NACC Highlights Corruption Risk in Teacher Certification; Proposes Measures to Enhance Prevention

NACC Highlights Corruption Risk in Teacher Certification; Proposes Measures to Enhance Prevention

The National Anti-Corruption Commission (NACC) has analyzed the risks related to corrupt practices in obtaining professional teaching diplomas through illegal means or committing offenses in public office. It emphasized that teachers, as role models, should not be allowed to include individuals who engage in misconduct or lack the necessary qualifications.

Mr. Niwatchai Kasemmongkol, NACC Secretary-General and Spokesperson, revealed that the NACC has been continuously monitoring information related to corrupt practices in obtaining professional teaching diplomas through illegal means. He stressed that such issues should not be allowed to occur, as teachers are considered role models responsible for educating the youth, who represent the nation's future. If these role models lack genuine knowledge and capabilities or fail to uphold moral and ethical standards, it poses a significant risk to the education sector. As a result, the NACC has undertaken efforts to review and develop preventive and corrective measures to address corruption related to professional teaching diplomas. The review identified three key considerations:

1. Risk of Corruption in the Management of Teacher License Verification: There is a risk of corruption in managing the verification of teaching licenses, particularly in ensuring the continuity of these verifications. The data shows potential risks in the management and verification of teaching licenses for teachers working in schools, including both Thai and foreign teachers. Additionally, there are concerns about accessing the information needed to verify the status of these teaching licenses.

To mitigate these risks, particularly in the proactive management of teaching licenses for both Thai and foreign teachers in schools, it is recommended to integrate data to develop a system for verifying the status of teaching licenses. This system should include a Web-based technology or Mobile application to support the use of data in multiple formats. Additionally, the system should enhance the notification system for license renewals and establish a shared database of teachers' misconduct, which could be used to enforce professional ethics. If there is a ruling that a teaching license should be revoked, this information should be recorded in the database, and legal actions against the violator should be strictly enforced.

2. Risk of Corruption in Enhancing the Certification Process for Professional Teaching Diplomas: The failure to include information about professional teaching diplomas as part of the framework for assessing external quality assurance presents a risk of corruption.

To address this, a proactive mechanism should be established in accordance with the 2003 Teacher and Educational Personnel Council Act and relevant regulations, including the 1989 Convention on the Rights of the Child. This mechanism should aim to improve the efficiency of managing the educational programs for professional teaching diplomas according to professional standards and prevent potential risks. It is also recommended that relevant agencies develop guidelines and mechanisms to enhance the quality of educational personnel, including assistant teachers, in line with curriculum standards, production standards, and the psychology related to teaching. Furthermore, guidelines should be established to promote awareness among children and youth regarding their rights and values within educational institutions.

3. Risk of Inadequate Clarity in Policy Implementation by Agencies: There is a lack of clarity in policy implementation by agencies at both the central and regional levels, particularly those responsible for enforcing laws, regulations, and guidelines such as the Ministry of Education, the Office of the Teacher Civil Service and Educational Personnel Commission, the Office of the Private Education Commission, and the Office of the Higher Education Commission. This ambiguity poses a risk in the proactive enforcement of regulations related to the issuance and renewal of teaching licenses.

Therefore, it is recommended that criteria and guidelines be established to drive policy implementation in the enforcement of laws, focusing on monitoring, supervision, and proactive inspection of the issuance and renewal of teaching licenses at both central and regional levels.

Additionally, mechanisms for evaluating educational institutions, both public and private, should be considered in overseeing, monitoring, and enhancing the verification process for issuing and renewing teaching licenses. Agencies should develop plans that include timelines, operational methods, performance indicators, opinions, observations, and other recommendations. Furthermore, the Anti-Corruption Operation Center of the Ministry of Education should promote the involvement of all sectors in inspecting the issuance and renewal of teaching licenses proactively. There should also be an assessment model for evaluating the psychological readiness of individuals entering the teaching profession, ensuring that they meet the characteristics and competencies expected of good teachers in line with the professional code of ethics. The identified risks and recommendations will be integrated with the relevant agencies for further implementation.