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The relevance of the study is conditioned by the expansion of the scale of corruption in higher education. The purpose of the article is to develop practical recommendations for improving of anti-corruption policy’s effectiveness at universities. The study involved 450 teachers, 1200 students from 140 Russian universities. The main results of the study are to identify the causes of bribery and popular tools of counteraction of corruption in universities, organizational and practical measures for improving of the anti-corruption policy’s effectiveness (the creation of the university’s anti-corruption environment, the formation of the stable orientation of students, faculty, staff of the university on anti-corruption activities, including in the content of higher education of teaching material about the anti-corruption policy). This study provides important findings. Firstly, the effectiveness of anti-corruption policy in universities is increased while forming of anticorruption outlook and anti-corruption attitudes among the entities of the educational process determining the intellectual and valuable-emotional attitude to corruption and influencing the readiness for anti-corruption activities. Secondly, the effectiveness of anti-corruption policy in universities is increased with the application of cognitive, activities-related, interactive and integrative methods’ complex.

Objective: to analyze the practice of corruption counteraction in the sphere of school education in foreign countries. Methods: comparative-legal method, polling, content analysis of documents, expert evaluation, testing of experts with an international technique Questionnaire Profile of Demand. Results: the need for the corruption counteraction program is stated in Art. 13.3 of the Federal Law “On corruption counteraction”24and Methodological recommendations of the Russian Ministry of Labor on corruption risks evaluation when implementing functions25, but no definite measures for corruption counteraction in educational organizations have been formulated. Nevertheless, the controlling bodies inquire for information on such measures. As an example, wecitean inquiry of Krasnoyarsk Oktyabrskiy region Prosecutor’s Office to educational organizations of October 21, 2014 no. 86-01-2014 “On measures for corruption counteraction in the sphere of education”. Scientific novelty: summarizing the experience of corruption counteraction in the sphere of education in foreign countries and the experts’ opinion of the specialist of international organizations allowed to formulate a number of recommendations for the Russian educational establishments. Practical value: the experience of corruption counteraction in foreign countries will allow the head of an educational establishment to choose those of the proposed measures, which will be efficient in corruption prevention, and to elaborate an efficient program for corruption prevention.

Objective: to determine the possibility of anti-corruption interaction of parents as subjects of educational process with teachers of educational institutions in the light of the implementation of the Federal State Educational Standards for Compulsory Education. Methods: the oretical: analysis of the practice of psycho-pedagogical interaction of educational process participants, summarizing of facts; empirical: interview, questionnaire, survey. Results: basing on the analysis of the requirements of the Federal State Educational Standard on comprehensive development and upbringing of the child's personality, opportunities to involve parents into the educational process, the techniques are proposed to struggle against corruption in educational sphere; the conclusion is made about the inconsistency between the requirements of the Federal State Educational Standard on comprehensive development and upbringing of the child's personality and the possibilities of educational establishments to provide conditions for such development. Scientific novelty: the authors identified apparent contradictions between the educational goals of the educational process and combating corruption in the educational environment. In educational activities, preference is often given to achieving the goals of anti-corruption activities, which is optional, and not the main educational function. The contradiction is vivid between education as purposeful teaching process and managing the educational activity. Practical value: the main provisions and conclusions of the article may be used in scientific and educational activity when viewing the issues of anti-corruption campaigns in educational sphere.

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Copyright of Monatsschrift fuer Kriminologie und Strafrechtsreform is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates the state and structure of professional norms in the context of undergraduate teaching in a university in Kazakhstan. The purpose is to understand the belief system held by academics with regards to their professional duties in the context of teaching. Evidence of such normative structure would suggest that the Kazakhstani academic profession holds potential for effective and ethical self-regulation; its absence would raise a red flag for university administrators and policy-makers. In order to place our findings in the meaningful context, we compare the normative structure in Kazakhstan to that of the US academic profession previously studied by Braxton and Bayer. We find that academics in Kazakhstan adhere to a normative structure which is quite similar to, although somewhat more relaxed than, that of US professors. We discuss the implications of these findings and empirical evidence for academic corruption in the context of decentralization reforms, authority devolution and formation of accountability mechanisms. [ABSTRACT FROM AUTHOR]