Development of Guidelines for Implementing the Anti-Corruption Education Curriculum for Vocational Education Institutions

Abstract

The objectives of this research article were 1) to study the conditions and guidelines for teaching and learning promotion and support; 2) to design and create a manual; 3) to assess the quality of the manual; and 4) to supervise and follow up on the use of the anti-corruption curriculum implementation guidelines. It was the research and development. The steps were as follows: 1) studying conditions and guidelines for promoting and supporting teaching and learning on morality and ethics in vocational education institutions; 2) designing and creating a manual; 3) assessing and examining the suitability and feasibility of the manual by trial; and 4) collecting field trial data and evaluating supervision results and following up on the manual. The results of the research showed that 1) there should be setting principles to promote morality and ethics against corruption in vocational education institutions. There should be a process to drive the anti-corruption education curriculum. There should be guidelines for moral and ethical development in educational institutions. There should be a learning management plan and teaching materials that were consistent with the context of learners in educational institutions; 2) guidelines for implementing the anti-corruption education curriculum for vocational education institutions should be developed according to the needs of school administrators and teachers. The goal was to make school administrators and teachers understand and be able to apply the anti-corruption education curriculum to use in learning management to instill morals, ethics, corruption prevention and creating culture. Anti-corruption for students, school administrators and teachers should be ready to supervise and follow up using an anti-corruption education curriculum; 3) in terms of the quality of guidelines for implementing the anti-corruption education curriculum for vocational education institutions, the page layout was at a high level. Content and benefits were at the highest; and 4) the results of supervision and follow-up on the use of guidelines for implementing the anti-corruption curriculum for vocational education institutions found that teachers had opinions on the use of the manual at the highest level while the executives, teachers and parents were satisfied with the supervision process for monitoring the use of the handbook at a high level.