A Manual
for Trainers of
Anti Corruption
LIBERIA
DEMOCRATIC
INSTITUTE
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Prepared by Harold M. Aidoo
Table of Content
Acknowledgment
Use of manual
The purpose of this anti-corruption training manual
3
4
5
Section I:Developing Understanding of Anti Corruption
6
Introduction
6
What is corruption?
7
Bribery
8
Extortion
10
Fraud
10
Section 2: Examples of corruption
17
Learning Goal
17
Examples
17
Section 3: The cost of corruption
18
Learning goals
18
Exercises
19-20
Section 4: CSO in the fiight against corruption
21
Exercises
21-22
Key messages
22
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Prepared by Harold M. Aidoo
Acknowledgment
The Development of this training module was made possible by the invaluable contributions and
support of IREX – Liberia Country Office. Specifically,many thanks for the technical support and
guidance by Lyn Gray, Senior Civil Society specialist and Cerue Konah Garlo whose contributions
helped to inform the development of the manual. Also, the insightful contributions from the
programme team of the Liberia Democratic Institute were very helpful in addressing some critical
contextual questions on corruption in Liberia.
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Prepared by Harold M. Aidoo
The use of this Manual
This Anti-Corruption Training Module seeks to engender better understanding, awareness and prevention
of corruption and what to do when you are faced with corruption.
Session 1:Developing shared understanding of corruption and provides an overview of what
constitutes corruption and the different types of corruption
Session 2:Examples of Corruption
Session 3:The Cost of Corruption
Session 4: Causes and prevention
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Prepared by Harold M. Aidoo
The purpose of this anti-corruption training module
The modules in this Manuel can be used by anti-corruption institutions, Civil Society and Community
Based Organizations and individuals wherever they may be or working. The modules have been developed
with Liberia in focus; however, they are adaptive and applicable to many environments or societies faced
by corruption. The objective therefore is:
To develop easy-to-apply training module that raises communities’ awareness and understanding on
corruption and encourages them to take action to “fight-it”
Trainer’s Guide.
The manual offers practical information on how to organize, facilitate an anti-corruption training. It also
compiles all the structured learning exercises for for the trainer.The training moduld also features a
number of sidebars/textboxes designed to guide the trainers on how to conduct and facilitate the training.
Here is a description of each tool found in this manual:
Exercises. This signals the trainers that it
is time to have an exercise on the topic. It
provide the trainer with instructions on how
to facilitate the exercise.
Guide Questions. These boxes contain a
set of guide questions that a trainer can
use to elicit participation from the learners.
Tool. These boxes suggest some tools that
can help enrich the learning process.
These tools may include handouts,
guidelines, planning tool, etc.
Tips for Trainers. Tips and tactics on how
to facilitate the sessions effectively are
provided.
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Prepared by Harold M. Aidoo
Introduction
to stay and accepted by many. It is this notion
and mentality that this training manual seeks to
eradicate by raising the awareness of ordinary
communities on corruption and its impact and
cost to the society by developing tools by which
CSOs and CBOs can use to train communities,
journalist and individuals on corruption and how
to “fight-it”
Research and studies around the world have
proven that poor governance cultivates poverty
and inequality. In Liberia, corruption has become
a household “buzz” word and it remains the most
intractable phenomenon that is so entrenched in
the socio-cultural and political fabric of the
society. It is so ingrained in the society to the
extent that it has increasingly become an
acceptable norm to the majority of the population.
SESSION 1: DEVELOPING SHARED
UNDERSTANDING OF CORRUPTION AND
HOW IT AFFECTS THE SOCIETY
In recent years, there has been a reversal of
morals as it relates to integrity and trust.
Corruption appears to have permeated every
fabric of the society to the extent that the minds,
attitudes of people and the way of doing things
appear entangled in corruption. There is
corruption in the homes, communities, churches,
and schools and more predominantly government.
Learning Objectives
At the end of the session, the participants should
be able to:
o Develop a shared understanding of
corruption within theircontext and identify
acts that constitutes corruption
o Have a clear understanding of corruption
and its cost to the society
Worse to this, many citizens’ particularly ordinary
communities’ members are not aware of the
negative impact of corruption on the people and
the nation and its cost to the society in general.
Given the normative acceptance of corruption in
the Liberian society, many citizens are not even
aware or able to differentiate acts that constitute
corruption. A classical example is the use of the
parlance “offering of cold water” which has come
o Explain the link between corruption and
governance and how it affects the
development of the country particularly
poor people
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Prepared by Harold M. Aidoo
What is corruption?
5. Ask them to move around again and repeat
the exercise until they have talked about all
the statements.
EXERCISE 1.1: What is corruption and what
does it mean to each participant?
6. Ask participants to form a large group again
and get 3-5 participants to make a comment
on the exercise.
Method
1. Prepare at least five thought-provoking
statements or keyword/s about corruption
issues. If possible use local construct of
corruption.
7. Relate their post-activity reflections to the
learning objectives and key lessons of the
session.
Time Requirement
Approximately 10-15 minutes
2. Ask the participants to form two concentric
circles, facing each other, and to move around
in opposite directions.
Tips for Facilitator
3. After a few seconds, ask them to stop and
pair up with the person standing opposite
them in the other circle. You can use music to
signal when it is time to move around and
when to stop.
Try to know the local constructs or terminologies
that would represent the concept of corruption in
participants’ county or locality. At this stage let
participants relate this to how it affects
development of governance in their context.
4. Read out a statement on corruption issues
and ask the participants to talk about it in
pairs for about one minute for each statement
or keyword/s. If the participants speak the
same native language, allow them to speak on
their mother tongue, then they can share
their responses in simple Liberian English
At the end of these exercises, the facilitator must
write down all the responses and information
provided by the participants. At this point share
with participants’ general knowledge oncorruption
focusing on basic definition and common practices
or acts that constitute corruption.
What is Corruption?
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Nature of a bribe:A bribe may be a cash
payment, or it may be a non-cash advantage.
The first point to fighting corruption is to get
participants to understand what corruption is.
The most common examples we can site in our
context are:
o Paying or demanding money for grade at
schools
o Offering or demanding sex for grades at
school
o Offering or demanding money for a job or
promotion at work
o Demanding money to process a passport,
birth certificate or official documents
o Paying or demanding money to stamp or
process an immigration document
o Requesting “cold-water” for
o Demanding or making payment for various
forms of licenses, such as permits for
driving, construction, registrations, etc.
o Shakedowns by police, customs officials and
immigration officials on trucks taking
produce to market and market people for
money
o Payments for various forms of licenses,
permits (driving, construction), registrations
(NGOs, businesses), taxes, that are above
what is stated in public policy
o Payments for the above that are at the
legally approved rate, but are not passed up
At this point, facilitators need to get participants
to understand that there isno universal legal
definition for corruption, as this may vary from
one context to the other or from one jurisdiction
to the other.However, for the purpose of this
Manual, some of the very common corruption acts
that occur in our society include:
o
o
o
o
o
o
Bribery
Extortion
Fraud
Deception
Collusion and
Money-laundering
Bribery
Bribery is committed when a person (A) offers or
gives some benefit to anotherperson (B) as an
inducement for that person (B) or another person
(C) to act dishonestly in relation tohis principal’s
or employer’s business or to perform his or her
functions or to cheat on behalf of the person
offering the benefit. In such a case, all those
persons (A, B and C), as well as otherpersons who
were complicit in the offence, may be guilty of
bribery.
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o
o
o
o
o
o
o
to the government organization for which
they are intended by the lower level
bureaucrat.
Payments to school administrators and
teachers for grades, for getting on the
graduation list, for registering for WAEC, for
influencing WAEC scores that are not part of
transparent
written
school
fees and
requirements.
Payments
for
getting
connected
to
water/electricity
Obtaining a receipt from a vendor that is
higher than the amount actually paid, in
order to deceive the payer’s employer
Payments to judges, or jury members for a
favorable decision or punishment
Payment to health care providers to
“compromise” a rape case by making
misstatements in report
Diverting funds intended for one purpose to
another use by people who benefit from the
diversion (County or Social Development
Funds,
when
mid-level
government
employees “chop” part of a payment due to
a person, persons or organization)
Payments to legislators by other officials of
government or private individuals for votes
in their favor
The dishonest activity. The dishonest activity
includes any dishonest act or omission which
would notbe done but for the payment of the
bribe. It would be an act or omission done by
someone in relation tohis employer’s or principal’s
business. For example, a government officer
acting on behalf of agovernment department may,
if offered a bribe, dishonestly award a contract or
inflating the price of equipment purchased on
invoices or receipts, etc.
Institutional bribery refers to a situation where
a bribe may be paid or received with the full
approval ofthe organization which is the employer
of the individual paying or receiving the bribe.
This may occur, forexample, where a contracting
company authorizes its commercial director to
pay a bribe to win a tender.
Personal bribery refers to a situation where a
bribe may be paid or received by a representative
of anorganization without the approval of that
organization. This may occur, for example, where
agovernment officer receives a bribe to award a
contract, where the government department in
questionwould not approve the bribe.
Supply-side bribery refers to those persons or
who are responsible for offering or payingbribes.
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Demand-side bribery refers to those persons,
organizations or companies who are responsible
for demanding orreceiving bribes.
Extortion
Extortion is a form of blackmail where someone
makes threats against another person of
adverseconsequences unless demands, usually for
payment, are met by the other person. Such
blackmail mayconstitute, for example, refusal to
provide customs clearance for equipment or
materials, or refusal tomake payments or issue
certificates that are due. Sometimes such threats
may involve threats ofphysical harm.
A “facilitation payment” is the term often used
in relation to relatively minor payments made to
officialsso as to obtain or expedite services to
which the payer is entitled (for example, the
obtaining of import orwork permits, or installment
of electricity or water supply lines). The amounts
which are paid are often quite small, yetthe
consequences of not paying can be serious. (For
example, a delay in issuing an import permit
coulddelay a project, which could increase the
contractor’s costs and cause the contractor to
have to payliquidated damages to the project
owner for delay.) A distinction is sometimes made
between bribesand facilitation payments.
If the party who is the victim of the extortion
provides the payment or other benefit, it will
normallybecome answerable for the offence of
bribery. However, the party making the extorted
payment may have adefense to bribery if the
threat was of imminent death or personal injury
A bribe is regarded as being a payment made to
someone to act in a way inwhich he should not
(for example, by awarding a contract to the
bribing party, or releasing a party from alegal
obligation) whereas a facilitation payment is
regarded as being a payment made to a person to
dosomething which he should already be doing
(for example, issuing a birth certificate or
customs clearance) or forundertaking this task
more quickly. However, the distinction is on most
occasions academic, as mostcountriescriminalize
the payment and receipt of both bribes and
facilitation payments.
Fraud
Fraud is recognized as a criminal offencein most
countries. It is sometimes referred to as
“deception”. Fraud usually involves one person (or
group of persons) deceiving another person in
order to gain somefinancial or other advantage.
In the context of government contracts, fraud
offences may include:
o Manipulation of pre-qualification or tender
requirements so as to favor a particular
bidder,
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Concealment of defects,
Dishonestly levying liquidated damages,
Dishonestly withholding payment,
Dishonestly providing false grounds in
support of claims for payment, variations or
extensions oftime,
o Dishonestly exaggerating the quantum of a
claim,
o Fabricating or falsifying evidence to support
claims.
another. For example, a contractor submits
afraudulent claim to a project owner for work
which it did not carry out. The project owner pays
thefraudulently obtained sum into the contractor’s
bank account with Bank A. If the contractor then
movesthe payment to Bank B, this would
constitute the offence of money-laundering.
Money-laundering isoften used to conceal the
criminal source of funds.
o
o
o
o
The relationship between bribery and fraud
Bribery normally involves a degree of fraud. A
bribe paid to win a project will normally be
concealed bysome fraudulent act with the aim
that the project appears from the outside to have
been won on agenuine arms-length basis.
Similarly, a police officer will most often than not
conceal a bribe offered him/her so as to evade
public notice.
Collusion
Collusion is a criminaloffence inLiberia. Often, the
act occurs where two or more parties co-operate
to defraud or deceive another party. This is a type
offraud and is often described as a “cartel”, “antitrust” or “anti-competitive” offence.
An example of collusion is where bidders collude
in order fraudulently to arrange which bidder will
win acontract and at what price. This form of
collusion is often referred to as “bid-rigging”.
Fraud (such as collusion during bids and
submission of false claims) does not necessarily
involvebribery. However, many acts of fraud may
need an act of bribery in order to complete the
fraud. Forexample, a contractor may submit a
false claim to a project owner (which is fraud) and
may then bribethe certifier to approve the claim
(which is bribery). Alternatively, a project owner
may wish fraudulentlyto withhold payment from a
contractor and may bribe the certifier to certify
falsely that liquidatedamages or costs for
modification of defects are payable by the
Money-laundering
Money-laundering is a criminal offence inLiberia.
It occurs where a party moves cash orassets
obtained by criminal activity from one location to
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contractor.Although bribery normally receives a
higher public profile, the financial wastage in a
project due tofraudulent practices such as claims
inflation is often higher than that attributable to
bribery.
Voluntary or coerced corruption?
In some cases, the corrupt practice may be a
voluntary act undertaken by the relevant party
with thedeliberate intention of gaining a
competitive advantage or obtaining additional
unjustified compensation.
EXERCISE 1.2: The RICE Exercise (Why
should corruption be avoided?
Exercise 1.2 The RICE Exercise (1.2)
However, in other cases, the practice may be
undertaken so as to “level the playing field”. For
example,a contractor may feel compelled to offer
a bribe during tendering if it believes that its
competitors will beoffering a bribe. A contractor
may feel that it is necessary to inflate a claim
artificially if it believes thatthe project owner will
automatically and unjustifiably reduce the
contractor’s claim or raise artificialcounter-claims
against the contractor.
Learning Objective
At the end of the exercise, the participants should
be able to:
• State clearly why corruption should be
avoided
• List down the causes and long term impact of
corruption
Method
Group the participants into two groups. Ask the
two groups to identify as many negative impact of
corruption as possible which they think could
affect the poor in particular and the society in
general. The first group will identify corruption
acts that are often committed by government
officials and civil servants, while the second group
will identify corruption acts that are committed by
Why Should Corruption be avoided?
Tips for the Trainers
At this point the facilitator may have used
about two hours discussing the points above
and participants are either tired or need
break.
Prepared bysome
Harold
M. Aidoo
Take off about 15 minutes for participants to
stretch their legs or do some ice-breakers
12
individuals, CBOs and Civil Society Organizations.
The goal is to make the participants realize
theterrible impact of corruption on our society.
At the end of the group exercises it is important
for the trainer of facilitator to reflect more generic
taught on why should corruption be avoided by
highlighting the below examples:
In a brown paper, ask the participants to write
down what they have identified during their
discussions as it relates to why, causes, effects
and impact on the society. Answers to each
category should be written in a short and concise
manner.
Why should corruption be avoided?
Corruption should be avoided because of:
o it is wrong and it constitute a criminal
offence
o It affects the poor disproportionately more
than any other person in the society
o It has a negative impact on development
and the provision of services such as:
 Quality and efficient health care
 Quality and efficient educational
services
 Quality of safe drinking water
 The risk of financial loss to the state
 The moral argument
What– is the corruption be committed?
Causes - What are the cause of corruption?
Direct Effects - What are the direct effects of
corruption?
Long Term Impact - What are the long term
impact of corruption on the society?
The participants may follow a template like this:
What
Causes
Direct
Effect
Long
Term
Impact
The order of priority of the above will depend on
the personal values of an individual
Time Requirement:
Approximately 30 minutes for the group work, 10
minutes for the presentation (5 minutes each
group), and 15 minutes for the discussion and
reflection.
Risk of criminal prosecution
A real risk. Until relatively recently, there has
been little risk of prosecution for corruption in
Liberia. However, due to factors such asrecent
governance reforms and call by the civil society
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Prepared by Harold M. Aidoo
and international organizations and donors,
individuals and government officials are facing an
increasing risk of prosecution. These factors are
as follows:
Increased risk of detection. Far greater
attention is now being paid to methods of
detectingcorruption in infrastructure, construction
and
engineering
projects.
There
is
also
increasedprotection for and encouragement of
whistle-blowing. Thus, there is now a far greater
risk thatcorruption will be uncovered.
(1) Increased awareness. There is growing
awareness of the scale of corruption and of both
thesocial and commercial damage that this is
causing.
(5) Increased willingness to prosecute and
punish
white-collar
crime.
There
is
increasingpressure on government to ensure that
white-collar crime (which includes corruption
offences) is punished asseverely as blue-collar
crime. This means that there is a growing
likelihood that where anindividual is convicted of
corruption, more severe penalties may be
imposed than previously.
(2) Increased pressure. There is as a result
increased pressure to take steps to eliminate
thiscorruption. Civil society, aid organizations,
multi-lateral development banks, governments
and
the industry itself are all responsible for this
increased pressure.
Serious penalties. The penalties for corruption
offences can be severe. Liberia, suchpenalties for
individuals and government officials may include
several years’ imprisonment and heavy fines.
Better laws and an increased risk of
prosecution. Such pressure has resulted in the
passingand ratification of a number of anticorruption conventions (in particular the United
Nations
Convention against Corruption and the OECD
Convention
on
Combating
Bribery).
Countrieswhich have ratified such conventions are
required to enact the necessary laws to
criminalize
domestic and overseas bribery of public officials
and also to ensure that those laws areenforced.
Risk of financial loss
Serious financial loss. As it becomes more
acknowledged that corruption must be prevented
andpenalized, so governments, funders, project
owners, competitors, and employers will become
lesstolerant of corruption. There is, therefore, an
increasing tendency for these parties to adopt
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Prepared by Harold M. Aidoo
strongermeasures
against
measures may include:
corruption.
Such
theresponsible government official and the
consultant
designer.
However,
where
a
contractortakes on such a project while aware or
suspicious that the project is corrupt from
inception, ittoo may become implicated in the
corruption.
Reputational
damage
for
individuals.
Involvement by an individual in corruption may
irreparably damage an individual’s reputation.
Companies, International Organizations and some
Civil Society Groups are paying increasing
attention to
their own reputation and consequently to
corporate social responsibility and are therefore
increasingly unlikely to employ an individual who
has been involved in corruption.
Bribes included in the contract price. The cost
of
bribes
paid
by
contractors
to
corruptgovernment officials is usually recouped by
including the amount of the bribe in the contract
price which is paid by public funds.
Contract prices fraudulently inflated. Where a
contract is corruptly awarded, it is often thecase
that the contract price is significantly inflated, not
just to cover the cost of the bribe, butalso to
maximize profit for the contractor. Where the
contractor is assured of success inwinning the
contract, it will have considerable freedom to
demand a high contract price.
The moral argument
Corruption in the public sector usually involves
bribery or fraud being perpetrated against
agovernment body. It is, therefore, the taxpayer
that ultimately pays for this corruption. This can
occur ina number of ways:
Fraudulent claims approved and paid.
Contractors may submit fraudulent claims which
areeither unmerited or inflated. Bribery of the
certifier, or other person responsible for
approvingthe claims, will ensure that the claims
are approved. Bribery of the relevant government
officialwill ensure that he does not challenge the
approvals and that the claims are paid.
Needless, uneconomic or over-designed
projects. The most blatant type of corruption
occurs where a project is commissioned which is
not necessary or which is unviable or
overdesigned,and whose sole purpose is to act as
a vehicle for corruptly channeling government
funds into the private accounts of corrupt
government officers and their associates. In such
cases, the initial corruption in conceiving or overdesigning
the
project
may
rest
with
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Prepared by Harold M. Aidoo
Contracts awarded and claims approved in
the hope of future or indirect gain.
could be spent on hospitals, schools, roads, and
other vitally important infrastructure. This loss will
befelt most severely in poorer countries. It will
nevertheless also be felt in developed countries
where largesums may be lost through more subtle
forms of corruption.
Indeveloped countries, the corrupt awarding of
contracts and corrupt approval of fraudulentclaims
may take a more insidious form. Large bribes may
not necessarily change handsdirectly.
Corruption in the private sector takes the
same form as corruption in the public sector but
the cost ofcorruption is not directly borne by
public funds. It nevertheless can have widespread
and seriousconsequences. Corruption may have
an immediate adverse effect on the cost and
quality of the privatesector works. It may result in
an increase in the financing, capital, operating
and maintenance costs ofprojects. This in turn
may result in increased property or utility prices,
or increased charges that arerequired for use of
certain facilities such as toll roads or bridges. It
may also result in dangerouslydefective works. All
these factors will affect the ordinary population.
In the longer term, the effects may
include less investment (due to the growing
concern to ensure ethical investment) and
withdrawal ofethical contractors from the market.
This will leave the market even further open to
corruption which willthen inevitably infect other
sectors. It is unlikely that there will be significant
corruption in the privatesector without such
corruption spreading to the public sector
Favors may consist of a discreet assurance of
future employment once a governmentofficial
leaves office. Such favors may be promised in
exchange for preferential award of
planning permissions or contracts, or for ensuring
that inflated contract prices or claims are left
unchallenged.
Defective or dangerous works provided.
Contractors may use bribery to persuade a
certifierto approve defective works or materials.
This can result in projects being provided which
areseriously defective and which deteriorate very
quickly requiring repair or replacement far earlier
than should be the case. Alternatively or in
addition, defective work may result in dangerous
structures which may cause injury or death. It is
the taxpayer who will have to fund any repair
or replacement of the defective products and
compensate those harmed by them.
In simple terms, corruption in the public sector is
stealing from the taxpayer. Money is stolen which
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SESSION 2: EXAMPLES OF CORRUPTION
Exercise 2.1:A world without corruption
Learning Objectives
At the end of the exercise, the participants should
be able to:
• Identify acts that constitute corruption
Method
1. For a big group (15-20), divide the
participants into two groups. Each group will act
out two of the scenario below:
Scenario 1:
The participants will be transported to a new
planet to create a new society. To accomplish this
mission, they need to think of principles and
values that will guide the new society that they
will create. They will do this without prior
knowledge of their past life on earth.
Tip for Trainers
Conduct a small group discussion on examples of
corruption. The objective is to elicit the participants’
experience(s) of corruption. You can provide some
guide questions such as:
o Have you experienced any act of corruption, if
so what kind? (Let participants give practical
examples)
o How do you think that could have been
avoided? Or, how do you think that can be
prevented in the future?
Think of a creative way to present the principles
and values following the scenario. It does not
have to be exhaustive since they will be working
on a limited time (a maximum of 10 minutes to
prepare and 5 minutes for the presentation).
Get participants to share their group discussion in a
plenary and ask individual participants to say how they
feel now about that.
This exercise should not take more than 45 minute for
both the group discussion and the plenary reflections.
Take note of the principles and values that will
transpire
from
the
presentation.
As
a
trainer/facilitator, you have the option to classify
them as either internal (from the self) or external
(from the outside world). See examples below:
Exercise 1.3: A world without corruption
Conclude by getting participants to do a role-play exercise
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From Within You
-personality
-character
-attitude
-worldview
-skills
-knowledge
-values
who want to get their goods cleard from the port
are frastrated because officilas want bribes befor
they process theier documents which is creating
delays and costing them huge loses.
From the World
-family
-school
-community
-church
-workplace
-organization
-society
Get the group to discuss these two scenarios and
decide if these scenarios in anyway constitute
corruption, if they do how does it affect their
world. Let the group members discuss each
scenario in the role play and how it affects thier
world.
After the presentations, get participants to share
their experience in the larger group on how they
envisage their new society will look like with all
these values and priciples.
Time Requirement:
Approximately 35 minutes for each group
simulation exercise or role play and discussion, 10
minutes for the presentation. If there is enoug
time, trainers are strongly encourged to get
participants to reflect on these exercises and
share their taughts and perspectives in the larger
group. (10 minutes should be enough for this).
Scenario 2:
The participants live in a world where there is an
aboundance of natural resources, enough to make
everyone rich or the least live a comfortable life,
but entrenched corruption has corrupted the value
systems and priciples of their world.
Key messages
Corruption is when you offer a bribe (cold water) to a public
official such as Police, Nurse, Teacher, Immegration Officer,
Custorms Official etc. to:
o Get your documents processed faster
o Work your way out of traffic offence
o Evade the payment of customs duty
o Offer money/sex for grade
o Pay money to avoid a long hospital cue
Get at least 1-2 person from this group to play
the role of a teacher and a nurse and a
government official. The township government
provide the supplies for the hospital but the
nureses takes most of the drugs to thier private
phamacy as a result patients that visit the
hospital can not find drugs. On the other hand,
the teacher demand money from male students in
the class for grades and sex from the female
students in the class for grades. Business people
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Prepared by Harold M. Aidoo
o Demand money
function/duty, etc.
to
perform
your
4. Add sub-themes by adding another layer of
branches extending from the main themes.
official
SESSION 3: THE COST OF CORRUPTION
5. Add another level of ideas, if necessary.
Exercise 3.1 Mind Mapping Exercise
6. To manage the limited amount of time, the
trainer may use the “2 minute flat” method for
the presentation. Each participant will present
his/her mind map no more than two minute.
Learning Objective
At the end of the exercise, the participants should
be able to explain the cost of corruption.
7. Tip for the trainer: After everyone presented
their mind maps, if possible, get participants to
relate their maps with real life experience, or
day-to-day
happenings
in
their
communties.Follooing the presentation of each
participants mind map, group them in a group
of two or three depending on their size but no
more than ten eight persons in a group. Get
participants to write down on a poster sheet
what the two societies may have lost or
gained. Encourage participants to reflect on
the drawing and relate it to the exercise.
Method
1. Provide a piece of blank sheet of paper for
each participant in each of the exercises.
2. Ask the participants to think of an object or
image that would represent their idea of “of a
society where corruption is ingrained and how
it looks like.” And the second exercise a society
free of corruption and how it will look like.
Using crayons and colored pens, they will draw
the object or image at the center of the paper.
3. Add a branch from the center and write the
main themes at the end of each branch. The
main themes are like the chapter headings of a
book. Print the main themes (health and
education) in capital letters or you can draw
objects or images that represent the main
themes.
Time Requirement:
Approximately 15-20 minutes in preparing the
mind map. The presentation time depends on the
number of participants. The group work should
take approximately 15 minutes and five minute
for each group presentation.
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Prepared by Harold M. Aidoo
Tips for Facilitator/Trainers
Method
Group the participants into 3-4 groups (with 4-5
members each group).
The essence of this exercise is to get participants
to develop a better appreciation of the cost of
corruption on the society. One of the best way to
do this it through simulation exercises and role
plays using different corruption examples. These
examples could be how corruption affect
education, community development, business etc.
Provide crayons and a piece of colored poster
sheet for each group.
Ask the groups to make a poster about the cost
of corruption. The poster may answer the
following guide questions:
Guide questions
What is the cost of corruption to education?
Provide at least four cost.
What practical examples can you site of the cost
of corruption?
Exercise
1.4:
The
costindividuals?
of corruption
How does
this
affect
How does this affect the community?
What is the cost of corruption to health?
Provide at least four cost.
What is four
development?
cost
of
corruption
to
Ask the groups to present their posters.
Exercise 4.1 Poster-Making on Cost of
Corruption
Time Requirement:
15 minutes for making the poster and 10 minutes
for the presentation
Learning Objectives
At the end of the exercise, the participants should
be able to explain the cost of corruption1.
1
Cost of corruption in this context referes to the extent to which
corrouption affects economic development, political accountability and
social capitals negatvely
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Prepared by Harold M. Aidoo
SESSION 4: IDENTIFY WAYS
AGAINST CORRUPTION
OF FIGHTING
Each group should identify at least twocorruption
issues that occure at: Schools, Hospitals,
Churches, Local Governent, CSOs, and Service
Sectors. After identifiying the issues, each group
should list steps or ways by which the issues
identified can be prevented as well as how they
can use the media to advocate againast them.
Learning Objectives
By the end of this session, the participants should
be able to:
o Formulate ways by which CSOs can fight
against corruption
Assign roles to the members of the group.
There should be member/s to represent the
government, the media, and the civil society.
CSOs and the fight agaiinst corruption
Give each group 10 minutes to prepare the
story plot of their role playing.
EXERCISE 11: Role Playing of CSO and
the fight against corruption.
For the role playing, the groups may follow the
questions below:
-How can the media ordinary citizens use media
in the fight against corruption?
Exercise 11. Role Playing on CSOs and and
the fight against corruption
Learning Objectives:
-What can ordinary citizens do to prevent
corruption when they come accross it?
At the end of this exercise, the participants should
be able to:
Describe practical steps by which CSOs and can
fight against corruption.
-What are the ways where the media can
support and strengthen the role of civil society
in
monitoring
government’s
performance
particularly corruption in government?
Method
Group the participants into manageable size, with
enough members to represent the media,
government, and the civil society.
Each group will have 8-10 minute presentation.
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Prepared by Harold M. Aidoo
After the group presentations, the facilitator
should provide a synthesis and should pose
follow-up questions for reflections.
o The way to fight corruption is by taking the
first-step, begin by this step by discussing
it, make it a topical issue in your
community, churches, schools, mosque,
organizations and wherever you find
yourself – get people to discuss it as much
as possible
Key Messages:
o CSOs plays an essential role in promoting a
capable,
responsive,
and
accountable
government as watchdogs of society,
agenda-setterr and a voice to hold
government to account.
o Begin this step by refusing to pay a bribe or
offer a bribe
o Begin this step by playing by the rules and
demanding that others plays by the rule
o The effectiveness of the CSOs to promote
good governance depends on access to
information and freedom of expression and
capacities to advocate and stand up for a
corruption free society.
o Get others who think like you and believe in
the fight against corruption to take the first
step by sticking to the roles and demanding
that others play by the rules
o CSOs should should build aliance with like
minded community groups, radio stations or
individuals
to
create
platforms
for
discussing the negative impact and cost of
corruption to the society in general and
poor people in particular
o Report people who engage in corruption to
the authorities and if you don’t feel safe by
doing this, work with other networks,
aliances who beilive in the fight against
corrutption to do it togeter.
o CSOs should encourage their network
members, communties and individuals to
report acts of corruption wherever they may
occure and whowever commits it
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