At the moment in Thailand we deal with ‘corruption’ only from legal perspective but yet under a corrupt law enforcement system!! โกง โกงเข้าไป ถ้าไม่ถูกจับ ผู้คนยกย่องว่าเก่ง มี อำนาจ กลายเป็นฮีโร ในสังคม แม้ถูกจับ เงินสกปรกจากคอรัปชั่นก็ยังซื้อผู้บังคับ กฏหมายได้คนก็ยัง ยกย่องอีก
1. Hong Kong เกิดจากการปฏิวัติโดยประชาชนที่ถูกตำรวจโกงจนทนไม่ได้ 2. Japan เกิดจาก moral education ที่ผู้นำประเทศที่รับผิดชอบฝังไว้ใน ตัวเด็ก
เกิดจากการปฏิวัติโดยประชาชนที่ถูกตำรวจโกงจน ทนไม่ได้ Independent Commission Against Corruption (ICAC), in 1974 and restated in (History: police corruption was so widespread in HK and the escape of the corrupt Police Chief Peter Godber brought people on to the streets in 1973)
1. Operations 2. Prevention 3. Education
1. Law enforcement: public sector; private sector; election; ordinance 2. Landmark cases ประนาม 3. I files ชม และประนาม 4. Wanted persons on web site ประนาม
Understanding the Ordinance: No agent (usually an employee) shall solicit or accept any advantage without the permission of his principal when conducting his principal's affairs or business; the offeror of the advantage is also guilty of an offence. "Advantage" includes money, gifts, loans, commissions, offices, contracts, services, favours and discharge of liability in whole or in part, but does not include entertainment. "Entertainment" means the provision of food or drink, for consumption on the occasion when it is provided, and of any other entertainment provided at the same time, for example singing and dancing
1. corruption prone areas (conflict of interest, misuse of info, etc.) 2. preventive practices (internal control systems, guidebooks, volunteers 3. to plan and execute anti corruption activities(now 1000), reviewing police enforcement procedures including investigating and raiding. 4. staff code of conduct
1. training & workshops for different groups 2. disseminate anti corruption messages to schools, TV, billboards,net 3. Campaign promoting values of Integrity, honesty, code of conduct etc. 4. Youth Integrity formation and youth summit and conference
In 2008 Transparency Int’l ranked HK 12 th least corrupted country out of 180 countries Public tolerance from 0 to 10 in the government sector is 0.9 and 1.5 in private sector. 90% of corruption reports came from the public with one third willing to disclose their names, now 70% willing to give their names Number of volunteers to plan and carry out activities rising Syndicated corruption in police department is gone, gone and gone
เกิดจาก moral education ที่ผู้นำประเทศที่ รับผิดชอบฝังไว้ในตัวเด็ก
Education shall aim at the full development of personality, striving for the rearing of the people, sound in mind and body, who shall 1) love truth and justice, 2) esteem individual values, 3) respect labour and 4) have a deep sense of responsibility, 4) have a deep sense of responsibility, and be imbedded with the independent spirit, as builders of the peaceful state and society.
In 1958 it circulated directives to all local authorities according to which moral education, in addition to being taught in all subjects and through various extracurricular activities, should be introduced as 'special hour ' (tokusetsu jikan).
In 1984 one of the four subcommittees of the 'Ad hoc Committee on Education' (Rinkyoshin), directly responsible to the Prime Minister, dealt with moral education. It is imperative for the Educational Reform to 'take a fresh look at the educational objective of perfect character formation' :
‘Perfect character’ formation This includes emphasis on the cultivation of such values as : The dignity of the individual (respect for individuality), An autonomous spirit - values which are realized within a harmonious balance between freedom and discipline National pride, self-respect, discipline, etc. are more strongly emphasized than in previous statements on policy
Primary School The `catalogue' of virtues to be cultivated is divided into three sections of objectives for each two grades, 1 st &2 nd, 3 rd &4 th, 5 th &6 th. Each section is subdivided into four groups of desirable habits, (1) matters belonging to oneself; (2) relationship of self to other persons; (3) matters related chiefly to nature and sublime things (life, beauty); (4) matters concerning the group and society (truthfulness, respect for parents and grand-parents, teachers, good relations with classmates, etc.
(1) include truthfulness, sincerity, self-respect, self- advancement, etc; (2) politeness, warm personal relations, friendship, respect for the other sex, humble readiness to learn from others, etc.; (3) love of nature and beauty, 'a sense of reverence for that which transcends human powers should be fostered'; (4) self-reliance, respect for law, social solidarity and justice, love of labour, and cultivation of family spirit. Patriotism is demanded as a prerequisite for international understanding.
In general at this secondary level (grade 7 to 12), it is supposed to cultivate the power and the attitude(s) necessary for a conscientious citizen by building on the respect for man, and by deepening the understanding and the thinking about self- formation during the time of youth and about the desirable way of living of youth and to implant the moral stamina aiming at the formation of character.
'Ethics' (rinri) has become one section within the subject of 'citizenship', that is, it is part of the regular school curriculum. Ethics is defined as: (1) how to live and behave as a human being during the period of adolescence; (2) ethics and society; (3) self-identity of the Japanese and relationship with the international community. Pupils ought to be educated so as to realize the role to be played by Japan in contributing to worldwide cooperation, prosperity and peace.
Since the time of the San Francisco Peace Treaty (1952) and the sweeping reforms after the defeat in the Second World War and the ensuing period of democratization the pendulum is swinging back toward a policy advocating a stronger realization that moral education in Japan should foster national pride and traditional values. At the same time it is stated emphatically that school education must open the eyes of the young toward global issues. They should be made aware of the special role Japan is called upon to play in international relations. The increased awareness of this task, appreciation of foreign cultures, is closely tied to the cultivation of national identity feelings. Discipline and thrift are still considered 'virtues' in Japan, self-esteem to be balanced by the need to adjust to the group.