Policy Analysis and Educational Strategy For Anti Corruption in Indonesia and Singapore

Abstract

This study tries to analyze anti-corruption policies of the substantive law applicable in Indonesia and Singapore. Data was collected through documentation, interviews and observation. Theoretical framework used in this study follows Lawrence M. Friedman’s theory that divided the legal system into three elements, namely institutional law (legal structure), the substance law (legal substance) and culture law (legal culture). The research results indicate that: first, Indonesia and Singapore have legal basis and foundation prescribed in detailed rules, including the loading rules in forms of bribes and gratuities. Indonesia’s anti-corruption policies in force today is Act Number 31 of 1999 on Corruption Eradication, while the anti-corruption policy in Singapore is set up in the Prevention of Corruption Act (PCA). While the anti-corruption agency (legal structure) established by the Government of Indonesia and Singapore is not much different. The most proactive institution in fighting against corruption in Indonesia is the Corruption Eradication Commission (KPK), while the Corrupt Practices Investigation Bureau (CPIB) is the foremost institution in curbing corruption in Singapore. Second, the strategy implemented for anti-corruption education in Indonesia is preventive strategy, detective and repressive. Some forms of anti-corruption education undertaken by the Commission which includes anti-corruption activities are festivals, book library, anti-corruption portal, television channels and radio, public information services, and e-learning gratification information. Generally speaking, Singapore is applying three interrelated strategies, namely: the implementation of the PCA, the establishment of institutions CPIB and improving civil servants’ salaries. It is expected that the results of this study can contribute to the prevention and eradication of corruption in Indonesia more comprehensive, not only through legal means but education, including the internalization of moral values of anti-corruption.