All Concepts
Democracy & Government

Corruption

What corruption is, why it harms ordinary people, how it works in different forms, and what societies can do to fight it.

Core Ideas
1 Cheating to get ahead is not fair
2 Rules should be the same for everyone
3 If you have a job, you should do it honestly
4 Giving or taking something to break a rule is wrong
5 We should be brave enough to say when something is not fair
Background for Teachers

Young children have a strong natural sense of fairness. The idea behind corruption — that someone uses their position or power to get something unfair for themselves or their friends — is something children recognise easily, even if they do not have the word. The core instincts to build at this age are: rules should be the same for everyone; if someone has a job (a teacher, a monitor, a captain), they should do it fairly; and taking or giving something in return for breaking a rule is not right. These are the seeds of a much larger understanding later in life. In contexts where corruption is a visible part of daily life, these conversations need special sensitivity. Children may have seen adults giving or taking bribes, and they should not be made to feel that their families are bad. The goal is to build a sense that this should NOT be how things work, without criticising specific people. No special materials are needed for these activities.

Classroom Activities
Activity 1 — The unfair race
PurposeChildren feel the unfairness of cheating and understand why rules matter.
How to run itSet up a simple race or game. In the first round, everyone follows the same rules. In the second round, tell one child quietly that they can start earlier — or that they get extra turns. Run it this way. Then reveal the secret. Ask: how did the race feel the second time? How did the child who won feel? How did the others feel? Was it fair? Discuss: if rules are different for one person, the game is not fair. In life, when a powerful person is allowed to break rules that others must follow, this is called corruption. It hurts everyone who is playing fairly.
💡 Low-resource tipAny race, game, or task will work. No materials needed.
Activity 2 — Doing your job well
PurposeChildren understand that if you are given a job or responsibility, you should do it honestly for everyone.
How to run itImagine a child has been chosen as the class helper. Their job is to hand out the pencils. What should they do? Hand them out fairly. What if they only give pencils to their friends, and make others wait? Or what if they give a pencil to a child in exchange for a sweet? Ask: is this a good helper? Why not? Discuss: when someone has a job — big or small — it should be done for everyone equally. If they start giving special treatment to friends, or asking for things in return, they are not doing their job fairly. The same is true for teachers, police officers, and leaders.
💡 Low-resource tipDiscussion or role play. No materials needed.
Activity 3 — Speaking up
PurposeChildren understand that noticing unfairness is important — and that it can take courage to say something.
How to run itTell a simple story: a child sees the class helper giving all the best snacks to one friend, and smaller ones to everyone else. The child feels uncomfortable. What could they do? Options: stay silent; tell a teacher; ask the helper why they are doing this. Ask the class: what would YOU do? What would be easy? What would be hard? Discuss: noticing unfairness is the first step. Saying something is harder, but important. In life, many unfair things continue because nobody says anything. If you see something, you can tell a trusted grown-up.
💡 Low-resource tipTell the story verbally. No materials needed.
Discussion Questions
  • Q1How does it feel when someone cheats to win?
  • Q2If you are given a job, how should you do it? For everyone, or just your friends?
  • Q3Why is it wrong to give someone a present in return for breaking a rule?
  • Q4Have you ever seen something unfair and not said anything? Why?
  • Q5Who are the trusted grown-ups you could tell if you saw something unfair?
Writing Tasks
Drawing task
Draw someone doing their job fairly for everyone. Write or say: In my picture, ___________ is ___________. They are being fair because ___________.
Skills: Understanding fair behaviour in a position of responsibility
Sentence completion
Cheating is wrong because ___________. A good leader is someone who ___________.
Skills: Articulating the harm of cheating and the qualities of fair leadership
Common Misconceptions
Common misconception

Taking a small thing is fine as long as no one sees.

What to teach instead

Honesty is the same whether people are watching or not. Someone who is only honest when watched is not really honest. A fair person follows the rules even when no one is looking — because they care about being fair, not just about being seen as fair.

Common misconception

If your friend does something unfair, you should stay quiet because friends always help each other.

What to teach instead

A true friend helps us to be our best selves. If your friend is doing something unfair, helping them hide it is not really helping. A good friend might quietly say, 'I think this is not right. Can we stop?' True loyalty means caring about doing what is right, not covering up what is wrong.

Core Ideas
1 What corruption is
2 Different forms of corruption — bribery, theft, favouritism
3 Why corruption harms ordinary people
4 How corruption affects public services
5 Why it can be hard to fight
6 What helps stop corruption
7 Why speaking up matters
Background for Teachers

Corruption is the abuse of a position of power — usually in government, but also in businesses, schools, or other institutions — for personal gain. It takes many forms. Bribery happens when someone pays money or gives gifts to get special treatment from an official — for example, paying a police officer to ignore a traffic offence, or paying an inspector to pass a building that does not meet safety standards. Theft from public funds happens when officials steal money that was meant for public services — schools, hospitals, roads. Favouritism (sometimes called nepotism or cronyism) happens when officials give jobs, contracts, or services to friends and family rather than choosing the best candidate. Corruption is harmful for several reasons. It makes public services worse — a corrupt hospital may not have the equipment it needs because the money was stolen. It increases inequality — those with money can get what they need, while those without cannot. It damages trust in government — when people believe that officials are mostly corrupt, they stop believing that the system can ever work for them. It can also be deadly — a school built with cheaper, weaker materials because of corruption may collapse; a medicine factory where inspectors were bribed may produce fake medicines that kill patients. Corruption is often described as the single biggest barrier to development in many parts of the world. The World Bank estimates that over a trillion dollars is paid in bribes around the world every year. What helps stop corruption? Strong laws and active anti-corruption bodies; independent courts that can prosecute corrupt officials including powerful ones; a free press that investigates and exposes corruption; open government (publishing budgets, contracts, and decisions so the public can see); strong civil society; international cooperation (corruption often crosses borders); and education that builds a culture of honesty. It is important to note that no country is free of corruption. Wealthy countries have less bribery of street-level officials but often have more sophisticated forms — influence-buying through lobbying, revolving doors between regulators and industries, and hidden financial flows. Corruption is a global problem. Teaching note: this topic can be very personal for students who live in countries with high corruption. They may have seen family members forced to pay bribes for basic services. Be sensitive, and avoid suggesting that ordinary people who pay bribes are themselves to blame — often they have no choice. Focus on how systems should work, not on individual cases.

Key Vocabulary
Corruption
The abuse of a position of power for personal gain — such as taking bribes, stealing public money, or giving jobs to friends instead of the best candidate.
Bribery
Giving or receiving money or gifts in exchange for special treatment from someone in a position of power.
Nepotism
Giving jobs, contracts, or favours to family members or close friends rather than choosing the best-qualified person.
Public funds
Money that belongs to the whole country — collected from taxes and meant to pay for schools, hospitals, roads, and other public services.
Transparency
Openness — when governments and officials share information about what they are doing, so the public can see and check their actions.
Accountability
The principle that people with power must answer for what they do — and face consequences when they do wrong.
Whistleblower
A person who tells the public or the authorities about wrongdoing they have seen — often at great personal risk to themselves.
Anti-corruption agency
A government body whose job is to investigate and stop corruption.
Classroom Activities
Activity 1 — The hidden cost of corruption
PurposeStudents understand how corruption harms ordinary people — often in ways that are hard to see.
How to run itTell the story of a fictional town. The government gives a company money to build a new school. The company's owner is a friend of a local official. The company uses cheaper materials than it was paid for, and the friendly official signs off on the work without checking. The rest of the money — a large amount — is shared between them. Five years later, a heavy rain collapses the school roof. One child is hurt. Many children cannot go to school for weeks while it is repaired. Ask: who suffered? The child who was hurt. The children who missed school. The parents. The whole town. Who benefited? The corrupt official and company owner. Discuss: corruption does not only hurt abstract ideas of fairness. It has real victims — children, patients, families. Most of the victims never find out why they suffered.
💡 Low-resource tipTeacher tells the story verbally. Students discuss in groups. No materials needed.
Activity 2 — Different forms of corruption
PurposeStudents learn to recognise different types of corruption — because corruption is not only envelopes of cash.
How to run itPresent four scenarios. Ask students to decide: is this corruption? If so, what kind? (1) A police officer stops a driver and asks for money to let them go without a ticket, even though the driver did nothing wrong. (2) A minister signs a huge government contract with a company owned by her brother-in-law. (3) A wealthy business family invites a senior official and his family on an expensive holiday, just before the government decides whether to approve a new factory they want to build. (4) A teacher agrees to give higher marks to students whose parents bring her a gift. Discuss each case: is it clearly corrupt? Is it harder to judge? Why? Explain: corruption takes many forms. Small bribes are the most visible kind. But some of the most damaging corruption is in big government contracts — and some of the hardest to catch is when officials are given gifts, holidays, or jobs after they leave office in exchange for favours they did while in power.
💡 Low-resource tipTeacher reads scenarios verbally. Students vote and discuss. No materials needed.
Activity 3 — What helps stop corruption?
PurposeStudents understand that corruption can be reduced — and they learn the tools that work.
How to run itTell students that corruption is a huge problem in many countries, but some countries have become much less corrupt over time. What helps? Present the main tools: (1) Strong laws, seriously enforced, that apply to powerful people too. (2) Independent courts willing to prosecute even senior officials. (3) A free press that investigates and publishes stories. (4) Open government — publishing budgets and contracts online so people can check. (5) Strong civil society — citizens, NGOs, and community groups watching. (6) Protection for whistleblowers — people who report wrongdoing should not be punished. (7) International cooperation — corruption often moves money across borders. Ask students: which of these tools exist in your country? Which are weak? What could help? Discuss: corruption is not just bad luck. It grows where institutions are weak and shrinks where they are strong. Citizens have a role in building those institutions.
💡 Low-resource tipTeacher presents the tools verbally. Students discuss in groups. No materials needed.
Discussion Questions
  • Q1Have you heard of a case of corruption in the news? What happened? Who was harmed?
  • Q2Why is it dangerous if ordinary people become used to paying bribes for basic services?
  • Q3Some people argue that small gifts are not the same as bribes. What do you think?
  • Q4Why does corruption harm poor people more than rich people?
  • Q5What would you do if you saw corruption? What stops people from speaking up?
  • Q6Some countries have become much less corrupt over time. What do you think helped?
Writing Tasks
Task 1 — Explain and give an example
Explain what corruption is and give ONE example of how it can harm ordinary people. Write 3 to 5 sentences.
Skills: Explanation writing, understanding of corruption's real impact, using examples
Task 2 — Persuasive writing
Write a paragraph (4 to 6 sentences) arguing that a free and independent press is one of the most important tools against corruption.
Skills: Persuasive writing, explaining the role of a free press, giving reasons
Common Misconceptions
Common misconception

Corruption is only a problem in poor countries.

What to teach instead

Corruption exists everywhere, though in different forms. Wealthy countries have less everyday bribery but often have sophisticated forms — influence-buying by companies, conflicts of interest, and hidden money flows. No country is completely free of corruption. What varies is how much, what kind, and how well institutions respond to it.

Common misconception

Corruption is just a cultural thing in some places, and nothing can change it.

What to teach instead

Corruption is not caused by culture. It is caused by weak institutions — weak laws, unfair courts, controlled media, and lack of accountability. Many countries that are now considered relatively honest had severe corruption in the past. Change is possible — and has happened in many places — when citizens demand better and institutions are strengthened.

Common misconception

If ordinary people pay small bribes for basic services, they are also corrupt.

What to teach instead

When the system forces ordinary people to pay bribes for services they should receive by right — a school place, medical treatment, a licence — the fault lies with the system, not with the families who have no choice. Ordinary people are usually victims of corruption, not its cause. The real responsibility lies with officials who demand bribes and with systems that allow them to do so.

Common misconception

Corruption is sometimes good because it 'oils the wheels' and gets things done faster.

What to teach instead

This is a common argument but it is not supported by evidence. Countries with higher corruption do not grow faster — they grow more slowly. The 'oil' argument ignores what corruption costs: weaker public services, greater inequality, less investment, lost trust. Corruption may speed up one transaction for one person, but it slows everything down for the whole society.

Core Ideas
1 Defining and measuring corruption
2 Types — petty, grand, political, state capture
3 The causes of corruption — incentives and institutions
4 Corruption and inequality
5 How corruption is hidden — shell companies and financial secrecy
6 Anti-corruption strategies — what works and what does not
7 Whistleblowers and press freedom
8 International cooperation and its limits
Background for Teachers

Corruption is a complex and contested subject, both politically and analytically. Understanding its main forms and causes is essential for teaching at secondary level.

Definition and measurement

Transparency International's widely used definition is 'the abuse of entrusted power for private gain'. Measuring corruption is difficult — it is by nature hidden — so most indices (Transparency International's Corruption Perceptions Index, the World Bank's Worldwide Governance Indicators) rely on perceptions. These are useful but imperfect; they tell us what people and experts believe, not necessarily what is actually happening.

Types of corruption

Petty corruption is the small-scale bribery of officials by ordinary citizens for everyday services (medical care, school places, minor permits, police interactions). It is highly visible and corrosive of public trust, but not usually the largest economic damage. Grand corruption involves massive amounts of money — stolen government contracts, embezzlement of state assets, false invoicing. It is less visible but vastly more damaging. Political corruption concerns the corruption of political processes — vote-buying, illegal campaign finance, and the purchase of policy outcomes. State capture is the extreme form, where private interests essentially control state policy for their benefit. The South African state capture during the Zuma presidency (2009-2018), driven by the Gupta family, is a well-documented recent example.

Causes

Corruption flourishes where institutions are weak, discretionary power is high, transparency is low, and accountability is absent. The key question is why institutions fail. Some argue for cultural explanations, but these are weak — most countries with low corruption today had severe corruption in the past. Institutional explanations (Douglass North, Daron Acemoglu and James Robinson) focus on the incentives created by formal rules and the informal norms that develop around them.

Corruption is often an equilibrium

Everyone knows it is wrong, but everyone also knows that refusing to participate will damage them personally. Breaking such equilibria requires coordinated institutional change.

Corruption and inequality

Corruption worsens inequality in multiple ways. Those with money can buy services and outcomes that those without cannot. State resources meant for the poor are diverted. Investment avoids corrupt environments, worsening unemployment. The data shows a clear correlation between corruption and inequality, though causation runs in both directions.

Hidden flows

Much modern corruption involves moving money through anonymous shell companies in financial secrecy jurisdictions (tax havens). The Panama Papers (2016) and Pandora Papers (2021) exposed how politically exposed persons worldwide use these tools. The international financial system has been a major enabler of grand corruption.

What works

Systematic research on anti-corruption has grown substantially.

Effective interventions typically include

Transparency of public accounts and procurement; strong and independent anti-corruption agencies with genuine prosecutorial power (Hong Kong's ICAC, Singapore's CPIB are well-studied examples); digital government that reduces opportunities for discretionary demands; free media and protected whistleblowers; and — crucially — political will at the top. Technical fixes without political commitment rarely succeed. Singapore and Hong Kong transformed from highly corrupt to low-corruption within a generation through sustained political effort.

What doesn't work

One-off anti-corruption campaigns without institutional change, prosecution used selectively against opposition politicians, anti-corruption laws that are not enforced against the powerful, and technical assistance without local political commitment.

International cooperation

UN Convention Against Corruption (2003) and OECD Anti-Bribery Convention (1997) have created international frameworks. The US Foreign Corrupt Practices Act and UK Bribery Act create extraterritorial liability for bribery abroad.

Implementation varies

Teaching note

Corruption is genuinely political and potentially sensitive. Students may have direct experience. Be careful not to suggest their countries are uniquely corrupt or that their families are to blame for participating in corrupt systems. Focus on how systems work and how they can change.

Key Vocabulary
Corruption
The abuse of entrusted power for private gain — including bribery, embezzlement, fraud, nepotism, and favouritism by those in public or private positions of authority.
Petty corruption
Small-scale corruption affecting ordinary citizens — typically bribes demanded by low-level officials for services that should be provided by right.
Grand corruption
Large-scale corruption at the highest levels of government or business — involving substantial sums, major contracts, or systematic diversion of public resources.
State capture
The extreme form of political corruption in which private interests — particular individuals, families, or companies — effectively control state policy and resources for their own benefit.
Embezzlement
The theft of money or assets that one has been entrusted with — typically by an official diverting public funds to private accounts.
Kleptocracy
Literally 'rule by thieves' — a system in which the ruling elite systematically steals from the state, often through sophisticated schemes involving family members, front companies, and offshore accounts.
Shell company
A company that exists on paper but conducts no real business — often used to hide ownership of assets and disguise the origin of funds. A common tool of grand corruption.
Transparency
The principle that decisions, budgets, contracts, and processes of public institutions should be open to public scrutiny — one of the most important anti-corruption tools.
Whistleblower
A person who reports wrongdoing — usually from inside an organisation — to authorities, the media, or the public. Whistleblowers often face severe personal and professional consequences.
Politically exposed person (PEP)
A category in international anti-money-laundering law referring to senior officials, their family members, and close associates — who are subject to enhanced due diligence because of their higher risk of corruption.
Classroom Activities
Activity 1 — Petty vs grand corruption: which causes more harm?
PurposeStudents engage with the different scales of corruption and evaluate where the greatest damage lies.
How to run itPresent both types. Petty corruption: bribes paid daily by ordinary people to small officials for basic services. Visible, corrosive, and directly experienced. Grand corruption: large-scale theft of state assets by senior officials, often through complex international structures. Mostly hidden, but involves vastly larger sums. Ask students: which is more damaging? Consider different arguments. Arguments that petty corruption is worse: it directly harms the poorest; it destroys daily trust in institutions; it creates a culture where corruption seems normal; small amounts add up to huge totals. Arguments that grand corruption is worse: one grand corruption case can involve more money than millions of petty bribes; it distorts policy, not just services; it funds itself and the continuation of bad government; it enables continued petty corruption by keeping systems weak. Present a real case: the estimated $5-10 billion that former Nigerian dictator Sani Abacha is believed to have stolen; or the Petrobras scandal in Brazil that involved an estimated $5 billion in bribes. Discuss: the scale is different, and so are the victims. Which should anti-corruption efforts prioritise? Can they be tackled together?
💡 Low-resource tipTeacher presents cases verbally. Students discuss in groups. No materials needed.
Activity 2 — The shell company problem
PurposeStudents understand how modern grand corruption is enabled by the international financial system.
How to run itPresent the problem: much modern grand corruption involves moving money through anonymous shell companies registered in countries with weak transparency. A corrupt official can steal millions from a country's treasury and move the money into shell companies in Delaware (USA), the British Virgin Islands, Cyprus, or Switzerland, where the true owner is not publicly known. The money can then be used to buy property in London, Paris, or Miami — or to pay back campaign donations, or to buy political influence elsewhere. Present a simplified version of a real case (the Panama Papers or Pandora Papers revealed many). Ask: who enables this? Banks, lawyers, and accountants in wealthy countries who set up and manage the structures. The jurisdictions that allow anonymous ownership. International organisations that could demand change but do not. Discuss: why has the international community not fixed this? What would real change look like? Could individual countries act alone, or does this require international cooperation? What role do citizens of wealthy countries (where the money ends up) have in demanding change?
💡 Low-resource tipTeacher presents the structure verbally. Students discuss in groups. No materials needed.
Activity 3 — Why does anti-corruption sometimes fail?
PurposeStudents understand why well-designed anti-corruption efforts often do not work, and what makes a genuine reduction possible.
How to run itPresent the problem: most countries have anti-corruption laws, anti-corruption agencies, and anti-corruption campaigns. Yet corruption persists in many of them — and occasionally even increases. Why? Examine common failure patterns. (1) Selective prosecution: anti-corruption used against opposition politicians but not against allies. Russia's anti-corruption efforts have followed this pattern. (2) Ritual campaigns: periodic public drives that catch small fish while protecting the powerful. (3) Institutional isolation: anti-corruption agencies set up but starved of resources, staff, or political backing. (4) No transparency: laws exist but budgets, contracts, and officials' assets remain hidden. Then examine real success cases. Hong Kong in the 1970s: went from highly corrupt to relatively clean in about a decade. Key elements: creation of the Independent Commission Against Corruption (ICAC) with full investigative powers; strong political backing at the top; intensive public education; genuine prosecution of powerful figures. Singapore: similar sustained effort. Rwanda since the 1990s: low-corruption rankings but in a non-democratic context — raising questions about whether democracy and anti-corruption always align. Discuss: what are the common elements of success? Can anti-corruption succeed without democracy? Is there a trade-off?
💡 Low-resource tipTeacher presents cases verbally. Students discuss in groups. No materials needed.
Discussion Questions
  • Q1Some scholars argue that corruption is a culture that changes slowly. Others argue it is an institutional problem that can change quickly with the right reforms. Which view fits the evidence better?
  • Q2The 'oil on the wheels' argument — that corruption speeds up business in inefficient systems — was once popular. Why has it fallen out of favour? Does it contain any truth?
  • Q3Wealthy democracies have less petty corruption than poor countries but more sophisticated corruption (lobbying, revolving doors, campaign finance). Is the total harm comparable?
  • Q4Can an authoritarian government successfully fight corruption — or does reducing corruption require the democratic institutions that corrupt governments tend to weaken?
  • Q5The Panama and Pandora Papers exposed huge amounts of hidden wealth linked to politically exposed persons. Why has there been no dramatic change in the international financial system since? What would it take?
  • Q6Whistleblowers have played crucial roles in exposing corruption worldwide — but often face severe punishment. Should there be stronger international protections for whistleblowers? What would that look like?
  • Q7Is voter tolerance of corrupt leaders (common in many democracies) itself a problem, or a rational calculation when other alternatives are worse?
Writing Tasks
Task 1 — Extended essay
'Corruption in poor countries is caused mainly by poverty, not by weak institutions.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, engagement with the causes of corruption, real examples, balanced analysis
Task 2 — Analytical response
Explain what 'state capture' means, how it differs from ordinary corruption, and why it is particularly difficult to address. Write 200 to 300 words.
Skills: Explaining a concept accurately, distinguishing it from related concepts, analysing difficulty of response
Common Misconceptions
Common misconception

Corruption is fundamentally about individual dishonesty.

What to teach instead

Corruption is usually a systemic problem, not an individual moral failure. When officials in a corrupt system face no consequences for taking bribes, and severe consequences for refusing to participate (being passed over for promotion, transferred to undesirable posts, isolated from colleagues), corruption becomes rational behaviour. Lasting reductions in corruption come from changing institutions and incentives, not from moral appeals to individuals.

Common misconception

Wealthy democracies are not really corrupt — they just have 'politics as usual'.

What to teach instead

Wealthy democracies have lower levels of petty corruption (bribery of small officials) but often have significant sophisticated corruption — lobbying that amounts to policy-buying, revolving doors between regulators and regulated industries, campaign finance that distorts political priorities, and hidden flows of money through complex structures. Treating these as acceptable 'politics' while judging poorer countries harshly for petty bribery misses where large-scale corruption often lives.

Common misconception

Corruption cannot be reduced quickly.

What to teach instead

Several countries have transformed from severely corrupt to relatively clean within a generation. Hong Kong reduced corruption dramatically in the decade after the ICAC was established in 1974. Singapore under Lee Kuan Yew achieved similar results. Georgia after the 2003 Rose Revolution reduced petty corruption very quickly. These cases show that institutional reform, backed by political will, can produce fast change. Slow change is not inevitable — it usually reflects lack of political commitment.

Common misconception

The main tool against corruption is putting corrupt officials in prison.

What to teach instead

Prosecutions matter, but they are not sufficient and can be actively harmful if done selectively. Effective anti-corruption requires system-wide changes: transparency of budgets, contracts, and assets; digital government reducing discretionary interactions; free press and protected whistleblowers; strong civil society; independent courts; and political leadership. Without these, prosecutions tend to target opposition politicians while the corrupt system continues. Real progress requires changing the conditions that produce corruption, not only punishing individual corrupt actors.

Further Information

Key texts accessible to students: Susan Rose-Ackerman, 'Corruption and Government' (1999, revised 2016) — the standard academic introduction. Daniel Kaufmann's work at the World Bank remains essential for thinking about measurement and policy. Sarah Chayes, 'Thieves of State' (2015) — connecting corruption to international security, highly accessible. Tom Burgis, 'Kleptopia' (2020) — journalistic tracing of dirty money through the global financial system. Oliver Bullough, 'Moneyland' (2018) and 'Butler to the World' (2022) — on the mechanics of hiding illicit wealth. For specific cases: 'The President's Keepers' by Jacques Pauw (South Africa) and 'Putin's Kleptocracy' by Karen Dawisha (Russia) are investigative classics. Transparency International (transparency.org) publishes the Corruption Perceptions Index annually and has regional reports. The Financial Action Task Force (fatf-gafi.org) monitors anti-money-laundering efforts. The Organized Crime and Corruption Reporting Project (occrp.org) is a crucial source for investigative journalism on corruption worldwide.