Our work.
Analysis of integrity in education policy and practice
In 2010, experts affiliated with our Center were the first to apply the notion of integrity to school education systems, and they introduced that concept in the work on education of the Organisation for Economic Cooperation and Development (OECD). The first iteration of our flagship methodology - INTES (Integrity of Education Systems) was born and applied in Serbia.
Soon thereafer, as CAPI was established and became operation, other countries in Eastern Europe, Central Asia, Northern Africa and the Caucasus followed suit and requested us to apply INTES in their context.
Today as back then, the INTES analysis of education systems is one of the main strands of CAPI work and helps to achieve two major objectives: it reveals shortcomings in the implementation of education policies through the eyes of education participants and stakeholder, and where requested, it also helps address the demand side of corruption by identifying shortcomings in education policy and practice that supply education participants with incentives and opportunities to engage in misconduct.
Integrity research
In addition to insights on how to improve policy and practice in education, INTES also delivers the basis for innovation and novel strands of research into education policy and practice from the point of view of practitioners and stakeholders.
Examples include our ongoing work on integrity of policy and practice in school admissions, the shadow privatization of public education in Eurasia, the use of distributed ledger technologies (blockchain) in support of education system integrity, but also more technical innovations such as methodologies for the collection of reliable evidence from social media, and also in environments which are scarce in data.
Integrity and policy analysis trainings
We are engaging in training programmes tailored to the context and anticipated responsibilities of different groups of education participants: administrators, teachers and lecturers, parents and students.
The workshops usually present dissemination packages that consist of capacity building and thematic components, and draw on the findings of INTES assessments and the other strands of CAPI research and professional practice