AfghanistanPublicPolicyResearchOrganization

EducationandAnti-corruption:ACaseStudy

April2017ProjectReport

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AcknowledgementsThisreportwasmadepossiblethroughpartfundingfromtheEuropeanUnionDelegation–AfghanistanandAPPRO’sin-kindcontribution.APPROwishestoexpressitssincerethankstoallthosewhoagreedtoparticipateinthisresearch.AbouttheResearchersPeterReynoldsandBarbieReynoldscarriedouttheresearchandthewritingofthispaper.AboutCitizens’ForumAgainstCorruption(CFAC)Citizens’ForumAgainstCorruption(CFAC)wasestablishedinlate2015tobuildonthemomentumtofightcorruptioninAfghanistanthroughacivilsocietydriveninitiative.CFACactasaforumthroughwhichcivilsocietyorganizations,businesses,internationaldonors,andordinarycitizenscouldprotectthemselvesonlegalgroundsagainstextortionbycorruptofficialsanddemandlegislativereformandotheractionstocurbcorruption.Tothisend,CFAChasamandateto:• IdentifythecapacityneedsofNGOs,privatesectorentities,andlocalandnationalauthoritiesinconductof

goodgovernancepracticeswithafocusonanti-corruption,knowledgeofthepolicyprocess,andlegalliteracyandawarenessraisingontheutilizationoftheexistinglegislationagainstcorruption.

• Strengthencivilsociety’soversightofpolicyprocessesandgovernmentreformsonanti-corruptionwithafocusatthelocallevelthroughneeds-basedcapacitybuildinginterventions.

• Strengthenaccountability,transparency,andthuslegitimacyoflocalandnationalauthoritiesthroughinformed,pragmaticandconstructiveadvocacymessagingbycivilsociety(includingtheprivatesector)onanti-corruption,andadequateandaccountableresponsetothesemessagesfromgovernmentalauthorities.

ActivitiesofCFACareconductedthroughtheAnti-corruptionSub-committeeoftheNationalAdvocacyCommitteeforPublicPolicy(NAC-PP).FormoreinformationonCFACandNAC-PP,see:www.nac-pp.netAboutAPPROAfghanistanPublicPolicyResearchOrganization(APPRO)isanindependentsocialresearchorganizationwithamandatetopromotesocialandpolicylearningtobenefitdevelopmentandreconstructioneffortsinAfghanistanandotherlessdevelopedcountriesthroughconductingsocialscientificresearchandmonitoring,evaluations,andtrainingandmentoring.APPROisregisteredwiththeMinistryofEconomyinAfghanistanasanon-profitnon-governmentorganizationandheadquarteredinKabul,AfghanistanwithofficesinMazar-eSharif(north),Herat(west),Kandahar(south),Jalalabad(east),andBamyan(center).APPROisthefoundingmemberofAPPRO-Europe,registeredinBelgium.FormoreinformationonAPPRO,see:www.appro.org.afFormoreinformationonAPPRO-Europe,see:www.appro-europe.netFormoreinformationonNAC-PP,see:www.nac-pp.netContact:mail@appro.org.afPhoto:https://prezi.com/xmwjzsrrz1kx/education-in-afghanistan/APPROtakesfullresponsibilityforallomissionsanderrors.©2017.AfghanistanPublicPolicyResearchOrganization.Somerightsreserved.Thispublicationmaybestoredinaretrievalsystemortransmittedonlyfornon-commercialpurposesandwithwrittencredittoAPPROandtheauthorsandlinkstoAPPRO’swebsiteatwww.appro.org.af.Anyotheruseofthispublicationrequirespriorwrittenpermission,whichmaybeobtainedbywritingto:mail@appro.org.af

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TableofContents

Introduction ........................................................................................................................... 4

ObjectivesandMethodology.................................................................................................. 4

Anti-corruptionEducationInternationally .............................................................................. 5Austria ............................................................................................................................................. 6Macedonia ....................................................................................................................................... 6Indonesia ......................................................................................................................................... 7

Malang,EastJava..................................................................................................................................7IndonesianIslamicBoardingSchools....................................................................................................7

Lithuania.......................................................................................................................................... 7

NationalEducationalCurriculumAndCorruption ................................................................... 8

FindingsFromEmpiricalData ............................................................................................... 10Educationists.................................................................................................................................. 10ReligiousLeaders ........................................................................................................................... 12HeadTeachers ............................................................................................................................... 13Parents .......................................................................................................................................... 14StudentsandYouth........................................................................................................................ 15Children ......................................................................................................................................... 15

ConclusionandRecommendations ....................................................................................... 16

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Introduction

Afghanistancontinuestoberankedasoneofthetoptenmostcorruptcountriesintheworld.1MethodstofightcorruptionareincreasinglybeingconsideredindevelopmentandcapacitybuildingprogramminginAfghanistanandothercontexts.However,todatetherehavebeenveryfewattemptstointegrateanti-corruptionineducationcurricula,particularlyinearlyandmid-leveleducation.Anti-corruptionvaluesandattitudesintroducedatanearlyagearelikelytopaydividendsinthelongrunwiththeemergenceofanewgenerationofanti-corruptioncitizenswhostandagainstcorruptsocialbehaviorbasedonanewsetofvaluesandprinciples.Indeed,thisargumenthasbeenputforthbytheUnitedNationsOfficeonDrugsandCrime(UNODC)andtakenupthroughtheAnti-CorruptionAcademicInitiative(ACAD),launchedinMay2011byUNODCinBostonwiththeOrganizationforEconomicCooperationandDevelopment(OECD),NortheasternUniversityinBoston,andtheInternationalBarAssociation.AccordingtoUNODC,ACADisacollaborativeacademicprojectwhichaimstoproduceacomprehensiveanti-corruptionacademicsupporttoolcomposedofamenuofacademicmodules,syllabi,casestudies,educationaltoolsandreferencematerialsthatmaybeintegratedbyuniversitiesandotheracademicinstitutionsintotheirexistingacademicprograms.Assuch,ACADseekstoencouragetheteachingofanti-corruptionissuesaspartofcoursessuchaslaw,business,criminologyandpoliticalscienceandtherebyaddressthepresentlackofinter-disciplinaryanti-corruptioneducationalmaterialssuitableforuseatbothundergraduateandgraduatelevels.ACADisexpectedtoresultinadetailedbibliographyofsuggestedreadingsonanti-corruptionandateacher’smanual,inmultiplelanguagesandadaptabletomultiplelegalsystems,toaidteachersandinstructorsintheclassroom.2Thispaperexaminesthepossibilitiesforincorporatinganti-corruptionineducationalcurriculainAfghanistan,basedontheassumptionthatthereisadirectlinkbetweensubstantiveprovisionsonanti-corruptionineducationalcurriculaandanti-corruptionawarenessandpracticebecomingnormsinAfghanistan’ssocialconsciousnessandculture.Thepaperfurtherassumesthatfosteringaninterestincivicmatterslaysthefoundationforafuturecommunitythathasthemoralprinciplesandthewilltospeakoutagainst,andtocondemn,corruptioninallitsformsandtodemandaccountabilityfromgovernment,privatebusiness,andsocietyatlargeonthevirtuesofbeingagainstcorruption.

ObjectivesandMethodology

ThisresearchsoughttoestablishhowtraditionalandreligiousvaluescouldbeutilizedtofightcorruptioninAfghanistanthroughchangestotheeducationsystem.Thispaperexaminestheextenttowhichtraditionalandreligiousvaluesagainstcorruptionarebeingintroducedtobringanti-corruptionawarenessintoAfghanistan’seducationsystemwithafocusonthenationalprimary,secondaryandhighereducationcurricula.Thepaperalsoenquireswhetheranti-corruptionfeaturesintheteachingsofthereligiousinstitutions.

1TransparencyInternationalCorruptionPerceptionsIndex2016–www.transparency.org2FormoreinformationonACAD,see:http://www.track.unodc.org/Academia/Pages/ACADOverview.aspx

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Thefollowingobjectivesweresetforthisresearch:• Identifyprovisionsonanti-corruptionineducationalcurriculaatdifferentlevelsofeducationin

Afghanistan• Synthesizebestpracticesinanti-corruptioninitiativesineducationalcurriculafromothercontexts

andotherconflictenvironments• GenerateconcreterecommendationsonchangestocurriculaatalllevelsinAfghanistanasameans

toinstitutionalizeanti-corruptionvaluesandbehaviourinAfghanistan.Tofollowingmethodswereusedtomeettheaboveobjectives:• Areviewandsynthesisoftheliteratureonbestpracticesinanti-corruptioncurriculabasedonthe

availableinformationonothercountries• AreviewofeducationalcurriculaatalllevelsinAfghanistantoestablishtheprovisionsonanti-

corruption• InterviewswithKeyInformantsfromtheMinistryofEducation(MoEd),MinistryofHigherEducation

(MoHE),MinistryofLabor,SocialAffairs,MartyrsandtheDisabled(MoLSAMD),MinistryofHajjandReligiousAffairs(MoHRA),non-governmenteducationalentitiesandmadrassastoestablishawarenesswithinthesekeyministriesonthelinksbetweenteachingandanti-corruptionandthereadinesstoincorporateanti-corruptionvaluesineducationatalllevels.

Thisreportisorganizedasfollows.Thenextsectionprovidesanoverviewofbestpracticesinternationallyonfightingcorruptionthroughchangestoeducationalcurricula.ThisoverviewisfollowedbyasynthesisoflegalandinstitutionalprovisionsoftheeducationsysteminAfghanistanandtheactualorpotentiallinkagestoanti-corruptionneeds.Thefindingsfromtheanalysisoftheinterviewdataarethenpresentedfollowedbyaconclusionandrecommendations.

Anti-corruptionEducationInternationally

Althoughnotspecificallyaddressinganti-corruptionprogrammesintheeducationsystem,TransparencyInternationalAustralia(TIA)haveprovidedsomehelpfulindicatorsofwhatworks and why.3Ofparticularnoteistheirfindingthat,acrossalltheircasestudies,whattheyidentifyas‘internalfactors’arestrongerdeterminantsofsuccessthanwhattheyterm‘externalfactors’.Internalfactorsrefertothedynamicsandthequalityofthepeopleengagedindeliveryoftheprogramwhileexternalfactorsrefertothepoliciesandstructuresgoverningtheprogram.InternalfactorsusedbyTIAtodescribethestrongestdeterminantsofsuccessofanyprogramaretheenergy,enthusiasmandskilloftheindividualpeopleemployedandengagedinactuallyimplementingtheprogram.Althoughexternalconditionswerefoundtobeimportant,theyappeartohavelessofanimpactonthesuccessofprogramsthantheinternalfactors.4Oneinternalfactoressentialtothesuccessofanyprogramisdefiningafocusandastrategyforthatprogram,accompaniedwithanaction-orientedapproach.5Forexample,anantidotetoapossiblelackof3WhatWorksandWhyInCommunity-basedAnti-corruptionPrograms–TransparencyInternationalAustralia–December2006

4Ibid.,pp.5-6,8,35-36and395Ibid.

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politicalwilliswherethereisanincreaseinthelevelof‘noise’inthepublicdomain.Noiseinthiscontextmeansevidentandtangibleenergybeingharnessedinthecommunity–and,perhaps,beingpickedupbythemedia.Thisnoiseisamanifestationofagentsofthemuchneededchangethatisnotforthcomingfromthestatutorybodiesbutthatemergesfromlessinstitutionalisedstructures.Theremainderofthissectionprovidesasummaryofeffortsbyselectedcountriesintacklingcorruptionthroughchangesineducationalcurricula.

Austria

TheAustrianschoolsystemsetsout“totraintheyouthinindependentjudgmentandsocialunderstanding.”6TheAustriangovernmentseeseducationforcorruptionpreventionandawareness-raisingamongsttheyouthasanimportantpartinthefightagainstcorruption.Thegovernmentsetupapilotprojectinthesummerof2012for14-18year-oldsinonesecondaryschool.Aprojectteamofexpertsinpsychology,sociology,law,criminology,investigation,education(teachersinsecondaryeducation)andpoliticaleducationwasestablished.Studentswerefamiliarizedwithtermssuchas‘corruption’,‘preventionofcorruption’,‘economiccrime’andlegalbasesofthefightagainstcorruption.Secondly,theyweretoconsidervalues,decisionsandactions,relatingthesetoeconomicactivityandmoralityincitizenshipandtothefightagainstcorruption.Thenumberandlengthofsessions,aswellasdetailofthemethodologyused(roleplaysexemplifyingvariouscontexts,exercises,reflectionanddiscussion)aredetailedintheirreport.7

Macedonia

AstudybytheStateCommissionforPreventionofCorruptionintheRepublicofMacedonialookedat‘FightingCorruptionThroughEducation’.ApaperonthiswaspresentedbyVladimirGeorgievataConferenceoftheUnitedNationsConventionAgainstCorruptioninPanamainNovember2013.8Thisprogramwasdirectedtowardprimaryschoolchildrenin4schoolsin3cities.Thegoalwaslongtermimpactoncorruption.Theprograminvolvedteaching,interactiveworkshops,questionnairesandawards.Thesuccessoftheprogramwasmeasuredthroughpre-andpost-testquestionnaireswhichshowedaverysignificantincreaseinawareness.9AfullreportofthispilotprogramwassubmittedtotheMacedonianMinistryofEducationandScienceinSeptember2013.TheMinistryapprovedthecontinuationoftheanti-corruptioneducationasanextra-curricularactivityinallprimaryschoolsthroughoutthecountry.

6Educationon(Anti-)CorruptionforHighSchoolStudents–RepublicofAustriaFederalBureauofAnti-corruptionwithintheMinistryofInteriorreportedinJournalofEducationandPractice–www.iiste.org-ISSN2222-1735(Paper)ISSN2222-288X

7Ibid.8Anti-corruptionEducationofPrimarySchoolStudents–www.dksk.org.mk-PaperpresentedattheConferenceoftheSatesPartiestotheUnitedNationsConventionAgainstCorruptionFifthSession,PanamaCity,Panama,25thto29thNovember2013.

9Ibid.Moststrikingwasa59%increaseinchildrenwhosaidtheywouldknowhowtorecognizeandhowtoprotectthemselvesfromcorruption.

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Indonesia

AllindicationsarethatIndonesia’sgovernmentpolicyhasbeenstronglyagainstcorruptionandthattherehasbeensomesuccessinintroducinganti-corruptionawarenessandmindsetintotheeducationsystem.IndonesiaispredominantlyIslamicand,therefore,ofparticularinterestwhenconsideringthestronglyIslamichistoricalmindsetofAfghanistan.

Malang,EastJava

Athoroughresearchprojectworkingwith30primaryschoolteachersintrainingattheUniversityofKanjuruhaninMalang,EastJava[Indonesia]–predominantlyMuslim–looksindepthatthecomponentsofaneffectiveprogramofanti-corruptioneducationinschools.Itdealswiththeunderlyingsuccessfactorsratherthanasimple,superficial[onpaper]curriculumdevelopment.ThekeytothesuccessofcharactereducationisidentifiedasthePrincipal.IfthePrincipalhastheintentiontochangetobebetter,thenthePrincipalwillpassongoodbehaviortoteachersandstudents.Arelatedsuccessfactoriscooperationthroughouttheentireschoolcommunityincludingprincipals,teachers,students,andeducationstaffwho,together,constituteameetingpointbetweentheoryandpracticeofanti-corruption.Theoutcomeshouldbeachangeinthedailyattitudeofteachersagainstcorruptioninperformingtheirdutiesandstrictpunishmenttoteachersandeducationdepartmentofficialswhocommitactsofcorruption.10

IndonesianIslamicBoardingSchools

OffurtherpossiblerelevancetoAfghanistanisacampaignagainstcorruptionbasedinthereligiouscommunitiesofIndonesia’sIslamicboardingschools.11Thiswasanon-governmentinitiativethatworkedthroughtheguidanceofrespectedreligiouscommunityfigurescoupledwiththeenthusiasmofyoungstudentswhodemandedgreatertransparencyandanendtotheftofpublicfunds.

Lithuania

Thisprogramwaswrittenmorethan10yearsagoandwasnotdevelopedinanIslamiccultureandsocietysuchasAfghanistan.However,itcontainsanumberofrelevantelementsforAfghanistan.Theprogramoutlinesacomprehensivelistoftopicstobetackledforfightingcorruptionthrougheducation.Theseare:• TheConcept,ConsequencesandOriginofCorruption

ThePossibilitiesofCombatingCorruption• TheProblemsofCombatingCorruption• PersonalityandBehavior:PersonalValuesandPrinciples,EssenceandPurposeofLife,Criteriafor

DistinguishingGoodfromEvil,DecisionsandChoices,CausesandEffects,Responsibility• BehaviorsandRegulatingNorms• LegalandIllegalBehavior• RelationbetweenMoralityandLaw10TheDevelopmentofAnti-corruptionEducationCourseforPrimarySchoolTeacherEducationStudents–NinikIndawati,UniversityofKanjuruha,Malang,EastJava,Indonesia

11Anti-corruptionEducationinFaith-basedSchools–Indonesia-WhatWorksandWhyInCommunity-basedAnti-corruptionPrograms–TransparencyInternationalAustralia–December2006–pp.28-29

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• Justice,HumanRights,EqualityandImpartiality,SocialJustice• GuiltandCrime:DamageandHarmasMoralReasonsofGuilt,CrimeasaViolationofLaw• CivicSocietyandtheState• PrinciplesofDemocracy:Participation,DelegationandRepresentation• CivilService:DutiesandPowers• GovernmentControl:AccountabilityandObligationtoProvideInformation• MassMediaThismodelfromLithuaniaprovidesusefulpointersfordevelopingaprogramofanti-corruptionwithinAfghanistan’seducationsystem.Themodelprovidesdetailedstructureandmulti-leveltimetableforalldifferentgradesfromprimarytohighereducation.12 Evaluationsofbestpracticeprogrammesforfightingcorruptionthroughraisinganti-corruptionawarenessintheyoungergenerationarestillataveryformativestage.Objectivemeasuresofeffectivenessorimpactoncurbingcorruptioninanygivensociety,cultureorlocationnecessitatealongertimespantomeasureeffectiveimpact.Pre-andpost-testevaluationsareofsomeuseastheyareindicativeofincreasedawarenessthroughtheprogram.However,morethoroughevaluationsaresparseastheprogramsarerelativelynewandmorelongitudinalstudiesofeffectivenessarenotavailable.

NationalEducationalCurriculumAndCorruption

ThevisionintheMinistryofEducation’s(MoEd)CurriculumFrameworkis“Cultivationoftraditionsandreligiousandmoralvalues.Thenewcurriculumfostersthedevelopmentofstudents’personalitiesashumanbeings,goodMuslimsandtrueAfghans.”Theaimisthat:“Bythecompletionoftheschoolingcycles,whenyoungpeopleentertheworldofwork,asaresultoftheimplantationofthenewcurriculum,theywillbegoodMuslims,civilizedhumanbeingsandtrue,self-reliantAfghans.”13WhilenothingexplicitlyisstatedintheMoEd’sEducationPolicy,anti-corruption,therearereferencestoguardingagainst“wrongdoing”:

Schoolsshouldgiveorientationtostudentsaboutthenegativeanddestructiveconsequencesofwrongdoingbyengaginginterrorism,drugabuse,conflictsandactsofdiscrimination.14

TheabsenceofdirectreferencestocorruptionasawrongdoingsuggeststhatatthetimewhenthepolicywasbeingdevisedcorruptionwasnotseenasasignificantissueandthusnotasaconsiderationindevelopingtheCurriculumFramework.

12Anti-corruptionEducationatSchool–MethodicalMaterialforGeneralandHigherEducationinSchools–ISBN9955-428-76-7–MinistryofEducationandScienceoftheRepublicofLithuania,2006andModernDidacticsCentre,2006

13MoEd–CurriculumFrameworkAfghanistan–Vol.1,2003,pp10-13.14Ibid.Page17

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ThereareanumberofreferencestoincorporatingaccurateandstandardizedprinciplesofIslamineducationalcurricula.TheMoEdCurriculum(2011)statestheproblems,needs,andexpectationsinthisregardasfollows: • Problems:Lackofastandardizedandunifiedcurriculumformadrassas.Itisalongtimesincethe

curriculumofmadrassashasbeenrevised.• Need:AcurriculumthatreflectsIslamicteachingsandthepositivecultureofAfghanistan…..[and]

securingthecooperationofmosqueimamsinpre-schoollearning.• Expectations:ThepromotionofIslamicvalues,positivehumancultureandethicalvaluesfor

studentsandthepromotionofaltruism,humanrights,Islamicbrotherhood,toleranceandpeacefulcoexistence,moderation,peaceandruleoflaw.15

ThesubjectsandtopicsincludedinthecurriculumincludetheHolyQur’an,Beliefs,LawandMorals,HadithandSunnah.StudentsstudyIslam5-6hoursperweekthroughouttheirschooling.ApartfromonelessoninGrade9,nothingofanti-corruptionisexplicitlystatedintheIslamicteachingtextbooksforGrades1-12.16TheGrade9lessonisentitled‘ProhibitionofBribery’andexplainstheholyprophet’snarrative:“thebriberandthebribeearebothinhellfire”.Thelessondenouncesbriberyasthemaincauseoffinancialandadministrativecorruption.Thelessonasksthestudentstothinkandtalkaboutwhatconstitutesagiftandwhatconstitutesabribe,withoutprovidingadefinitionaldistinctionbetweenthetwo.Thepurposeseemstobetoreachaconsensusonwhatisacceptableasagiftandwhengiftbecomesabribe.OtherlessonscoverrecitationoftheholyQur’an,prayers,storiesoftheprophets,ethics(parents’rights,neighbours’rights,elders’rights),peace,thehereafter,thelawfulandtheunlawful,justice,inheritance,andmarriage.SomeactivitiescontainedintextbooksreferstudentstoImamsofmosquesfordiscussionandtoaskquestions.17Also,Islamicteachingsinhighereducationaretaughtbasedonchaptersprovidedindependentlybyinstructorsandhavenounifiedorstandardizedcontent.PhilosophyandHistoryofReligion,alongwithPrinciplesofIslamarethedominantsubjectsinHigherEducation.18TheNationalCurriculumencourageseducatorstoutilizeavarietyofstrategiesforfulfillingtheeducationalobjectives.Forinstance,itsuggestsinvitingguestspeakers(religiousleaders,experiencedleaders,scientists,mediaandparents)toschoolstospeakonspecificissues.Twootherministrieswereexaminedtoestablishtheextenttowhichanti-corruptionwasincorporatedintrainingandothervocationalactivities.TheseweretheMinistryofLabor,SocialAffairs,MartyrsandtheDisabled(MoLSAMD)andtheMinistryofHajjandReligiousAffairs(MoHRA).MoLSAMDconfirmedthattherewerenopolicydocumentsdealingwithanti-corruptioneducationandtrainingwhilethekeyinformantsfromMoHRAreportedthattheministrywaspromotinganti-corruptionthroughmosquesermons,Fridayprayersandotherreligiousevents.19

15MoEd–NationalCurriculum(2011),pp.10-2016MoEd–NationalCurriculum(2011)–IslamicTeachingssubject–p.8617Ibid.IslamicTeachings–Grade3–p.4418MoHE–NationalHigherEducationStrategicPlan:2010-201419Ki-M-Go-MoHRA-1

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FindingsFromEmpiricalData

Educationists

Alltheeducationists,governmentofficialsworkinginthesector,seecorruptionaswrong.TheyalldefinecorruptionasoutsidetherulesandvalueframeworkofIslam,breachinglaw,andviolatingregulationsandpublicbenefit.20Theyseecorruptionnotonlyinfinancialtermsbutalsointermsofworkingagainstthepublicgoodbyamultiplicityofactorsincludinginsurgents,donors,NGOs,andgovernmentofficials.21 Corruptionisalsoseenasaseriousthreattostabilityandpeace.22Thesegovernmentofficialsseethecausesofcorruptionasbothinternalandexternal.23Somecomplainthattheruleoflawnotbeingrespectedbythegovernmentitselfcontributestocorruption.Othersareconcernedthatreligiousvaluesarebeingerodedthroughcommittingcorruption.24Closely-knitpersonalrelationswerepointedtoasoneoftheinternalcausesofcorruptionwithintheAfghanculture.Formanyofthoseinterviewed,thesecloserelationsarestrongerthantheruleoflaworreligiousbeliefsandvalues.25Theremedyfordealingwithcorruption,however,wouldneedtocomefromappealingtopeople’sbeliefsystemsandmoralvalues.TheeducationistswouldliketoseethereligiousinstitutionsinAfghanistanasbeingmorevocalontheissueofcorruption.26Manyindividualsimmersedincorruptionalsoclaimthattheyarereligiousandsaytheirprayersontime.27Theeducationsystemhasfailedininstillingethical,anti-corruptionvaluesinpeopleinpartduetothefactthatthereiscorruptionintheeducationsystemitself.28Evidenceofcorruptionintheeducationsystemisgivenasteachersbeingappointedwithoutgoingthroughaproperassessmentintherecruitmentprocessandfalsepassinggradesandgraduationcertificatesbeinggiventofailedstudentsinreturnforbribes.Moralvaluesarealsonotadequatelytaughttostudents,evidenced,forexample,bythesexualharassmentofyounggirlsintheschoolsandinthestreets.Forexample,

Violenceagainstwomenisrife….violenceagainstwomenisaformofcorruption.Womenareviolatedinthestreetandeverywhere.Values[onrespectforwomen]needtobetaughtinthecurriculum.29

SomeeducationistsfeelstronglythatIslam’semphasisonnurturingchildrentobecomegoodhumanbeingsinthefutureshouldbemoresystematicallyappliedineducation.30Asoneintervieweeputit,“If

20Ki-M-Go-Ed-1,Ki-M-Go-HE-1,Ki-M-Go-Ed-2,Ki-M-Go-Ed-3,Ki-M-Go-Ed-421Ki-M-Go-Ed-1,Ki-M-Go-Ed-222Ki-M-Go-HE-223Ki-M-Go-HE-124Ki-F-Go-Ed-1,Ki-M-Go-HE-225Ki-M-Go-HE-226Ki-M-Go-HE-1,Ki-M-Go-Ed-2,Ki-M-Go-Ed-327Ki-M-Go-Ed-1,Ki-M-Go-HE-228Ki-M-Go-Ed-1,Ki-M-Go-Ed-229Ki-F-Go-Ed-1,Ki-M-Go-HE-230Ki-F-Go-Ed-1,Ki-M-Go-HE-2

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youasarolemodelactcorrupt,yoursonbecomescorruptalso.”31NoneoftheeducationistsinterviewedwashappywiththecontentandteachingmethodologyofIslamicsubjectstaughtinschools,madrassasoruniversities.Amajorproblemisthat,

…thosewhoaresupposedtoconveythe[moralvalues],theteachers,…..[are]notcommittedtowhattheypreachand,second,theycannotconveythemessage[becausetheyarenotqualified].32

Anotherintervieweeobserved,

Themainproblemiswith[teaching]methodology–teachersteachingIslamicvaluesneedtobetrained.33Andthat,

….thereisnotagoodrelationshipbetweenthosewhoteach(mainlyMullahs)andtheyoung.WeneedlogicinIslamicteaching,nottakfeer(excommunication)……thelevelofIslamicthoughttaughtatschoolsisnotsuitedtoyoungstudents.34

SomearguedfortheneedtoteachIslamicvaluestoyoungpeopleinamoreappealingmannerandthatethicalvaluesshouldbetaught“throughstories”and“translatedintoaction”on“subjectslikeethicsatwork,Islamandsocialresponsibilities,citizens’rightsandresponsibilities,democracy,organisationalethics,etc.”35Thesystemicproblemoftheeducationsystem,includinghowithasfailedtoaddresstheissueofcorruption,wassummedupbyaneducationistasfollows:

Weneedagreementbetweenpolicymakers(mostofthemdonotunderstandtheproblem),thetechnicalteamwhodevelopreligiousteachingmaterial(mostlyMullahs)andinstructors(mostlyincompetent).Thereshouldbeajointbodythatestablishesthecorevaluesandevaluatesoutcomesoftheeducation.36

Someoftheeducationistsfeelstronglythatthemediashouldbeusedmoreeffectivelyinmainstreaminganti-corruption.Asonekeyinformantputit:

Themediais“equaltoandevenmoreinfluentialthaneducationalinstitutionsin[inbringingcorruptiontopublicattentions]with….[anti-corruption]programsforchildren.37

AlloftheEducationistsseecorruptionasnotonlywrongbutalsourgentlyneedingtobeaddressedasanecessaryconditionforstabilityandpeaceinAfghanistan.Theyseetheproblemofcorruptionasfarmoredangerousthantheterrorismandasamajordriverformuchoftheterrorism.Anti-corruptionisnotbeingtaughtinschools,madrassasoruniversities.

31Ki-M-Go-HE-232Ki-F-Go-Ed-1,Ki-M-Go-HE-233Ki-M-Go-HE-134Ki-M-Go-Ed-135Ki-M-Go-HE-1,Ki-M-Go-Ed-336Ki-M-Go-Ed-237Ki-M-Go-Ed-1,Ki-M-Go-HE-1,Ki-M-Go-Ed-2,Ki-M-Go-Ed-3,Ki-M-Go-Ed-4

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ReligiousLeaders

Religiousscholarsviewcorruptionasmuchmorethanbribery.Theyseeitasincluding“appointingbadpeople,nepotism,andmisusingpublicassetsforprivatepurposes(includingthemisuseofthefacilitiesofmadrassas).”38ThereligiousscholarsalsoseetheissueofcorruptioninAfghanistanasbeinglinkedtoinsecuritywithinsurgencyhavingitsrootsincorruption.Asonereligiousscholarputit,“corruptionisthemotherofinsecurityandallotherevils”.39Themaindriverforwidespreadcorruptionisseenasagenerallackoftheruleoflawwhere“therichdowhatevertheywant”andthe“majorityofcivilservantsarenotobservingreligiousandethicalprinciples”.40Corruptionisalsolinkedtoawaningin“spirituality”andlackof“beliefinIslamicvalues”ofwhich“themaincauseistheweaknessofIslamicteaching”.41Mostofthereligiousleadersinterviewedclaimedthatthemosquesdidrefertotheissueofcorruptionbutthatsuchsermonsandreferences“havenoexecutivepower”,are“notsatisfactory”,“arenoteffective”andthat“ethicalprinciplesarelimitedtothemosque”.42TwoofthereligiousscholarsinterviewedthoughtthatmosqueswerenotsufficientlyawarethatcorruptionhadbecomeanormformostpeopleinAfghanistanandthatreligiousinstitutionsdidnotfullyunderstoodtheseverityoftheproblem.43Thescholarsalsopointedtoatensionanddistrustbetweenformaleducationsystemandmadrassas.SomreligiousleadersseeformaleducationalinstitutionsinAfghanistanas“centresofcorruption”.44

Addressingthequestionwhethertraditionalandreligiousvaluescanbehelpfulwithregardtoanti-corruption,thereligiousleadersseetheproblemasbeingwiththeMuslimandnotwithIslam.TheypointtothedirectinstructionsintheholyQur’anonnottogivingortakingbribesandthattheQur’anhasthehardestpunishmentonearthforthosewhobecomeinvolvedincorruption.45ThemainprobleminteachingagainstcorruptionbasedonIslamicvaluesisthatmostinstructorsthemselvesareignorantoftheprovisionsoftheholyQur’anonanti-corruption.46Allthereligiousscholarsinterviewedexpressedstrongdissatisfactionwiththecontentandteachingmethodologyof‘IslamicTeaching’beingtaughtinschools,madrassasanduniversities.Forexample,

Wefaceaparadox:religionissupposedtobethepillar,butrulersandadministratorsareagainstit.It’sthecasewithanti-corruption–evenifitisincluded,itisnottaughtoritisignored.47

And,

38Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-339Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-2,Ki-F-Ed-1,Ki-M-Ul-NGO-1,Ki-M-Ul-Ed-340Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-241Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-2,Ki-F-Ed-1,Ki-M-Ul-NGO-142Ki-M-Ul-Ed-M-1,Ki-F-Ed-1,Ki-M-Ul-NGO-143Ki-M-Ul-Ed-2,Ki-M-Ul-Ed-344Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-2,Ki-F-Ed-1,Ki-M-Ul-NGO-1,Ki-M-Ul-Ed-345Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-2,Ki-F-Ed-1,Ki-M-Ul-NGO-1,Ki-M-Ul-Ed-346Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-2,Ki-F-Ed-1,Ki-M-Ul-Ed-347Ki-M-Ul-Ed-1

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I’mnotsatisfiedwithcontentsormethodology[ofteachingIslamicvalues].Wearelosinginbothreligiousandeducationalinstitutions.IsuggesttheMoEdandtheMoHEconsidergoodpeoplefordevelopingacurriculumbasedontherealitiesandneedsofthecountry.48

Also,

Theteachingmethodologyisnotgoodanditrarelyleadstoapplicationofwhatwehavelearned.”49WhenaskedinwhatpossiblewaysMoEd,MoHE,andMoHRAcouldmoreeffectivelypromoteanti-corruption,theresponsesrangedfrominsufficientcapacityattheseministriestoeffectreformtocorruptionbeingwidespreadwithintheministriesthemselves.50Forthereformstohappenandbeeffective,somefelttherewasaneedfor“ajointplan”bymultiplegovernmentandnon-governmentactorsand“amechanismforestablishingtrustandcooperation”,using“goodandprofessionalpeople”.51Thecurriculumshouldbereformed“forthepurposeofcreatingacultureofintegrity”andto“payattentiontoethicsandmoralitybecauseknowledgewithoutethicshasnovalue”.52AswiththeGovernmentEducationists,alltheclericsseethemediaasamajorplayerwithimmensepotentialtofightcorruption.LiketheEducationists,thereligiousscholarsseeadirectlinkbetweencorruptionandterrorism.TherisecorruptioninAfghanistanisduetoawaningspiritualityandlackofbeliefinIslamicvalues,amajorcauseofwhichistheweaknessofIslamicteachingbyunqualifiedinstructors.Theyseeanti-corruptionasembeddedinallIslamicteachingsbut,whereanti-corruptionistaughtinthemosques,itisnottaughtinawaythatisofpracticalusetodailylife.AllthescholarsinterviewedexpressedstrongdissatisfactionwithboththecontentandmethodologyofteachingIslamicvaluesinschools,madrassasanduniversities.

HeadTeachers

TheresponsesoftheHeadTeachersreplicatedtheresponsesbytheEducationistsandtheReligiousScholars.Allheadteacherssawtheissueofcorruptionasveryimportant,“rootofallproblems,and“themainobstacleforourprogress”.53Themaindriversofcorruptionare“Injusticeandwrongdoingofthepowerful”,“lackofasenseofresponsibilityandaccountability,lackofruleoflaw,lackofcommitmenttoduties,lackofcontrolandmonitoring”and“warandinsecurity,andgovernment’slackofattentiontosocialissues”.54

Twooftheheadteachersfeltstronglythatreligiousauthoritiescoulddomuchmoreagainstthosewhowere“justifyingcorruption.”55Askediftheirschoolsteachanti-corruption,oneheadteacherpointed

48Ki-M-Ul-Ed-149Ki-M-Ul-Ed-250Ki-M-Ul-Ed-1,Ki-M-Ul-Ed-2,Ki-F-Ed-1,Ki-M-Ul-NGO-151Ki-M-Ul-Ed-M-1,Ki-F-Ed-1,Ki-M-Ul-NGO-152Ki-M-Ul-Ed-3,Ki-M-Ul-Ed-2,Ki-M-Ul-NGO-153Ki-F-Ed-HT-1,Ki-M-Ed-HT-1,Ki-M-Ed-HT-2,Ki-M-Ed-HT-2,Ki-F-Ed-HT-354Ki-F-Ed-HT-1,Ki-F-Ed-HT-355Ki-F-Ed-HT-1,Ki-M-Ed-HT-1

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out,“wehavewallpostersonanti-corruptionatourschool”and“wearetryingtopromotehalalearning,respectforsocietyandcontentment”.56AllofheadteachersseeIslamicvaluesashelpfulwithregardtoanti-corruption.Astowhethertraditionalandreligiousanti-corruptionteachingsarebeingincorporatedintotheeducationalcurriculum,theheadteachersstatedthattherewerereferencestohalalandharaminIslamicstudiesbutthatnobodyreallycaredwhattheymeantinpractice.SomeoftheheadteacherswereunawarethattherewasaNationalCurriculum.57Also,incontrasttotheeducationistsandthereligiousscholars,theheadteachersdidnothaveissueswithcontentandmethodologyofreligiousteachinginschools.However,someoftheheadteachersthoughtthatMoEd,MoHEandMoHRAshouldcooperateindevelopingmaterialsforabookonanti-corruption,posters,andothermeanstoraiseawarenessaboutcorruptionandtheneedtoconfrontit.58

AswiththeeducationistsandthereligiousScholars,theheadteachersseethemediaasapotentialforceincounteringcorruptionby,forexample,byintroducing“rolemodelsofintegrity”.59Some,however,areconcernedthatthemediaitselfiscorrupt.60

Parents

Theparentsweinterviewedseemedlessawareofthecomplexitiesofcorruptiondescribedbytheeducationists,religiousscholars,andheadteachers.Theyseemedmoreconsciousonlyofmonetarycorruption,informofpayingorreceivingbribes,ratherthancorruption’ssubtletiesofexpressioninitsvariousforms.Theparentsdefinedcorruptionintermsoftheft,bribery,abduction,andevensuicideattack.61Theparentsappearlesscertainaboutspecific,accurateknowledgeofIslamicvaluesagainstcorruption.AlltheparentsseeitasajointresponsibilitybetweenparentsandtheeducationalinstitutionstoteachchildrentostandagainstcorruptioninAfghanistan.Overwhelmingly,however,theyseeitprimarilyasthefamily’sresponsibility.Thissuggeststhatthecurrentclimateisconducivetoschool-homepartnershipsorteacher-parentassociationsforanti-corruptionworkshops.Whenasked‘InwhatwayaretraditionalandIslamicanti-corruptionteachingsbeingincorporatedintothecurriculumofschools,madrassasanduniversities?’Mostparentsdidnotknow.Onefathersaid,“nothinghasbeendoneyet”whileanothersaidthat“Islamicteachingisgoodinschools”.TheresponsebyoneparenttothequestionofhowMoEdandMoHEcouldmoreeffectivelypromoteanti-corruptionineducationwasthat“theministriesshouldstartfromthemselves”andthat“theministriesshouldstop

56Ki-M-Ed-HT-2,Ki-F-Ed-HT-357Ata6-weekTeacherTrainingProgrammeonActiveParticipatoryLearningMethodology–Kabul,January-March2017,of14primaryschoolteachers,oneheadteacherhadseentheNationalCurriculumandtwoheadteachershadheardthataNationalCurriculumexisted.Noneoftheremaining11teachershadheardoftheNationalCurriculum.

58Ki-F-Ed-HT-1,Ki-M-Ed-HT-1,Ki-M-Ed-HT-2,Ki-F-Ed-HT-259Ki-M-Ed-HT-1,Ki-M-Ed-HT-2,Ki-F-Ed-HT-260Ki-F-Ed-HT-161KI-F-Prnt-1,Ki-M-Prnt-1,Ki-M-Prnt-2,Ki-M-Prnt-4

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briberyandtheft”.62Onefathersaid,“theteachersshouldbeevaluated[fortheirqualificationandabilitytoteach]”.63Althoughsimilarlyfullofdisdainforcorruption,theparentsseemedlessawareofhowcorruptionwas,orwasnot,beingaddressedineducation.Mostoftheparentsareunawareofthecontentsofthe2011NationalCurriculum.

StudentsandYouth

Allstudentsandyouthinterviewedsawcorruptionasanimportantandurgentissuetobedealtwith.ThemaincauseofcorruptioninAfghanistanwasseenasthepowerfulabusingthepoorandvulnerableinacontextwithaveryhighrateofilliteracyandacultureof“lawlessness.”AnumberofthestudentsinterviewedmadereferencestoIslam’sprovisionsagainstcorruption,includingphysicalpunishmentandtheresponsibilityofreligiousleaderstopreachagainstcorruption.64Alltheyouthandstudentsinterviewedclaimedthattheyhadnotheardanythingaboutcorruptionwhentheywenttomosquesbutweretoldnottolie,nottostealotherpeople’sproperty,nottocheat,nottoviolateothers’rights,andrespectelders.Noneofthestudentsandyoungpeoplehadlearnedanythingaboutcorruptionintheireducation.65Onestatedthathewasnotsatisfiedwiththemethodologyinreligiousinstructionbecausetheinstructors“justtalk.”Anotherstatedthat“ourteacheronlyreadsfromthebook;therewerenolessonplansandnothingtomakethelessonappealing.”50

SomeofthoseinterviewedfeltthatbecausetherewascorruptioninMoEdandMoHE,itwouldunlikelythattheseministrieswoulddoanythingtodealwithcorruptionthroughchangesinthecurriculum.66

Children

Ofthechildreninterviewed,noneunderstoodthemeaningofcorruption.67Theywereaskedhowtheywouldfeelifoneoftheotherchildrenintheirclasshardlydidanyworkbutalwaysgottopmarksbecausehisparentspaidtheteacher.Allfeltthattheywouldbeangrywithonesayingthatthiswouldnotbe“agoodjob”.Thechildrenimpliedthatcorruptionwasbad,unjust,andthatitshouldnotbedone.Askedwhattheyhadlearnedinschoolaboutnotbeingcorrupt,thechildrengavetheexamplesof“nottellinglies”,“murderisbad”,“theftisbad”and“agoodhumanbeingshouldnotdothesethings.”Askedwhattheyhadheardinthemosqueaboutnotbeingcorrupt,onlyoneofthechildrensaidthathehadbeentothemosquebutthathehadheardnothing.

62Ki-M-Prnt-1,Ki-M-Prnt-363Ki-M-Prnt-264Ki-F-SecSchPupl-1,Ki-M-UniStud-1,Ki-M-UniStud-265Ki-F-SecSchPupl-1,Ki-M-UniStud-166Ki-F-HSchGrad-1,Ki-F-SecSchPupl-1,Ki-M-UniStud-167Onegirland4boys[8to10yearolds]wereinterviewed.

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ConclusionandRecommendations

AllrespondentsinthisstudybelievethatIslamistotallyagainstcorruption.Islamicvaluesareanobviousstartingpointforraisingawarenessagainstcorruption.However,methodsofdeliveringIslamicteachingwerestronglyandconsistentlydescribedasunimaginativeandineffective,anddonebyunqualifiedinstructorswhofailtodiscusstheimplicationsofIslamicprovisionsagainstcorruptioninpractical,everyday,terms.Theteachingmethodsweredescribedasuninspiring,unengaging,rote-learned,anddisinterested.WithwelltrainedandenthusiasticteacherscommunicatingIslamicteachingsthatpromoteintegrityandhumanity,awaveofresistancetotheendemiccorruptioninAfghansocietycouldbestemmed.Thequestionishowthisbreedofteachersistobefound,trainedanddeployedwithintheeducationsystem.Islamicvaluesareevidentlyheldinhighesteembyallthoseinterviewedforthisstudy.Islamdenouncesinjustice,corruption,ethnocentrism,ignorance,poverty,discrimination,nepotism,bribery,deceptionandmisusingpublicproperty[bait-ul-mal].Thesevaluesneedtobeincorporatedintotheeducationsystemthroughchangesinthecurriculumandappointmentofknowledgeable,qualified,andexperiencedinstructors.Thefollowingrecommendationsmaybemadeonthebasisofthisstudy.• Motivatedcommunityleadersneedtoenlistandengagejointbodiesdrawnfromeducationists,

religiousscholars,teachers,parents,youngpeople,andstudentsalongwithcooperationfromtheMediatoraisetheplaceofcorruptioninpublicawareness.

• AfghanistanneedstoseetangibleAfghan,home-grownmodelsonthegroundofwhatgoodpractice

lookslike.Afghanistanneedstoseeclearexamplesandworkingmodels[withinAfghanistan]ofeffectiveeducationandwhatsocietalrelationshipswithgoodpracticeagainstcorruptionlooklike.

• Civilsocietyanditsorganizationsshouldtakeamuchmoreseriousinterestinplacinganti-

corruptiononthepoliticalagendathrough,forexample,collaborationwithmedia.Similarly,parentsandparentsassociationsneedtoputpressureontheschoolsystem,particularlyattheprimaryandsecondarylevels,forpracticalinstructionsagainstcorruptionbasedonIslamicvalues.Initially,theseinitiativesmayhavetofindtheirexpressioninextra-curricularsocieties,associations,conferencesandotheractivities.

• Theevidentlossofconfidenceandtrustinthegovernmentindicatesthateffectivemovesmustbe

organic[fromwithinthecommunity]ratherthanmeresuperficial,windowdressingpolicychanges.• Extracurricularactivitiessuchasanti-corruptionschoolclubsandconferencesorganizedfromwithin

thecommunityshouldbeusedtoarouseinterest,createacommonvoice,andmobilizeaction.• RevisionofcurriculabyMoEdandMoHE–possibly,also,involvingMoHRA–isessential.Socialand

workethics,socialandcivicresponsibilityandIslamicvaluesneedtobetaughtatalllevelsofeducation.Tocorrecttheprevailingcultureofcorruption,thesesubjectsshouldneedtobetaughtwithafocusonanti-corruption–showingcorruptionasthepivotalevilanddestructiveforceunderminingthewell-beingandprogressofthenation.

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APPENDIXA IslamicTeachingsinNationalCurriculum(1390)[2011]NumberofhoursallocatedaccordingtoGrade

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APPENDIXB:GuidingQuestionsGuidingQuestions–Parents1. Howwouldyoudefinecorruption?WhatexamplesofthisdoyouseeinAfghanistan?2. Canyouprovideexamplesoftraditionalandreligiousvaluesthatcanbehelpfulwithregardtoanti-

corruption?Whatisyourpersonalexperienceofthis?3. Inyouropinion,howmuchisittheeducationalinstitutions’responsibilityandhowmuchisitthe

family’sresponsibilitytoteachchildrentostandagainstcorruptioninAfghanistan?4. Inwhatwayaretraditionalandreligiousanti-corruptionteachingsbeingincorporatedintothe

educationalcurriculum(schools,madrasas,universities)?Giveexamples.5. Whatdoyouthinkaboutthecontentandteachingmethodologyofreligiouseducationtaughtin

schools,madrasas,universities?Howaretheybeingtaught?Whatareyoursuggestions?6. ThinkingabouttheMoEd/MoHEwhatarepossiblewaystheycouldmoreeffectivelypromoteanti-

corruption?7. Whatpartshouldthemediaplaytocountercorruption?Giveexamplesofhow.8. Anyotherthoughtsyouhaveabouthoweducationalinstitutionscanhelpfightcorruptionin

Afghanistan?

GuidingQuestions–StudentsandYouth1. Howwouldyoudefinecorruption?WhatexamplesofthisdoyouseeinAfghanistan?2. Inyouropinion,howimportantistheissueofcorruptioninAfghanistan–andhowurgentisitthatit

shouldbecorrected?3. Canyouprovideexamplesoftraditionalandreligiousvaluesthatcanbehelpfulwithregardtoanti-

corruption?Whatisyourpersonalexperienceofthis?4. WhathaveyoulearnedinthemosqueaboutcorruptioninAfghanistan?5. Whathaveyoulearnedatschooloruniversityaboutcorruption?6. Whatdoyouthinkaboutthecontentandteachingmethodologyofreligiouseducationtaughtin

schools,madrasas,universities?Howaretheybeingtaught?Whatareyoursuggestions?7. ThinkingabouttheMoEd/MoHEwhatarepossiblewaystheycouldmoreeffectivelypromoteanti-

corruption?8. Whatpartshouldthemediaplaytocountercorruption?Giveexamplesofhow.9. Anyotherthoughtsyouhaveabouthoweducationalinstitutionscanhelpfightcorruptionin

Afghanistan?GuidingQuestions–Children1. Whatiscorruption?2. Howwouldyoufeelifoneofthechildreninyourclasshardlydidanyworkbutalwaysgottopmarks

becausehisparentspaidtheteacher?3. Doyouthinkthatcorruptionisrightornot?Why?4. Whatdoyouthinkcouldbedoneaboutit?5. Whathaveyoulearnedinschoolaboutnotbeingcorrupt?6. Whathaveyoulearnedfromyourmullahinthemosqueaboutnotbeingcorrupt?7. IfyouweregivenAfs16,700[$251]whatwouldyoudowithit?8. WhatwaysdoyouthinkcouldbeusedtofightcorruptioninAfghanistan?

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GuidingQuestions–All1. Howwouldyoudefinecorruption?WhatexamplesofthisdoyouseeinAfghanistan?2. Inyouropinion,howimportantistheissueofcorruptioninAfghanistan–andhowurgentisitthatitshould

becorrected?3. WhatarethemaincausesofcorruptioninAfghanistan?ListandDescribe4. DoreligiousinstitutionsrefertocorruptioninAfghanistan?Ifyes,how?Giveexamples.5. DoeducationalinstitutionsrefertocorruptioninAfghanistan?Ifyes,how?Giveexamples.6. Canyouprovideexamplesoftraditionalandreligiousvaluesthatcanbehelpfulwithregardtoanti-

corruption?Whatisyourpersonalexperienceofthis?7. Inwhatwayaretraditionalandreligiousanti-corruptionteachingsbeingincorporatedintotheeducational

curriculum(schools,madrasas,universities)?Giveexamples.8. Whatdoyouthinkaboutthecontentandteachingmethodologyofreligiouseducationtaughtinschools,

madrasas,universities?Howaretheybeingtaught?Whatareyoursuggestions?9. ThinkingabouttheMoEd/MoHEwhatarepossiblewaystheycouldmoreeffectivelypromoteanti-corruption?10. Ifthereisachanceofreviewingeducationalcurricula,howcould‘anti-corruption’beincluded?11. Whatpartshouldthemediaplaytocountercorruption?Giveexamplesofhow.12. AnyotherthoughtsyouhaveabouthoweducationalinstitutionscanhelpfightcorruptioninAfghanistan?

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CodesUsedforKeyInformants Ki-F-Go-Ed-1(Ki=KeyInformant,F=Female,Go=Government,Ed=Educationist,1=Sequence)Ki-M-Go-HE-1(Ki=KeyInformant,M=Male,Go=Government,HE=HigherEducation,1+Sequence)Ki-F-Go-MoLSAMD-1(Ki=KeyInformant,F=Female,Go=Government,MoLSAMD=MinistryofLabor,SocialAffairs,MartyrsandtheDisabled)Ki-M-Go-MoHRA-1(Ki=KeyInformant,M=Male,Go=Government,MoHRA=MinistryofHajjandReligiousAffairsKi-M-Ul-Ed-1(Ki=KeyInformant,M=Male,Ul=Ulema,Ed=Educationist,1=Sequence)Ki-M-Ul-NGO-1(Ki=KeyInformant,M=Male,Ul=Ulema,NGO=Non-governmentOrganization,1=Sequence)Ki-M-Ed-HT-1(Ki=KeyInformant,M=Male,Ed=Educationist,HT=HeadTeacher,1=Sequence)Ki—F-Prnt-1(Ki=KeyInformant,F=Female,Prnt=Parent,1=Sequence)Ki-F-HSchGrad-1(Ki=KeyInformant,F=Female,HSchGrad=HighSchoolGraduate[recently],1=Sequence)Ki-F-SecSchPupl-1(Ki=KeyInformant,F=Female,SecSchPupl=SecondarySchoolKi-Ch-1(Ki=KeyInformant,Ch=Child,1,2,3,4,5=all5)