Corruption is recognized by the global community as a threat to development generally and to achieving health goals, such as the United Nations Sustainable Development Goal # 3: ensuring healthy lives and promoting well-being for all. As such, international organizations such as the World Health Organizations and the United Nations Development Program are creating an evidence base on how best to address corruption in health systems. At present, the risk of corruption is even more apparent, given the need for quick and nimble responses to the COVID-19 pandemic, which may include a relaxation of standards and the rapid mobilization of large funds. As international organizations and governments attempt to respond to the ever-changing demands of this pandemic, there is a need to acknowledge and address the increased opportunity for corruption.
In order to explore how such risks of corruption are addressed in international organizations, this paper focuses on the question: How are international organizations implementing measures to promote accountability and transparency, and anti-corruption, in their own operations? The following international organizations were selected as the focus of this paper given their current involvement in anti-corruption, transparency, and accountability in the health sector: the World Health Organization, the United Nations Development Program, the World Bank Group, and the Global Fund to Fight Aids, Tuberculosis and Malaria. Our findings demonstrate that there has been a clear increase in the volume and scope of anti-corruption, accountability, and transparency measures implemented by these international organizations in recent years. However, the efficacy of these measures remains unclear. Further research is needed to determine how these measures are achieving their transparency, accountability, and anti-corruption goals.
Land has played an integral role in Indigenous education since time immemorial. In Indigenous ways of knowing and being in the world, land is the basis of all life and therefore the foundation for all cultural and traditional teachings. Learning takes place in cooperation with the rhythms of everyday life, including land‐based activities such as hunting and gathering. This form of education is in contrast with western systems that continue to perpetuate colonialism through the erasure of Indigenous lives, cultures, and knowledge. The authors of this paper explore the meaning of land‐based learning, wise practices for its facilitation, and the barriers impeding the widespread practice of land‐based learning. The findings of this review have important implications for the revitalization and perpetuation of Indigenous knowledge, in an Indigenous way, among future generations. Land‐based learning, in its authentic form, is a powerful tool in the continuing process of decolonization. In being on the land, Indigenous and non‐Indigenous peoples are able to come together and draw strength from their ancestors, relationships, and histories in order to heal and transcend the trauma caused by past and present colonial processes.
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