Формирование антикоррупционного мировоззрения учащихся общеобразовательных учреждений как одно из направлений противодействия коррупции
Over the past decade, more than a hundred regulatory acts aimed at combating corruption have been adopted in our country, the main focus of which is on the formation of anti-corruption behavior of state and municipal employees. At the same time, measures of popularization of anti-corruption standards of behavior in society through the education system - from preschool to higher - are not explicitly fixed in these acts. Nowadays conditions apply for formation anti-corrupt views among schoolchildren because secondary general education is aimed at formation and development of a personality, ratification of moral values and life principles. Mentioned circumstances claim the relevance of the research. The author pays special attention to the necessity to use potential of educational activities of educational institutions. Author suggests three forms of anti-corruption education. The subject of the article is represented by issues connected to organization of anti-corruption education. The purpose of the article is to improve educative work of institutions of general education towards formation of anti-corruption views among growing generation. To achieve the purpose, general scientific and private scientific methods were used: the dialectical method of cognition, the method of system analysis, the methods of comparisons and analogies, and a number of others. The scientific novelty of the article lies in the formation of the foundations of the concept of a comprehensive (integrated) form of anti-corruption education (training) of schoolchildren. The author believes that development of law awareness, inculcation of such values as legitimacy and legal order, respect to rights and freedoms of citizens, formation of legal culture and intolerance to corruption behavior must be realized within realization of general education programs. In order to form an anti-corruption views among students in educational institutions, the author justifies the need for updating not only federal state educational standards, but also basic educational programs, as well as adopting methodological recommendations for teachers.