, inspection and evaluation of public activities, and the administration of justice by courts and judges. Intensified European integration processes in Ukraine contributed to a thorough review of approaches to the formation and implementation of state policy in the outlined aspects, taking into account the fundamental prescriptions of international law. A general systematization of international legal acts on issues of administrative and legal provision of public control over the activities of judicial authorities is proposed, which includes: 1) international legal acts on human and citizen rights in the sphere of state and public affairs management; 2) international legal acts regarding information openness and accessibility of judicial authorities; 3) international legal acts regarding the creation of appropriate conditions for public control over the activities of the national judicial system; 4) international legal acts on the prevention and counteraction of corruption in the activities of judicial authorities.

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

The paper deals with a segment of the ethical education - corruption prevention - of the Ministry of Defense and the Serbian Armed Forces' members, with no pretensions to offer a comprehensive system of ethical education. Essential factors of the content of the defense system education module are suggested for building the integrity of individuals and institutions to fight the corruption. The implementation of the education module, according to the model offered, would represent an important factor in reducing the risk of corruption in the defense system.

Purpose The purpose of this study is to explore how different forms of social support, namely, family, friends and teachers enhance students’ computer internet self-efficacy (CIS) and its subsequent impact on learning satisfaction. By understanding these relationships, this study aims to provide insights into how social interactions influence digital competency and self-directed learning (SDL). In addition, it seeks to assess the significance of course clarity (CC) in promoting a positive learning experience. These findings aim to guide educators and policymakers in improving online education by integrating effective social support structures and clear instructional strategies. Design/methodology/approach This study uses a structural equation modelling (SEM) approach to examine the role of social support in enhancing self-efficacy and learning satisfaction among secondary school students in India. Data were collected from a diverse sample of urban secondary school students across six major cities. The study investigates how social support from family, friends and teachers influences students’ CIS, subsequently impacting CC, SDL and overall learning satisfaction in online education settings. The analysis highlights key relationships between these factors, offering insights into the dynamics of digital learning experiences. Findings This study reveals that family and friend support significantly influence students’ CIS, which in turn enhances their confidence and ability to navigate digital learning tools. Peer support emerged as the most influential factor in fostering digital confidence, whereas teacher support (TS) was particularly crucial in online learning settings. Furthermore, CC was strongly associated with perceived satisfaction, highlighting the need for well-structured digital curricula. Students with higher self-efficacy were more likely to engage in SDL, emphasizing the importance of digital competency in fostering independent study habits and overall learning satisfaction. Research limitations/implications This study is limited to urban secondary school students in six major Indian cities. Future research should explore rural and international contexts to understand how social support influences self-efficacy and learning satisfaction in different educational settings. In addition, the study focuses on current digital learning environments and does not account for emerging technologies that may further impact student experiences. Expanding the research to include newer digital learning tools and platforms can provide a more comprehensive understanding of these dynamics. Practical implications The findings highlight the need for educational institutions to strengthen social support mechanisms, particularly peer and TS, to enhance students’ digital confidence. In addition, ensuring CC is essential for improving learning satisfaction. Schools and educators should focus on structured, well-organized course designs that facilitate easy navigation and comprehension. Training programmes for teachers on effective digital pedagogies and the role of social support in online education can also be beneficial. These insights can help shape policies aimed at improving student engagement and satisfaction in digital learning environments. Social implications This study underscores the importance of social interactions in online education, emphasizing the role of peer and TS in enhancing digital learning experiences. The findings suggest that fostering a supportive learning community can significantly improve students’ self-efficacy and engagement with digital tools. By promoting strong social networks in online learning, educators can help bridge digital divides and create inclusive learning environments. In addition, recognizing the role of family support in education can encourage policies that involve parents in their children’s digital learning experiences, ultimately contributing to better academic outcomes. Originality/value This research contributes to the literature by providing a nuanced understanding of how social support, self-efficacy and CC collectively influence learning satisfaction in online education. Although previous studies have examined these factors in isolation, this study integrates them to offer a more comprehensive perspective. The findings provide valuable insights for designing effective, supportive online learning environments. By emphasizing the significance of peer and TS, as well as structured course design, this research informs educational policies and practices that aim to improve digital learning experiences for secondary school students in India and beyond.

Internationally, assessment and the use of diagnostic data are recognized as critical capabilities for teachers. This is not a recent development, with assessment recognized for some decades as playing a significant role in informing learning and learners.This paper will examine whether teachers and members of the school leadership team utilize the National Assessment Program - Literacy and Numeracy (NAPLAN) data for informing teaching and improving learning. Using a theoretical framework that draws on the conceptualisation of assessment as a social practice and Wenger’s social theory of learning as a shared enterprise in a community of practice, this paper will provide evidence of the common power relationships (school leaders and teachers) that exist as part of social structures within a community of practice. The paper will present how these power relationships impede access to, use of or enable expertise in the analysis of NAPLAN data.The findings are based on an empirical study of nine case study schools across two Australian states and suggest there are inequalities of access to NAPLAN data between school leaders and teachers. The study discovered variegated access and distinct pathways of data dissemination and analysis dependent on a teacher’s specified role within the school. The paper concludes with suggestions for greater stewardship from school leaders in building school cultures of data literacy and highlights the importance of collaboration between school leaders and teachers to build professional capability in this area.

The aim of this study is to explore what happened – and why – in a collaboration between ourselves as researchers and school leaders from two different schools in Sweden. The theory of practice architectures is used to frame the study. The goal of the collaboration was to enhance the scientific foundation of school practices, which motivated the use of action research as the methodological approach for designing the collaboration. The results allow us to propose a number of critical aspects to take into consideration when establishing a collaboration between researchers and school leaders. The first aspect concerns aiming for co-ownership and an equivalent collaboration. These involve trustful and respectful relations, empowering individuals in their professional roles. The second aspect is linked to attention to local infrastructures and the importance of organisational settings that facilitate a holistic approach and a shared understanding of the aims of both the research and the collaboration. The third and final aspect is related to school leaders’ legitimacy to organise research-based school improvements. School leaders are responsible for educational quality in schools, and this makes them best suited for leading school improvements. However, theoretical frameworks and methods introduced by researchers can support the ambition to enhance the scientific foundation of school practices. We advocate the development of practices inhabited by school practitioners and school researchers within the educational complex. In addition, we promote the creation of healthy environments in the form of arrangements that create spaces where equivalent collaborations, shared responsibility and co-ownership may grow.