HLH. Shaikh Khalifa Bin Zayed Al Nahyan Prosident of the United Arab Emirates coene knowledge and modern science must be acquired. The educational process we see today is an ongoing escalating challenge which requires hard work We succeeded in entering the third millennium, while Wo are more cunfident in ourselves.” 99 ‘Quotes fom H.H. Shaikh Khalifa Bin Zayed Al NahyanTable of Contents ©) contents defined on smare learning app Unit 1: Ethics in Real Life ee Lesson 1 What is Corruption and in What Areas Does It Take Place?. Lesson 2 Why Does Corruption Occur? .... Lesson 3 What is the Impact of Corruptionz?... Lesson 4 What Sort of Unethical Behaviour Exists in Education? Lesson5 Dealing with Global Ethical Challenge: Lesson 6 How Can You Promote Ethical and Anti- corruption Behaviour in Yourself and Others? Unit 2: Managing Real-World Finances eS Lesson 1 What Does It Mean To Be A ‘Smart Consumer’? 88. Lesson 2 What are the Main Features of Sound Financial Management? 104Lesson 3 Lesson 4 Lesson 5 Lesson 6 What Are the Different Forms of Borrowing and Lending? 120 What Are the Advantages and Disadvantages of Saving and Investment? 14 What Are the Moral Questions Surrounding Financial Management? 48 How Does the Financial System Work and What Role Does Government Have in Regulating the Financial System? 160 Unit 3: Globalization printhead tetera aaa Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Introduction to Globalization 182 ‘The Economic Aspect of Globalization 204 The Sociological Aspect of Globalization na The Cultural Aspect of Globalization 226 ‘The Environmental Aspect of Globalization ... 238 The Political Aspect of Globalization 254Den See eee Sane facing humans. Corruption and unethical behaviour exist in ‘some form in every country in the world. The challenge for ‘world leadersis to address unethical behaviour and corruption Pree eed Reet ee eae a) ee rey ee ‘way they behave and promote ethical behaviour in others. aoeToa Ethics in Real Life ©) contentis defined on smart earning app lesson! WhatisComsption and in What Areas Does I Take Pace? Lesson2 Why Does Couption Occur? Lesson hati the impact of Corruption? Lessons What Sort of Unethical Behaviour Exists in Education? ‘Lessons VnatTypes of Unethical Behaviour xistin the Workplace? Lesson ow Can You Promote Ethical and Anti-coruption Behaviour InYoursetfand Others? Learning Outcome: Atthe end ofthis unit you shouldbe able tor 1. Define and aiscas the reasons for corrupt and unethical activites ‘and behaviours 2. Consider the impact of corrupt and unethical activity. '3-Identy ways ofcombatinacorupt and unethical activity 4. Know how to behave in an ethical and non-corupt way. 5. Consider conution fom global perspective,4 Mort Social Ctrl stses | Gre? | Term fae What is Corruption and in What Areas Does It Take Place’? ‘a theend ofthe lesson you shouldbe able: gy > ent atlest tre ay elements of corupton: > avide an exarpie of cout behaviourin at lest two cere reas of ode. > pesrbe wo deren cesses of coruption INTRODUCTION Below are five ferent scenarios. Tey areal tonal but there are some ‘aspect of them which are based on things that have happened in cali ‘When youlookat each ofthe scenarios, ty to think about what they might have in common,Seenario 1: ‘You are talking toa end who tls you that they have not completed thee homeworkand se ightened tata Ul parents anche teacher they know ‘that you have done your homework and that you regularly produce good _ualty work whch gets ras, Your fiend asks IF you can help. you do my homework forme tonight, I ge you that Lost Sher video game of mine you id you tked You thnk about the offer and agree. Your fiend hands thei ‘homeworkin on time and getsa good mark which pleases ther parents Seenato2: A polis trafic officer stopsa motors on the E99 oid to one ofthe cites. ‘The motorist was using thei phone whilst driving. The trafic officer asks ‘the driver to step out ofthe car and answer some question, The diver steps cut ofthe car and te ofcer tls them that itis an offence to drive whist sing a mobile phone. The officer ells the ver that there i camera footage showing the diver clearty using their phone and that they wl 'be subject o an amount of money and 4 black pons. The crive asks the {taf cfcer'Do you know who lami and then proceeds to tll the officer ‘that they ae a senior official inthe state. The trafic aficer apologises and sends te diveron their way. Seenaro 3: ‘An international 20-20 cricket match atthe Sheth Zayed stadium between Sil Lanha and Pakistani taking place. On the fourth ball of the sixth over ‘ofthe match the bower aversteps the mark and alld for 3 no-bal: In Malaysa,a man watches the match ona laptop paying particular attention ‘othe sith over When the umpire call the no-bal Fe smiles and rubs his ‘nands together. csMore Sao Camere | Grae | Term Seenarlo ‘company in Euepe wants to geta licence to elits producti country in South Americ, Tere ae a number of adminsvatve procedures that hhaveto be completed belore the licence isgranted and these canbe cosy ‘The chef executive fcr (CEO) af the European company attends a rade show atthe court's national exhibition centre, and is introduced to @ senior member ofthe European country’s Consuate General inthe South ‘American county The CEO explains the challenges the company is Facing and the member the trade counc reassures the CEO. He explains that he is good fends wth someone at a high level who owes him a favour and ‘that he wil see tot thatthe licences issued quik. Two months ate, the Europa fr resivesthelrexpor cence Seenario5: ‘an indvial is awaiting wial'on a charge of providing confidential Information an 2 business future Investment plans. The inestment fm benefited by buying shares inthe company before the price rose, earning {6millon AED inthe process. The evidence linking the defendant with the crime te strong Justbefor the tal the layer forthe defendant meets the {judge who will oversee the trial at social event because they were both ‘atthe same univenity together, and explain that they ae representing ‘the individual. On the fist day of the tra both the prosecution and the elence present their cases. tthe end of the day, the judge dismisses the ‘case saying that theres insuficent evidence on which ory the case.Discussion Poi ‘once you have read through each ofthe scenarios cscs wth thes n the dass what the kay sus rein each scent and whether here are {any common features thaton be dete. Some of the scenarios may seem lke fly innacent things. What, for ‘example is wrong with 2 fiend asking you to do their homework and ‘iving you something in return? Shouldnt people in srior postions of ‘Governments get some benefits fr having Worked thelr ay up to sucha ‘osition? One no ballin ricket st going to make that much diference to the outcome of agame, ‘The issues alsedin each ofthese scenarios, however represent symptoms ‘of much wider problems which can exist in society. They an represent an _2tttude which prevals across many different areas of socket andife When these attitudes exist and are accepted, they can lead to serous problems Which can potently cripple the normal functioning of society. The extent to whch problems can arse wil vary from country to country and wil be dependent ona numberof factors which we wil explore later. However, the global map in Figure 1 Isa way of presenting the extent to hich problems exit across the world. The map in Figure 1 is produce fe2ch year by an organisation called Transparency Intemational. The ‘organisation was formed in 1993 and seeks to rise awareness about the ‘existence of corption and to bring about changes in atiudes which can help to reduce the instances ofcortution avn the worMey Terms ubllesecor ie Soreovsecuey3 Denne areas “voy he epuntone bt ony prnataceton He Patrscounys Sorte pe wows Figure? Transoarexcyimemadional Cmupton ereptions index 2016 Souce:TanspreneyntratenlCoruptio ies 2016) by Tansoreny Intraoral Wena under C-B-ND 40 “Tanspareny International collects data from 13 ferent datasources from 12 diferent institutions which must demonstrate that they can produce relable and accurate information on perceptions of coruption in the public sector. The institutions must be abe to quant their perceptions. ‘Tre term public sector refers to the parts ofa country’ economy that are ‘owned, nancedand controle by the state on behalf ofthe population of, that county. This index is one measure of corruption but does not necessarily reflect the ful extent ofthe problems because corruption which takes place in the pivot sector i not included. ts kay, however, that what happens inthe Public ctor ic eflection ofthe private sector. There are 176 countries included inthe surveyandthe lower the Index, the more serous the problem colcomuption.Tanspteny Intemational makes clear that No country gets dose {0 pare score in the Corupton Perceptions Index 2016 Source: |Link bps mwatranspaencyorg/newsteture/cruption perceptions. tio index_2016 and matesitcearthatitbelevestherelsstllmachworktobe. fetcans done to resolve the problem of corruption, ‘The Meaning of Corruption In our intruction we talked about cocruption but have yet to define ‘tn looking at the scenarios you were asked t se if yr could ident some common features whch connect each of the scenarios One of these featuresisthe exstence of power, Powernthis contents the abit tence something or someone and 4 ‘so change the course of events, The more power an individual, organisation <2 ‘or government has, the more the ability to influence and change. We use rome) ceatmyD the term power ona regular basis without perhops Rly sporting jut aw how imporantitisto curly ves iho as power and tht pes ee usedafectsamos everthing we doandexperenceisimporantineut =n discussion of corruption because power canbe a force for positive change and direction but can also be misused and be a negative force. In each ofthe scenarios there was someone who had power and was ble toinfluence events and outcomes. In Scenario I fr example. you had the wer because you could do the homework. n Scenario 5, the power lays inthe judgeshans beens they were abe to decide wheter here was | OTE ee sevethenaion tiga conegoundieneti imu beech gas sata Any = | tndnocresio m be silent abour it. fction Tsk (Gi | Eee, exrpisionondpeert Inco of te exer Seman, Senty who hd the power and what the ‘Woeeaurewe toror natu of tat ower was ineach ease ‘gh toh oman those ated ith ress thartonihes ‘doles heen ‘Shah Zaye bin stan ‘Aina ey lah ‘have macy pon issuwn Seescamwar sates | roel | Tam! Ineach scenario there was achange inthe course of evens In Scent 1 hat you decided otto do the homework fr your fiend they might have ben in trouble with their teacher and ther parents for nat handing thei, hemework in and even f thy had done their homework, they may not have got as ood a grade as they dd when you'd it for ther, InScenaro the individual who had given confidential information would ifthe case had been heard hve likely gone to al, andor received afin, tray have lst thelrob, and seen their carer prospects damaged formany yas, ‘ation Task. Ineachat the ater scenario deny what the changeln the course ‘of events was For Scenario 3 here itl hint What reason mght the ‘person in Malaysia have ad to rile when heno-bl was cal? “The final common feature of each scenario was that somebody abused orused the power ty had for thelr own personal gin In each case, the personal gan may have been diferent. n Scenario 1, the gain for you was the Lost Sphea’ vdeo game that your fiend gave you in exchange for ‘dong tel ome. ir Sao the judge retains the friendship ofthe lawyer they were atschool wth In this example, not thatthe gains not physical or fnancialbut isa gain nevertheless,‘Action Task Ineachf the oter scenarios, ently what the gain might have een fo ‘meiamauals wo abuses thee pow Whingtt doy tink ay pe ter? Having explored the common themes ofthese scenstos we can provide a Provide writen or verbal defnitionofthete bribery nd give at least wo eamplesin suport of our deft. > Distingush tough wsten or verbal meats between teas HO other types of comupt activi. > Gieatlest wo examples which ustae why compton takes place. INTRODUCTION In Lesson 1, we looked at the meaning of coruption and considered the idea that coruption can be classed as petty corruption and grand comuption. We also noted that corruption involves individuals. Countries ‘may be classed as comupt businesses might be corrupt and government {departments might be ‘corrupt; but each ofthese entities is made up of Individuals. To explore why corruption occurs therefore, we must ook at the motivations of individuals. This helps us to understand how we can Influence those motivations to help address the problems that corruption brings.CORRUPT ACTIVITIES To understand the motivations of individuals in engaging in corruption t Js important to be dear about the nature of corupt activities. As we saw Inthe scenanos n Lesson 1, corruption can take diferent forms although we were abl to identi common themes which help to characterize what corruption means. Bibery (One ofthe most common forms of corruption involves bribery. Bribery Involves the offeror promise of a benef (which could be and often Is ‘nancial to another person inorder for this other person ta carryout an Improper action or activity Here we wil call he bribe’ and the person who s receiving thebribe'-In some cases, the act of bribery might involve 23 third party wi we wil cal: This might be someone acting on behalfof the person offering the bribe Tete RE Why do youthinkan rl who wons offer abibe'® might get Someone es he hid poy) tact fer te bbe oP? Bribery typically occurs in eases where ‘B” wishes to gain something which could be ajb, an award or qualifcation, preferential or favourable ‘reatment of some kind, to avoid some action or punishment, tobe offered work ora contract, to hide or not csclose something, to be awarded 2 licence or permit for financial gain of some kind, tacces entry of property which isnot generally avaiable, and to acces information which coulé be ofbeneft to", Thisisnotan exhausivelst! ey Terme Iribene eaters ory, ®) Sse dias portray ian Sarat outs work ‘spat Tete wos ‘reaterihon wea Shek 2ayein stan ‘yon Boy sh ave mee pono)ec Sel & Cara Stes | Grade | Term ‘Action Taek (ai Lock teach ofthe folowing examples of cso bribery and match them wth he appropri «ase Notts possible thatthere coud be more than one asa which matches with tha ae coe “A, Secure 300 1B. Be granted aeence €. Galnresvcted acess 'B. Avoid punishment acon . Acceisinformation Gain favour 6. Secure preferential weniment '. Gn nani benet ‘ctf rbery ‘Offering money ane crew tobe upgraded tothe Fist das cabin 2. Apres photographer paying a Rete seunty quad o get photographs a cei 1 eng SSE EI PS OS PS Sif 3. fering money ta poe ofc to wale aspeedng fie and ack polis “4 Putting money inan exam paper witha message the amines be kind when making the werk 5 Offering nalhexpenses pad ip to Florida toa estos ofl to securean export pet “6 Paying referee ina ool match to award a penalty tothe hore side oat bet wilpay ou avg a body guard pass on deta fhe movements fan OpPOHTON| patil ‘Giving expensive jewsllary oa ear ofa ender panel exchange ordeals ofamale tender td {9 Adiug desler anew home toa senior detecive they reduce pari an tea hee the cele loperating. 10. Agovermentdepartmentsinvestigating the pot of fake branded goods. A Senler member ofthe depareent is ofred a subsantal amount of maney to range or theinvstation tobe cancels.Extortion Extortion refers to the extraction of money o favours through the abuse (of power and typically through the use of physical force, Intimidation, black or threats ts this use offorce or threat than can make extortion particularly unpleasant. snot sufcent that extortion Is an example of ‘corruption but often the use of violence, heat, intimidation, or backmall Extortion canbe an extreme form of abuse of power because the power ‘that the incu oc inva have is based on fear. For example, gang cultures are able to survive and grow because people not ony fear that ‘they, thelr families or property may be In danger but they have seen evidence that the treat is real One typical example of extortion involves, sing small businesses and asking them to pay money to ensure thattheir, business and propery Is protected, if the business ovner refuses to pay, the gang will damage ther property or inflict violence onthe property. It only takes one actual act of violence to demonstrate to everyone involved that ths isnot simply a thet. {Extortion also includes blackmal Blackmail involves the extraction of ‘money or favours in exchange for not dicosing or publishing information ‘or images which may be damaging to the caeet, mariage, reputation, poston or ife of another person. The blackmaller may have accessed the information deliberately wit the intention to commit blackmail or may have come across the Information by accident and decide to use that information inappropriately for personal gain. 'Nepotism or Cronyism Wie have identified that power Is an important featue of corruption. Nepotism and conyism are two examples of where people in positions ‘of pawer use that power to grant favours to relatives or ends. This may Include getting themjobs, especialy when they may not necessarily be the ‘best person forthe post or have the appropriate qualifications and sil. Key Terms iets te ‘pial tro taeof psec Key Terms pti cee Spearlsoners (an erusto fends unIn some counties, conyism extends to giving jobs, postions of responsbity o tiles t0 fiends. Inthe UK, for example, sone political leaders have been accused of ghving peerages or knighthoods to fiends for those who donot funds t their political pert. A peerage allows the individual to be refered to as‘.ord'or‘Lady’and have a seat inthe House of Lords apart of government. Having the te Lord'orLady'cin also help the incivgualgaln benefits which are not availabe to others, fr example, Seats in top restauznts, preferential seating in theatres, and so on. This ‘ype of conyism ovaiaps to an extent withthe next example, atronage Patronage In mary cases peoplein postions of power have the ability to grant tes, honours privilege, orFrancial ld to indlviduals, groups and organistions.. In the example inthe ast section, UK Prime Ministers have the poner 1 _awatd peerages to peopl. Examples fom other parts of the world might include offering support to musians, artists or sculptors, besowing, tiles on people, awarding honorary degrees, dently with particular hatte, and $0 on For individual with the power of patronage, there is ‘the potential for this power tobe abused and used for personal gan or some other benef, Misappropriation ‘Once again, we can identify the importance of power in cocruption. Misappropriation accurs when someone fs entrusted wih something “hich could be money, artefacts, o Information, which they dont avn, ‘and then uses the roney, tc fr thelr own gain. nother words, they steal. Here, people use the power Ut has beer bestowed onthe he ust hae they have been given and misuse that power.‘Misuse of Information InScenariosinLesson1,the ndvidualwasontaformisusinglnformation, Inthe scenario, the defendart had access to information which could be of value to someone els. n business and ance, Information fs Important In irecting the behaviour of investors. For example investors think that 2 company i going to expetence an improvementin ts profs, it may be worth buying shaesin that company inthe expectation that ks share pice vale “There are strict rules and regulations across mos stock exchanges lating to the way In which a company reveals information. The idea Is that everyone has acces to informaton atthe seme time and can analyse and Interpret that information at appropriate and then make decisions on the basis oftheir analysis and interpretation. However, if some people get acces to infomation before everyone else, they can use that information to their advantage. fan naval, who may be a member of the board of ivatleast wo effects fcomuptionon india and provide on ‘exarpe to support each. > heat east two effects of corupton on the ue of aw and provide > Giveatleasttwo effects of compton on the economy nd provide anezampleto suppor each. INTRODUCTION Inthe las lesson, we looked a types of corruption and the reasons why, [People gt involved in corruption. Remember that eventhough we might ‘descibeinsitutions, organisations businesses, governments and countries _asbeing corrupt ultimately itis indivduals who carry out corrupt acts and ‘who benef fom those acts. As noted in Lesson 2, many individuals who ate involved in coruption may not be aware of the effects their actons Ihave on othe people It might ao be the case that they simply don care and put thelr own weifaeand interests above those of anyone ele, In ths lesson, we will explore some ofthe effects of corruption,People get involved in corruption and ultimately It i people who are ‘offered by corruption. However itis importante remember that pecple make up society anc people cary out the exchanges that make up the -econony. “The Effects of Corruption ‘The eect on indvtuals One ofthe most obvious eects of corruption ‘on individuals s the fact hat they ae breaking the lw and if they get ‘aught, they risk imprisonment, fines or whatever punishment the law of the country concermed imposes They may aso get aciminal reco and a ‘eputation which can alec them forthe whole oftheirlives.Belnginvolved In corupton can also result in further moral decay which contibutes to _2 downward spiral f somaone is wiling to submit to bribes, what other egal ats might they bewiling to engage in? Cioningtak ‘carpark attendants about tolsie a cet to ver whos esly arte. Sefore the ickt i processed the iver tums 2 asthe ‘or parkatendantt'be Kd and not begin to procesthe ticket. The ver ffers the carpark attendant 500 AED not to giveth ack, ‘planing that ifthe i ge ket. they could lose the). The cat Farkatendant takes the S00 AED and does nosue the eke ow ily do youtnkits thatthe carpark attendant weld be involved Infrter comupt acts nthe ure” What do youth thu tehaviourmight depend upon? aetna at Unt Lemons »ro, Sal & Cae Sues | Grade | Term The fect on the Rule of Law Comruptionhas a destabilsing effect on the ‘ule of aw. One ofthe fundamental aspects of any civilised society i the acceptance by a nation citizens of the lows ofthe county. These las exist to help soclty operate in an order way and to protec all citizens. I corruption i widespread the rule of law can breakdown, To enforce the rule ofa, the justice system needs to operate effecivaly the county's Justice system isalso corrupt it may falta suppor the ule of aw and this ‘anaffect peoples basic human rights Welooked a these human rights in Unit 3 in Grade 11. Recall that afundomental human right included inthe 1 Declaration of Human Right (UDHR) that‘ ae xual ene a Discus why the existence of orton can mean that ot everyone can be equalbore thea The ustice system isn important elementin any socety but fitiscorupt People an face tra imprisonment or other punishment una. Charges against people can be invented without any foundstion, evidence may be fabricated to ‘prve' the gult of those involved. Thase who ate guilty and involved with coruption may nat be brought ojustice because the system, is corupt andthe polce and legal system does not operate a it shoud Ifthe ustcesystemandtherule flaw aenot operating effectively because ‘of corruption, other problems can occur Fr example, businester may nd ‘ways of disposing of waste and create pollution they ae abet vad the tule of aw through btbery or securing perms through corrupt activites. In some counties, people may secu licences to crve by corepton for ‘example, through bribing officials or providing false dents. Unqualified ‘divers may present increased sks tothe puble and can be involved in move accldents whic resultin death and injury ta others.‘ThetHectonthePolticalSystem As wesawinLesson Vo ths unit poles fs all about power, who excises power, and how they exercise power [Because ofthe exstence of power in polities, corruption inthe poitical _system i common in many counties around the world, Corruption inthe politcal system can mean anumber of things: Thebestimestrent for money toimestin * people cannot be sure tat poticl decisions are being madetaiy, | “eotnggereolzesof people might be appoinied to postions ofresponsibiliy,notbasedon | hareoracecarst their kl ability, knowledge and experience, but rather by whothey | uroccaure ois know what connections they hve ‘Ranony ke + eizens ofa country mignt not know whether public money s being used ina vay which helps develop the country and its people Shei zayedbinsutn ‘ayn My ad Public money comes fom taxes and revenues from natural resources such | MWE™etEY UREN su aso minerals and other natural erources which are owned by the tate ‘This money snot owned by any individual bu is managed by the state on behalf ofallctizens itshould be used for investment in publi services and Infastracture which benefit alin society. In many countries, these funds do not find thelr way to good causes but Instead to Individuals for their own personal gain Without investment in Important services and infastucture the population of the country may nothave acess o wil heakh education and other services they needand, ‘economic growth can be lower than would otherwise be the ase ‘Action Task: Look atthe thee bull points inthe section above. Gi “Take each point ntum and provide two examples wich state he effect ofcoruptonineachcase Pea ceiuaeeaacians mt tenons | 31nn Se Cue Snes | rod | Frm ragcownacourtys "oye Mead ‘Checkpoint Comment onthe view thatita counts leaders can ‘stamp out corruption amongst pottical leaders, camuption inthe ga "system sss ely to happen, Corruption as a Source of Conflict We ascussed the idea of conic in Unit of Grade 11. Coruption canbe a cause of confct because it estes ‘ison. Corruption can mean that some people have more whilst the same time others can become poorer. Sometimes this conflict can result in Violence Those inveved in corruption, particular f they have pot Power, may seek to retain ther power and wealth and choose 7 use: violence 35 a means of protecting ther postion. Opponents, and those aso involved in corruption may be seen as enemies, aking a share ofthe ‘wealth to be gained, and may have to be ‘iminated: When corruption benefits the few atthe expense ofthe many, people who ae already oor and vulnerable may become even more marginalised, “What do youthinkis meant bythe phrase peape an bacome more rarpalses? ‘Think Exe poverty and inequality pro the ree round for ‘etemism and conflict. numberof ci wars hve broken ou because "some qroupsin society do not see themselves as having any alteratve ‘but fight for the very suv. nse countries oppostion leaders ‘its of comupt pola lades and human rights can ster mpisonment, torture and even death fr chalengng coruption adhe cope. bee ttyCorruption and the Economy Organisations tke Transparency. International highlight countries where corruption is high. In these countries, the incentive fr investment from businesses ostsie and inside the country can te reduced Why attempt to setup businesses ina country were you cannot be sure thatthe rule of aw applied fy? Uncertainty ‘over the stability and trustworthiness of corrupt counties can severely Impact investment and potential economic growth. Wthout economic ‘growth, ving standards may not improve and poverty can get worse Pak Hung Mo" provided some research which suggested that every 16 Increase Inthe coptionteve can reduce economic growth by 072%. ‘sSoutce: Faking Mo 2000, Corupten and Economic Glowth numalot Comparative Eeaaris 256-79 Arion 50 wand min doc Fly sen iin tar nore Sen Anbhieraeemal oa jet enon Atsaeg A enjoin povery ha nase Rex wo eas aoe highs Shih Noe Som ya pate okt tasor 3Corruption in Sub-Saharan Africa > Q = rq a rm n rd ]AdtionTask FJ ‘Read the Case Study bout alleged comuption in Sub-Saharan Afi, Pa Ee + yesh etter ape amin "nbn ae morgen 1 ra pune REVO sellag ad 'temational lawson diamond mining storage and trading Why do ‘here have tobe international la goverring the wadeln mines Ihe aamonds? + some reports tke those om Global Witness, have sa that round {15.allon in revenues from damonds har eappeered trough ‘eruption n some ofthese counties in sub-Saharan Aca. Where hasthismoneytsoppeare to? + sume that mining ofc working the country concenedis ‘uote ae ayng Na amonds have evr gone msng How Would yureconel the apparent ference between he view ofthis intron pot ike hat of bal tess? Expl, cere dnt assind | 35;__ Self-Assessment Questions i. > you were tol tata county had oleate some coreption in crderto gow, deveon compete intentional, nda ts people ‘0 gun afcthodinthe wold, woul you consider hat tia rice wont paying? > itposibletoaixingush between the impact of comutionn vidual and on society? Explain > ofthe various efects of comution we have considered this lesson do you think that ones ny more svou than nother Ifo yr inet why oe? > atsor of punishment should peope who ae noted wth ‘ruption receive found gly? n considering punshens, ‘woud you take ito acount misgatingccunstances? 0, what ‘woud these be?[ares What Sort of Unethical Behaviour Exists in Education? ee ® eee > Describe atleast three uneshic eur in education. The wealth ofa spor - ao || mec te cet conderten education ‘Shah aye Stan INTRODUCTION recta son ‘tle 26 ofthe Universal Declaration of Human Rights states “11 Everyone has the ight to education, Education shal be re, a east, Inthe elementary and fundamental stages. Elementary education shall be ‘compulsory. Technical and professional education shal be made generally available and higher education shall be equally accessible to all on the basisof meri.Nera, Sd Culura Stes | Grade | Tart (2) Education shall be directed to the fll development ofthe human Personality and tothe strengthening of respect for human eights and fundamen freedoms It shall promote understanding, tlerance and ‘fiendship among all nations, aca or religious groups, and shal further the activites ofthe United Nation forthe maintenance of peace. (8) Parents nave a prior right ta choose the kind of education that shall be ‘given to thetrchideen” ‘Source: Ut Naor Uses Deeraton of Human ahs 1m Te right oan educaton athe very least at abc el hasbeen nudes a the Unites Navona LDR Wty doyou think thar beenciee 5 fndre human ight ‘The provision of education in most countries fs vital to the future evelopment of the country. Its an investment in the county future because 2 welheducsted population increases the likelihood of the ceanemy being vibrant innovative and dynamic It I no suprise that countries where levlsof education are poor are also amongst the prest ‘countries on earth. Adult Iteracy rates In poot counties are significantly lower than those in ricer counties‘Te Organisation of Economic Cooperation and Development (OECD) point te research which links education with increase life-expectancy, lowee crime levels and a greater degree of independence mearing less eiance lon tate welfare systems. Thiet Why do you think por counties tendo have lower adult ery aes? ‘The Nature of Education Services Providing education s expensive. if 2 county’s population from the age (of 4 trough to 18 tobe educated, theres alot of investment needed in ‘builcings, equipment and people as welas systems. I counties also want to have a developed higher education system with reputable instttes, aaort Sctl Chal Suds | Grose | Tem Research Task 9 Do some esearch nto tact There ae plenty ofeports abouts aces ‘online just type the name into search engine As you research into Axact, note down some che ke accusation pant he company ad what the ‘company has doneand sald in response tothe alegation. Cat you beeve ‘everyting youre? Coruptionin Assessment in most counties inthe world, students in schools, colleges and universes ae subject to examinations ams are 2 way of assessing the learning which has taken place overa period of time If students ‘an demonstrate sufficient levels of knowledge and understanding through ‘ther examinations then the wll get some recognition ofthe leaning inthe form of cerifcate or oficial document Succes in exams can then be used {asthe bass for applying fr jobs, and getting into University or othe form of ‘education. xaminatlons need to have three Key qualities They must be vai, relable and widely recognised as a measure of learing and performance. ‘An examination isregarded as valid it measures whatit ses out 0 measure Fer example, if yu sit an exam in mathematics and the exam questions are ‘on algebra, the exam must test your knowledge and ably of algebra. Mf {or example, the exam was written in such 2 way that students were unable ‘to understand the instructions or questions because they used language ‘that was too complex or badly werd, then students might understand the algebra but not the language. The exam would be assessing students Understanding of language not maths andso would not be vali eiablty in exams refers tothe extent to which the outcomes ofthe tet can be compared and produce consistent results. This means tha if two students both get 7585 in an examination, woul be safe to say that thay re both at simiarlevel and exit asa level fearing, Ine exam woul e eae the two students repeated the exam, and both got similar restThis Is Important as it feds Into the third qualty that examination ‘outcomes are widely recognised as being a valid and reable measure of learning. Employers and univestes can look ata student’ examination results and be confide that the stent has eachec a particular standard, ‘and that this standard can be compared with otter students who have similar examination resus. 1 Tess and eransareexamplescf assessment butt be of aig anda ad for your tes corto mean anthing he sesame must have charcests alia eliabty, With these qualities in mind ican be seen that there isthe potential for ‘omrption to exist n assessment. This might include bribery of examiners and examining bodies where fancil inducements are offered in return for securing higher marks or grades than the candidate deserves. There ould be pressures imposed on assessment providers to make results look better than they are so that ministries of education or ather organs of ‘government can make claims about palcy sucess, Walt Led 6‘orl Soto & Cuore | Grose the irish ting and roy extn esa ‘DEnanar wee sort root re roman we sg ang cot incrarg ences ng ah (Cittwenmneon Aral rewoioe at engretome tein sen) Seer sage eee eserves [Sropny densi ran some ‘Eonectopeesbutenss abot eons Rowen paper ering we aE ‘Capen secur nr avr hearer spent segs rine 9 (Susteren tne et erintane Streamer ene (instnowaip fever oa apes we ‘evtonede pre aang ante ks egerome rte se AN ‘feet sent ofinere. CASE STUDY eyerms Meptams eaters seams Fv ees Naoto ‘Sera ro Exam Irregularities nies 017 0st 90 arp pte eanbinteU ona vay one ey she (es ara ae ot Sa (Teena od psd onal ‘Reiner storm qustnstostdet nd ‘Shermer ho wee tng he nnn. ‘Sovmtonentrenmeaton qosn ih ‘fest ca were tng oth potonenthebaiaoenn age men Notonon wi econo a gm ratte stl wer sec omens trae eng ang Tetons Ritmconsotte tatoo wars ‘ocean tt ewe a Be Senate bate cancen cnr coi ‘StenyPoiament sno putes MF ‘Redenn sedate wen oon (Sinus kann brace coterty opening onIn many counties, the pressure on schools to provethat they are doing 2 ‘good job and providing value for money is extensive In some countries, schools are ranked in league tables’ according tothe examination results students achieve. Targets ate set against which sehools ae judged and 1 help parents in making decisions about where to send thee chien. 1 school When these sorts of pressures are put on schools there Is an incentive fr some senior teachers and classroom leaches to find Ways ‘of taking advantage ofthe system to make the school and exam results appear beter than they are. This an result in teaches providing too much help to students, ain some cases, doing work for them. Some teachers ‘may goto great lengths to find out exam questonsin advance and use this Information to prepare students for exams. Checkpoint Why might teaches, who also work frorganisatons {that devise and et examinations fea conflict of intrest? What might countriesdoto prevent such confictsf interest? CCheatng in Examinations Cheating in examinations sa serous problem ‘across the word. Some counties have more rigorous procedures and systems in place to detect cheating but even with the most sophisicated systems example of students cheating aise every yar. Cheating in exams. refers tothe deliberate attempt or intention to deceive or gain cret fr ‘work doneinan ofc sessment. Cheating in exams might be something very simple lke wring down a mathematical formula which you know you willed fora mathematics examination but cant remember on your wrist and using thisinan examthrough o anelabortesystem ofcommunicating ‘ith someone ouside te exam via some form oF technology. In some cases, students might sit an examination under someone else's ‘name, receiving notes crinformation from someone ese tohelp you do the ‘vam, finding out the questions some how before the exam, copying from someone else's work nthe examination fom, or geting someone ese to ‘do your work for you when submitting a projector piece of coursework ‘which can be complete ouside of formal examination rues unt 4a48 {Cheating In examinations 1s 8 setious offence in most countries and students are caught cheating, they can be disqualified from the ‘examination, have previous examination resus cancelled, have thee degree revoked {fin higher education) and ofcourse such a offence will appear onthe student's record Resources and Equipment School, colleges and universes need equipment. This can range from furniture such as desks and chars, books, sports equipment, presentation equipment, computers, tablets, Photocopiers, stationery and so on ight trough to buildings. All these thingshave tobe bought and the purchase of education equipment can be source of corruption, The purchasing of books, for example, can be exploited. n some cates, textbooks cn be purchased for students and are meant to be given to them {0 use without charge. Unicrupuous ofa in some education systems ‘may seek persoral nancial galnby expecting students to ay forthe books. ‘The offidls then pocket the money themselves n other examples ofc right buy textbooks in sufclent quantities to alow ene book for esch student foreach course. However not every student gets book and instead, they have to share one between two or wots. The books that have not been Given to students are sold onal the money taken by the ofc. sx Teubocks eae enn or scho aeexperee opr but corugin ey eer the educonLarger sums of money might be allocated fr more expensive ems such 25 T equipment, furniture and buildings. Again, these can be subject to ‘corruption. Tenders ta build schools can be rigged s0 that they are not awarded fait or onthe bass of which contractors best abe to provide 3 Iigh-quaty construction. The cot te build schools or provide equipment ‘an be arifcialyinfated and then individuals take the dferencefor thee ‘Wn personal gain. F equipment might be bought at prices arin excess of \whatit could be through mis-soldlease agreements. ‘Ghost’ Schoos and ‘Ghost Teachers if you did an offal count of the ‘umber of schools and teachers in some countries, K might appear that ‘education shoul be reasonably wel-esourced, The eaty for students, howeves might be different. There are numerous accounts of socalled ghost, School and ‘host teachers some countries, What this means thatthe ‘schools might physical exist nd may even be using fund to operate but yougo tothe schools themselves, theyare empty and often derelict. se actualy eva re dei and nae ibe Funded ome ay Mey Terms ease green ‘tert ne orf ste re nner ron lesink | 4930. ero Sociol Catal Ste | Grace 2 | Yee Silay, teachers names may appear onthe payroll bu they ether donot tum upto their lasses or dnt exis at al The teachers wha donot tum up stl getpaid but don't do ther job Teaches who don actually exist might sill be being pad but their salaries are being pad into someone else's account. Tere are numerous reports of ghost teachers in some counties In Asa, for example. In one Asian county, a western nation contributed a reported $768 millon (2.8bn AED} in aid, much of which was supposed to go to education. In one province ofthe country, 13 teachers and over 760 students were recorded as being employed and studying but when representatives ofthe authorities vite the province, they only found five teachers and 20 students. In another Asian county, some reports suggest there are thousands of ghost schools that donot have any students but seem to have teachers being paid. Thinking Task Why do yo thinks posible fr schoo to receive funding and teachers {oreeive ies when hey ether donot ext are not functonng 3¢ ‘heals or not tum upto de throb? ChargesforEducation ‘The funding for education at schoolievelinaiably ‘comes va taxes pal bythe public Tax revenue is scarce in comparéon to the demand for public services and as result, many governments have: ‘devised funding mechanisms to try to ensure that moneys allocated fay ‘amongst diferent scFools. These funding mechanisms might tke Into ‘consideration the typeof area the School is in, for example, whether itis _affuent or deprived, the number of students needing education, the type ‘of subjects being taught (clence subjects mightbe mare expensive fund {or older students because ofthe equipment needed) ving casts inthe _ate3, and 80 on Often, this means that schools wil end up with thet funds allocated on a perstudent basis, AS we have seen above, if the student numbers in schools ae fabricated this can mean funds are misllocates th indviuals taking the money fr themselves. na report published in2013, Transparency Intemational (TI noted thatthe complexadministrative funding processes helped cocruption flourish, In one country in Western “lea, for example T reported that some 77 milion AED was unaccounted {or over a two-year period and in another country in Eastern Afia, the figure was double that amount. Cerrupton in Admisions Getting a school place can be important, not just 0 that people can access eduction, but the type and reputation of, the school can be afactorin students receiving good qulfication, getting Into university and then obtaining good Jobs. In many cases, education for “student in grades 1-9, 3 the very least is free atthe point of use. In some ‘ourttes, however, unscrupulous offcials and teachers at schools may impose ilegal charges on students to attend school or to get admision to good schools Transparency International quotes research bythe United Nations which shows that of 173 countries surveyed, 135 have some legal ‘uarantee of education forts cizens whichis fee atthe point of use, Of ‘the 173 countries, however, 10have some fom of charges in place which ‘mean that education for many isnot fee at the polnt of use Plagarim Plagiarism i the intended or deliberate atten to pass-off someone lees work, thoughts or ideas as your awn In simple terms iis copying. As noted ear, copying someone's work in an examination can bbe an example of cheatin, Plagiarism extends to other cases in education. In submitting an essay of other plece of written work for assesment, the ‘work might incl quotes or sections of text which have been written by Someone eze. This san entirely acceptable academic practice the work has been referenced of cited. This means acknowledging in some way ‘that the information, content, image, table, chart and so on, that you are presenting hes been produced by someone els, not you “The problem of plagiarism has Increased with the developments in Information technology which has made acesstocontent much easier and for the spread information tobe wider. As weuse Information technology tahelp in studying, we can recognise the huge benefits that T can provide ‘but wit those benefits come responsibilities We have @ responsibilty to ‘ensure that we use information appropriately, do not plagiaise, and to reference and cle work appropriately. You wil learn much more about ‘ing and referencing sources of information inthe latter part of grade 12 wine you begin to work on your Project.ool Soc! Cur uses | Grade | Tem [Many educational institutions now use a plagiarism checker to menitor whether students are properly referencing work or whether they are copying, Meny universities, for example, will have systems which check «essays and other work submitted by a student for assessment. The system supplies a report which identifies the extent to which wark fram other sources have been used whether thas been propery referenced and how ‘much ofthe submision hasbeen copied. Aswith cheating in examinations, \fstudents are found tobe quit of plagiarism, their workcouldberejected, they might be disqualified ad their qualification canceled Teaching tothe Test_In some counties, teaches ae facing pressure to Improve esltsn examinations. Countries may set targets to schools about ‘minimum standards that they have to meet and targets over the number lof and type of passes students get in national examinations. The alm of this sto improve standards in education but can have what are called ‘unintended consequences. Teaching othe testis one example of such an unintended consequence. When teaching tothe test, the teacher devotes most of thet time to helping students understand the examination, the ‘ype of questions that ae likely to be asked and how to answer questions. The aim'sto help students to pass the examination and get beter grades, “his might be seen as being a perfectly sensible ting but what might also do sto lead toa narrowing ofthe education which students get. The teacher becomes focused on their targets and motives and may nat take into account the full needs of thee tudents.teen econ ‘Action Task oO tows one ofthe psf conptonin denon coven thesia: “+ ite sor explanation afro more than 100 words saying why the comuptionyouhavechosenisdamaging. + Tryon some acts and figures to show the extent and cost ofthe ‘ype of comuptonyouhave chosen. + Find somonein your css who as chosen the same ype of ception. Compare your explanation and thetats and figures you ave both found How sn arthey? they re very fret. youewpan wy? ‘Self-Assessment Questions “Conse the cle ype of oruption in education coveted inthis leon magne your asked to weit a repr about acting coruption In education. hic of hetypes of cruptionn education would you suggest should bepriotsed and wy? ther 11 asgn and crete poser wich lfm part ofan adertsng ‘campaign tora anarenes of exruptonin educate. In thinking out your poaes conederthe message ou wantoconvey. who {your audience and wh you ae seeking to target with the poster, 2. rte» poam hich highlights the sues covered in iseson 2, Dra cartoor stp story to show how one ofthe comp pres coveeanmsiesion anses and what happens on chart the story. you ae nt good at crawing oucan juste the 7/8ey ®) Thecizenstoremest responsblly ower tlayandight tore the sandar and hs that nations andar, theyshoulsratbe sateen ge rerona Fading pontons stig By eon norng She aye bin tan ‘inom ay Aah fave mee pono) Key Terme Marais 257 selects avs ase Neen afooed eter nant LESSON What Types of Unethical Behaviour Exist in the Workplace? ‘tthe end ofthe eson youshould be able: > ity desc at east te type of power eatinshies inthe wovepace > Giveadefnon of the ig economy and deny teas two osbities and challenges It presenter the UAE. > ake judgement about whether a sutonepesets bribery or rotand give reason hy. INTRODUCTION ‘The workplace is often a place where there exists very clr power ‘latonshps, Many workplaces have a hierarchy of organisatien systems ith 2 alatvely small numberof people having senior positions with 2 lage amount of responsiity and power. These are the leaders nd senior ‘anager ofthe organisation and can bein th the public and private sector. Positions in this section of the organisation include the chi executive officer (EO), rectors, presidents and vice-presidents who tend te be in cmiar oes buthaveeliffrent terminology who mey be in charge of particular departments such as human resources, france, marketing, legalandsalesBelow this senior level come mide managers who may work in patcular departments and manage the running of those departments under the direction of the senior manages For example, a sales division may bbe headed by the diector of sales but have sales managers for diferent ‘countries or regions within a country. These people ae often refered to ‘a middle managers These managers may, In tun, be responsible for ‘managing teams of people working In the department, for example in the cave of sales, the sales manager fora region may be responsible for ‘managing team of sales asistants inthe region they are managing. ‘Then there soften 2 layer of workers who have administration or clerical role or provide support forthe organisation asa whole. Tis mightinclude ‘workers in canteens, Information technology maintenance and caning, reception staf workers in acounting and finance doing basic procesing ork and manual workers 1 any egansatons canbe complexard rect mary yes of cerent pes oF rears andexpecasion. ust) kessn®‘The diferent levds which exist in an organization mean that people at ferent ayershare power over others inthe organisatien, How people use this powers impertant. The rot of unethical behavious inthe workplace ‘often stems fom the abuse ofthese powers and respons, ‘Checkpoint Tocheckyour understanding of hierarchy in ‘organisations sketch cut an orenisation chart you schoo. t ‘may tre wit aboard ot governors or educational zone and ettend through head teacher er principal down to support staffand students. ‘There are lots of examples of wha organisation chart look lite one, ‘ype organisational chante asearch engine. ‘When you have sketched out you: char, bil note the nature ofthe Power relationships and responses between the people at the ‘ferent levels. This only needs tobea couple of sentences. THE NATURE OF POWER RELATIONSHIPS, IN THE WORKPLACE ‘As we have seen In our studies of corruption and unethical behaviour in this lesson so fr, abuse of power sa causal factor. In exploring the main ‘types of unethical behaviour in the workplace, we need to understand the nature of power relationships and then develop our understanding afhow these can be sbused and exploited in unethical ways.‘The Power to Hire and Fire ‘Workplace relationships are often heavily influenced by the fact that a worker knows that their own postion can be influenced by those in more Senior postions. Decisions about when to fire er employ mdviauals are determined largely outside the contol ofthe individual, Whether 2 postion in an organisation exists inthe frst place andi 0, whether the individuals application form and resume is worthy 9f short listing. Even if ‘the individual i then asked for interview, the offer of employment isnot quaranteed, People wth the responsibilty to emoloy, therfore, are in postions of power over the prospective employes Even ifthe Individual Is taken on, thei continued employment may ‘depend upon passing a probationary period and subsequently performing {ata level which the employer belloves is satisfactory I is also the case ‘that individuals with power inthe orgaisation can decide whether the crgenisaton actually needs the output that the woke is providing. they don't then they can declare the postion redundant and the worker i cut ofajob. ‘The power to ‘hire and fire therefore, puts some individuals In 3 much stronger pesition than others and isan important power relationship. Iv ‘most countries this power relationship is recognised and there are laws ‘and regulations which exist to protect those who co net have power and offer rules and guidelines to those who have the power 7Moral Soce! & Cut tes | Gre 9 | Tet Research Task. LP ‘Do soe esearch to fin ut what some ofthe ke employment laws ae Inthe UAE and writer explanation of what power elatonsip the law sseking to equine, ‘The Offical Portal ofthe UAE Government 900d place to sta: itp5//govermentaefeninformation and-serveesobeempoyment- lawsandeguations Ifyou typetempleymentlaaAin a search engine you shoud get umber of sul ests, ‘The Individuals Power In some cases, an individual can have power in the workplace, This ean tend to occur where the Individual has sil, knowledge or understancing ‘ich i crucial to the organisation and/or where the demand for that ‘matlduas skis and abitiesis high. those circumstances, the individ ‘0 has the skills and knowledge can be ina position of power because the organisation knows that they could potently leave and take thelr shi and knowlege with hem, ‘The opposite situation can also mean that indvidals have very limited ower, Those employed in lowskiled, low wage jobs where there are potently many other people who can do the jb, tend to have ver tle power,