Ministry of Education: Teacher Code of Conduct, prepared by Nizahat, to promote a culture of corruption prevention
Alaa Khalifa confirmed that the Ministry of Education and the Public Authority for Combating Corruption (Nizaha) stated that the approval of the Teachers’ Code of Conduct by ministerial decree represents the fruit of institutional cooperation between the two entities, and a culmination of joint efforts aimed at entrenching the values of integrity, transparency, and professional responsibility within the educational environment, while enhancing the status of the teacher as the fundamental pillar in building human capital and society.
The joint statement clarified that the Code was prepared at the initiative of the Public Authority for Combating Corruption (Nizaha), in consultation with civil society, drawing on its mandate to promote a culture of integrity and prevent corruption, and to activate the memorandum of understanding signed with the Ministry of Education in the fields of awareness and education. The Ministry of Education embraced this initiative, worked to complete its procedures, and officially adopted it as a professional and ethical reference governing professional conduct in the educational field.
The statement noted that the Code was issued in recognition of the pivotal role teachers play in building generations, and out of a commitment to provide a comprehensive professional and value-based framework that entrenches the principles of trustworthiness, integrity, justice, and transparency, regulates rights and duties, and enhances trust between teachers, students, and parents, as well as among all parties involved in the educational process. This contributes to improving the quality of educational performance and strengthening an educational environment based on responsibility and mutual respect.
Both sides emphasized that the Teachers’ Code of Conduct is not merely a regulatory document, but rather an ethical and professional reference that reinforces the teacher’s mission, entrenches the culture of good role modeling, and contributes to building a school environment supportive of national values, while cementing the principles of integrity and commitment in daily practices within educational institutions.
The statement added that the Code is an extension of the efforts of the Public Authority for Combating Corruption (Nizaha) in preparing professional guides and charters supporting integrity, aligning with the Ministry of Education’s orientation toward enhancing governance, institutional commitment, and elevating professional practices, thereby serving the goals of developing the educational system and raising the efficiency of performance in the educational field.
The statement clarified that the Code supports several Sustainable Development Goals, foremost among them Goal 4 on Quality Education, by contributing to enhancing the quality of the educational environment and entrenching the ethics of the teaching profession. It also aligns with the provisions of the United Nations Convention against Corruption related to the preparation of professional codes of conduct, strengthening preventive measures, raising public awareness, and encouraging cooperation with civil society institutions in preventing corruption and entrenching the values of integrity.
The Ministry of Education praised the pioneering role played by the Public Authority for Combating Corruption (Nizaha) in launching this initiative and preparing the Teachers’ Code of Conduct, and the efforts and expertise it contributed to developing its content and presenting it in a manner that reflects best professional practices. It affirmed that this cooperation embodies a successful model of institutional partnership between government entities and enhances the integration of roles in entrenching the values of integrity and transparency within educational institutions.
For its part, the Public Authority for Combating Corruption (Nizaha) expressed its appreciation to the Ministry of Education for its swift response to the initiative, its adoption, and its approval by ministerial decree, as well as the Ministry’s keenness to transform it into an official reference for the educational field. This reflects the Ministry’s interest in strengthening professional values and entrenching the principles of integrity in the educational environment, and underscores the success of the partnership between the two entities in achieving their common goals.
