ABSTRACTudIn this study the question of how to address corruption in Tanzanian society isudconsidered from the view point of learning positive values to contribute to reducingudcorruption now and in the future. It is argued that by strengthening the teaching ofudpositive values to provide a foundation in values as alternatives for students toudconsider, may impact their decisions while still at school and later in life as adultsudand leaders for them to resist corruption when encountered. The study arises fromudTransparency International surveys consistently ranking Tanzania early in the newudmillennium amongst the 10 most corrupt countries internationally. Given the failureudof national commissions in Tanzania, legal institutions such as the Prevention ofudCorruption Bureau, initiatives emanating from the office of the Presidency, amongstudothers, to stem corruption, here it is argued for the use of education as stateudinstitution to strengthen values teaching in 3 programmes in the state curriculumudthrough evaluation to address the problem. Adopting an approach to evaluationudwhich draws teachers into the process for them to drive it in part, developed byudFetterman and Wandersman, capacity can be built within schools to do so, anudapproach which is somewhat different to the norm where this capacity moreudfrequently may be driven from outside, coercive, and be disempowering of agents ofudchange within schools. Using the stepped procedure as well as the ‘facets’ of thisudparticipatory approach to evaluating the 3 positive values curricula, and withudcoaching by the evaluator, a measure of self-determination seemed experienced byudteachers to teach values like honesty and self-respect, self-reliance and personaludintegrity, amongst others, to assist students resist corrupt practices whenudencountered. Multiple self-administered instruments developed with teachers helpedudgauge teachers progress towards goals they set themselves to achieve in oneudacademic year and assisted to build confidence in addressing this issues throughudschooling, the sample of schools in the study being purposefully selected as theyudeducate between them more than half the professional and political leaders in theudnation. The study aimed to find what positive values are taught in 3 curricula [Civics,udIslamic Knowledge, Bible Knowledge], and how these are taught, as well as to findudout if this teaching was strengthened through using the tools of empowermentudevaluation. The data indicates firstly, shared values across these curricula andudvalues specific to each are taught, to provide alternatives for learners to considerudprior to action. This foundational guide for students seemed strengthened if secularudvalues are allied to religious values to provide value-informed choices for students,udand that this foundation may be further strengthened with self-directed changes toudthe curriculum being made by teachers. Secondly, traditional pedagogical methodsudseem to be less effective where values teaching is not linked to exemplarily teacherudbehaviour, parables and storytelling, and moral actions of role models emulatingudhow to act morally. Thirdly, teaching positive values was found to be strengthenedudthrough self-evaluation, as teachers seemed to experience a measure ofudempowerment or self-determination in the evaluation, and to aim at self-improvingudeffective teaching of values. Finally, data indicates that where teachers are drawnudinto the evaluation process, trained in these techniques facilitated by an evaluator,udthat refinements to values teaching may be sustained in the short to medium term,udfollowing the withdrawal of the evaluator from the field. Findings were corroboratedudin part through triangulating the data, here with data from naturalistic observationsudand questionnaires particularly. Amongst recommendations made in the light of theudstudy, one is the importance of the state employing religious teachers, as opposedudto these being functionaries of the mosque and church as at present, a second beingudthat positive values be made part of the compulsory core curriculum in all schools inudthe system.
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