The development of the project and curriculum for senior strategic management executives for corruption prevention and suppression of the Office of the National Anti-Corruption Commission (NACC)

Abstract

          The office of the National Anti-Corruption Commission (NACC) has created the curriculum for senior strategic management executives for corruption prevention and suppression in order to personal development in Thailand ever since until batch 14. Hence, it is essential to improve the curriculum to match with the requirement and environment that have changed overtime to respond to the goal of developing and solving the problem in Thailand.  The development of the project and curriculum aimed to study the evaluation results of the previous projects from Batch 1 to Bach 14, synthesize strengths, weaknesses, and possibility to develop and draft a curriculum and project.  The study employed mixed-methods research using documentary analysis, Delphi technique, and group discussions. The data were analyzed using content analysis, median analysis, and interquartile range analysis.
          The results could be summarized as follows:
          1) Overall, the evaluation results of the previous projects were at an extremely good level  2) Project and curriculum have their importance and necessities were in line with the country’s strategies, problems, and needs. 3) The project and the curriculum had overlapping content that requires development and improvement to be independent, flexible, and appropriate for the increasingly complicated corruption situations at present.  4) The curriculum has been drafted with the preface and the visions with an emphasis on setting and driving strategies. Also, the rationale, objectives, content structure, and time allocation for activities have been adjusted to be flexible, particularly an increase in time for discussions and a presentation of personal academic documents. Learning subjects and the scope of the content have also been modified to be appropriate for the situations, and case studies have been used to extract lessons learned. The guidelines for separating activities, the project assessment, and the assessment of the curriculum achievement have been proposed, as well as the project’s guidelines for activities organization and assessment, have been proposed.