LEGAL PRINCIPLES OF ANTI–CORRUPTION IN THE CONDITIONS OF STUDYING THE EDUCATIONAL DISCIPLINE «CIVIL JURISDICTION»

Currently, this article provides for the study of the civil law principles of anti-corruption in the conditions of studying the educational discipline «Civil Justice». In particular, civil law contains a set of legal civil aspects that provide for measures of influence in the field of educational discipline, and the basis of such a system reflects the conditions stipulated by the Council of Europe as a whole. The structure of educational institutions has several prescribed conditions, created to prevent corruption by providing for the educational circle of standards. It is predicted that a corrupt official wants to have a powerful structural core authority to predict corrupt ways by creating a position in the field. Difficulty in combating educational corruption implies a difference in the educational environment of institutions as a whole. Separated countries have provided civil law regulations for combating corruption, envisioning a sphere between unconscious corruption and structural «obtaining the destiny of a person». This reflects that such countries have already foreseen that combating educational corruption is a phenomenon that must be eradicated in the environment as a whole, but each country provides its own principles for combating educational corruption. Some actions that are supposed to be «gaining good will» in the country are supposed to be corruption areas in another structure. Anti-corruption is a very well-known aspect and task, but no civilized country, including Ukraine, has yet managed to quickly predict the problem in this direction. The vast majority of countries have succeeded in eradicating the strengthening of educational corruption from civil-untamed to its simple participant staying within the limits, when it was predicted to have an interaction effect. Singapore and Hong Kong need to be identified among such countries, and they are expected to do so as soon as possible. However, the experience of the mentioned countries managed to reveal the presence of some factors that tend not to predict the success of the implementation of educational corruption measures. The predicted educational corrupt directions are already widely introduced in the civil foundations of the country and therefore it is very difficult and incredibly difficult to predict the impact on them as a whole. Therefore, the actors responsible for countering educational corruption acts, such as educational officials, judicial civil authorities are expected to have a separate profitable sphere from corrupt educational influences and are therefore undesirably expected to implement the necessary corrupt acts in general. However, educational corruption acts are a multifaceted and factorial sphere of problem areas that are very rarely considered as a single aspect, that is why it should be implemented systematically and structurally, with the involvement of separate levers of educational science applied in different aspects. Therefore, educational anti-corruption trends and structures simultaneously predict the educational environment in European countries as a whole.