Transcription
Assalamualaikum warahmatullahi wabarakatuh and greetings. I am Nurusahidah binti A Rashid, and I will be sharing with you all about the Integrity and Anti-Corruption course. The Special Cabinet Committee on Anti-Corruption (JKKMI) Number 2021 has decided that the Integrity and Anti-Corruption course will be a mandatory subject within the General Studies MPU courses, starting from the year 2023. This course will be effective for student admissions in Semester 1 of the 2023 and 2024 academic years.
Module One: Integrity and Anti-Corruption Course - An Introduction. This is the first topic out of 10 topics in the course. By the end of the course, students will gain knowledge about the importance of the Integrity and Anti-Corruption course, understand the background and overview of the course, comprehend the approaches that will be used in this course, and complete the necessary assignments.
The Malaysian population aged between 15 and 30 years in 2022 was 9.6 million people, which is almost 30% of the entire Malaysian population. This matter is concerning because this group will be the future leaders of the nation. Something needs to be done to guide them towards a future that is more secure.
Highlighting the results of the 2022 Corruption Perception Study in Malaysia, conducted by researchers from UKM, out of 494 respondents involved, 30.5% of student respondents were willing to accept bribes if they had the power and opportunity. This is very serious because they do not see corruption as a crime, but rather as an opportunity for personal gain.
When examining the unemployment rate involving youth in the years 2018 to 2022, it was 49.7%. This seems to support the findings of the 2002 study, as those who responded to that study may have obtained positions in the public or private sectors. The government views this matter seriously and is committed to introducing government policies related to anti-corruption. On January 29, 2019, the government launched the National Anti-Corruption Plan 2019-2023. This plan focuses on six strategies, 17 strategic objectives, and 115 initiatives related to corruption prevention in Malaysia.
One of the strategic objectives introduced through this plan is Strategic Objective 2.4.7, which is to introduce a mandatory course subject in higher education institutions (IPT) at the certificate, diploma, and bachelor's degree levels, emphasizing aspects of nationhood, civilization ethics, integrity values, and philosophy. The student community is one of the target groups focused on by the MACC (Malaysian Anti-Corruption Commission). Anti-corruption programs are also implemented in higher education institutions to expose the student community to anti-corruption messages.
Amar, or Angkatan Mahasiswa Antirasuah (Anti-Corruption Student Force), is a club established for its members to move and spread anti-corruption messages on campuses. To date, there are 20 Amar clubs in public universities, 27 in teacher education institutions, 55 in MARA education institutions, and 15 in private universities.
The "Sukarelawan Mahasiswa Antirasuah" (Anti-Corruption Student Volunteer) course, KOSWA, is a credit-bearing course for uniformed bodies. This course was first introduced at Universiti Sultan Zainal Abidin (UniSZA). Students who successfully complete the KOSWA session will be awarded a Young Integrity Officer certificate.
The Integrity and Anti-Corruption course (KIAR) has now become a mandatory subject under General Studies or MPU. The following are some of the external activities conducted during the KIAR implementation, including visits to MACC facilities. The learning method is based on experience, such as direct sharing of experiences from former corruption offenders.
Next is the sharing of experiences from MACC officers who conduct and are involved in investigation operations for high-profile and major cases. The following are some examples of assignments that have been carried out in the Integrity and Anti-Corruption course. These assignments aim to increase students' awareness and understanding of integrity and corruption-related issues.
However, it should be noted that these assignments are only a guide. They should be adapted to the assessments of each university and lecturer. One of the first assignments is group division. Each group will consist of five to 10 people and should have diversity in terms of ethnicity, gender, and courses.
Actually, this assignment is just a guide. However, if you have discussed it at the university and faculty level and it needs to be changed, that is up to the university. Actually, this assignment is just a guide. However, if you have discussed it at the university and faculty level and it needs to be changed, that is up to the university. What we are showing you is just an example. For instance, the assignment for this class includes two group assignments, two individual assignments, and one group-individual assignment. If the university deems one group assignment and one individual assignment sufficient, that is up to them.
The first group assignment requires students to prepare a short anti-corruption video and then present it. Some example video titles are: "Know the MACC," "Related Agencies," "What is Corruption?", "Corruption: No Special Treatment, No Exceptions," "The Offense of Offering and Giving Bribes," "The Offense of Soliciting and Accepting Bribes," "The Offense of Making False Claims," "The Offense of Abuse of Power by Public Officials," "How to Report Corruption," and "Informants and Witnesses of Corruption Cases are Protected." Lecturers can also choose any PSA to provide as an example and guide to students.
Next is the presentation of short videos, which are Public Service Announcements (PSA). The format and marking will be according to the lecturer's suitability. The marks for PSA video presentations are usually 30%. The following are examples of PSA videos produced by students. Some presented videos, some presented animated videos.
For the second group assignment, students need to conduct case studies. Each group will be given a theme. Each student in the group will obtain media reports related to the given theme. Students are required to conduct a concise case study. For example, Group 1: Offense of soliciting bribes; Group 2: Offense of giving bribes; Group 3: Offense of making false claims; Group 4: Offense of abuse of position; Group 5: Offense of money laundering.
The following is the marking format for the case study writing, where the presentation is based on each group's creativity. The marks for the case study are 40%, comprising 20% for writing and 20% for individual presentation.
Next is the first individual assignment, which is worth 10%. It is also a case study of an individual who has committed corruption. The last is an individual assignment that requires reflection on community activities, quizzes, or role-plays. Students will go out into the field to carry out activities with the community and provide reflections. Among the activities is organizing an anti-corruption quiz with the community. This activity will also provide an opportunity for students to spread anti-corruption messages to the community, especially among the younger generation around them, as well as build integrity values within themselves.
Before this class ends, let us remind the students of friendly reminders so that students do not violate integrity or neglect their duties as students, especially in this Integrity and Anti-Corruption course. Reminders related to integrity issues: do not cheat, do not plagiarize any other writing, works must be original, and do not forget to submit assignments by the deadline.