Values for the Children of Uganda: What Role for Public Education?

1. Values for the Children of Uganda: What Role for Public Education? Presenter: Chloe Schwenke, Ph.D. Institute for Development and Research ~ Uganda Kampala, Uganda Stakeholders’ Workshop on the Integration of Ethical Values in the School Curriculum; Entebbe, Uganda March 27, 2006

2. Presentation Summary • The threat posed by corruption in public procurement in Uganda • How we approach the problem • The analytical focus • Corruption’s nature and impact • “Corruption” or “integrity” (“slavery” or “freedom”)? • Human nature? • Are human beings – and their institutions - morally deficient, if not degenerate, by nature? • Do people aspire towards integrity and virtue? • Do people “accept” corruption? • The moral response to corruption in procurement • The quest for integrity • Uganda’s ethics-based strategy

3. Two contentions • By only looking at corruption in public procurement, we leave potential solutions half-addressed. Integrity matters! • Anti-corruption procedures based only on rules and sanctions are bound to fail.

4. Economic facts of life • The “ingredients” for corruption in public procurement: • Eager private sector vendors • Substantial government contracts • Highly competitive environment • High level of interaction between vendors and public officials

5. The underlying concepts of “anti-corruption” in public procurement • The impossibility of ending corruption • The “accepted” view of human nature • Self-serving • Greedy • Driven by material acquisition and desire for power • The other side of the corruption coin = Integrity

6. “Anti-corruption” in public procurement ~ current thinking • Minimize the occurrence of corruption • Cultivate professionalism • Specifications • Assessment criteria • Bidders’ qualifications requirements • The legal and institutional environment • Procurement laws & regulations • Identify conflicts of interest • Strict adherence to procedures & rules

7. “Anti-corruption” in public procurement ~ principles • The moral focus • Transparency • Accountability • Competition • Fairness • Honesty

8. Transparency • Rules and proceedings accessible, open, and clear • Cultivate trust in the public procurement system • Deterrence ~ openness increases the risk of getting caught

9. Accountability • Public officials held to account for their actions and decisions • Codes of conduct and rules • Disciplinary action when needed

10. Competition • A contest • Qualified bidder + best terms = win the contract • Principle of the market ~ the buyer gets best value through open competition

11. Fairness • All bidders receive the same treatment • All bidders have the same opportunity to win the contract • Favoritism ~ the enemy of fairness

12. Honesty • Or “dishonesty”? • Protect the public process from those who lie, cheat, manipulate, bribe, coerce, or steal • Recognize and reward honesty

13. Principles into action? • Why do some people not abide by the principles? • Inadequacy of rules and “decision procedures”: • To capture principles • To accommodate real situations • To inspire people to act • Ineffective decision procedures • Truly evil persons

14. Decision procedures “Decision procedures are tools; they are not substitutes for moral wisdom. It is not sufficient to simply hand people a decision procedure and a list of justified principles and rules if they have not been taught how to integrate rules, principles, and theories in the decision procedure.” • David Cooper

15. Moral wisdom? • How does one develop moral wisdom and integrity? • How we act, or who we are? • Behavior modification through rules? • Not without motivation.

16. Motivation? • Where does the motivation to become a “person of integrity” come from? • Reason • Doing the right thing for the right reason – consistently and systematically • Character • The kinds of lives that people ought to want to live • The kinds of choices that people ought to want to make

17. Does “virtue” matter? • The importance of good character (virtue) in those entrusted and empowered by us • Their decisions are made on our behalf • Their decision affect our lives and interests • The public focus on integrity • On the lack of it? • Public versus private integrity • How do we get it? • Who is responsible for it? • Do we honor it?

18. Integrity • The dictionary definition: • Steadfast adherence to a strict moral or ethical code • The state of being unimpaired; soundness • The quality or condition of being whole or undivided; completeness

19. Character development • Who is responsible? • Is there a government role? • Codes and ethics training, or something more? • Who stands to gain (or lose)? • The National Strategy for Mainstreaming Ethics in Local Governance • Cultivate (and celebrate) a culture of integrity • Foster motivation • A long-term endeavor

20. Practical Measures • Motivating integrity in public procurement • Fostering a dialogue of values • Identify a common ground of values • Raise and articulate our expectations of civic virtue in our leaders and officials • Education in ethics • Strengthen our capacity to apply reason to ethical discernment in our choices

21. Resources to Mainstream Ethics • Financial • Technical • Political • Moral • Getting a “motivational grip” on people • Tapping into our inherent moral sense