BCSE

Bhutan CivicsTeachers’ Guide for Classes IX & X

The Royal Education CouncilRoyal Government of Bhutan

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Published byThe Royal Education Council (REC), Royal Government of Bhutan, Paro, Bhutan

Tel: + 975-2-271226 Fax: + 975-2-271991 Website: www.rec.gov.bt

Copyright © 2018 The Royal Education Council (REC), Royal Government of Bhutan, Paro, Bhutan

All rights reserved. No part of this book may be reproduced in any form without the permission from The Royal Education Council (REC), Royal Government of Bhutan, Paro, Bhutan

Provisional Edition 2008Revised 2018

Reprint 2020

ISBN 99936-0-332-5

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ACKNOWLEDGEMENTS

Advisors1. H.E. Lyonpo Sonam Topgye, Honourable Chief Justice of Bhutan, Thimphu2. H.E. Lyonpo Thinley Gyamtsho, Former Honourable Minister of Education, Thimphu3. Dasho Dr. Pema Thinley, Royal University of Bhutan, Thimphu4. Aum Sangay Zam, Secretary, Ministry of Education, Thimphu5. Tshewang Tandin, Director, Department of School Education, Ministry of Education,

Thimphu

Overall Direction and Support1. Karma Yeshey. Director, Department of Adult and Higher Education, Ministry of Education,

Thimphu.2. WangchukRabten,Chief CurriculumOfficer,CAPSD,Departmentof SchoolEducation,Ministry

of Education, Paro.

Research and writing 1. Ugyen Pelgen, Lecturer, Sherubtse College, Kanglung2. Dechen Tshomo, Lecturer, Paro College of Education, Paro3. Rinzin Wangmo, Lecturer, Samtse College of Education, Samtse4. Sangay Lhamu, Teacher, Yangchenphu Higher Secondary School, Thimphu5. Nimrod Subba, Teacher, Gedu Middle Secondary School, Gedu6. Chador Wangdi, Teacher, Gelephu Higher Secondary School, Gelephu7. Pema Tshering, Teacher, Bajothang Higher Secondary School, W.Phodrang8. Pema Choden, Teacher, Punakha Higher Secondary School, Punakha9. Ramesh Chhetri, Teacher, Jigme Sherubling Higher Secondary School, Khaling10. TandinDorji,CurriculumOfficer,CAPSD,DSE,Ministryof Education,Paro.

Copyeditors1. DamcheTenzin,Chief LegalOfficer,RCSC,Thimphu2. KarmaLhuntsi,AssistantAttorneyGeneral,Officeof theAttorneyGeneral,Thimphu3. TshewangDorji,Chief ResearchOfficer,NationalAssemblySecretariat,Thimphu4. TashiDem,ICTOfficer,NationalAssemblySecretariat,Thimphu5. DagoTshering,ProgramOfficer,Dept.of LocalGovernance,Thimphu6. SonamYarphel,ProgramOfficer,Dept.of LocalGovernance,Thimphu7. K.C.Jose, Lecturer in English, Samtse College of Education, Samtse8. Dorji Thinley, Lecturer in English, Paro College of Education, Paro

Coordination and Compilation: Tandin Dorji, Social Studies Section, CAPSD, Paro

Layout : Karma Wangmo, IMD, REC, Paro

Cover Design:NimaTshering,CurriculumOfficer,ArtsEducationSection,CAPSD,Paro

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October 30, 2008FOREWORD

Plato believed that it was the duty of every citizen to participate in the political life of the state. Then, politicswasstillahighlyrespectedandamuch-desiredfieldthatbroughtoutthebestinthecitizens.It was not for no reason that he contemplated the Ideal State to come. Over time, though, politics has acquiredanimagethatisnotparticularlyflatteringorinspiring.However,inasmuchasallhumanspossess inherent political instincts of sorts, it becomes necessary to learn about the way human beings organize their life and build institutions to guide and govern themselves.

Civics is more than an academic discipline. It is in the nature and role of Civics to concern itself with an examination of the way governments are formed and the manner in which they relate to and influencethelifeof citizens,includingtheirrightsandresponsibilitiesasmembersof thestate.Asthechildrenof thenewConstitutionof theKingdomof Bhutan,itisinthefitnessof thingsthatourschool students develop a broad historical perspective and understand the basic principles of how governments are formed and how they operate.

As a powerful nation-building discipline, Civics should inspire an appreciation of the need to develop the necessary qualities of head and heart that help young men and women to live as good fellow-citizens in a democratic society that is based on the principle of mutual respect and trust. Civics, as indeed any discipline, should help develop insight, and not content itself with mere collection of information and facts.

I learn that this edition of Bhutan Civics has had the privilege of having been examined and approved bysomeof ourfinestmindsinthecountrybesidesbeingthecollectiveeffortof someseventyof oureducators in the country. The book incorporates some of current topics including an introduction to our Constitution and the advent of parliamentary democracy in the country.

I trust that the book will serve the purpose of informing as well as inspiring our scholars. I would like to express my deep appreciation to all our experts and educators for the hard work put in by all of them in the development of the Bhutan Civics titles.

Tashi Delek.

Thakur S Powdyel

Telephone : (00975) - 2 - 323825 / 325431 Fax : (00975) - 2 - 326424

Cultivating the Grace of Our Mind

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INTRODUCTION

This guidebook contains the standards which is the minimum broad goals to be attained at the end of class XII. The key stage outcome which details out the goals to be achieved at different stages is also given. For instance, in our case, class X is one key stage and class XII another. The key stage out come explains the objectives to be accomplished at the end of each stage. Then, there is rationale of teaching each chapter. The rationale deliberates on themainpurposeof teachingthischapterintheglobalaswellasspecificBhutanesecontext.Thespecificobjectivesfordifferenttopicsof eachchapterarealsodetailedouttoenabletheteachers to help our students acquire the maximum from the course.

Basedonthespecificobjectivesawiderangeof teachinglearningprocedureandactivitieshas been designed. The activities are only suggestive and not prescriptive. Thus, the teachers are most welcome to design their own teaching learning methods and activities. This guide book is hoped to stimulate ideas in our teachers.

Another feature of this guidebook is the supplementary information that is provided for each chapter. The supplementary information details out many points that are not there in the student textbook. However, only essential supplementary is given. Thus, it is vital that the teachers refer other sources to make teaching learning process stimulating.

It is also important to note that this guidebook is the minimum expected outcome. It should not be strictly followed. Rather, it is advisable to use it as a resource that will help in the generation of better ideas to make the teaching learning process diverse and appealing.

The activities designed here are not exhaustive and does not necessarily project the best ones. Moreover, theredefinitelywouldbeactivities thatarenotapplicable incertain situations.Thus, it is important to design activities in line with the class size, location of schools as well as the available resources.

This guidebook will be useful in teasing out better student centred teaching learning activities thantheonesinthisguidebookforthebenefitof ourstudents.

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Contents

Acknowledgement ......................................................................................................... iiiForeword ..........................................................................................................................vIntroduction ....................................................................................................................vi

Standards ....................................................................................................................................1Key Stage Outcome (X) ...........................................................................................................2Learning outcome for class IX & X ....................................................................................... 2

UNIT ONE: CONSTITUTIONChapter One: History of Constitution in Bhutan ............................................... 3Supplementary information for teachers: History of the Constitution of America ...... 7Chapter Two: The Salient Features of the Constitution of Bhutan ..................10Supplementary information for the teachers: Draft Constitution unveiled ..........................13Chapter Three: Fundamental Rights and Duties...............................................17Supplementary information for the teacher: The Notion of Rights ....................................21

UNIT TWO : ELECTION AND FORMATION OF POLITICAL PARTIESChapter One: Formation of Political Parties .................................................... 25Supplementary information for teachers: Demerits of Political Parties. ..............................28Chapter Two: Election ........................................................................................31Supplementary Information for Teachers: Funding of Political Parties .............................36

UNIT THREE : THE GOVERNMENTChapter One: The Legislature ........................................................................... 43Supplementary information for teachers: Kinds of Legislatures .........................................48Chapter Two: The Executive ..............................................................................51Supplementary information for teachers: Relationship of the Council of Ministers ............54Chapter Three: Judiciary ................................................................................... 55Supplementary Information for teachers: Objectives of the Judiciary ..................................60Chapter Four: The Constitutional Bodies ..........................................................61Supplementary Information for teachers: Anti-Corruption Commission ............................64Chapter Five: Local Government ...................................................................... 70Supplementary Information for Teachers: Local Self Government ...................................76Chapter Six: Gross National Happiness and Good Governance ...................... 83Supplementary information for teachers: Operationalising Gross National Happiness .......90

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Standards

The School graduates will:

• Understandthesignificanceof theConstitutionforthewell-beingof thecitizensandthesovereigntyof Bhutan.

• UnderstandtheDutiesandRightsof thecitizensinaDemocraticsocietyandlivebyitintheirday-today-life.

• Understandthesignificanceof StatePolicy.• Understandtheimportanceof votingandparticipationintheElectionasvotersat

alllevels.• Understand the roles and significance of the institution of Monarchy in our

ParliamentaryDemocracy.• Understandthesignificanceof theuniquenationalidentityandupholdit.• Understandtheconceptandsignificanceof GrossNationalHappinessandGood

Governance.• Understandtheorganizationandfunctionsof theLegislature,Executive,Judiciary,

theconstitutionalbodiesandcivilservicewithinthepoliticalsystem.• Understandtheformationandrolesof politicalparties.• Understandtheformationanddissolutionof thegovernment.• Understandtheformsof Government.• Understandthemechanismof checksandbalancesforgoodgovernance.

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Key Stage Outcome (X)

On completion of class X students will be able to:• Understandthehistory,significanceandsalientfeaturesof theConstitution.• UnderstandtheFundamentalDutiesandRightsof thecitizensinaDemocraticsociety

andlivebyitintheirdaytodaylife.• Understandtheimportanceof votingandparticipationintheElectionasvotersatall

levels.• Understandtherolesandsignificanceof theinstitutionof monarchyinourParliamentary

Democracy.• Understandthesignificanceof thespiritualandculturalheritageinthepromotionof

socialcohesionandspiritualdevelopment.• Understandthesignificanceof theuniquenationalidentityandupholdit.• Understandtheconceptof GrossNationalHappinessandGoodGovernance.• Understandtheorganizationandfunctionsof theLegislature,Executive,Judiciary,the

constitutionalbodiesandcivilservicewithinthepoliticalsystem.• Understandtheorganization,functionsandtheneedforlocalgovernments.• Understandtheformationof politicalpartiesandtheirroles.• Understandtheformationanddissolutionof thegovernment.• Understandthemechanismof checksandbalancesforgoodgovernance.

Class IX

Learning outcome for class IX

At the end of the class IX students will be able to:• UnderstandthegradualdevelopmenttowardsaparliamentarydemocracyinBhutan.• Understandthebackgroundanddraftingprocessof theConstitution.• Understandthesignificanceandsalientfeaturesof theConstitution.• Understandthemeaning,featuresandsignificanceof FundamentalRightsandDuties.• Understandthemeaning,formationandtheroleof politicalparties.• Understandtheneed,typesandtheprocessof election.

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UNIT ONE: CONSTITUTION

Chapter OneHistory of Constitution in Bhutan

RationaleFirstly,thischapterhasbeenincorporatedtoinformthateveryDemocraticcountryhasawrittenoranunwrittenconstitution.Tohelpthestudentsunderstand, weshouldtellthemthewritingof theConstitutioniaaRoyalinitiativeof ourbeloved3rd and 4thDrukGyalpostowardsbuildingaDemocraticConstitutionalMonarchy. Secondly,itistocommunicatetothestudentsthattheConstitutionwasinthemakingwiththeestablishmentof theTshogdu Chhenmoin1953andtheLodroe Tshogdein1965todeveloppoliticalconsciousnessamongstthepeopleandtointroducearepresentativegovernmentinthepoliticalsystem.Toencouragegreaterparticipationof thepeopleintheformulationof thedevelopmentplans,theDzongkhag Tshogdu and Gewog Tshogchungwereestablishedduringtheruleof 4thDrukGyalpo.The4thDrukGyalpowhowasthentheheadof theStateandtheGovernmentbecametheheadof theStateonlyin1998withthedevolutionof powertotheelectedministers.ThefinaldrivefortheConstitutioncameon4thSeptember2005,whenthe4thDrukGyalpocommandedthedraftingof theConstitutionbytheConstitutionDraftingCommittee.

Thirdly,itistoclarifytothestudentsthatoncompletionof theDraftConstitution,itwasdisseminatedontheradio,thetelevisionaswellastheKuensel.PublicconsultationwasheldinallDzongkhagstocreatemassawarenessandtolistentotherecommendationsandsuggestionsof thepeopletorefinetheDraftConstitution.

Lastly,itistoremindthestudentsthattheconstitutionissignificantasitiswrittenintheinterestof thepeopleandthecountry.UnlikeothercountrieswheretheConstitutionwaswrittenunderpressureandcompulsion,theBhutanesearefortunatetohaveawrittenConstitutionintimesof peace. This chapter will be covered in two lessons.• LessononewillcoverMonarchyinBhutanandPoliticalReforms• LessontwowillcoverMakingof theConstitutionanditsSignificance.

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Lesson 1 • Evolutionof MonarchyinBhutan• Politicalreforms

Objectives:Bytheendof thelessonstudentswillbeableto:• Explaintheevolutionof MonarchyinBhutan• Reasonouttheestablishmentof Tshogdu and Lodroe Tshogde.• Explainthebenefitsof theestablishmentDTandGT.

Teaching Learning Method: GroupDiscussionandPresentationActivity 1 (Knowledge,Application,SynthesisandAnalysis)• Dividetheclassintofivegroups.• Appointaleaderineachgroup.• Distributequestionstothefollowinggroups:

Group1• Whatsystemof governmentprevailedduringZhabdrungNgawangNamgyal’sera?• Writedownthreereasonsfortheweakeningof the system.

Group2• Whatcouldhavebeenthecircumstancesif thechoesi systemhadnotweakened?• Whatsystemof governmentreplacedtheabovementionedgovernment?

Group3• ThefirsttwoDrukGyalposhadabsoluteauthorityinthekingdom.Givefourreasons

tosupporttheabovestatement.

Group4• WritedowntwoconstitutionalreformsmadebytheThirdKing.• WritedowntwoconstitutionalreformsmadebytheFourthKing.

Group5• Give reasonswhy the constitutional reformswere initiated by the third and fourth

kings. Eachgroupdiscussesandwritestheanswerswhiletheteacherchecksandsupplements

wherevernecessary.Onthecompletionof thegivenwork,thegroup leaderspresentstheirworks.

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Activity 2 (Evaluation)• Theteacherthenrelatestheiranswerstotheintroductionof thechapterandproceedson

thevariousstepsinitiatedtoestablishDemocraticConstitutionalMonarchyinBhutan.• Theteacherconcludesbyaskingquestionsrelevanttothelessontaught. ORLesson 1Teaching Learning Method: OpendiscussionActivity 1 (KnowledgeandApplication)• Theteacherwritesthesetopicsontheboardin3columns.ThetopicsareTshogdu Chhenmo

and Lodroe Tshogde,establishmentof Dzongkhag Yargye Tshogdu and Gewog Yargye Tshogchung andtheDevolutionof Power.

• Theteachermustinstructthestudentstoclosetheirbooksduringthisactivity.• Theteacherasksthestudentstogiveanyinformationtheyhaveof thetopicsgivenon

theboard.• Theirinformationiswrittenaccordinglyontheboardbytheteacher.

Activity 2 (Comprehension,Knowledge,AnalysisandEvaluation)• Theteachernowasksthestudentstoreadthetextandcomparestheirinformationwith

thatof thetext.• Afterthestudentswritedownthesimilarities,anythingthatisnotrequiredcanbedeleted

afterdiscussionswiththeteacherandstudents.• Afewstudentstobeselectedtopresenttheirfindings.• Students’findingstobeincorporatedbytheteachertoclarifyandexplainthelesson.• Theteacherwrapsupthelessonbyclarifyingtheirdoubtsandaskingquestions.

Lesson 2• Formationof theConstitutionDraftingCommittee• Draftingof theConstitution.• Significanceof theConstitution.

Objectives:Bytheendof thelessonstudentswillbeableto:• Explaintheoriginof ‘Constitution’• Tellthesignificanceof ‘devolutionof power.’• Givereasonsfortheformationof theConstitutionDraftingCommittee.• ExplaintheSignificanceof theConstitution.

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Teaching Learning Method:CooperativeLearning Activity 1 (Knowledge,ComprehensionandAnalysis)• Dividetheclassintogroupsconsistingof fivestudents.• Membersof thegrouptobeidentifiedasA,B,C,DandE.• Thesegroupstobetermedashomegroup.• AskthestudentsidentifiedasAtositinonegroupandthesametobefollowedbyB,

C,DandE.• Theteacherthengivesthefollowingtopicstothenewlyformedgroups. GroupA-Originof constitutionGroupB-Commencementof DraftingConstitutionGroupC-Submissionof thefirstDrafttoHisMajestyanddistributionof theDraft

Constitution GroupD-Disseminationof theProvisionsof theDraftConstitutionandPublicConsultationwiththeDzongkhags. GroupE-Significanceof theConstitution.Thestudentstobeinstructedtoreadandjotdownthenecessarypointstoequipthemselvestoteachthemembersintheirhomegroups.Oncompletion,studentsreturntotheirhomegroupsandsharewhattheyhavelearnt.

Activity 2 (Knowledge,AnalysisandEvaluation)• The teacher introduces the lesson to the students bywriting the sub topics on the

board.• Theteacherrandomlyselectstudentstoanswerthequestionsastheyarealreadyacquainted

withallthetopics.• Theanswerstobewrittenunderthesubtopicsontheboard.• Theteacherasksstudentstoclarifytheirdoubts,if any.• Theteacherasksquestionsonanythingrelevanttothetopicstothestudents. OR Lesson 2Teaching Learning Method: ReflectingandaddingtothelistActivity 1• Dividetheclassinto5groupsandnamethemA,B,C,DandE.• Instructthestudentstoreadthewholelesson.• Givethefollowingtopicstothegroups GroupA-Originof theConstitution GroupB-Commencementof DraftingConstitution GroupC-Submission,Distributionanddisseminationof thetheDraftConstitution

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GroupD-PublicConsultationwiththeDzongkhags GroupE-Significanceof theConstitution• Studentstobeinstructedtositintheirgroupsandwriteonthetopicsgiventotheir

groups.• Afterreading,studentsintheirgroupsshoulddiscussandwrite.Thefaircopyshould

bewrittenbythegroupleader.• Studentstobeinstructedtopasstheirfaircopytoallthegroupsforadditionof any

detailsleftout.

Activity 2• Oncethegroupshaveseenandaddedtherequiredinformation,theteacheraskseach

groupleadertopresentthefindingstotheclass.• Aftereachleaderpresents,theteachersupplementsandexplainsoneachof thework

presentedbythegroup.• Theteacherrecapitulatesbyaskingquestions.

Supplementary information for teachers

History of the Constitution of AmericaDuringtheRevolutionaryWar,the13coloniesunitedtofreethemselvesfromEngland’srule.Aftertheywontheirfreedom,theyweregladtheywerenolongerBritish,buttheywerenotreadytounite.Thestateswereverydifferentfromeachother;however,theyrealizedthatinordertogrowandprosper,theyneededtheotherstates.So,delegatesfromeachstategottogetherandaplanforunitywasinitiallysubmittedtotheSecondContinentalCongressonJuly12,1776.Aftermuchdebate,onNovember15,1777,thestatesfinallyestablisheda“firmleagueof friendship”thatbecameknownas theArticlesof Confederation.TheArticles,however,didnotgointoeffectuntilMarch1,1781.

UndertheArticlesof Confederation,eachstateremainedindependent,withasinglevote,andtherewasnorealpowerbehindthecentralgovernment.Within2years,itbecameobviousthattheArticlesof Confederationwasweak–manypeoplewereindebtandstateswereprintingmoneythatwasworthless.ItwasdecidedthatthestatesshouldgettogetherandfixtheArticlesandunitethestatesasonenation.

Major challenges to governing through the Articles of Confederation:

• TheCongress(thecentralgovernment)wasmadeupof delegateschosenbythestatesandcouldconductforeignaffairs,maketreaties,declarewar,maintainanarmyandanavy,coinmoney,andestablishpostoffices.However,themeasurespassedbyCongresshadtobeapprovedby9of the13states.

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• TheCongresswasseverelylimitedinitspowers.Itcouldnotraisemoneybycollectingtaxes;ithadnocontroloverforeigncommerce;itcouldpasslawsbutcouldnotforcethestatestocomplywiththem.Thus,thegovernmentwasdependentonthewillingnessof thevariousstatestocarryoutitsmeasures,andoftenthestatesrefusedtocooperate.

• Thearticleswerevirtuallyimpossibletoamend;soproblemscouldnotbecorrected.

Constitutional Convention Quick Facts:

• Presidentof theConstitutionalConvention:GeorgeWashington

• Location:TheStateHouse(Philadelphia,Pennsylvania),knownasIndependenceHall

• OldestDelegate:BenjaminFranklin,81

• YoungestDelegate:JonathanDayton,26

• AverageAgeof theDelegates:42

• Remainstoday,theworld’soldestwrittenConstitution.

The Constitutional Convention

Astrongercentraladministrationwasneededif thenationwastosurvive.Delegatesfromeachstate(exceptRhodeIsland)beganarrivinginPhiladelphia,PennsylvaniainMay1787.Atfirst,onlyVirginiaandPennsylvaniawererepresented.Ittookmonthsforsomeof thedelegatestoarrive.Infact,thelastdelegatetoarriveshoweduponAugust6th.

Early on,GovernmentEdmundRandolph (Virginia) presented theVirginia Plan,whichprovidedfora“national”governmentwiththreebranches,theexecutive,thelegislative,andthejudicial.

• Executive Branch: Providesleadershipandenforceslaws.

• Legislative Branch:Makeslawsforthenation.

• Judicial Branch:Explainsandinterpretslaws.

(Retrieved fromhttp://bensguide.gpo.gov/6-8/documents/constitution/background.htmlon10.01.07.)

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The Himalayan kingdom of Bhutan has unveiled a new constitution that will transform the absolute monarchy into a two-party democratic system. KingJigmeSingyeWangchuksaysthedraftwillbesenttoall530,000citizens,askingfortheirviews.Theproposed34-articleConstitutionoutlinestheroleof themonarchy,clergyandthedutiesof thepeople.Bhutan’schief justicetoldtheBBCareferendumwouldbeheldattheendof theyeartoratifytheConstitution.

Steady progress:Theproposedcodeistheculminationof fouryearsof preparationfordemocracy.Oneof itssuggestionsisforanationalcounciltogovernthecountrythatwillbefilledbymemberselectedtothenationalassembly.Theconstitutionwillreplacetheroyaldecreeof 1953thatgavethekingabsolutepower.

Chief JusticeSonamTobgyetoldtheBBCthatthe49-year-oldkingwantedallBhutan’scitizenstoreadthedraftandsendintheirsuggestionsingoodtime.

Thekingtoldthecountry’sonlynewspaperKuensel:“Thesovereignty,stabilityandwell-beingof thecountrymustbeplacedaboveeverythingelse.Thecountryismoreimportantthantheking.”KingWangchukassumedthethroneattheage16,thefourthrulerintheWangchukdynastythatcametopowerinDecember1907.

The transitionbeganfouryearsagowhen thekinghandeddownpowersof dailygovernancetoacouncilof ministersandevenempoweredthenationalassemblytoforcearoyalabdicationif themotionwasbackedbythree-quartersof itsmembership.ObserverssayBhutan’sslowbutsteadyprogresstowardsdemocracyisincontrasttodevelopmentsinNepal,whereKingGyanendraseizedpowerthisyearanddismissedtheelectedgovernment.(Retrievedfromhttp://www.bbc.co.ukon11.01.07)

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Chapter TwoThe Salient Features of the Constitution of Bhutan

RationaleThis chapter has been written for the following reasons: 1. ToinformabouttheSalientFeaturesof theConstitution,beginningwiththePreamble

thatintroducestheConstitutionwithitsobjectivestobeachievedbytheState. Toapprisethestudentsof thesignificanceof thePreambletotheConstitutionasit

indicatestheformof governmentwehaveandthesourcefromwhichtheConstitutionhasderiveditsauthority.

2. To study theKingdomof Bhutan,Article 1, as it has features that consolidate andmakeBhutanintoaNation-State.TheInstitutionof Monarchy,Article2,spellsoutthesignificanceof theMonarchinaDemocraticConstitutionalMonarchy.Thestudentswillstudythecriteriaof becomingaMonarchinBhutan,whichisnecessarytoensureacapableMonarchforthewellbeingandthesecurityof thecountry.

3. Toinculcateinthestudentsspiritualandculturalvaluesinordertomakethemappreciativeandtopreserveandpromotethecountry’suniqueidentitymanifestedinspiritualandculturalheritageof thecountry

4.a. Tomakethestudentsawareof the inclusionof thePrinciplesof StatePolicy intheConstitutiontoguidethegovernmentinframingtheirpolicies.

4.b.Tomakeitpossibleforthecitizenstomeasuretheperformanceof thegovernmentthroughthePrinciplesof StatePolicy.

This chapter will be covered in two lessons.• LessononewillcoverthePreamble.• LessontwowillcoverArticles1,2,3,4and9of theConstitution.

Lesson 1• Preamble• Featuresof the Preamble• Significanceof thePreamble

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Objectives:Bytheendof thelessonstudentswillbeableto:• Explainthemeaningof Preamble.• Describethemainfeaturesof thePreamble.• Justifytheinclusionof thePreambleintheConstitutionanditssignificance.

Teaching Learning Methods: Inquiry

Activity 1 (Comprehension,andKnowledge)• Theteacherinstructsthestudentstoreadinordertoquestiontheteacherwhowillact

asafacilitator.• Thetopicsaregivenbelow: - Preamble. - Sourceof Constitution. - Natureof State. - BasicObjectivesof DemocraticConstitutionalMonarchy. - Significanceof thePreamble. Activity 2 (ComprehensionandEvaluation)• On completion of the task given, the students ask questions on any of the given

topics.• Inordertomaintainthelessonsequence,studentsmustbeinstructedtoaskthequestions

inthisorder:Preamble,sourceof Constitution,Natureof State,Objectivesof DemocraticConstitutionalMonarchyandSignificanceof Preamble.

• Havingansweredthequestions,theteachermakesthelessonmorecoherentbygivinganexplanationonallthetopics.

• Theteachersumsupthelessonbyaskingquestionsrelatedtothetopics.

ORLesson 1Teaching Learning Method: QuizActivity 1 (Comprehension)• Theteacherdividestheclassinto4rows.• Whilegrouping.Theteachermustensureallgroupshavestudentsof mixedability.• TheteacherasksstudentstoreadtopicsonPreamble,Featuresof PreambleandSignificance

of Preamble.• To ensure better understanding students could be allowed to discuss amongst

themselves.

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Activity 2 (Knowledge,Reflecting,andEvaluation)• Theteachernominates2studentseachtorepresenttheirrows.• Themainparticipantsareplacedinthefrontseats.• Theteachercanthenstartquizzingwithloworderquestionsandrisingtohighorder

questionsinall4rows.• Marks to be awarded andwritten on the board to boost themorale and generate

interest.• Whenthemainparticipantsarenotabletoanswer,othermembersof therowwillbe

giventhechanceandmarksmustbeawardedaccordingly.• The teacher explains the topics covered and asks questions to the students to

recapitulate.

Lesson 2• Featuresof theKingdomof Bhutan• Institutionof Monarchy.• DirectivePrinciplesof StatePolicy.

Objectives:Bytheendof thelessonstudentswillbeableto:• ExplaintheelementsthatconsolidateandmaketheKingdomof Bhutan.• Elucidatethecriteriaof becomingaMonarchinBhutan.• Describetheimportanceof DirectivePrinciplesof StatePolicyintheConstitution.

Teaching Learning Method: LectureMethodActivity 1 (Comprehension,Knowledge,andEvaluation)• Theteacherrecapitulatesthepreviouslessonbyaskingquestionstothestudentsinorder

toconnectandintroducethelessontobetaught.• Theteacher instructsthestudentstoclosetheirtextbookstoensureactive listening

whiletheteacherlectures.• Thelecturecanbeinterruptedbyuseof appropriateteachingaidstofocustheattention

of thestudents,to,asareferencepointandtomakethesubjectmoreconcrete.• Once the lesson iscomplete, the teacherevaluates throughquestionswith regard to

thekingdomof Bhutan,Institutionof Monarchyandtheimportanceof theDirectivePrinciplesof StatePolicy.

OR Lesson 2Teaching Learning Method: Debate Activity 1(Comprehension,KnowledgeandEvaluation)• Theteacherexplainsthesetopics,Kingdomof Bhutan,Institutionof theMonarchyand

Principlesof StatePolicy.

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• Aftereachtopic,questionstobeaskedtogenerateinterestandparticipation.• Explanationcanbemadeeasierforthestudentsbytheuseof suitableteachingaids.• Onconclusion,theteacheraskswell-preparedquestionsstartingwithloworderand

risingtohighorderquestions.• Thisisdonetoassessandapplyknowledge,toidentify,toevaluateandtoencourage

creativethinking.

Activity 2 (SynthesisandEvaluation)• Asafollow-upactivity,thestudentswillhavetodebateonthetopics,“TheMonarch

shouldnotabdicateattheageof 65.”• Theteachertoselecteightstudentstodebate,onetobechairman,anothertimekeeper

andfourjudges.• Allstudentsmustbeaskedtoprepareforthedebatetoallowclassparticipation.• Theteachermustgivethecriteriatobejudgeduponandtheirmarkingcanbequestioned

bytheobservingstudents.• Thistobeconcludedbydeclaringthewinnerandbysupplementingonthepointsdebated

bythestudents.

Supplementary information for the teachers

BHUTAN: Draft Constitution unveiled:Update45.byDr.S.ChandrasekharanOn26thMarch,2005,Bhutanreleasedadraftconstitutionwhichspecifiestheroleof themonarchy,thedutyof thecitizensandpoliticalparties,fundamentalrightsof itscitizensandsomeuniqueprovisionstoexpressthewillof thepeoplelikeanationalreferendum.Thedraftconstitutionitself islikelytobeputbeforethepeopleinareferendumforapprovalbeforeitisfinalised.

Itshouldbesaidtothecreditof theKingthattheConstitutionwasnotforcedonhim. UnlikehisneighbourinNepal,themonarchyisnotundersiege.Exceptfortherefugeeissue,whichwouldcontinuetohaunthim,therearenomajorlawandorderproblems,politicaloreconomicunrestthatcoulddestabilisetheKingdom.Thecountrywasbeingruledbyaroyaldecreeof 1953andnoproblemswereexperienced.Yet,hechosetogiveaconstitutiontakingintoaccountthatBhutancannotcontinuetoremainisolatedinaglobalizedworldandwindsof changeformodernisationissuretohititsbordersoonerorlater.Inonesense,heintendstopre-emptsuchforcesandsofarsogood.

Draftingof theconstitutionhasbeeninthemakingforquitesometimeandinputsfromsomeeminentlegalluminariesfromIndiahavebeentakenintoaccount.TheChief JusticewhowasthechairpersonbehindthedraftvisitedIndiamanytimesfordiscussionsandthe

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creditforthegeneral“liberalapproach”throughoutthedocumentgoestohim.Buttherearesomereservationsonthatlater.First,thehighlightsbutnoclaimismadethatitcoversallthepoints.

* Thetextof theconstitutionisashortonewith32articlesand4appendiceswithashortpreamblewhichpledgessovereignty,liberty,justice,tranquillityandhappinessandwellbeingof thepeople.

* Theformof governmentissaidtobe“DemocraticConstitutionalMonarchy”.

* Dzongkhaisdeclaredtobethe“nationallanguage”of theKingdomwhileBuddhismisdeclaredasthespiritualheritageof theKingdom.

* Article 2 dealswith the institution of Monarchy. Some interesting and innovativeprovisionsinclude:a.denialof successiontoonemarriedtoanonBhutanesecitizen.b.theKingwillstepdownafterattainingtheageof 65years,handingoverthethronetotheCrownprinceorprincess.c.TheKingtoabdicateundercertaincircumstanceswhensucharesolutionispassedbythreefourthsof themembersof theParliamentfollowedbyareferendumwithasimplemajority.

* Thereisaseparatearticleonenvironment(Article5),whichmakesthefundamentaldutyof everycitizentocontributetotheprotectionof naturalenvironmentandpreventionof ecologicaldegradation.

* Thearticleoncitizenshipisnotdifferentfromtheexistinglaws-twosubsectionsinthisarticlestandout:one)thoseapplyingshouldbeabletospeakandwriteDzongkhaandtwo)havenorecordof havingspokenoractedagainsttheKing,theCountryandthepeopleof Bhutan.(PresumethatitwouldbeusedagainstcategoryIVof therefugeesnowlanguishinginNepal).

* Inkeepingwiththetimes,righttoinformationhasbeenmadeafundamentalrightinthearticledealingwithfundamentalrights.

* Rightsgowithresponsibilitiesandthereisaseparatearticleon‘fundamentalduties’thatdemandsof itscitizenstofostertolerance,mutualrespecttranscendingreligious,linguistic,regionalorsectionaldiversities.

* InanarticleonStatePolicyaninterestingadditionisthattheStateshouldstrivetopromotepursuitof “GrossNationalHappiness.”Anotherlaudablebutimpracticalpolicyistheeffortof theStatetoexecutepoliciestominimiseinequalitiesof income,andconcentrationof wealthamongcitizens.

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* Besidestheparliament,anupperhousecalled“TheNationalCouncil”isbeingthoughtof inArticle11. Inadditiontolegislativefunctions,theCouncilwillactasa‘ReviewHouse’onmattersrelatingtosecurityandsovereigntyof thecountry.

* ThemostimportantadditionisaboutthepoliticalpartiesinArticle15.ItisimportantbecausetherewerenopoliticalpartiesinBhutanpriorto2008.Thetwopartybasedparliamentary elections showed the process of party formation and formation of government. Oneotherpointmentionedisthattheoppositionpartyshallnotallowpartyintereststoprevailovernationalinterest.Dosuchidealconditionsexistanywhereinourneighbourhood?

* FromtheexperienceinIndianelectionswheremoneypower(besidesmuscleinsomestates)playsadominant role, theStatewill provide funds forelectioncampaigns tocandidatesandpoliticalpartiesinanon-discriminatorymanner.

* TakingfromthecontroversygeneratedinIndia,theconstitutioncategoricallystatesthatthePrimeministershouldbeanaturalborncitizenof Bhutan.Infact,thisrulehasbeenextendedtopersonsholdingalltheconstitutionalpostsandthoseholdingelectiveofficesundertheconstitutionthattheyshouldnotonlybenaturalborncitizensof Bhutanbutgoingfurther,notmarriedtoapersonwho isnotacitizenof Bhutan. Holdersof constitutionalofficesaretheChief Justicesandjusticesof SupremeCourt,Chief Justiceandjusticesof HighCourts,theChief ElectionCommissioner,theAuditorGeneral,theChairpersonof theRoyalCivilServiceCommissionandtheChairpersonof theAntiCorruptionCommission.

* ThePrimeMinsterandhiscabinetaresupposedtobecollectivelyresponsiblebothtotheKingandtheParliament.Itisnotclearhowitwillwork,whentheKingbyvirtueof theConstitutionisthehighestauthority.

* UnderDefenceinArticle27,thestatesolemnlystatesthatitwillnotusemilitaryforceagainstaforeignStateexceptinself-defenceorforthepurposeof maintainingitssecurity,territorialintegrityandsovereignty.Alaudabledeclaration.

* ThereareprovisionsforareferendumwhichisaninnovationandfordeclaringemergenciesbytheKingwithawelcomefeaturethattheconstitutionshallnotbeamendedduringthestateof emergency.

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And now some reservations:

* The statehasnotexperienceddemocracyas isknown. Theprovisionof rulingandoppositionparties,theirfundingandtheirrestrictedconductallappeartobeveryartificial.

* Foracountrythatisgoingtoexperiencedemocracy,theprovisionsareveryinnovative.Butthereappearstobetoomanyembeddedprovisionswhichcannotbechanged.NoConstitution is perfect andwith the passage of time, constitutional changesmaybenecessary.Alittlemoreflexibilitycouldhavebeenincorporated.

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All rights reserved. Permission is given to refer to this on-line document for use in research papers and articles, provided the source and the author’s name are acknowledged. Copies may not be duplicated for commercial purposes

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Chapter ThreeFundamental Rights and Duties

RationaleThischapterhasbeenincludedforfollowingreasons:First,tointroducestudentstotheFundamentalRightsbestoweduponthecitizensbytheConstitutionforthebalanceddevelopmentof anindividual

Second,tomakeitclearthatFundamentalRightsarerightsandprivilegesof thecitizens.If therightsarebreached,thecitizenscanseekredressfromtheHighCourtortheSupremeCourt.Ontheotherhand,studentsmustunderstandthatcitizenscannotusetheirrightstojeopardizeothers’rightsandharmthesecurityof thecountry.

Third,withrightscometheduties.Thestudentsascitizensmustrealizetheimportanceof fulfillingtheirobligationstotheStateintheformof FundamentalDuties.Thestudentsmustbeinformedof therelationbetweenFundamentalRightsandDuties.Rightsarenotdeservedif Dutiesarenotperformedwell.

Thischapterwillbecoveredintwolessons.• ThefirstlessonwillcovertheFundamentalRights.• ThesecondlessonwillcovertheFundamentalDuties. Lesson 1• Meaningof FundamentalRightsanditsclassification.• Significance of Fundamental Rights and reasons for its incorporation ion the

Constitution.

Objectives: By the end of the lesson students will be able to:• Explainthemeaningof FundamentalRights• Tellbetweenthedifferenttypesof FundamentalRights• Evaluate the significance of FundamentalRights and reasons for incorporating the

Constitution.• UsetheirFundamentalRightsreasonably.

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Teaching Learning Method: DebateActivity1(Comprehension,KnowledgeandEvaluation)• Theteacherfirstgivesanoverallexplanationof FundamentalRights,itsclassification

anditssignificanceintheConstitution.Thisisdonetogenerateinterestamongstthestudents.

• Questionstobeaskedtoensureactiveparticipationandtocheckstudents’understandingatthatlevel.

• Eachcomponentof thelessontobereadandexplainedwiththeuseof suitableteachingaids.• Inconclusiontheteacheraskswellpreparedquestionsbeginningwithrecallandslowly

buildinguptohigherlevelof questioning,toassessandapplyknowledge,toidentify,toevaluateandencouragecreativethinking.

.Activity 2(SynthesisandEvaluation)• Asafollow-upactivity,thestudentswillhavetodebateonthetopic,“Onlytherich

peoplecanseeklegalprotectionagainsttheviolationof theFundamentalrights”.• Theteacherselectseightstudentstodebate,onetobethechairperson,anothertime

keeperandfourjudges.• Allstudentsmustbeaskedtoprepareforthedebatetoallowwholeclassparticipation.• Theteachermustgivethecriteriatobejudgeduponandtheirmarkingcanbequestioned

bytheobservingstudents.• Thistobeconcludedbydeclaringthewinnerandsupplementingonthepointsdebated

bythestudents. ORLesson 1Teaching Learning Method: LectureMethodActivity 1(Comprehension,KnowledgeandEvaluation)• Theteacherrecapitulatesthepreviouslessonbyaskingquestionsinordertoconnect

andintroducethelessontobetaught.• Theteacherinstructsthestudentstoclosetheirtextbookstoensureactivelistening.• Thelecturecanbestrengthenedwiththeuseof appropriateteachingaidstofocusthe

attentionof thestudents,to,asareferencepointandtomakesubjectmoreconcrete.

Activity 2 (Reflecting,Application,andAnalysis)• Once the teaching is complete, teacherwrites the following on the board, “Which

FundamentalRightisbeingviolated?”1. Ajournalisthasbeenarrestedforprintinganti-governmentinformation.2. Agroupof citizenshavebeenarrestedforholdingameeting.

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3. Mr.A’slandhasbeentakenoverforconstructingagovernmenthospital;however,hehasnotbeenfairlycompensated.

4. Awomanisdeprivedof beingapiloteventhoughshehasthecapabilityandthenecessaryqualification.

5. A citizen seeks redress from theHighCourt for the enforcement of any of hisFundamentalRights.

Studentstobeaskedtoreflectontheabovefivepointsandwritethetypesof FundamentalRightsbeingviolatedineach.

• A few students to be asked to read their answers and other students to give theiropinions.

• Lessontobeconcludedbyclarifyingdoubtsof thestudentsandsummingupthemainpoints.

Lesson 2• Meaningandsignificanceof FundamentalDuties• ReasonsforincorporatingFundamentalDutiesintheConstitution.• RelationbetweenFundamentalRightsandDuties.

Objectives:Bytheendof thelessonstudentswillbeableto:• Explainthemeaningandsignificanceof FundamentalDuties.• Providereasonsfortheincorporationof FundamentaldutiesintheConstitution.• DrawarelationshipbetweenFundamentalRightsandDuties.

Teaching Learning Method: GroupDiscussionActivity 1(Reflecting,Synthesis,ApplicationandEvaluation)• ClasstobedividedintofivegroupsandnameA,B,C,DandE.• Thefollowingquestionstobegivenforthemtoreflectandwrite:

GroupA:Writedownfourimportantprivilegesgiventothembytheirparents. GroupB:Writedownfourimportantdutiestheyperformathome. GroupC:Writedownfourreasonsthatwouldoccurif theydidnotperformtheir

duties. GroupD:Writedownfourreasonsthatwouldoccurif theyperformtheirduties

butdonotgetprivileges. GroupE:Whyisitimportanttoperformdutiesathome?Givefourreasons.

• WithgroupA’sanswer,theteacherrecapitulatesbyrelatingtheirrightsathometotherightsgivenbytheConstitution.

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• GroupB’sanswertobeconnectedtoFundamentalDutiesandtheteachercouldaskthemeaningof “Duty”andsupplementfromthetext.

• GroupC’sanswerscouldenabletheteachertoreasonoutthenecessityforincorporatingFundamentalDutiesintheConstitution.

• The teacher then explains the relation betweenFundamentalRights andDuties byconnectingandcomparingwiththeanswersgivenbygroupsDandE.

Activity 2(ReflectionandEvaluation)• Theteacherthenclarifiesanydoubtsaskedbythestudents.• Thislessoncouldbewrappedupbyaskingstudentstothinkof dutieswhichtheythink

shouldbeincludedintheConstitutionbesidestheonesalreadygiven.• Theteacherthendrawsthreecolumnsontheboardwiththeseheadings:DutytoSociety,

DutytoHumanityandDutytonation.• Theiranswerscouldbewrittenaccordinglybytheteacher.• Theteacherthensumsupthelessontaughtbyaskingquestions.

ORLesson 2Teaching Learning Method:Inquiry

Activity 1 (Comprehension,KnowledgeandReflecting)• Theteacherinstructsthestudentstoreadonordertoquestiontheteacherwhowillact

asafacilitator.• Thetopicsaregivenbelow:Meaningof FundamentalDutiesandclassificationof FundamentalDutiesReasonsandsignificanceof incorporatingFundamentalDutiesintheConstitution.RelationshipbetweenFundamentalRightsandDuties.

Activity 2(ComprehensionandEvaluation)• Oncompletion,thestudentsaskanyquestionsonanyof thegiventopics.• Inordertomaintainthelessonsequence,studentsmustbeinstructedtoaskquestions

intheorderof thetopicsgiven.• Havingansweredthequestions,theteacherthenmakesthelessonmorecoherentby

givinganexplanationonallthetopics.• Theteachersumsupthelessonbyaskingquestionsrelatedtothelessontaught.

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Supplementary information for the teacher The Notion of Rights: Origin of Human Rights:Asthereisanintimateconnectionbetweentheconceptof lawandrights,(and,reciprocally,duties)andbothareveryinfluentialonthelifeof society,wemustaddtothepresentdiscussionsomeideasaboutrights.ArightthenisaclaimwhichIhaveonsomethingandwhichisrecognizedassuchbylaw.Therelationbetweenlawandrightisthis:therecanbenorightwithoutalaw.If Ihavearighttothefruitsof mylabour,thereisalaw,naturalorpositive,onwhichIcanbasemyclaim.Duty,ontheotherhand,isthecounterpartof right;assuch,itisalsoderivedfromlaw;if lawconfersonmecertainprivileges(rights)italsoimposescertainburdens,orexactssomethingfromme(duties).If IhavearighttorecoveradebtitmeansthatIamthesubjectof aright;reciprocally,if Iincuradebt;byvirtueof thesamelaw,Ihavethedutyof returningthemoneytoitsownerwhenrequiredtodoso.Tobethesubjectof rightsanddutiesmeanstobeaperson.AsBarkerwrites: Thesumof myrightsisthewholeof mycapacitymywholestatusandwholepowerof actionwithinthestateandunderitslaw;itismygeneralandtotalpersona,orlegalpersonality;itismygeneralpositioninthesystemof Right(insofarasthatsystemisrecognizedbythestate),andthewholeof myshareinthatsystem.

ThisisnottosaythatallrightscomefromtheState.Manyrightsaswellasdutiesdoobtainfromitbecausethestateisasourceof law-nottheonlysource-butoverandabovethestate,oranyotherinstitution,thereisthe‘higherlaw’orthelawof humannaturewhich,independentlyfromanyagreementorconvention,confersonuscertainfundamental,human,inalienableclaimsorrights.Moreovertherightsconfersbythislawaresowideandtranscendentthatitmaywellbesaidthatwherehumanlawconfersaright,naturallawconfersstandardof rights.Fromtheabundantliteraturebothancientandmodernonnaturallaw,weselectthefollowingpassageof LordBrycewherethecharacterof thislawisvividlydescribed:

Those (laws) which prevail everywhere, or at any rate, generally, appeared to issue out of the mental or moral constitution common to all men. They are the results of principles uniting men as social beings, which nature, personified as a guiding power, is deemed to have evolved and prescribed. Hence they are called natural. Being the work of nature, they are not only wider in their area, but also of earlier origin than any other rules or customs. They are essentially anterior, in thought as well as date, to the laws each community makes for itself; for they belong to human race as a whole. Hence, they are also deemed to be higher in moral authority than the laws which are peculiar to particular communities, for this may be enacted today and tomorrow, and have force within certain local limits.

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The claims or rights from this law must be respected by every person and institution. As a matter of fact, under various titles they are incorporated into modern democratic constitutions. This rights, or moral claims, are not created by state, but supported by it. Such are, for instance, the right to life, freedom, property, religion, family life etc. All this was concisely and forcibly expressed in the American Declaration of Independence (1776) in the following words: ‘Weholdthesetruthstobeself evident,thatallmenareendowedbytheCreatorwithcertaininalienablerightsandthatamongthesearelife,libertyandthepursuitof happiness,andtosecure these, governments are instituted amongmenderiving their justpowers from theconsentof thegoverned.’

TheFrenchDeclarationof theRightsof ManandtheCitizenin itsarticle1emphasizeslikewisethesameideas:

Men are born and remain free and equal in rights….The aim of all political association is the preservation of the natural and indefeasible rights of man. These rights are liberty, ownership, security and resistance to oppression.

Inmodern times themost themostoutstandingdocumentconcerningnatural law is theUniversalDeclarationof HumanRightsadoptedbytheUnitednationGeneralAssemblyonDecember10,1948,inwhoseopeningparagraphweread:

Whereas recognition of the inherent dignity and the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world; Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration as the common people…..

Oneof thesourcesof confusionregardingrightsisthatsometimeitisforgottenthatarightisamoralorjustclaim.If onetakestheinitialstand,asmanywritersseemtodo,thatarightisaclaimguaranteedbythestate,thenwhatisnotguaranteedbyitisnotaright,andtheclaim,howsoeveratrocious,guaranteedbyit,isaright.Thisunsatisfactorypositionmaybeavoidedbyadmittingthatarightisamoralclaimwhichshouldbeguaranteedbythestate.If thisinfacthappens,thenthemoralclaimattainsitsobject,orelseenforced.Butif itisnot,orcannotbeenforced,themoralclaimorrightstillremainsandmaybethefoundationforlegalactionwhenanopportunityoccurs.If AowesBonehundredrupees,andBcannotenforcehisclaimbeforeacourtof law,heneverthelesshasarighttothissum,andperhaps

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mayrecover itwhentheoccasionarises.Awell justifiedmoralclaimmaybe insignificantfromthematerialorevenlegalviewpoint,butfromthehumanviewpointitmaybepowerfulmovingforce.

Ontheotherhand,onemustnotthinkthatnaturalrightsareabsolute.Theyarefundamentalrightsinherentinman’snature:butthey,orrathertheobjectstowardswhichtheyaredirected,dependonconditionsandthereforemaybeforfeitedof frustrated.Thusacriminalmayjustlylooselyhisfreedomfortherestof hislife,ormayevenbecondemnedtodeath.Butthiseventuallycannotarisewithoutgravereasons.(Gisbert, P.,1973. Fundamentals of Sociology. Kolkata:OrientLongmanPrivateLimited, p207-209)

Fundamental Rights in the Constitution of IndiaInIndia,thepleaforgrantingFundamentalRightstotheIndiansbytheBritishrulerswasfirstmadebyDadaBhaiNaoroji(1825-1917),oneof theforemostreformersorallkinds-educational, political, religious and social andwhobecame thePresident of the IndianNationalCongressthreetimes,in1886,1894and1906.TheKarachisession(1931)of theIndianNationalCongressdraftedthemodelforFundamentalRights.However,thedreammaterialisedonlywhenIndiaachieveditsindependenceandtheConstitutionincludedsevenFundamentalRights.Withthe44thAmendmentActof 1978,theRighttopropertywasdeleted.ThenewConstitutionincludesthefollowing:1. RighttoEquality.2. RighttoFreedom.3. RightagainstExploitation.4. RighttoFreedomof Religion.5. CulturalandEconomicRights.6. RighttoConstitutionalRights.(Aggarwal,J.C.andChowdhry,N.K.,2001. History and Civics. New Delhi:Rajendra RavindraPrinters (Pvt.) Ltd. P (13)

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UNIT TWO : ELECTION AND FORMATION OF POLITICAL PARTIES

Chapter OneFormation of Political Parties

Rationale Formationof PoliticalPartiesisanewconceptinourcountry.Therefore,itisnecessarytoeducatethestudentsaboutitandmakethemseethebrightersideof itbyteachingthemabouttherolesthattheyplayinthefunctioningof ourgovernment.

Second,theyarethecitizensof Bhutanandhaveeveryrighttochoosetheircareer.Sobymakingthemunderstandaboutpoliticalpartiesandtheirformation,itcanbeanoptionfortheirlaterlifeif theyeverchoosetojoinpoliticalpartiesastheircareer.Third,theinformationonpoliticalpartiesservesascareerorientationforourstudents.

Objectives: At the end of the lesson students will be able to:• Givethemeaningof aPoliticalParty.• Listdownthepre-requisitesforaPoliticalparty.• Explaintheformationof politicalparties.• Discusstherolesof thepoliticalparties.

Thischapterisdividedintotwolessons.Lesson 1• Meaningof aPoliticalParty.• Pre-requisitesof aPoliticalParty.• Formationof aPoliticalParty.

Objectives:Bytheendof thelessonstudentswillbeableto:1. DefinePoliticalParty.2. Explainthesignificanceof aPoliticalParty.3. Statereasonsfortheneedof pre-requisitesforaPoliticalParty.4. ExplainhowaPoliticalPartyisformed.5. Explainthemeaningof manifesto.Theteachercantryoutthefollowingteachinglearningmethods:

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Teaching Learning MethodsActivity 1:Lecturemethod(KnowledgeandComprehension)• Theteacherexplainsthemeaningof apoliticalparty,importanceof apoliticalpartyinour

formof governmentandthepre-requisitesof apoliticalparty.Theteacheremphasisesontheconsequencesof nothavingthesepre-requisites.

• Theteacherasksquestionstostudentstochecktheirunderstanding.

Activity 2:Thinkpair-share(Analysis,SynthesisandEvaluation)• Theteacherasksstudentstothinkabouttheconsequencesof nothavingpre-requisites

forapoliticalparty.Aftertheyfinishthinkingtheyworkinpairsandsharetheirviewsandlaterpresentittotheclass.Theteacheralsoshareshis/heropiniontotheclass.

Activity 3:Roleplay(Application)• The teacherexplains theprocessof formationof apoliticalparty andhow it func-

tions.• Dividetheclassintofivegroups.Thegrouphastoappointofficebearers,preparemani-

festoandthenpresenttotheclass.Theteacherprovidesnecessaryguidanceincarryingouttheroleplay.

• Theteacherasksquestionstothestudentstochecktheirunderstandingandgiverelevanthomework.

OR

Teaching Learning MethodActivity 1:Guestspeaker(Note.Inthelastclassitself,teachershavetoinformthestudentsabouttheguestspeakerandthetopic.Theyhavetobeinstructedandguidedinframingques-tionstoasktheguestspeaker.)• Theteacherarrangesforaguestspeaker(DzongkhagElectoralOfficer,forexample).• Theteacherwelcomestheguestspeakerandintroduceshimtothestudents.• Studentsareinstructedtoaskquestionsafterthetalkhasbeengivenbytheguest.• Theteachercanpromptstudentstocomeupwithvarietiesof questions.• Studentswritetheanswerssimultaneously.• Theteachersupplementsonstudents’questions.• Thanktheguestspeaker.

Activity 2• Aftertheguestspeakerleaves,theteacherandstudentsorganisethegatheredinforma-

tion.• Theyarrangetheinformationinacoherentmanner.

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• Comparethegatheredinformationwiththatof theinformationgiveninthetext.• Askthestudentstomakenotesof theirfindings.Followup:Theteacherasksquestionstochecktheirunderstanding.

Lesson 2• Rolesof politicalparties

Objectives:Bytheendof thelessonstudentswillbeableto:1. Listdowntherolesof politicalparties.2. Explainhowapoliticalpartyactsasacatalystintheeliminationof differenceincaste,

creed,regionandreligion.3. Explainhowapoliticalpartybridgesthegapbetweenthegovernmentandthepeople.4. Seetheimportanceof politicalpartiesinprovidingstabilityandcontinuitytothegovern-

ment.5. Linkpoliticalpartiestotherightsof thecitizensintermsof choosingtherightperson

topower.

Teaching Learning MethodActivity 1:Lecturemethod(KnowledgeandComprehension)• Theteacherexplainstherolesof thepoliticalpartiesemphasisingontheirmainmotive

anddifferentiatingitwiththeotherrolesthattheyplaywithintheConstitution.• Theteacherasksvariousquestionstoensuretheirunderstandingandclarifywherever

necessary.

Activity 2:Cooperativelearning(Knowledge,Comprehension,Synthesis,AnalysisandEvaluation)• Divideclassintofourgroups,A,B,CandD.• Allotonefunctionof politicalpartytoeachgroup.• Thegrouphastodiscussanddeliberateonthatparticularroleassignedtothem.• Oncethediscussionisover,instructioncanbegiventoformmixedgroups.Eachgroup

consistingof membersfromallA,B,CandD.Theyhavetoshareabouttherolethattheydiscussedintheirowngroupwiththeothermemberssothatallthestudentswillbeawareaboutthedifferentrolesthatthepoliticalpartiesplay.

• Oncethesharingof ideasisover,studentscomesbacktotheirowngroupsandshareabouttheotherrolesthathavelearnedfromtheothergroups.Studentswritedowntheroles.

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Followup:Knowledgeandcomprehension• Theteacherrandomlyasksquestionstostudentstochecktheirunderstanding.• Theteacherclarifieswherevernecessary.• Theteachergivesassignmenttostudentstolookforsomeotherrolesthatthepolitical

partiesplaytopresentinthenextclass.

OR

Teaching Learning MethodActivity 1:GroupDiscussion(Analysis,SynthesisandEvaluation)• Theteachermentionsthefourrolesof apoliticalpartyandexplainsthem.• Dividetheclassintofourgroups.• Assignoneroletoeachgroup.• Studentshavetodiscussintheirgroupandcomeupwithwaystocarryoutthatpar-

ticularroleassignedtothem.• Thegroupleaderpresentstotheclass.• Wheneachgroupispresenting,theothergroupshavetoframequestionsonwhat

theyarepresentingandaskthemlater.

Follow-up:• Theteacherasksquestiontochecktheirunderstanding.• Ashomework,studentswritedowntherolesandthewaysof carryingoutthose

rolesof politicalpartiesintheirownwordsasdiscussedintheclass.

Supplementary information for teachers.

Demerits of Political Parties:Thoughthepoliticalpartiesplayasignificantroleinthefunctioningof democracy,theydohavecertaindemerits.• Parties,intheirenthusiasmtocapturepower,tendtolowermoralstandardsbyadopt-

ingseveralunethicalmeasures.• Onseveraloccasions,politicalpartiesoveremphasisesectarianinterestatthecostof

nationalinterest.• Peopletendtofeelthatquiteaoverwhelmingnumberof politicalleadersareself-seek-

ers.• Someprominentmembersof somepartiesindulgeinfalsehoodandcharacterassassination

of theiropponents.Membersof partiesaredividedintohostilegroupsandeachgroupof apoliticalpartywantstodominatetheothergroup.Thesecausessplitinparties.

• Thereisartificialunanimityamongthemembersof apoliticalparty.

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• Partiesencouragecommunalismandracialism.• Moneypowerandmusclepowerposegreatdangerstofreeandfairelections.• Corruptionandcriminalisationhaveassumedalarmingproportionsinelectionsonaccount

of thepatronageof politicalleaderstosuchelements.

Party System:Usuallyfollowingpartysystemsexists.1. Single party system.Thereisonlyonepartyinthecountry.TheerstwhileU.S.S.R.

followedthissystem.InChinaalso,thissystemexists.2 Bi-party system.Therearetwomajorpoliticalpartiesinthecountry.TheU.Kandthe

U.S.A.followthissystem.3 Multi party system.Thereareseveralpoliticalparties.FranceandIndiafollowthis

system.

Main features of the multi party system.Amultipartysystemimpliestheexistenceof morethantwopartiesinthelegislature.Inamultipartysystemsometimes,severalpartiesjointogethertoformthegovernment.InIndia,thissystemworkedsatisfactorilyupto1977whenCongressPartyenjoyedabsolutemajoritybutthereafteritprovedsomewhatineffective.

Main merits of the multi party system are:• Thevoterhasseveralchoicesbeforehim.• Eachpartyhastotakecareof severalsectionsof population i.e., farmers,minorities,

linguisticgroups,workers,etc.• Inamultipartysystemdisciplineisnotsorigid.Individualsenjoygreaterfreedomto

expresstheirviews.

Demerits of multi party system:• Itbecomesverydifficulttoformthegovernmentasthereareseveralpullsandpressures

anddifferentideologiesandperceptionsonissuesof publicimportanceamongthevariousparties.

• Defectionsandindisciplinewithinthepartiesoftentakeplace.• Thereisinstabilityinthegovernment.• Thepositionof thePrimeMinisterbecomesveryweak.

Meaning of bi-party system.Thebi-partysystemimpliesapoliticalsystemwhichhasonlytwopartiesthatcontestelectionstorunthegovernmentof thecountry.TheUKandtheUSAhavethebi-partysystem.

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Advantages of bi-party system.• Stablegovernment.Inabi-partysystemlikethatintheUSA,onepartyissuretogetan

absolutemajority,barringveryrarecircumstances.Thus,bi-partysystemensuresastablegovernment.Inthecaseof multi-partysystem,governmentdependsfor itsexistenceuponthesupportof severalgroups,whichonseveraloccasionschangetheirloyalties.

• Formulationandimplementationof coherentpolicies.Inthebi-partysystem,thepartyinpowerisusuallyassuredof thefixedterm.Besides,allthemembersareunitedtogetherbytheiradherencetosomepolitical ideology.So,formulationandimplementationof policiesbecomeseasier.

Disadvantages of bi-party system.• Thereisalimitedchoicebeforethevoters.• Allpublicinterestarenotrepresented.• Partiesareover-centralizedandregionalaspirationsof theleaderssuffer.• Partyorganisationstiflesfreeandfaircriticism.• Onlyafewleadersbegintodominate.

(Reference:Aggarwal,J.CandChowdhry,N.K,ICSEHistoryandCivicsClassX,S.ChandandcompanyLtd.2001.)

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Chapter TwoElection

Rationale:First,thischapterwillbroadentheirknowledgeontypesof electionsandmakethemunderstandandappreciateourgovernmentforchoosing‘directelection’.

Second,ascitizensof Bhutan,apartof government,studentsshouldknowtheprocessof electingthemembersof theParliament.Thiswillmakethemrealizethetransparencyandthefairnessthatexistintheelectionprocedureandwillremovealldoubtsfromtheirminds.

Third,everycitizenhasarighttovoteaccordingtohisorherchoice.Therefore,thischapterisincludedtomakestudentsawareof theproceduresof votingandmakethemunderstandtheimportanceof voting.Thiswilldefinitelyfamiliarizethestudentsandpreparethemforvotingfortherightpersontopower.

Objectives: Attheendof thelessonstudentswillbeableto:• Analyzetheneedforelections.• Explainthetypesof elections.• Describethesourceof fundandtheprocessof campaigning.• Explainthevotingandelectionprocedures.

Thischapterisdividedintotwolessons.Lesson 1• NeedforElections• Typesof elections-DirectelectionandIndirectelection.• Meritsanddemeritsof directandindirectelections• PrimaryElection.• GeneralElection.• ByeElection.

Objectives:Bytheendof thelessonstudentswillbeableto:• Define‘Election’.• Explainwhyitisnecessarytoholdelections.• DifferentiatebetweenDirectandIndirectelections.• Saywhichelectionisbest,basedontheirmeritsanddemerits.• Saywhatkindof electionstheBhutanesefollow.• Explain‘GeneralElection’and‘ByeElection’andwhentheyareheld.

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Teaching Learning MethodActivity 1:Brainstormingsession(Analysis,SynthesisandEvaluation)• Theteacherexplainswhat‘election’meansinthecontextwithpoliticalparties,membersof

NationalassemblyandNationalCouncil.Tomakeitsimple,theteacherusesanexampleof electingtheclasscaptain.

• Aftertheexplanation,divideclassintogroups.• The teacher asks them to think and discuss in groups as towhy there should be

elections.• Amemberfromeachgrouppresentstotheclass.• Theteacherwritesdowntheirpointsontheboard.

Activity 2:Lecturemethod(KnowledgeandComprehension)• Theteacherasksstudentstotaketurnsinreadingout‘Theneedforelections’fromtheir

textbook.• Theteacherexplainstheneedforelections insimple languageprovidingrelevantand

familiarexamples.Theteacheralsoexplainshowelectionsenablethecitizenstoexercisesomeof theirFundamentalrights.

• Theteacherexplainsthetypesof elections-directandindirectelectionswithexamplesandtheirmeritsanddemerits.

• Theteacherasksquestionstostudentstoclarifytheirdoubts.

Activity 3:Debate(Analysis,Synthesis,ApplicationandEvaluation)• FormtwogroupsAandBwithfivememberseach.Providethetopic“Directelection

isbetterthanindirectelection.”GroupAcanbe‘for’themotionandgroupBcanbe‘against’themotionandaskthemtoprepareforit.

• Restof theclasscanbeobservers.Whenthedebateisinprogresseachobserverhastoframetwoquestionsbasedonthedebater’spoints.Afterthedebateisover,theobserversaskquestionstothedebaters.

• Theteacherprovideshelpwhenevernecessary.

OR

Teaching Learning MethodActivity 1:Inquiry(Analysis,Synthesis,Evaluation)• Theteachergivesbasicexplanationonthefollowingtopics: i. NeedforElections ii. Typesof election-sDirectelectionandIndirectelection. iii. Meritsanddemeritsof directandindirectelections. iv. GeneralElectionandByeelection.

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• Divideclassintofourgroups.• Assignonetopictoeachgroup.• Studentshavetoframeasmanyquestionsastheycanwithregardtothetopicassigned

tothem.• Theteacheractsasthefacilitator.• Groupstaketurnsinaskingthequestions.• Theteacherprovidestheanswersandstudentsmakenoteof it.

Activity2:(KnowledgeandComprehension)• Theteachersumsupthelessonbyrelatingtothequestionsaskedbythem.• Theteacherasksquestionstochecktheirunderstanding.

Follow-up:• Studentswritedown thequestions (asked in the class) and answers (providedby the

teacher)astheirhomework.

Lesson 2• Electioncampaigns.• Funding.• Electionprocedure.• Votingprocedure.

Objectives:Bytheendof thelessonstudentswillbeableto:• Define‘constituency’.• Explainthereasonsforholdingelectioncampaigns.• Explaintheimportanceof fundingforelectioncampaigns.• Describethe‘Primaryround’and‘Generalelection’.• Explaintheprocedureof electingtheRulingPartyandtheOppositionParty.

Teaching Learning MethodActivity 1:VisualAids(Knowledge,ComprehensionandEvaluation)• The teacherarranges toshowvideoonmockelection,conductedatParoCollegeof

Education.• Theteacherframesquestionsregardingpoliticalparties’plans,programmesandlogos;

waysof campaigningandtheelectionprocedures.• Thesequestionsaregivenouttostudentspriortoshowingthevideoandinformthem

towatchforthesedetails.

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Activity 2:Classdiscussion(Knowledge,Analysis,SynthesisandEvaluation)• Afterthevideoshow,theteacherasksstudentstovoiceouttheirobservations.• Theactiveinvolvementof studentsinthisdiscussioncanbeencouragedbytheteacher

through probing of questions, asking students to compare and contrast and drawconclusionsastowhichpartywasthebest.

Activity 3:Lecturemethod(KnowledgeandComprehension)• Finally,theteacherexplainsthetext,linkingittothevideoonmockelection.Theteacher

explainstheimportanceof fundingandalsorelatesittoSection4of Article15intheConstitution.Theteacherexplainstheelectionprocedurewithahelpof diagramasgiveninthetext.Follow-up:Theteacherasksorwritesquestionsontheboardtochecktheirunderstandingandtellsthemtowritetheanswersastheirhomework.

Activity 4:Roleplay(Application)• Theteacherexplainsthe‘Votingprocedure’,‘PollingOfficers’andtheirroles,and‘Voting

compartment’.• Askthreestudentstovolunteerascandidatescontestingforanassumedelection.They

prepareabrief manifesto.• AskthreestudentstovolunteerasPollingOfficers.• Restof theclasscanbevoters.• Theteacherprovidesguidanceinsettinguptheclassforpolling.• Thethreecandidatespresenttheirmanifestoandbasedonthemanifesto,woothevoters

tovote.• Afterthevotingisover,theteachercountsthevotesanddeclaresthewinner.

Follow-up: Studentswrite about the procedure and their experience and present to theclass. ORTeaching Learning MethodActivity 1:Interview(KnowledgeandApplication)• Theteacherarrangesforfourinterviewees.TheycouldbeGup,Chimi,ElectoralOfficer

andavillageperson,if ruralschools,andsomeotherofficials,if urbanschools.(Note:Thiscouldbearrangedpriortotheclass.)

• Divideclassintofourgroups.• Assignonetopictoeachgroupasfollows: i.Electioncampaigns–Group1 ii.Funding–Group2 iii.Electionprocedure–Group3 iv.Votingprocedure-Group4

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• Studentspreparequestionswithregardtotheirtopics.Framingof questionsshouldbestrictlyguidedbytheteacheraspertheobjectivesof thelesson.

• Theteacheridentifiestheplaceandtimefortheinterview(s).• Studentscompiletheirfindings.

Activity 2:(Comprehension,Analysis,synthesisandEvaluation)• Teacherexplainsthecontentsinthetexttothestudents.• Studentscomparetheirfindingswiththatof thetext.• Studentswith the help of information from the interview and the textmake afinal

compilationandpresenttotheclass.Follow-up:• Theteacherasksquestionstochecktheirunderstanding.• Studentsclarifytheirdoubtsif any.

OR(ThisactivityisdesignedbyPemaNorbu,ZhemgangHigherSecondarySchool,Zhemgang.)

Teaching Learning MethodActivity 1:Roleplay(Application)• Theteachernominatestwostudentsasthecandidatesof twopoliticalparties.Theyprepare

theirmanifesto.• Therestof theclassactasvoters. In this round, thecandidatesdonotpresent their

manifesto.• Votersvotebywritingthenameof thecandidatethattheychooseonapieceof paper.• Theteachercountsthevotesandkeepsitasidewithoutlettingthestudentsknowabout

it.• Thecandidatespresenttheirmanifesto.• Thevotersvotethesecondtime.• Theteachercountsthevotesandwritesboththeresultsontheboard.

Activity 2:(Analysis,SynthesisandEvaluation)• Theteacherpointsoutthattherehasbeenachangeinthenumberof votesforthetwo

candidates.• Theteacherasksstudentstojustifyforthechangeintheirchoice.• Theteacherwritesthepointsontheboard. Follow-up:• Studentswrite the differences that they felt or observed between the twoways of

voting.• Askstudentstoanalyseandwriteastowhyelectioncampaignsareimportant.

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Activity 3:(KnowledgeandComprehension)• Dividetheclassintogroupsasdifferentpoliticalparties.• Askeachgrouptoworkoutastohowtheyaregoingtousethepoliticalfundprovided

forelectioncampaigns.• Groupleaderspresenttotheclass.• Theteacherwritesthepointsontheboard.• Theteacherexplainstheimportanceof politicalfundlinkingtothepointsprovidedby

thestudents.• Theteacheraddstothepointsif any.• Theteacherasksquestionstochecktheirunderstanding.

Supplementary Information for Teachers

Funding of Political parties and Election campaigns ( From International Insti-tute for Democracy and Electoral Assistance Handbook.)Overthepastseveralyears,partyfinancingscandalshaveshakencountriesineveryregionof theworld.Thishasledtoincreasedcontemptforandpublicdisillusionmentwithpartiesandpoliticians,andunderminedthepublicconfidenceinthepoliticalprocess.However,forthenearfuturetherewillbenodemocracywithoutpoliticalparties.Partiescompeteforpoliticalpower,generatedemocraticgovernmentsandshapepublicpolicies.Tobeabletoperformthetasksexpectedof thempartiesneedtogenerateincome.Therealityisthatitisoftenthelackof financialresourceswhichpreventscertaingroupsandleadersfromachievingpoliticalparticipationthroughrepresentation.Eventhegenderimbalanceinparliamentsacrosstheworldcanpartlybeexplainedbytheinequalitiesinaccesstofunds.

TheIDEAHandbookonFundingof PoliticalPartiesandElectionCampaignsaimstoincreasetheknowledgeaboutthelawandpracticeof politicalfinancearoundtheworld.Thefocusisonthefinancingof politicalpartiesduringandbetweenelectioncampaigns,thatis,allfundsraisedandspentinordertoinfluencetheoutcomeof electionsaswellastheparties’routineoperations.Threemainquestionsstandout:Howfreeshouldpoliticalpartiesbe to raiseandspendfundsastheylike?Howmuchinformationaboutpartyfinancethevotershouldbeentitledtohave?Andhowfarpublicresourcesshouldbeusedtosupportanddeveloppoliticalparties?

Different countries have chosen different strategies of how to dealwith the problemssurroundingpartyfunding.Karl-HeinzNassmacher,oneof themainauthorsof theHandbook,identifiesthreebroadoptions:Theautonomyoptionwhichtreatspoliticalpartiesasvoluntaryassociationsentitledtotheunregulatedprivacyof theirinternalorganizationandfinancialtransactions.Theregulationisminimizedandpartycompetitionrelieslargelyonself-regulation

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andself-correctingmechanisms.Thetransparencyoptionisbasedontherightof thevoterstoknowhowpartiesarefundedinordertomakeaninformedchoice,andgivesnoimportancetobansandlimitsonpartyfunding.Theadvocacyoptionarguesforthecreationof apublicagencythatcanmonitor,controlandenforceadetailedsetof rulesandfunctionasapublicwatchdog,butaimstoohighandrisksendingupcreatingapoliticalfinanceregimethatistoocomplicatedtoenforce.

Insteadof goingforoneof theseoptions,countriesmayoptforthediversifiedregulationoptionthatcombineswhatKarl-HeinzNassmacher,calls“benign,neglect,preciseregulation,publicincentivesandoccasionalsanctions”.

Who should pay for parties?

Thetwomainsourcesof fundingof politicalpartiesarepublicfundingandprivatefunding,andmostdemocraciestodayacknowledgethattheyarebothneededforpoliticalpartiestohaveenoughmoneytocarryouttheirdemocratictasks.Therearemanyreasonswhycountrieshavechosentoprovidepublicfundingtopoliticalparties.Oneof themisthatcountrieshaveseenthefinancingof politicalpartiesasanecessarycostof democracy–acostthatshouldthereforebebornebythepublicpurse.Anotheristhatcountrieshavetriedtobridgethegapsbetweenthevoluntarydonationsandthenecessaryspendingof politicalparties,therebyhopingtoavoidthatpartiesseekfundsfromsourcesthatmaycompromisetheirindependenceanddemocraticfunctioning.Astrivetoleveltheplayingfieldandmakingsurethatallpartiesstandachancetogetelectedisaforcethathasledcountriestoadoptpublicfundinglaws.Wherecountrieshavechosennottointroducepublicfundinglaws,thereasonshaveoftenbeenoneof thefollowing:fearthatpoliticalpartieswouldbecomeorgansof thestateratherthanindependentorganizations;difficultyinreachingagreementontheallocationof funds;andthefactthatpublicfundingof politicalpartiesoftenhasbeenextremelyunpopularwiththegeneralpublic,notleastindevelopingcountrieswherecompetingdemandsforscarcestateresourcesisoftenacute.

Direct and indirect public funding

Publicfundingcanbebothdirectandindirect.Themostcommonformsof indirectpublicfundingarefreemediatimeandspecialtaxationstatus,whiletheprovisionof freeuseof publicbuildings,freeorsubsidizedpostageandfreetransportationarelesscommon.Itisespeciallyimportanttoensurethatthelegalprovisionsdonotallowstateresourcestobemisusedbythepartyinpower.

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A healthy mix of public and private funding

Alotof countrieshavefoundthateventhoughtheyprovidepublicfunding,thisonlycoversapartof theexpensesthatpartieshaveforcampaigningandfortheirroutineoperations.Theheadingof privatefundingcoversboththeincomesfrommembershipsubscriptionsandlocalfundraising;andthedonationsfrombusinessescorporations,tradeunionsandlargeinterestgroups.Oneof theargumentsfornotbanningprivatefunding,andevenfor introducingincentivesinthepublicfunding(“matchinggrants”)forthesearchforprivatefunding,isthatthereisariskthatpoliticalpartieswilllosecontactwiththeirconstituenciesif theydonotneedthemforfinancialsupport.Theregulationssurroundingthesedonationsarecenteredontheprinciplesof ensuringtransparencyinthesourcesof income,settinglimitsbetween“participatingfinancially”and“buyingaccessorinfluence”,andprohibitingsourcesof fundingthatmightcompromisethedemocraticfunctioningof politicalparties.

The Regulatory Framework

Types of laws and regulations:Manycountrieshavedecided to introduceasystemof regulationof politicalpartyfunding.Themostcommonfeaturesof suchlawsandregulationsare bans (mainly on sources of funding), limits (mainly on expenditure) and disclosure(toprovidetransparency).Thelawshaveoftenbeenspurredbyafeltneedtoaddressthepublicopinionstemmingfromseparatepoliticalfinancescandals,andthishasoftenledtoapatchworkof differentlawsandregulationswithnumerousloopholesandpoorpossibilitiesof enforcement.Enactingpoliticalfinancelawshasalsooftenproventobeaconstitutionalbalanceactwherethefreedomsof associationandexpressionhaveconflictedwiththewilltoregulate.

Prohibitions:Bansrelatemainlytothesourcesof funding,andthereareseveraldifferenttypes.Themostcommonbansarethoseonfundsoriginatingfromanonymousdonations,foreigndonations,donationsfromgovernmentcontractors,corporatedonationsandtradeuniondonations.Thefearisthattheinfluenceof especiallymultinationalcorporationsmayunderminethedemocraticprincipleof self-determination.Insteadof prohibitingaspecificsourceof donationstopoliticalparties,countriesmaychoosetointroduceceilingsonhowmuchadonorcancontributeperyearorelectioncycle.Byintroducingceilings,countriesdrawalinebetweenwhattheyseeasbenignparticipationinpolitics,anddangerouscontributionsaimedatcorruptionandbuying influence.Bansandceilingsaretwowaysof limitingtheimpactof donationsfrombig,andpotentiallydangerous, interestgroups.Anotherwayistoencouragetheuseof grass-rootfinancing(therebylimitingtheneedfordonationsfromunwantedsources),istheuseof taxbenefitsonsmalldonationsor“matchinggrants”whereparties get public fundingon thebasis of howmuch theyhavebeen able to raise frommembershipduesandothergrass-rootsdonations.

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Disclosure:Publicdisclosureof thesourcesof politicalpartyfundscanbeusedbothasthebasisof enforcementof bansonthesourcesof partyincome,andasanalternativetobans.Theideaisthattransparencywillstimulatepublicdebateandtherebypublicpressureonpoliticalpartiestovoluntarilyabstainfromthekindof sourcesthatwouldotherwisehavetobebanned.Bymakingthesourcesof incomevisibletothepublic,votersareabletomakebetterdecisionsaboutwhichpartyorcandidatetheywanttosupport.Carriedtoanextreme,theprovisionsfordisclosureof incomewouldmeanthateventhesmallestamountwouldhavetobedisclosed.Thiswould,however,bothmaketherulesalmostimpossibletoenforce,andmaketheinformationuselesstothepublicduetothelargeamountsof informationapersonwouldhavetogothroughtogetapictureof thesourcesof politicalmoney.Toavoidthis,manyof thecountrieswithprovisionsforpublicdisclosureof contributionstopoliticalpartieshavethresholdsfordisclosureof donations.

Regional Trends in Political Party FinanceContinental Western Europe:Thereisnosimpleanswertohowpoliticalfinanceshouldbeorganized,butthereismuchtobelearntfromthecurrentexperienceindifferentpartsof theworld.TheWesternEuropeandemocracieshaveemphasizeddistributivemeasures,especiallycashsubsidiestopoliticalpartiesandseveralcountriesintheregionsupportfund-raisingfromindividualsbytaxincentives.Thepublicmoneyisprovidedalmostwithoutanyobligations. Some countries havebeen very dependent onpublic fundswhichnowhavebecomethedominantsourceof incomeinforexampleSweden.Monitoringandcontrolof politicalfinancehavebeenintroducedinsomebutnotinallcountries.Whereregulationsarelimiteditisbecausetheprivacyof partiesanddonorsisemphasized.

“Anglo-Saxon orbit”:TheregulationsinWesternEuropearelessstrictthanforexampleintheAnglo-Saxoncountries–Australia,UnitedKingdom,CanadaandtheUnitedStates–wheretherulesfocusonlimitingcampaignexpensesandindividualcontributionstopoliticalpartiesandcandidates.AmericanandAustralianpartiesarerelativelyweakorganizationsandthefinancingof politics isconcentratedoncampaignsand individualcandidatesandnotonpoliticalparties.Innoneof theAnglo-Saxoncountrieshavepartymembersbeenveryimportantforthegeneratingof income.LikeeverywhereelseintheWesternworldpublicfundinghas increased andonly theUnitedKingdomhasbeen reluctant toprovide cashsubsidiestopoliticalparties.IntheUnitedStatesdisclosurerulesisanimportantfeatureof thelegalframework.Canadastandsoutamongtheestablisheddemocraciesforitssuccessfulefforttocurtailfinancialscandalsbymeansof apoliticalfinanceregimewhichcombinesstateresourcesandregulationsinaneffectiveway.

Central and Eastern Europe:ThecurrentdissatisfactioninCentralandEasternEuropeistoalargedegreetheresultof perceivedproblemsrelatingtopoliticalfinance.Politicalcorruptionisaprominentissueandillegalfundingof politicalpartiesunderminesthedemocraticsystem

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asawhole.Partiesreceivelargedonationfromafewwealthydonorswhiletheincomefrommembershipsubscriptionsareinsignificant.MarcinWalecki,thechapterauthor,arguesthatthelackof diversesourcesof fundsismoreproblematicthanthelevelof expenditure.PublicsubsidiesarenowanalmostcommonfeatureinCentralandEasternEurope,butstilllessimportantthanprivatedonations.Thepartieshavebeensubjecttodetailedregulationsbuttheseruleshaveprovedtobealegalfictionandillegalspendingissignificant.

Latin America:TheemphasisinLatinAmericaisonpubliccashsubsidies,whichareexpectedto prevent parties raising funds fromundesired sources. Public funding has served as asupplementtoprivatefundingandalthoughitisimportanttheimpacthasbeenlimitedandhasvariedfromcountrytocountry.Theregulationssurroundingpartyfinancearewelldevelopedintheregionandthesignificantdegreeof corruptioninthewaypartiesfinancethemselveshasledtoprohibitionsandrestrictionsonprivatecontributions.Howevertheimpactof theseregulationsvariesinthedifferentcountries.Themajorityof theprivatecontributionsgoesdirectlytothecandidateandnottotheformalpartywhichbecomesdifficultwhenalmostallcountriesfocustheirregulationsandenforcementonparties.ThereisacurrenttrendinmanyLatinAmericancountriestostrengthenoversightproceduresandmechanisms.

East Asia:Theissueof moneyanditseffectsonpoliticsisincreasinglygainingattentioninAsia as inotherpartsof theworld.The countries inSouthAsiahave responded lesscomprehensivelytothepartyfinancingissueandmanyof themlackasystemof regulations,andpublicfundingisalmostnon-existentintheregion.Intheeasternpartsof Asiatheelectedrepresentativesareexpectedtobelinkedtotheirconstituenciesbyfinancialobligations.Thisincreasedenormouslythecostof beingarepresentative.Fromanearlydatethisledtothatthepracticeof condoningsomeformsof “illegal”moneywasestablished,sinceeveryoneunderstoodthat itwasimpossibletomaketherulesworkandatthesametimesatisfyallexpectations.Morerecentlytheproblemsof “moneypolitics”havefuelledpublicdebateandsupportforgreaterstateregulationsandalsoforpublicsupporttopoliticalparties.

Africa:Politicalfinancingisrelativelyunder-regulatedinAfricaandingeneraltheraisingof fundsisamatterof unregulatedself-help.If therearestrictregulationstheseareoftennotenforced.Thephenomenonof acandidateowningapartyasabusinessmanisfairlyfrequentandthedifferencesingettingfinancialresourcesbetweengoverningandoppositionpartiesseemstobegreaterthanelsewhereintheworld.Onemajorreasonfortherelativeabsenceof publicfundingisthepartisaninterestof therulingparties.Theoppositionwhichstandstobenefitthemostfromtheadoptionof regulationsthatenhancetransparencyandlimitfundingandspendinghasusuallybeentoodividedandtoweaktoinfluencetheseprovisionsstrongly.Asignificantsourceof incomeforpoliticalpartiesinAfricacomesfromprivatedonations,andallpartiesdependonittovaryingdegree.Donationsfromcitizenslivingabroadareparticularlyimportantforoppositionparties.

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Political Parties as Pillars of Democracy:Clearly,theissuesof politicalfinancelawsandregulationsarecomplexandstillevolving.Politicalfinanceismovingontothepoliticalagendainseveralcountries.Itisabsolutelyclearthattherearenoperfectsolutionsandthatnoonemodelof regulationcanbeappliedtofitallcircumstances.Manycountriesareonlybeginningtoaddresstheseissueswhilethosewhohavebeenseizedwiththemforsometimeareworkingonrevisingtheirregulationsbasedonyearsof experience.Mostcountriesseektoregulatetheincome-generatingactivitiesof politicalpartiesbuttherearetremendousvariations,bothinintentandineffectiveness.Themotivesandfocusof theregulationvarytoalargeextentbutatleastfourdistinctreasonscanbeidentifiedfortheintroductionoramendmentof laws:Awilltopreventabuseandthebuyingof politicalinfluence;enhancingfaircompetitionamongallparties;empoweringvotersandstrengtheningpoliticalpartiesaseffectivedemocraticactors.

Asthishandbookshows,democracyundermultipartysystemrequiresinvestmentnotonlyinelectionsandrepresentativeinstitutions,butalsoinsustainableandfunctioningpoliticalparties.However,partyfundinglawsandassociatedregulationscannotbefullyunderstoodoutsidethebroadframeworkthatgovernspoliticalpartyoperationineachcountry.SinceIDEAdeemspoliticalpartiesasvitalforademocracy,theorganizationiscommittedtoinvestigatingtheenvironmentinwhichtheyfunctiontobeabletoprovideoptionstofacilitatetheirwork.Thismeansbothlookingatthelegalenvironment(registrationrequirements,partylawsetc),thepoliticalenvironment(therelationbetweenrulingandoppositionparties),andtheinternalfunctioningof politicalparties.

(Reference: Retrieved from http://www.idea.int/index.cfm on 10.01.07)

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CLASS XUNIT THREE : THE GOVERNMENT

Chapter OneThe Legislature

Rationale Thechapter‘TheLegislature’ischosenasitisoneof themostimportantbranchesof thegovernment.Itisessentialthatthestudents,asfuturecitizens,knowtheproceduresof framinglawsof thecountry.Thischapterallowsthestudentstogetaclearpictureof thefunctioningof ourparliament.Itacquaintsstudentswiththetwoimportantlaw-makingbodies,namely,theNationalAssemblyandtheNationalCouncilandmakesthemawareof thepeople,whoareactivelyinvolvedinformulatingthelawsof thecountry.Thischapterwillletthestudentsknowthatinordertobeamemberof theParliamentoneneedtofulfilcertaincriteriaaslaiddownintheConstitution.

Thesecondpartof thischaptercontainsthetopic-politicalparties.Sincethestudentsarealreadyfamiliarwiththeformationof politicalparties,itbecomesessentialforstudentstoknowthefunctionsof thetwomostimportantparties.Therefore,thistopicenablesthemtoseehowrulingandoppositionpartiesfunctiontoservetheinterestof thenation.

This Chapter will be covered in three lessonsLesson: 1(MembershipCriteriaandremovalof themembers,powersandfunctions,Gyalyong Tshogdu, Gyalyong Tshogdeandtheirrelationship).

Objectives:Bytheendof thelessonastudentwillbeableto:• Tellthecriteriatobeamemberof parliament.• Writethepowersandfunctionsof theLegislature.• Explaintheimpeachmentof themembersfromtheparliament.• Describetheformationof Gyalyong Tshogdu and Gyalyong Tshogdeandtheirrelationship.

Teaching-Learning Method:CooperativeLearning.Activity 1(KnowledgeandComprehension)Theteacherintroducesthechapterbyreferringtothediagram(Box3.1.1).He/shetalksabouttheLegislature,theExecutiveandtheJudiciaryandtheirfunctions.

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Activity 2(KnowledgeandComprehension)• Theteacherinstructsthestudentsthattheywillbreakupintofivegroupstostudythe

detailsof theLegislature.• He/Sheallotsthetimeforthetask.• Theteacherdividestheclassintogroup1,2,3toformhomegroupaftertheinstruction

andnamestheindividualinthegroupasA,B,C.• TheteachergroupsalltheA’stogether,B’stogetherandsoontoformtheexpertgroup.• Theteacherthengivesdifferenttopicstotheexpertgroupsasfollows:a) GroupA: discusses the topic ‘Membership criteria and their removal from the

parliament’b) GroupB:discussesthetopic‘Powersandfunctionsof theLegislativebody’c) GroupC:takesupthetopic‘Gyalyong Tshodgu’.d) GroupD:takesupthetopic‘Gyalyong Tshogde’.e) GroupE:discusesonthetopic‘RelationbetweenthetwoHouses’. Activity 3(Analysis)• Allthestudentsgetinvolvedintheirexpertgroupindiscussionandwritewhateverthey

discuss.• Theteachermonitorsandmakessurethateverybodyisinvolvedindiscussion.Afterthe

discussion,theteachersendsallthestudentstotheirhomegroupandletsthemsharetheirinformationlearntintheexpertgroup.

Activity 4Follow-up(Knowledge)• The teacher quizzes the home groups by asking questions in sequence and awards

points.• Theteachersummarizes.

OR

Teaching-Learning Methods: QuizActivity 1(Knowledge,Comprehension)• Studentsaredividedintogroups(dependingontheclassstrength)andthegroupsare

named.• Theteachertellsstudentsingroupstoreadthetextonthetopicsgivenabove.• She/Heshouldalsotrytogiveextra information(printedmaterials)forstudentsto

read.• Instructstudentsthattheyaregoingtohaveaquizcompetitioningroups.• Theteachercomespreparedwiththequestions.

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Activity 2(Analysis)• Studentsreadanddiscussingroups.• Theteachergivesenoughtimetoprepare.• Theteacherhelpsbygivingthemeaningof difficultwordsandphrases.

Activity 3(Knowledge)• Theteacherdividestheboardtowritethepoints.• Questionsaredividedequallyamongthegroups(Followthenormalprocedureslikeany

otherquiz).• Awardmarkstothegroups;showthemontheboard.• Announcethe‘winner’bynotdiscouragingthelosers(reinforcethelosers).• Rewardsthewinner(bylettingtheclassclaporsomeotherways).

Activity 3Followup(Knowledge,ComprehensionandEvaluation)• Theteachershouldsummarizethewholelesson.• Theteachercanaskquestionsrandomlytochecktheirunderstanding.

Note:TheteacherinformsthestudentsaboutthenextlessontointerviewtheChimi(people’srepresentativeintheNationalAssembly)of theirgewog.Studentsareaskedtoreadthetextonpassingof billsandpreparethequestionsasmanyastheycan.Itisimportantthatteacherguidesthestudentswhilewritingthequestions.

Lesson 2Passingof BillsObjectives:Bytheendof thelessonastudentwillbeableto:• Scrutinizetheproceduresof thepassingof abill;• Demonstratetheprocessof passingthebill;• Tell the roleof theNationalAssembly, theNationalCouncil,DrukGyalpoand the

Speakers.

Teaching-Learning Method:RolePlayandSimulation.Activity 1(knowledgeandcomprehension)Theteachercangivethemeaningof theBillandtypesof theBills.Explaintheoriginationof Bills.Theteachercanusesimpleexamplesandrelatethemtotheprocedureof Passingof Bills.

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Activity 2(Application)• Theteachercancreateasituationof parliamentintheclassroom.• AppointtheclasscaptainastheDrukGyalpo.• DividetheclassintotwogroupstorepresenttheNationalAssemblyandtheNational

Council.• SelecttwostudentsastheSpeakerandDeputySpeaker.• Onestudentcantakearoleof theChairmanof theNationalCouncil.• Onestudentcantakearoleof theOppositionLeader.• Chooseonestudenttonotedowntheminutesof themeeting.• Letthegroupscomeupwiththetopics,suchas,‘Collectingmoneytobuylibrarybooks

fortheclass’,‘Tobantheuseof plasticbagsintheschooletc.• Letthestudentsrole-playafterchoosingatopic.Theteachercanguidethemtoconduct

therole-playsothatstudentsfollowthecorrectprocedure.

Activity 3(Analysis,SynthesisandEvaluation)Follow-upactivity:Theteacherletsthewholeclasstaketheirownseatsandasksthequestionsrandomlybasedontheabovethreelevelstochecktheirunderstanding.ORTeaching-Learning Method:InterviewActivity 1(KnowledgeandComprehension)• TheteacherinvitestheChimitotheclass.• Theteacheralsopreparesstudentstoaskquestioninadisciplinedmanner.• Theteacherinstructstotakedownthenotes.• TheteacherandstudentsthanktheChimi.

Activity 2(AnalysisandEvaluation)• The teacher and students organize the information which are collected during

interview.• Studentsaretoldtowriteindividuallyintheirnotebooks.• Theteachersupplementsfromthetext.• Theteacherasksquestionstochecktheunderstanding.

• Note:Towardstheendof theclass,theteacherinstructsstudentstoreadthechapteronthePoliticalPartiesfromclassIXsyllabusforthenextlesson.

• He/Shealsotellsstudentstoframequestionswithregardtotheformation,pre-requisites,functionsof thepoliticalparties(includingtheRulingandtheOppositionpartyfromthetext)

OR

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Teaching-Learning Method:Audio/VisualLearning(ThissectionwasdevelopedbySushmaRai,Teacher,GomtuMSS,SamtseduringtheworkshopatShabaMSSinJanuary2007)

Activity 1(Knowledge)• Theteacherintroducesthelessonbyexplainingthemeaningof theBillandthetypes

of Bills.

Activity 2(Comprehension)• InstructsstudentstoreadthetextonthePassingof Bill;• Studentsareaskedtodiscussinpairs.• Theteacherclarifiesthedoubts.

Activity 3(Comprehension,AnalysisandSynthesis)• Theteacherarrangestoshowavideoonasessionof theNationalAssemblywhich

showsabillbeingproposedandpassedbytheHouse.• While thevideoshow ison, the teachercanpause theshowtoasksome important

questionswheneverneeded,forinstance,1)Whoisthespeaker/DeputySpeaker?2)WherearetheAssemblymembersseated?3)Whatisthebillbeingproposed?4)Whatarethejustificationsofferedinsupportof thebillbeingproposed?5)Whataretheviewsof theOppositionParty?6)Wasthebillpassedattheend?

Activity 4:FollowUp(Evaluation)• Afterthevideoshow,theteacherencouragesstudentstoaskthequestions,clarifydoubts

basedonwhattheyhaveobserved/learnedthroughthevideoshow.• Theteachersummarizesthelesson.

Lesson 3Functionsof theparties

Objectives:Bytheendof thelessonastudentwillbeableto:• Describetheformationandthepre-requisitesof thepoliticalparties.• Tellthefunctionsof therulingandoppositionparties.

Teaching-Learning Method:InquiryActivity 1(ComprehensionandAnalysis)• Theteacheractsasafacilitatorandanswersthequestionsaskedbytheclasswhilestudents

writeintheirnotebooks.

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Activity 2(SynthesisandEvaluation)• Theteacheraskssomequestionstothestudentsaswell• Theteachersumsupthefunctionsof therulingandoppositionparties. OR

Teaching-Learning Method:LectureActivity 1(Knowledge,ComprehensionandAnalysis)• Theteachertellsstudentstoreadthetextindividually.• Theteacherclarifiesthedoubtaskedbystudents.• Tocheckonthestudentsunderstanding,teacherasksquestions.• Theteacherexplainsindetailandstudentsaretoldtowritenotessimultaneously.• Theteachersummarizesthecontentsintheend.

Supplementary information for teachers

1) Kinds of LegislaturesIndemocraticstates,therecanbeonechamberof theLegislature,whichiscalled‘unicameral’andtherecanbetwochambersof theLegislaturecalled‘bicameral’.Inmostof thestates,therearetwochambers.ChinahasonlyoneLegislature.Britain,theUSAandIndiahavetwochambers-oneof themiscalledthelowerhouseandtheotherupperhouse.Thelowerchamberrepresentsthepeopledirectlywhereastheupperhouseiscomposedof therepresentativesondifferentbasis.Forexample,intheupperhouseof theSenateof theUSA,themembersareelecteddirectly.InIndia,intheCouncilof Statesi.e.,theupperchamber,themembersareelectedindirectly.InBritain,intheHouseof LordsandinCanada,themembersof theSenatearenominated.(Reference: Organs of Government: Legislature, pp 145-146 Title: Political science Writer: G.N Rastogi, publisher: Rahul jain, New Delhi)

2) BillsAproposalof legislationiscalledaBill.Therearevarioustypesof Bills.APublicBilldealswithmattersof generalinterestof thepeople,whereasaPrivateBillaffectsaparticularareaoralocalbodysuchasamunicipalityoralocalgovernmentarea.

BillscanalsobeclassifiedintoGovernmentBillsorPrivateMembers’Bills.AGovernmentBillismovedbytheministerinchargeof thedepartmentof theGovernmentunderwhichthesubjectof thebill falls.APrivateMembersBill is theonewhich ismovedbyprivatemembersof theParliament.

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BillsarefurtherdividedintoOrdinaryBillsandMoneyBills.OrdinaryBillsdealwithmattersof publicinterestingeneralandtheydocontainanyproposalregardingraisingof moneyorspendingof publicfunds.Amoney-bill,incontrast,dealswithaproposalfortaxationorexpenditureof publicfunds. (Reference: Union Legislature pp 25-26 title: New ICSE Principles of Civics Part II Writer: Xavier Pinto, Publisher: Frank Bros. & Co. ltd. Delhi)

Relation with the Executive and the JudiciaryTheNationalAssemblyisthehighestlegislativeandpolicymakingbodyinthecountry.Alllawsandby-lawsandmattersof nationalimportancearedebatedandadoptedbytheNationalAssembly.WhiletheExecutiveimplementsthelawspassedbytheAssembly,theJudiciaryupholdsandsafeguardsthelawsmaintainingandindependentstatus.ShouldtheJudiciary,theExecutive,privateorganizationsandthepeoplefaceanyinconvenienceswiththeexistingrulesorlaws,suitableamendmentsorrepealingof suchrulesandlawscanbedonebytheNationalAssemblyif theissueisbroughtbeforeitfordeliberation.

Committee SystemTherearetwostandingcommitteesof theNationalAssembly.TheLegislativeCommitteewaslaunchedin2003whilethePublicAccountsCommitteewasestablishedin2004.Themembers of theCommittee are elected from amongst the elected representatives in theNationalassembly.TheCommitteesaregovernedbytheCommitteesActof theKingdomof Bhutan,2004.

Inviewof itsresponsibilitiesandfunctions,theRoyalAdvisoryCouncilcanalsobeconsideredashavingtheroleof astandingcommitteesinceitsmembersarealsomembersof theNationalAssembly.TheRoyalAdvisoryCouncil,whichisthehighestadvisorybodyintheKingdom,comprisesninemembers,sixelectedrepresentativesof thepeople,twoelectedrepresentativesof theclergyandonenomineeof thegovernment.TheRoyalAdvisoryCouncillorsarealsomembersof theLhengyel Shungtshog(cabinet).Theimportantfunctionsof theRoyalAdvisoryCouncilincluderenderingadvicetotheKingandLhengyel Shungtshogonallmattersof nationalimportance,promotingthewelfareof thepeople,safeguardingthenationalinterestsof thekingdom,developingfriendlyandharmoniousrelationsbetweenthegovernmentandthepeople,andensuringthelawsandresolutionspassedbytheNationalAssemblyarefaithfullyimplementedbythegovernmentandthepeople.

In1984,thefourthKingfurtherstrengthenedthepositionof theRoyalAdvisoryCouncil.AlthoughtheCouncilhadtheauthoritytoadvisetheKingandtowatchovertheperformanceof thegovernment,HisMajestyfeltthatitlackedthenecessaryclouttocarryoutimportantresponsibilities.Arevisedsetof rulesandregulationsforthefunctionsandresponsibilitiesof

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theRoyalAdvisoryCouncilwas,therefore,formulatedontheinstructionof HisMajestytheKing.Themostnotableadditionistheinclusionof aclausestatingthat“if any,includingHisMajestytheKing,doesanythingharmfultotheinterestof thekingdomandthepeople,theRoyalAdvisoryCouncilwithoutsuppressingsuchmattersandfreeof fearfromanyquartershallbringittotheattentionof HisMajestytheKingand,if necessary,evenreportittotheCabinetandtheNationalAssembly”.

TheNationalAssemblystronglyobjectedtothisclause,inparticular,thatempoweringtheRoyalAdvisoryCounciltoreportagainsttheKing.TheAssemblyfeltthatitwasaviolationof thetraditionalvaluesandthatitunderminedthesacredprinciplesof loyaltyanddevotiontothethrone.HisMajestytheKing,however,insistedthatthisclausewasof greatimportanceandwasverynecessaryasnoonecanpredictorguaranteetheactionsandsenseof responsibilitytothenationof futurerulers.

Asandwhenrequired,theNationalAssemblycanappointacommitteetostudyandreportonmattersof nationalimportance.Thecompositionsof itsmemberssolelydependonthenatureandscopeof thesubjecttobediscussed.Thefindings/recommendationof suchcommitteesarethensubmittedtotheNationalAssemblyforfurtherdiscussionandadoption.

(Source: Unpublished write up sent to CAPSD by National Assembly Secretariate.)

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Chapter TwoThe Executive

RationaleAfterstudyingtheLegislature,whichformulateslawsof thecountry,studentsshouldbeallowedtoexplorethebody,whichimplementstheformulatedlaws.Therefore,itbecomesimportantforstudentstoseehowtheExecutivebranchof thegovernment,commonlyreferredtoasLhengye Zhungtshog,workswhileenforcingthelaws.Thischapterprovidesinformationonthecentraladministration,composedof ministriesunderministers,whoareaccountabletothePrimeMinister.

AutonomousbodiesareincludedinthischapterfortheyaredirectlyaccountabletothePrimeMinisterandotherMinistersalthoughtheyworkindependently.Itisimportantforstudentstoknowthatsomebodiesshouldworkindependentlytomaintainauthoritywhilefunctioning.Thesebodiesshouldmakesurethatthereisnoexternalinfluenceintheirdecisionmakingpolicies.

This Chapter will be covered in two lessons Lesson 1:(Executive,Typesof Executive,Lhengye Zhungtshog -appointment,tenure,functions)Objectives:Bytheendof thelesson,astudentwillbeableto:• Define‘executive’• Differentiatethreetypesexecutives• Describe the composition, appointment, tenure and functions of theLhengye

Zhungtshog.

Teaching-Learning Method:LectureActivity 1(Knowledge,ComprehensionandAnalysis)• Theteacherasksquestionstogettheconceptof ‘Executive’andhe/shegivesthecorrect

definitionof theterm.• He/She also talks about the types of executives and relates them to theBhutanese

context.• TheteacherconnectsittothetopicLhengye Zhungtshogbecausetheexecutivepoweris

vestedintheLhengye Zhungtshog.• TeacherelaboratesonLhengye Zhungtshogwithreferencetoitsimportance,appointment,

tenureandfunctions.• Studentstakenoteswhiletheteacherdeliversthelecture.

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Activity 2(Comprehension)• Theteachertellsstudentstoreadthetextforfurtherunderstanding.• Studentscleartheirdoubts.

Activity 3:Followup(Evaluation)• Theteacherasksquestionsrandomlytochecktheirunderstanding.

OR

Teaching-Learning Method:QuizActivity 1(Knowledge,ComprehensionandAnlysis)• Theteachercomeswithquestions.• TheteacheralsobringsextramaterialsonExecutivestotheclass.• He/Shetellsstudentstousethetextasthesourceof information.• Theteacherdividestheclassintogroupsandsharesthematerialstoread.

Activity 2(Comprehension)• Theteachermonitorsandhelpsstudentsbysimplifyingdifficultwords;• He/Sheremindsthestudentsof thetimeallottedforthetask;• He/Sheinstructstheprocedureof thequizincludingtheawardof marks.

Activity 3(Evaluation)• Theteacherconductsthequizandawardspointsontheboard.• Theteachershowsappreciationontheperformanceof thewinnerandencouragesthe

loserstodobetternexttime.• Theteachersummarizesthewholelesson.

Lesson 2(Theadministrativesystem-Ministriesandautonomousbodies)Objectives:Bytheendof thelesson,astudentwillbeableto:• Definethe‘centraladministration’and‘autonomousbodies’.• Describethedifferentministriesandtheautonomousbodies.

Teaching-Learning Method:Groupdiscussionandclasspresentation.Activity1(Knowledge,Comprehension)• Theteacherintroducesthetopic‘TheCentralAdministration’andtellsthattheywillfocus

onlyoncentralandnotthelocaladministrationastheywillstudyinthenextchapter.• Theteacheralsotalksaboutautonomousbodies.• Theteachergivesthedefinitionof thecentraladministrationandautonomousbodies.

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• He/ShetalksabouttheresponsibleministriesunderthedifferentministersandalsohowtheautonomousbodiesareaccountabletothePrimeMinisterandotherMinistersaswell.

• In order to study the functions of theministries and the autonomous bodies, theteacherdividestheclassintoelevengroups(If aclassissmall,theteachercanpairthestudents).

• Let the students discuss in groups,writing down the points simultaneously for thepresentation.

Activity 2Follow-up(Analysis,Evaluation)• Grouppresentationbytakingturns.• Theteachersupplementsonthetopicandfinallysumsupthewholelesson.

OR Teaching-Learning Method:BuildingupInformationActivity 1 • Theteacherdividestheclassintoelevengroups.• He/Shedistributesapageandacolourpentoeachgroup.• He/Shegivesthetopicsof tenministriestotengroupsandonetopiconautonomous

bodiestoonegroup.

Activity 2(Knowledge,comprehension)• Theteacherallotstimeforthetaskandinstructsstudentstoreadinagroupandwrite

theinformationinagivenpage(groupcanselecttheirownwriter).• He/ShedividestheboardintotwopartsfortheMinistriesandAutonomousbodies;• Whenthestudentscompletestheirtask,letthempastetheirinformationontheboard.• Oneof thestudentsreadstothewholeclass.• Theteachersumsupthelesson.

Activity 3:Follow-up• Theclasscopiesfromtheboard.

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Supplementary information for teachers

Relationship of the Council of Ministers with the Legislature

TheCouncil of Ministers, asmembers of theExecutive, are collectively responsible totheLegislativeAssembly of the State.TheMinisters stay in office as long as they enjoytheconfidenceof themajority intheHouse.TheStateLegislatureexercisescontrolovertheministersbyaskingquestions,bytablingmotionsandbycriticizingthepoliciesof theGovernment.TheLegislativeAssemblycancompeltheCouncilof Ministerstoresignbypassingavoteof no-confidence,byrejectinganofficialBill,bypassingacut-motioninthesalariesof Ministersorby rejecting anofficial taxationproposal.Thus, it is evident thatthereexistsacloserelationshipbetweentheCouncilof MinistersandtheStateLegislativeAssembly.

(Reference: Union Legislature pp 110 title: New ICSE Principles of Civics Part II Writer: Xavier Pinto, Publisher: Frank Bros. & Co. ltd. Delhi)

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Chapter Three Judiciary

RationaleThe‘Judiciary’isanecessarycomponentforeverycitizentolearn,asitprotectseachindividualandthesociety,andprovidesameansforsolvingsocialproblems.Therefore,everybodyshouldbefamiliarwithourjudicialsystemanditsfunctions.Thischapterwillenablestudentstoappreciatetheoriginationof thejudicialsystem,whichisthefusionof religionandthemodernlegalsystem.Studentsaremadetounderstandthatourjudiciaryisadynamicprocesswhere,manyreformsareintroducedtokeepupwiththechangingtimeandneedsof thepeople.ThechapterallowsthestudentstoexploretheappealsystemwhichmanyBhutanesearenotawareof.Itisessentialthatstudentsknowwhatisrightandwrongandthatthewrongsaredulypunishedandrightsareprotectedthrougheasyaccesstojustice.

This chapter will be covered in three lessonsLesson 1-(Introduction,definitionof LawandJustice,formationandcodificationof Laws).

Objectives:Bytheendof thelesson,thestudentwillbeableto;:• Definelawsandjustice.• Tracethehistoryof theformationandcodificationof laws.• Relatecountry’slawstotheBuddhistNaturallaws.• Describeourjudicialsystem.

Teaching-Learning Method:LearningthroughletterwithintheclassActivity1(Knowledge,ComprehensionandApplication)• Theteacherintroducesthetopicandtouchesonthemainfunctionof theJudiciary.• Inordertoteachthedetailsof theJudiciary,theteacherdividestheclassintotwobig

groupsandappointsacaptaineach.• LetthegroupsbenamedasAandB.• Givethenumbertoeachinagroup,forinstance,1,2,3andsooningroupAandsame

willbedonewithgroupB.• TheteacherinstructsgroupAnumber1towritealettertogroupBnumber1,likewise

groupAnumber2togroupBnumber2andvice-versa.• Theteachergivesthetopicstoeachgrouptoreadthetextandtheteacheralsogivestime

forthegroupstowriteletterstotheirpartners.• Thetopicsare:ForgroupA-Introduction,formationandcodificationof lawsandrelate

ourlawstoMichoe Tshangma Chudrug and Lhachoe Gewa Chu.GroupB-OurJudicialSystem.

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Activity 2(Analysis,Synthesis)• Studentsgetintoworkwhiletheteachermonitors.• Theteacherhelpstoexchangelettersasandwhentheycomplete.• Studentswillbegiventimetoreadandthegroupcaptainscompiletheletters.• Captainswhilecompilingomittherepeatedpoints.

Activity 3:Followup(Evaluation)• Afterthecompilationof theletters,thecaptainsreadouttothewholeclass.• Theteachersummarizesthewholelessonandtellsthecaptainstowriteinthechart.• Captainscompilethelettersandarrangethecontentinsequenceandwriteitinthechart

andpasteitonthewall.(Canbegivenasthehomeassignmenttocaptains)

ORTeaching-Learning Method:Lecture

Activity 1:(Knowledge,ComprehensionandAnalysis)• Theteachertellsstudentstoreadthegiventopicsandunderlinethedifficultwordswith

pencil.• He/Sheexplainsthedifficultwords.• Asksthestudentstosharetheirunderstandingwithateacher.

Activity 2(Comprehensionandsynthesis)• Theteacherbuildsuptheexplanationfromthestudents’views.• He/Shegivesquestionstochecktheirunderstanding. Lesson 2-Jurisdictionof theThrimkhangsorCourtsandSalientfeaturesof ourJudicialSystem

Objectives:Bytheendof thelessonastudentwillbeableto:• Identifythetypesof jurisdictionof Thrimkhangs.• Explainthesalientfeatureswhichmakeourjudicialsystemunique.

Teaching- Learning Method:LectureActivity 1(Knowledge,ComprehensionandAnalysis)• Theteachergivestimetostudentstogothroughthetopics.• He/Sheasksquestiontofindouttheirunderstanding.• Basedonstudents’response,theteacherbuildsupthecontent.• The teacher emphasizes on technicalwords, for instance, appellate, bah, genja, jabmi,

thruenchhoeandsoon.

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Activity 2(ComprehensionandEvaluation)• Theteachergivesnotesandquestions. OR

Teaching-Learning Methods:GroupDiscussionActivity 1• Theteacherdividestheclassintogroups.• Theteacherdistributesthetopicstothegroups.• GroupA:Jurisdictionof thethrimkhangs.GroupB:independenceof thejudiciary.GroupC:Jabmi and Thruenchhoe.GroupD:TheAppealSystem.GroupE:TheBah.GroupF:GenjaandNegotiatedSettlement.

Activity 2(Comprehension)• Theteachercanmonitor.• Studentsreadanddescribethefeaturesof Thrimkhangs.

Activity 3Follow-up(Comprehension)• Groupspresenttothewholeclass.• Theteachersupplementsandasksquestions.

OR

Teaching-Learning Method:LectureandQuiz(ThislessonwasdevelopedbyTsheringWangchen-TaktseMSS,Trongsa,KelzangTenzin-PhuyumHSS,Lhuntse,SangayTshering-WangchuMSS,Chukhaduringthepanellingworkshopof theBhutanCivicsworkshopatShabaMSSfromJanuary17-24,2007.)Thislessonwillbedividedintotwoparts• Jurisdictionof theThrimkhangs(Basicquestioning)• Salientfeaturesof ourjudicialsystem(Lecture)

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Activity 1(KnowledgeandComprehension)• Theteacherarrangestwoboxescontainingthenames/rollnumberof thestudentsand

thequestions.• Theteacherpicksupthename/rollnumberfromtheboxwhichallowstheparticular

studenttopickthequestionfromtheboxcontainingquestions.• Simultaneouslybasedonthestudent’sresponse,theteacherbuildsuptheexplanation

andwritesonaboard.

Activity 2(Comprehension)• Studentstakedownthenotesfromtheboard.• The teacher once more summarizes the whole lesson on Jurisdiction of the

Thrimkhangs.

Activity 3(Comprehension,Analysis)• Theteacherbringsthechartcontainingthesalientfeaturesof ourJudicialSystem.• Theteacherexplainsindetailandemphasizesonthewordswhichtechnical,forinstance,

Thruenchhoe, Bahandsoon.• Theteacherallowsstudentstointerrupttoaskquestionsordoubts.

Activity 4(KnowledgeandEvaluation)• Letanystudentaskquestionsbuttheteachergivesopportunityforotherstudentsto

respond,if studentsfailtoanswer,theteachercananswer.• Theteachersumsupthelesson,reviewingthekeypoints.

Lesson 3-JudicialReforms

Objectives: Bytheendof thelesson,astudentwillbeableto:• Describethejudicialreforms.• Statethereasonforreformation.

Teaching-Learning Method:Interactionsbetweenthestudentsandtheteacher.

Activity 1(Comprehension,KnowledgeandAnalysis)• Studentscarryoutguidedreading.• Theteachermovesaroundtoclarifythedoubts.

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Activity 2(ComprehensionandEvaluation)• The teacherwrites the topic on the board, for example, InstitutionalReforms and

encouragesthestudentstowritethepointsunderthetopic.• Theteachermakessurethatthereismaximumparticipation.• Theteachermovesontoanothertopicandfollowsthesameprocedures.

Activity 3:Followup(Comprehension)• Theteacherarrangesthepointswrittenbythestudents.• Finally,studentstakedownthenotesfromtheboard. OR

Teaching-Learning Method:DiscoveryLearningthroughpairdiscussionActivity 1(KnowledgeandAnalysis)• Theteacherexplainsthetermreformbygivingsomeexamples.• Theteacherprovidesmaterialsof Judicial systemstartingwithZhabdrung’s time till

date.• Studentsareinstructedtogothroughallthematerialstofindoutthejudicialreforms

andlistthemdown.• Theteacherguidesthemandcanevenactasafacilitator.

Activity 2(Knowledge,….)• He/Shetellsthemtopresent.• While thepresentation isgoingon, the teachercan interrupt toaskquestions to let

thestudentsanalyzethereasonforcertainreformation,forexample,ateachercanaskquestionslike- Why was there a procedural reform?

• Theteachertakesouttheimportantpointsfromthepresentationandwritesontheboardtoexplainindetail.

Activity 3(Comprehension)• Studentsnotedownintheirbook.• Letthestudentsgothroughthetexttocheckwhethertheyhaveunderstood

everything.

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Supplementary Information for teachers

Objectives of the Judiciary:• Tocreatemorereliable,fairandefficientjusticesystem.• Toadministerjusticeindependentlyinaccordancewiththelawregardlessof language,

religion,raceorsocialclass.

Policies of the Judiciary:• MaintainpeaceandtranquilityintheKingdombyrenderingeffectivejustice.• Facilitateaccessibilitytojusticebymakingcourtusersfriendly.• Upholdandprotectdueprocessof law,fairtrial,ruleof lawandreviewsystem.• Makejudicialprocessmoreresponsive,effective,faster,betterandeasier.• Buildpublic confidenceand respect throughcontinuingprofessionalismand judicial

transparency.• Harnesstechnologyforefficiencyandcosteffectiveness.• Strengtheninfra-structuresandcapacitybuilding.

Registration of the cases:• TheRegistryisthefirstcontactpointinfilingacase.• Anycomplaintcanbefiledintheregistryof thecourt.• Thecomplaintsareregisteredinthemiscellaneousregisterintheorderof precedence.• Thecomplaintsarerecordedbetween9.30amto10.30am.• Apersonfilingacasebeforethecourtmustdosoinwriting.• Thepetitionmustbedulysignedandalegalstampaffixed.• Thepetitionermusthave“legalstanding”andthepetitionmustinvolveconcretecase

orcontroversy.• Theregistrationmaybeeffectedby:a)arepresentativeof theState;b)aprosecutoror

ajabmihiredbytheStatetoprosecute;c)avictimoravictim’snext-of-kin;ord)anaggrievedpersonorhis/herjabmi/next-of-kin.

Judicial Process: Registryof complaint MiscellaneousHearing PreliminaryHearing OpeningStatementDefenceReply RebuttalEvidence Exhibit JudicialInvestigation CrossExaminationClosingStatement Judgment.

Reference: Pamphlet Titled: ‘The Judiciary of the Kingdom of Bhutan’

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Chapter Four The Constitutional Bodies

RationaleOurcountryhaschangedfromaMonarchytoaConstitutionalMonarchicalsystem,wheretheParliamentplaysaverysignificantrole.Theparliamenthasthreebranchesof government,namely,Legislature,ExecutiveandJudiciary.Justasinschools,wherestudents’conductischeckedbytheDisciplineCommittee,thegovernmenthastheconstitutionalbodiestocheckandbalance the functioningof the threebranchesof thegovernment. Students are alsofamiliarizedwith thebackground, structure, functionsand theappointmentof theofficebearers.

This chapter will be covered in two lessons

Lesson: 1-FourConstitutionalbodies.Objectives:Bytheendof thelessonastudentwillbeableto:• Framethequestionsrelatedtotheirtopics.• Askquestionsandwritetheanswerssimultaneously.• Presenttheirworktothewholeclass.

Teaching-Learning Method:GroupDiscussionandInquiry

Activity 1(Knowledge,comprehensionandanalysis)• Theteacherdividestheclassintofourgroupsbyassigningatopiceach.• Beforereadingthetext,groupscanframequestionsrelatedtothebodies,suchas,the

yearof establishment,functions,composition,impeachmentetc.(theteachershouldnotrestrictthenumberof questionsthatthestudentscanask).

• Theteacherpromptsstudentstocomeupwithrelevantquestion.• Groupsgetintoworkwhiletheteachermonitorsandhelpsthemframequestions.

Activity 2(Comprehension)• Theteacherbecomesafacilitator.• Groupcanselecttheirleadertoaskquestionsandtheyalsocanselectonestudentto

writetheanswersgivenbytheirteacher.• Thewriterspresenttheanswersgivenbytheteachertothewholeclassintheend(This

lessonwillbeconnectedtolesson2).

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Lesson 2 (Continuationof lesson1)Objectives:Bytheendof thelesson,astudentwillbeableto• Comparetheirinformationwiththatof theinformationgiveninthetext.• Givethebackgroundof thefourconstitutionalbodies.• Explain the composition, importance and functions of all the four constitutional

bodies.

Teaching-Learning Method:ComparativeStudies.Activity 1(SynthesisandEvaluation)• Studentsgothroughthetextforthedetailinformationandcomparewiththeanswers

givenbytheirteacher.• Theleadercompilestheinformationinacoherentmanner.• Theteacherguidesthemtoorganizethepoints.

Activity 2(Comprehension)• Theteacherchecksthestudents’work.• Theteachercanmakemultiplecopiesof …togiveittoallthestudents(orcanask

studentstocopyintheirnotebookindividually).

OR

Teaching-Learning Method:LibraryResearch(Individual)Lesson 1Activity 1 • The teacher tells students that theywill carry out library researchonConstitutional

Bodies.• He/Shegivesquestiononformation,powersandfunctionsandimpeachment.• Theteacherhelpsthemgettingmaterialsinthelibrary.• Theteacherallotstimeforthetask.

Lesson 2(Continuationof lesson1)

Activity 1(Analysis)• Studentsareaskedtoreadthetextandcomparetheinformationinitwiththatfromthe

libraryresearch;• Afterthecompletion,theteachertakesittocorrect.

OR

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Lesson 1(ThisactivitywasdesignedbyJigmeThinley-YurungLSS,PemagatselandKezangChhoden-YadiLSS,Mongarduringthepanellingworkshopof thedraftmaterialsatShabaMSSfromJanuary17-24.2007)

Teaching-Learning Method:LecturemethodActivity 1(KnowledgeandComprehension)• Theteacherasksstudentstoreadindividually.• Studentsunderlinethedifficultwordswhilereadingtoasktheirteacher.• Theteachergivesmeaningbywritingontheboard.• Theteacherexplainsalltheconstitutionalbodies.

Activity 2(Comprehension)• Theteacherprovidestabledrawnonthechartpaper.• Studentscopythetableintheirnotebook.• Studentscompletethetableindividually.

Year of Establishment

Number of members

Tenure of the office

holderfunctions

The Election CommissionThe Royal Audit AuthorityThe Anti-Corruption CommissionThe Royal Civil Service Commission

Activity 3Follow-up• Afterthestudentshavefilleduptheirtable,theteachergivesthecorrectanswersforthe

studentstocorrect.

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Supplementary Information for teachers

1. Anti-Corruption Commission

OrganizationalStructureandStaffing

COMMISSIONLegal Division

Technical Support Division Secretariat

Dept. of Prevention & Education

Dept. of Investigation

Dept. of Professional Support

Branch 1

Branch 2

Branch 3

Branch 4

Branch 5

Genral Services

PreventionDivision

EducationDivision

ResearchDivision

Complaints Management

Division

DocumentsManagement

Division

Seized Property Management

Division

• Policy & Planning Services• ICT & Media Services• HR & Training Services• Adm. & Finance Services

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Seven Principles of Public Life• Selflessness:Holdersof publicofficeshouldtakedecisionsassolelyintermsof thepublic

interest.Theyshouldnotdosoinordertogainfinancialorothermaterialbenefitsforthemselves,theirfamily,ortheirfriends.

• Integrating:Holdersof publicofficeshouldnotplacethemselvesunderanyfinancialorotherobligationstooutsideindividualsororganizationsthatmightinfluencethemintheperformanceof theirofficialduties.

• Objectivity: In carrying out public business, includingmaking public appointments,awardingcontracts,orrecommendingindividualsforrewardsandbenefits,holdersof publicofficeshouldmakechoicesonmerit.

• Accountability:Holdersof publicofficeareaccountablefortheirdecisionsandactionstothepublicandmustsubmitthemselvestowhateverscrutinyisappropriatetotheiroffice.

• Openness:Holdersof publicofficeshouldbeasopenaspossibleaboutallthedecisionsand actions that they take.They should give reasons for their decisions and restrictinformationonlywhenthewiderpublicinterestclearlydemands.

• Honesty:Holdersof publicofficehaveadutytodeclareanyprivateinterestsrelatingtotheirpublicdutiesandtotakestepstoresolveanyconflictsarisinginawaythatprotectsthepublicinterest.

• Leadership:Holderof publicofficeshouldpromoteandsupporttheseprinciplesbyleadershipandexample.(UKPublicServiceCode)

(Reference:Anti-CorruptionAnnualBulletin,FirstIssue,9thDecember2006.)

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2. The Election CommissionOrganizationalStructureandStaffing(Reference:GoodGovernancePlus,2005)

Election Commission of Bhutan

LegalUnit

InformationandMediaUnit

DzongkhaUnit

Legal and Communication Division Administration & Finance Division

ElectoralOperation&ManagementDivision

PublicElectionFundDivision

Attestations&FLTDivision

ElectoralTrainingDivision

Multi-MediaDivision

ProgrammeDivision

LibraryElectoralRoll&RegistrationDivision

DelimitationDivision

PostalBallotRegistrationUnit

Department of Civic & Electoral TrainingElectionDepartment of Election

Department of Electoral Registration & Delimitation

ProcurementUnit

StoreUnit

Finance Unit

AdministrationUnit

InfrastructureBuildingUnit

Research&Evaluation

Unit

Planning&Monitoring

Unit

InternationalRelation&ProjectDevelopmentUnit

Policy and Planning Coordination DivisionInternal Audit

ICTDivision

HRDivision

Secretariat

DelimitationCommission

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ENGLISH TRANSLATION OF ROYAL KASHO (Reference:www.election-bhutan.org.bt)

TheDraftConstitutionof theKingdomof Bhutanwhichwasframedtoensurethepresentandfutureinterestof thecountryhasbeendistributednationwideandconsultationswithourpeopleinthe20DzongkhagsontheConstitutionarealreadytakingplace.

OncetheConstitutionisadoptedandtheintroductionof parliamentarydemocracytakesplace,itisof paramountimportancetoensurethatelectionsareconductedproperly.Asitisnecessarytomakefullpreparationstocarryoutthisimportanttaskbeforeparliamentarydemocracy is established,AuditorGeneralKunzangWangdi is hereby transferred andappointedastheChief ElectionCommissioneruntilthenewparliamentisformedaftertheadoptionof theConstitution.Theofficeof theElectionCommissionisaveryimportantConstitutionalpostanditisimperativetobuildastrongfoundationforimplementingthefunctionsof thispostwhileweareinthe processof establishingdemocraticpracticesandnormsinourcountry.TheChief ElectionCommissionermustcarryouthisresponsibilitieswiththehighestlevelof loyaltyanddedicationtothegovernmentandthepeoplewithoutanydistinctionordiscriminationbetweenregions,DzongkhagsandGeogs,andestablishastrongelectoralsystemforthepresentandfutureinterestof thecountry.

Inkeepingwiththeprovisionsof theConstitutionforaminimumof twoandamaximumof sevenmembersintheNationalAssemblyforeachDzongkhag,onthebasisof population,theChief ElectionCommissionermustfinalizetheconstituenciesfortheelectionof NationalAssemblymembers.Towardsthisend,theOfficeof theElectionCommissionmustreviewandfinalize theboundaries of theDzongkhags andGeogs togetherwith the concernedministriesanddepartments.

TheOfficeof theElectionCommissionmustalsofinalizetheelectoralrollsandelectionschedulesaswellasmakefullpreparationsforthesupervision,direction,controlandconductof electionstoParliamentandlocalGovernment.TheElectionCommissionmustconducttrainingandfamiliarizationforthepeopleintheelectoralprocessduringthenexttwoyearsin2006and2007sothatthefirstgeneralelectionsinthecountrycanbecarriedoutsuccessfullyintheyear2008.

Issued on the 30th Day of the 10th Month of the Wood Bird Year corresponding to 31st December, 2005. Druk Gyalpo

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3. The Royal Civil Service Commission

OrganizationalStructureandStaffingReference:www.rcsc.gov.bt

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Chapter FiveLocal Government

RationaleThischapterwaschosenforthefollowingreasons:

First,ittalksaboutthehistoricalprocessortheevolutionof localgovernmentsinthecountrystartingrightfromthe17thcenturywiththedivisionof thecountryintovariousprovinces.Thechapterdescribestheformationof governmentandthesystemof ruleasexistedunderZhabdrungNawangNamgyal.

Second,ittalksaboutthechangesthatthesystemof governanceunderwentespeciallyundertheruleof thefourthKingJigmeSingyeWangchuckandtheneedthattheKingfelttointroducethe Gewog Yargye Tshogchung and the Dzongkhag Yargye Tshogdu in1981and1991respectively.

Third,ittalksnotonlyaboutthetransformationinthegoverningsystembutalsotheneedthatwasfelttotransformthesystem.Theneedtodecentralizethefunctioningof thegovernmentwasbasicallybecausetheKingwantedpeopletoparticipateinandcontributetotheprocessof development.Tilltheformationof Gewog Yargye Tshogchung and Dzongkhag Yargye Tshogdu itwasthesoleresponsibilityof thegovernmenttocatertotheneedsof thepeoplethroughimplementationandundertakingof variousplansandprojects.Theestablishmentsof thelocalgovernmentsthusemphasizetheroleof theindividualpeopleof thevillagesratherthantheroleof thegovernmenttodeterminethekindof progressthatissensibletothepeople.Peoplearenowcompelledtoplayanactiveroleinthedevelopmentprocess.

Fourth,thedramaticshiftfromahereditarymonarchytowardsaParliamentarydemocraticformof governmentposesusachallengetounderstandthisshiftingovernance.Thusthroughthischapterthestudentswillbeabletofullyunderstandnotjusttheevolutionof thelocalgovernmentsbutalsothereasonsbehindtheirintroductioninoursystemandtheimportantresponsibilitiesourlocalleadersshoulderandplayinachievinganequitableandabalanceddevelopmentof ourvillages,gewogsandtowns.Thepoliticalmaturityof thepeoplecanbefurtherpromotedandspeededupthroughtheirparticipationintheelectionprocessof localleadershavingunderstoodtheirimportantroles.

Fifth,theThromde Tshogdealsoplaysimportantrolesinthemunicipalitiesandtownsandthroughthechapterthestudentswillbeabletogaugetherolesandresponsibilitiesof themunicipalleadersandtheircontributionindevelopingthem.

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The chapter will be covered in three lessons.• LessononewillcoverGewog Tshogde.• LessontwowillcoverDzongkhag Tshogdu.• LessonthreewillcoverThromde Tshogde.

Gewog Tshogde

Learning objectives:Bytheendof thelessonstudentswillbeableto:• Speakonthehistoricalprocessof theformationof localgovernment.• Writeabout themembers,eligibilitycriteria,andtermsof office,responsibilitiesand

powersandtheremovalproceduresof thegewogmembers.• DiscusstheGewog tshogdemeetingprocedures.

Teaching-Learning Method: Groupdiscussion

Activity 1(Knowledge)Theteacherwillpresentabrief backgroundonthehistoricalformationof thelocalgovernmentinBhutan.

Activity 2(Knowledge,Comprehension)Theteacherwilldividethestudentsintofourgroups.Eachgroupwillcomprisetenstudents(assumingthetotalstrengthis40studentsinaclass.Thegroupwillhavebothmaleandfemalemembers)andeverygroupwillbegivenatopictobereadindividually,followedbygroupdiscussionandthanprepareforclasspresentation.Theteachercanguidethemtofollowthecorrectprocedure.Thetitleforreadingandpresentationbyeverygroupisasfollows:• Group1topic-Membership,eligibilitycriteriaandtenure.• Group2topic-Responsibilitiesandpowersof thegewogmembers.• Group3topic-Gewog Tshogdemeetingprocedures.• Group4-Powersandfunctions-Administrative,FinancialandRegulatory.

Activity 3(Evaluation)Attheendof thepresentationbythegroupleaderstheteacherasksthefollowingquestionsrandomlytochecktheirunderstanding.1. Writeaparagraphontheformationof localgovernmentinBhutan?2. Inyourownwordswritedowntheneedfortheformationof localgovernment.3. Whoarethemembersof theGewog Tshogdeandwhataretheeligibilitycriteria?4. Whataretheresponsibilitiesof theGewog Tshogdemembers?Specifyforeachmember

theirresponsibilities,powersandfunctionsthattheycarryout.5. Explaintheremovalprocessof anyonememberof theGewog Tshogde.

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Activity 4TellthestudentstoreadthenextlessononDzongkhag Tshogdeasamemberwillbeinvitedtobetheguestspeakerinthenextclass.Theywillalsopreparequestionstoasktheguestspeaker.

Note:Theteachershouldinadvancelookforasuitablememberof theDzongkhagTshogduandextendhimaninvitationtotalktothestudentsonthefollowingissues:• Membersof theDzongkhag Tshogdu.• Eligibilitycriteriatobecomeamember.• Tenureof themembers.• Powersandfunctionsof theDzongkhag TshogduChairman.• Powersandfunctionsof Dzongkhag Tshogdu.• Meetingproceduresof theDzongkhag Tshogdu.

Theteachershouldalsobrief thespeakeronthelevelof studentsthatheorshewouldbetalkingtoandspecifythedurationof thetalk.Heshouldalsobepreparedtoansweranyquestionsthatthestudentsmightask.

OR

Thealternativeactivitythatateachercandesignbedsidestheonegivenaboveisasgivenbelow:

Teaching Kearning Method: InquiryActivity 1(Knowledge)Theteacherwillinformthestudentstogothroughthelessonindividually.Astheyreadthetextthestudentsshouldnotedownimportantpointsintheirnotebooks.Theteacherwillalsotellthemthatattheendof theallottedtimeforreadingtheywillbeaskedtothrowquestionstotheteachersonthingsthattheywerenotclearandneedfurtherclarification.

Activity 2(Knowledge,Comprehension)Thestudentswillreadtheassignedtopicsassignedontheirown.Inthemeantime,theteachercanguideandmonitorthestudents.

Activity 3(Evaluation)Attheendof thereading,thestudentswillaskquestionsinordertoclarifypoints.Theteacherwillprovidethemwithanswersandmakesurethatthestudentsareclearof theirdoubts.

Dzongkhag TshogduLearning objectives:Bytheendof thelessonstudentswillbeableto:• Discussthemembers,eligibilitycriteria,termof office,responsibilitiesandpowers.• SpeakontheDzonkhag Tshogdumeetingprocedures.

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Teaching-Learning Method: (Guestspeaker)Activity 1(Knowledge)Theteacherwillwelcomeandintroducetheguestspeakerandpresentabrief backgroundabouttheguestspeaker.Theteacherwillthenpassontheclasstotheguestspeaker.

Activity 2(Knowledge,Comprehension)TheGuest speakerwill thendeliver a lectureon theDzongkhag Tshogdu on the followingpoints:• Compositionof theDzongkhag Tshogdu.• Eligibilitycriteria.• Termof office.• Responsibilitiesandpowersof themembers.• Explainthemeetingprocedures.

Activity 3(Comprehension,AnalysisandEvaluation)Attheendof thelecturebytheguestspeaker,theteacherwillthanktheguestspeakerandtheninvitequestionsfromthestudentstocheckthestudentsunderstandingof theformationof theDzongkhag Tshogdu,thecompositionof themembers,theireligibilitycriteriaandtenure,powersandfunctionandmeetingprocedures.Thiswillgivethestudentsanopportunitytoclarifydoubtsandanyotherissuesthattheywerenotclearwith.

Thiswillbefollowedbyasummarizationof thelessonbytheteacherandthanktheguestspeaker. OR

Thealternativelearningprocedurethatateachercanfollowisasgivenbelow:

Teaching-Learning Method: LectureandquestioningActivity 1(KnowledgeandComprehension)

Sincethislessonwillbedealtpurelythroughalecturemethod,theteacheriswarnedtobefullypreparedtoensurethatthelessonisdeliveredeffectively.TheteacherwillbeforemovingintothemainlessontryandrecallthepreviouslessononGewog Tshogde.FromtherehewillmoveontothelessononDzongkhag Tshogdubyinformingthestudentsthatthelessonwillbebasedonalecturemethod.

Activity 2TheteacherwillintroducethelessonandstarttalkingontheDzongkhagTshogdu,includingthecomposition,tenure,responsibilitiesandpowersandthemeetingprocedures.

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Activity 3(Analysis,EvaluationandApplication)OncetheteachersgivesthestudentsaclearlectureontheDzongkhag Tshogdu,hewillthentryandtestoutthestudentsunderstandingof thelesson.Tofindoutwhetherthestudentshaveunderstoodthelessonhecanthrowquestionstoindividualstudents.Attheendof thequestionshewilltryandtellthemtowritedownthefollowingintheirnotebooks:• Theformationof Dzongkhag Tshogdu.• Composition,eligibilitycriteriaandtenureof Dzongkhag Tshogdumembers.• Powers,responsibilitiesandmeetingprocedures.

OR

Teaching-Learning Method: PressconferenceActivity 1(Outsideregularclass)a) Circulateaclasslistwithblankspaceagainstthenamesforstudentstoindicatetheir

rolesasperthesectiononDzongkhag Tshogdu.(Eg.,Chairperson,Dzongdag, Mangmi, Chimi,SectorHeads,reportersfromBBS,BBSTV,BBSradio,FM90,BhutanTimes,BhutanObserver,Kuenselandschoolnewsletter).Prepareroletags.

b) AssignstudentstoreadthesectiononDzongkhag Tshogduandlistquestionsof thekindareporterwouldask.Pastesamplequestionsontheclassbulletinboard.

• Recently, therehas been a rise in chorten robberies in ourDzongkhag.Weknow thefunctionof theDzongkhag Tshogdeistoprotectsitesof historicalandculturalinterests.WilltherebeanydiscussiononthisintheupcomingDzongkhag Tshogdusession?

• Thepriceof eggshasnotdroppedevenafterthebanonimportof eggshasbeenlifted.IsanythingbeingdonebyDzongkhag Tshogde?

• Howwillyoujustifytheapprovalgivenforanightclubtooperateinthemiddleof theresidentialarea?

• Wewouldliketoknowtherationalebehindallowingtheestablishmentof aslaughterhouseveryclosetothewatersourceinThromangvillage.

Studentshavetolistsimilarquestionsonallaspectsof Dzongkhag Tshogdu.

Activity 2 Tobedoneinabigroomorinthemulti-purposehallmoderatedbytheDzongdag.

Dzongkhag Thogdumembersandreportersareseatedwiththeirroletagsandindesignatedspotsasperspecialseatingarrangements.Theconferencebeginswiththereporterstakingturns toaskquestions.Reporters to limitquestions toassignedaspectsof theDzongkhag Tshogduassignedtothem.

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Activity 3Writeprofilesof mangmi and Dzongkhag Tshogduandmakeapiechartof Dzongkhag Tshodu membershipwithtenures.Writenewsitemsonelectionof thenextdeputychairman,tourof thechairperson,chortenrobberyetc.WritedowntheresponseontheinterviewcarriedoutwithDzongdag.

Thromde Tshogde

Learning objectives:Bytheendof thelessonstudentswillbeableto:• Writeaboutthecompositionof themembersof Thromde Tshogde.• TalkontherelationshipbetweenThromde Tshogde, Gewog Tshogde and Dzonkhag Tshogdu.

Teaching-Learning Method: IndependentreadingActivity 1 TheteacherwillinformthestudentsthatthelessononThromde Tshogdewillbecoveredthroughindividualreading.Theteacherwillalsoinstructtheclasstonotedowntheimportantpointsastheyread.Thereadingsessionwillbefollowedbyaquestionanswersession.

Activity 2(KnowledgeandComprehension)Thestudentswillstartreadingthelessonindividuallyandastheyreadwillalsotakedownnotesof theimportantpoints.Activity 3(Recall,AnalysisandEvaluation)Attheendof thestudent’sindividualreading,theteacherteststheirunderstandingof thelessonwithaquestion-answersession.Thequestionwillbedirectedtoindividualstudentsintheclass.Afterthequestionanswersession,theteacherwillsumupthelessonaswellasthechapteronLocalGovernment.

OR

Theteachercantryoutthisalternativelearningprocedure.

Teaching-Learning Method: Opendiscussion

Activity 1(Knowledge,Synthesis,Analysis)Theteacherwillinformthestudentsthathavinglearntthecomposition,eligibilitycriteria,powersandfunctionsandmeetingproceduresof theGewog Thromde and Dzongkhag Tshogdu, theywilltodaylookinto Thromde Tshogdeasthelastaspectof theLocalgovernment.Forthistheteacherwilltellthestudentsthattheywilltryanddoitontheirownwithoutreferringthetext.Theteacherafterintroducingthelessonwillthenwritedownthebroadthemesfor

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discussionontheboardsuchas:Justificationortheneedforestablishmentof Thromde Tshogde,membershipandrelationshipwithothertwolocalgovernments.

Theteacheraftergivingclearinstructionswillthenleteverystudentintheclasssharetheirthought,whichwillbewrittenontheboard.Thestudentswillalsowritedownthepointslistedontheboardintheirnotebooks.Attheend,theteacherwillinvitestudentstolookatthegivenpointsontheboardandthenthosepointsthattheyfeelunsuitableshouldbeslashed.Activity 2(SynthesisandAnalysis)Studentswillthenreadthetextandthencomparethepointslistedontheboardwiththosegiveninthetext.Whateveradditionalpointsthatthestudentscameupwithwillbesharedwiththecolleagues.

Activity 3(Knowledge)The teacherwill then at the end of the lesson summarize themain points onThromde Tshogde.

Supplementary Information for Teachers Local Self Government

Nostatecancontrolorregulatethewholeof itsvastandmanykindsof activitiesfromonecommoncentre.Foradministrativepurposes,itmustbeorganizedintoanumberof smallerunitsordivisions.For,whiletherearecertaingreatinterestswhicharethecommonconcernof allcitizens,therearesomeothers,equallyimportantforthewelfareof thosewhosharethemintheirdailylife.Thepeopleof aparticularareaoralocalitycanbebestadministeredbytheirelectedrepresentativeswhoarefamiliarwithlocalneedsandconditions.Thebodiessoelectedwhichadministertheworkof aparticularlocalityorareaarecalledLocalGovernments.

LocalSelf Governmentisthatinstitutionwhichisconstitutedtolookintolocalproblemsandtoprovidebasicamenitiestothecitizensof avillageoratownoracity.Infact,itisthelowestunitof agoverningmachineryof aStatechargedwiththeresponsibilityof thewelfareof thecitizensof thatunitwhichitserves.SometimesadistinctionismadeLocalGovernmentandaLocalSelf Government.Thewordself isveryimportantinthisrespectwhichmakesallthedifference.Whentheadministrationof alocalityisrunbythelocalpeoplethemselvesitiscalledaLocalSelf GovernmentandwhensuchanadministrationisrunbytheofficialsappointedbytheGovernmentitiscalledtheLocalGovernment.

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Importance of the Local Self Government

TheLocalSelf Governmentplaysaveryimportantroleinademocraticcountry.Itservesthefollowingpurposes:

Firstly,itservesasatrainingcentrefortheleadershipof thecountry.Mostof thelegislatorsbegintheircareerasmembersof thelocalbodiesandgaintherequiredexperiencetorisetothenationalstatus.

Second,itisthelocalpeoplewhocanbestknowtheirownproblemswhichareoftenpeculiartotheareasconcerned.TheseproblemsareeasilyandmoreefficientlysolvedbytheLocalSelf Governmentof theplaceconcerned.

Third,itbringsthepeopleandadministrationclosetoeachother.Suchacontactisveryvitalforthesuccessof democracy.Fourth,itrelievestheStateandtheCentralGovernmentsof theresponsibilitytolookintopettylocalproblemssothattheycanconcernthemselveswithmoreimportantmatters.

Fifth,theybringthepeopleandtheadministrationclosetoeachother.Eachpersonseesforhimself howthelocaltasksareperformedbythelocalbody.Heevaluatestheperformanceof theelectedrepresentatives.Thelocalself governmentfacilitatesactiveparticipationof localpeopleintheadministration,andthusenliststheircooperationandsupport.

Types of Local Self Government in India Gram SabhaLocalself governmentsarebroadlydividedintotwotypes:RuralLocalSelf GovernmentandUrbanLocalSelf Government.AtthevillageleveltheyhavetheGram Sabha.AGramSabhaisconstitutedineveryvillagewithapopulationof notlessthan1500people.Alladultcitizensof thevillagearemembersof theGram Sabha.TheychooseaheadmanfromamongthemselvescalledasSarpanch.ThedecisionsintheGram Sabhaaretakenbyamajorityvote.TheGram SabhasalsohaveaSecretary.

Functions of the Gram Sabha1) Itgetscivil amenities likedrinkingwater,electricity,primaryhealthservices,primary

educationetc.,forthepeopleformtheStateGovernment.2) Itplanstheconstructionof houses,lanesanddrainsthataredonewithtechnicaland

financialaidformtheState.3) Itmanagesthecommonpropertyof thevillageandmaintainsit.Thecommonproperty

mayincludethevillagewellfordrinkingwater,poolsandtanksforirrigation,meadowsandcommonvillagelandsandtrees.

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4) Itarrangesandregulatesvillageanimalfairsorotherfairsindividuallyorincooperationwiththeneighbouringvillages.

5) Itstrivesfortheavailabilityof irrigationalfacilitiesintheformof canalwaterortubewellsorwaterreservoirs.

6) Itsettlespettydisputesbetweenthecitizensof thevillage.Italsohasthepowertodecidesmallcasesof criminalnaturelikestealing.Thedecisionsof theGramSabhainsuchmattersareconsideredtobefinalandtherecanbenoappealagainstthesedecisionsinanycourtof law.

Sources of IncomeTheGram Sabhashasverymeagresourcesof income.Theygetverylittlebywayof taxesandtheexpensesaremetbytheStateGovernment.Theygetincomeformhousetax,nominaltaxonhawkers,shareof thefairtax,somemoneyreceivedfromthesaleproceedsof treesandmoneyfromthefishermeninlieuof thefishingrightsgiveninthevillagepoolsif any.

The Gram PanchayatTheGram Panchayatactsastheexecutiveof theGram Sabha.Themembersof theGram Panchayat areelectedbythemembersof theGram Sabha.Asmallcommitteeisconstitutedwithabout7to15membersandtheyconstitutethevillagePanchayat.Theirtermof officeusedtorangefromthreetofiveyears.Butnowithasbeenfixedforfiveyears.TheHeadisknownastheSarpanchandhecanberemovedfromofficeif twothirdPanchasvoteagainsthim.

ThePanchayatnormallymeetsonceamonth.Incaseof emergenciesameetingcanbecalled.Decisionsaretakenbyamajorityvote.Incaseof atietheSarpanchcanalsousehiscastingvote.

QualificationTobeavillagePanchayat,acandidateshouldpossessthefollowingqualifications:1) Heshouldbearesidentof thevillageconcernedandhisnameshouldbeinthevoters

listof thevillage.2) Heshouldbetwentyfiveyearsold.3) Heshouldbementallyandphysicallysound.4) Heshouldnotbeaproclaimedoffender.

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Office BearersTheGram PanchayatelectsaSarpanchandaVice-Sarpanchformitsmembers.Atreasurermayalsobeappointedif thePanchayatislargeandmuchaccountshavetobemaintained.

Functions1) Providescivicamenitiestothevillage.2) Opensschools.3) Looksafterthecleanlinessof thevillage.4) GetsaPrimaryHealthCentre.5) Getsmetalledroadsbuiltfromthevillagetothenearestroadleadingtoamarketplace

withthehelpof thePublicWorksDepartmentof thedistrict.6) It arranges for sufficient irrigational facilities, improved seeds, insectides, chemical

manures, improved implements andother such facilitieswith thehelpof theBlockDevelopmentOfficerof theareafortheupliftof agriculture.

7) Maintainsandmanagesthecommonpropertyof thevillage.8) Alsodecidespettycivilandcriminalcases.

Panchayat SamitiThisisthecommunityattheblocklevel.ItisthePanchayatof thePanchayats.ItcoversfiftytoonehundredPanchayatswithinaparticulararea.

CompositionThePanchayatSamitiortheCommunityBlockhasthefollowingmembers:1) Sarpanchof allthePanchayatswithinthearea.2) Electedmembersof theStateLegislature,if anybelongingtothatarea.3) Membersof theUnionParliament,if any,belongingtothearea.4) TheBlockDevelopmentOfficerof thatCircle.

Office BearersAPanchayat SamitiortheCommunityBlockelectsitsownChairmanfromamongstitsownmembers.TheSecretaryof thePanchayat Samitiisawholetimepaidperson.

FunctionsThedutiesof thePanchayat Samitiareprimarilythoseof coordinationbetweentheworkingof variousPanchayatunderit.Thevillagesareoftenatshortdistancesfromoneanotherandmostof theirproblemsarecommonandinter-connected.ThePanchayattSamitisareresponsibleforsuchthesolutionof suchproblems.

1) ProblemregardingRoadsandTransport–Roadsandothermeansof transporttothenearesttownormarketplacehavetopassthroughfieldsandareasof differentvillages.

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Asfarmersareveryparticularabouttheirland,problemscomeupregardingthecourseof aroad.The Panchayatssolvesuchdifficultiesandmakearrangementsthattheroadsbuiltshouldbebeneficialtothemaximumnumberof villages.

2) Meansof Irrigation–Passageof electriclinesthroughfieldsof onevillageortheothertoenergisetubewellsaswellassmallandbigcanalsandbuildingof waterreservoirs,wherevernecessaryoftenposeproblems.ThePanchayatcoordinatesallsuchefforts.

3) Educational Institutions –ThePanchayatmake arrangements for higher educationalinstitutions at aplacewhere they could cater to theneedsof maximumnumberof villages.

4) HealthServices–ThePanchayatarrangesthehealthservicesforagroupof villagessothatallcouldbebenefitedbyit.

5) Agriculture–Withthehelpof BlockDevelopmentsOfficer,thePanchayatdrawsplansfortheupliftof agricultureinthearea.Supplyof improvedseeds,fertilizersandinsecticides,improvedimplements,irrigationalfacilitiesetc.,arearrangedwiththehelpof theStateGovernment.

Zila Parishad TheZila ParishadisthehighestlocalbodyintheRuralLocalSelf Government.Itconsistsof thefollowingmembers:i) DeputyCommissionerof thedistrict.ii) Headsof allGovernmentDepartmentsinthedistrict.iii) AllBlockDevelopmentOfficersinthedistrict.iv) Chairmenof alltheAreaPanchayatsinthedistrict.v) AlltheMPsandMLAsbelongingtothedistrict.

Office bearersTheZila ParishadhasaChairmanandaDeputyChairmanelectedfromitsmembers.TheyalsohaveaSecretary.

FunctionsTheforemostdutyof aDistrictBoardistoseethattheRuralLocalSelf Government,withinits jurisdiction,worksproperly.Otherdutiesaretocoordinatetheworkof thePanchayats,suggestwaysandmeanstotheGram Panchayatstoworkinamorepurposefulmanner,scrutinizebudgets,drawupplansandexecutethemproperly.

Administration of a districtThedistrictischargeof aCollectororaDeputyCommissioner.Hebelongstothecadreof theIndianAdministrativeServicesandisappointedbytheStateGovernment.Heisassistedbynumerousofficers.

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FunctionsHeperformsthefollowingfunctions:1) Maintainspeaceandorderinthedistrict.2) Supervisestheadministrationof thedistrictjails.3) Makeslandsettlementsandcollectslandrevenue.4) Providecivicamenitiesandservices.5) Drawsupplansforthegeneraldevelopmentof thedistrictandtocoordinatethework

atdifferentlevels.6) Evaluatetheworkof thePanchayat Rajandotherlocalbodies.

Urban Local Self GovernmentSelf-governing institutionswhichmanagethe localadministrationof citiesandtownsarecalled ‘UrbanLocalSelf Government’bodies.They include theMunicipalities,MunicipalCorporations,TownAreaCommittees,CantonmentBoardsandPortTrusts.

Municipal CorporationsTheyaresetupinbiggertownsandcities.TheChairmanof theCorporationisknownasthe‘Mayor’.TheGeneralCouncilof theCorporationconsistsof thosememberswhoaredirectlyelectedbythepeopleof thecityonthebasisof adultfranchisethroughasecretballot.Themembersof theGeneralCouncilarecalledCouncillorsandareelectedforatermof eitherthreeorfiveyears.

The Municipal CommissionerTheMunicipalCommissionerof aCorporationinaStateisappointedbytheStateGovernment.TheMunicipalCommissionerof aCorporation inaUnionTerritory isappointedby theCentralGovernment.TheCommissioneristheChief ExecutiveOfficerof theCorporation.TheGeneralCouncilof theCorporationisthelegislativebody.

MayorTheheadof theMunicipalCorporationisknownastheMayorwhoiselectedbythemembersof theCorporation.ADeputyMayorisalsoelectedinthesamemanner.Theirnormaltermisof oneyearbutcanbereelected.TheMayorisknownastheFirstCitizenof thecity.

Functions of the Municipal CorporationThefunctionsare:1) Lookingafterpublichealthandmedicalcare.2) Promotionof EducationandSports.3) PublicWorks.4) PublicConveniences.5) Safety,sanitationandgarbagedisposal.

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6) Miscellaneousfunctions.7) Transport.8) Culturalactivities.9) Recreationalfacilities.10)Welfareactivities.

Sources of Income of Municipal Corporations1) Incomefromtaxes.2) Grants-in-aid.3) OtherfeesandRates.4) IncomefromEnterprise.

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Chapter SixGross National Happiness and Good Governance

Rationale:Bhutan, being a developing country, is at present on its peak of development activities.Therefore,thesedevelopmentsmayormaynotbeattheexpenseof ourage-oldcultureandtradition,whichpromotesourspiritualheritagethoughitleadstomaterialisticdevelopments.Thereforethisphilosophy,GrossNationalHappinessthoughtbyourthirdKingJigmeDorjiWangchuckandimplementedbyourfourthKingJigmeSingyeWangchuckguidesusanditactsasaremindertostrikeabalancebetweenspiritualandmaterialdevelopment.Henceitisimportanttomakeourstudentsunderstandthemotivebehindthisphilosophy,GrossNationalHappiness–incontrasttoGrossNationalProduct-asanultimateaim.

Second,thefourpillarsof GrossNationalHappinessexplainshowtheyleadtoitsrealisation.ThischapteralsoexplainsthatGrossNationalHappinesshasnotremainedasatheorybuthasbecomepracticalinitsimplementation.

Third,thetopiconGoodGovernancemakesthestudentstoseehowthefeaturesof GoodGovernance are related to the features of ourConstitution. It enables the students tounderstandthatGoodGovernanceisanultimatewaytoGrossNationalHappinesswithintheConstitution.

Objectives:Attheendof thechapterstudentswillbeableto:• discusstheconceptof GrossNationalHappiness.• explainthepillarsof GoodGovernance.• talkaboutGoodGovernanceasthemainpillarof GrossNationalHappiness.

Thischapterisdividedintothreelessons.Lesson 1• IntroductiontoGrossNationalHappiness.• Pillarsof GrossNationalHappiness.

Objectives:Bytheendof thelessonstudentswillbeableto:1. Explaintheconceptof GrossNationalHappiness.2. Listdownthepillarsof GrossNationalHappiness.3. Explain theefforts that thegovernmenthasput in for thepromotionof thesefour

pillars.4. Relatetheimportanceof GoodGovernancetothepromotionof otherthreepillarsof

GNH.

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Teaching Learning MethodActivity 1:Classseminar(Knowledge,Comprehension,Analysis,SynthesisandEvaluation.)• Dividetheclassintofourgroups,A,B,CandD.Askeachgrouptoappointtheirleader

tocoordinatetheirworkandtopresentattheend.• Assign (or let themdo lucky dip) one pillar of GrossNationalHappiness to each

group.• Groupsreadtheirassignedportion,discussandwriteontheimportanceof itandthe

stepstakentopromoteit.• Theteacherinformsstudentsthataftereachpresentationtheotherthreegroupshaveto

askminimumof fourquestionseach.• Thegroupleaderspresenttheirworktotheclassfollowedbyquestionsfromothergroups.

Anymemberfromthatparticulargroupcanrespondtothequestions.• Theteacherrespondsif noneof themembersisabletoanswer.

Activity 2:Question-answersession(KnowledgeandComprehension)• The teacher supplements on each pillar and their importance. Students take down

notes.• Theteacherrandomlyasksquestionstostudentstochecktheirunderstanding.• If onestudentisnotabletoanswer,opportunityshouldbegiventootherstudentsto

answer.

Follow-up:theteachercanprovidequestionstobedoneashomework.• Note:Theteacherinformsstudentsthataguestspeakerwouldbeinvitedforthenext

lesson-GoodGovernanceandthepillarsof GoodGovernance.Studentsareinformedtoreadthetopicandpreparequestionstoasktheguestspeaker.Teacherprovidesguidancetostudentstopreparequestionswhicharerelevanttothetopic.

OR

Teaching Learning MethodActivity 1:Lecturemethod(KnowledgeandComprehension)• Theteacherexplainstheconceptof GrossNationalHappinessanditsfourpillars.• Theteacherasksquestionstochecktheirunderstanding.

Activity 2:Think-group-share(Analysis,SynthesisandEvaluation)• Dividetheclassintogroups.• Assignonetopictoeachgroup.

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• StudentshavetodiscussandwritetherelationshipbetweenthepillarthatisassignedtothemandGrossNationalHappiness.Theyalsohavetowriteabouttheconsequencesof notpromotingthatpillar.

• Afterthediscussion,thegroupleaderpresentstotheclassandlaterputuponthewall.

Follow-up:• Theteacherasksquestionstochecktheirunderstanding.

OR

Teaching Learning Method (This activity is designedbyYeshi,MendrelgangMiddleSecondarySchool,TsirangduringtheWorkshopatShabaMSSinJanuary2007).Activity 1:Questionnaire(Analysis,SynthesisandEvaluation)

• Providequestionnaireasbelow:

Questions

1. Areallthepeopleof ourcountryhappy?

Ans........................................................................................................................

2. Areyouhappy?YesorNo.If yes,skipquestionno4andif No,skipquestionno.3.

Ans........................................................................................................................

3. Writeonemainreasonthatmakesyouhappy.

Ans......................................................................................................................

4. Writeonemainreasonthatmakesyouunhappy.

Ans......................................................................................................................

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• Theteacherreadstheiranswersforquestionno.3and4andfillsinthetabledrawnontheboardoronachartasgivenbelow:

Areyouhappy? SustainableandEquitableeconomicdevelopment

Convervationof environment

PreservationandPromotionof culture

GoodGoverance

Yes INo II

• Theteacherpreparesthetableandexplainstothestudentsastowhatandwheretofillinasexplainedbelow:

• If theansweris‘Yes’andthereason,becausewegetfreeeducationthanfillintheboxmarked‘I’becauseitisrelatedwitheconomicdevelopment.

• If theansweris‘No’andthereason,becauseeducationhasbecomeexpensiveandwedon’tgetgoodjobs,thenfillintheboxmarked‘II’asitisrelatedwitheconomicdevelopment.

• Similarly,theteachercanfillthetablebylookingattheanswersprovidedforquestionno.3and4.

• Activity 2:Debate(Analysis,SynthesisandEvaluation)• Divideclassintofourgroupsaspertheirresponsestothefourpillarsof GrossNational

Happiness.• Furtherdivideeachgroupintotwo,viz,thosewhosay‘Yes’andthosewhosay‘No’.In

totaltherewillbeeightgroups.Fourgroupswillbeforthemotionandfourgroupswillbeagainstthemotion.Theywilldebateonlyonthepillarthattheyhaverespondedto.

• Allowsometimeforthestudentstoprepare.Allowthemtorefertheirtextbooktolookforpoints.

• TheteacheractsasChairpersonandconductsthedebate.• Whentwogroupsaredebatingotherstudentshavetoframequestionstobeaskedlater.

Follow-up:(Knowledgeandcomprehension)• Theteacherexplainstheconceptof GNHandthefourpillarsof GNHwithreference

totheirpointsandfromthetext.• Theteacherasksquestionstochecktheirunderstanding.

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Lesson 2• GoodGovernance.• Pillarsof GoodGovernance.

Objectives:Attheendof thelesson,studentswillbeableto:1. Explaintheconceptof GoodGovernance.2. Listdownthepillarsof GoodGovernance.3. Explainhowthepillarsof GoodGovernancecanbepromoted.4. ExplainhowRoyalAuditAuthorityandAnti-CorruptionCommissionformapartof

GoodGovernance.

Teaching Learning MethodActivity 1:Guestspeaker• Theteacherarrangesforaguestspeaker(preferablyoneof theintellectualsof thelocality)• Theteacherwelcomestheguestspeakerandintroduceshimtothestudents.• Studentsareinstructedtoaskquestionsafterthetalkhasbeengivenbytheguest.• Theteachercanpromptstudentstocomeupwithvarietiesof questions.• Studentswritetheanswerssimultaneously.• Theteachersupplementsonstudents’questions.• Thanktheguestspeaker.

Activity 2• Aftertheguestspeakerleaves,teacherandstudentsorganisethegatheredinformation.• Theyarrangetheinformationinacoherentmanner.• Comparethegatheredinformationwiththatof theinformationgiveninthetext.• Askthestudentstomakesnotesof theirfindings.

Follow-up:Theteacherasksquestionstochecktheirunderstanding.

OR

Teaching Learning MethodActivity 1:Debate(Knowledge,Comprehension,AnalysisandEvaluation)• Theteacherwritesfivepointsontheboard:i. Humanresourcedevelopment.ii. Professionalism.iii. Motivation.iv. Transparency.v. Accountability.

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• TheteacherexplainseachpointwithrelevantexampleslinkingittoGoodGovernance.• Divideclassintofivegroups.• Assignonetopictoeachgroup.• Theydebatethatthetopicassignedtothemisthemostimportantinthepromotionof

GoodGovernanceandcandoawaywiththeothercomponents.Theyprovideexamplestosupporttheirstatements.

• Theyaregivensometimetodiscussandpreparetheirpoints.• Theteacherarrangestocarryoutthedebate.

Activity 2:(KnowledgeandComprehension)• Afterthedebate,theteachersumsupbylinkingallthepointsandemphasisingonthe

importantpoints.• Teacherasksquestionstochecktheirunderstanding.

Follow up:• Studentswriteaboutthesignificanceof thepillarsof GoodGovernancereferingtothe

debateconductedintheclass.

Lesson 3• Featuresof GoodGovernance

Objectives:Bytheendof thelesson,studentswillbeableto:1. Listdownthecharacteristicsof GoodGovernance.2. Relatethefeaturesof GoodGovernancewiththatof theConstitution.3. Explaintheroleof GoodGovernanceinachievingGrossNationalHappiness.

Teaching Learning Method:ReflectingandaddingtothelistActivity 1:(Knowledge,Comprehension,Analysis,SynthesisandEvaluation)• Dividestudentsintosixgroups.• Assignonefeatureof GoodGovernancetoeachgroup.• Studentsreadallthefeaturesastheyhavetowritecommentsonotherfeaturesaswell.• Groupshavetoread,reflectandwriteaboutthefeatureassignedtothem.Theyhaveto

writeinsimplelanguage.• Eachfeaturewrittenonapaperhastobepassedtoallthegroups.• Eachgroupreadsandaddscommentstothelistonwhateverhasbeenmissedout.• Afterallthefeatureshavebeenpassedaroundandcommentedon,itcomesbacktoits

originalgroup.• Thegroupscompileandpresent.

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Activity 2:• Theteachersumsupthelessonemphasisingonthefeaturesof GoodGovernancein

achievingGrossNationalHappiness.• Theteacherasksquestionstochecktheirunderstanding.• Theteacherclarifiesandexplainsif necessary.

OR

Teaching Learning Method:GroupDiscussionActivity 1:(Comprehension,knowledge,analysisandevaluation)• The teacher explains the seven features of GoodGovernance in contextwith the

Constitution.• Divideclassintosevengroups.• Allotonefeaturetoeachgroup.• Studentsdiscussintheirgroupandthenwritedownwhattheyunderstandof thatfeature

of GoodGovernanceallottedtothemanditssignificance.

Activity 2:(KnowledgeandComprehension)• Studentspresenttheirworktotheclassandlaterpasteintheclass.• Studentsaskquestionstoanygroupsforclarification.• Theteachersupplementsif necessary.

Follow-up:• TheteacherasksvariousquestionsbasedonBloom’sTaxonomytothestudentstomake

surethattheyareclearof whatwasdiscussedandpresentedtotheclass.

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Supplementary information for teachers.

Operationalising Gross National HappinessFebruary21,2004-Thefirstmajorinternationalseminarwhichdrewmorethan80participantsfromacrosstheglobetodiscussthedepthandprofundityof theconceptof GrossNationalHappiness(GNH)agreedthatGNHcombinesspiritualitywithsecularscienceof technologyandthattheglobalcommunityshouldprotectandenhanceit.

Seniorprofessors,researchfellows,journalists,lawyers,medicalprofessionals,Buddhistmonks,managers,environmentalists,economists,socialactivists,financiers,andacademiciansmade15minuteoralpresentationsof about45papersduringtheseminarfromFebruary18-20whichwasattendedbymorethan300people,mostlyyoungstudents,graduatesandcivilservants.Thepresentationswerecablecastintwoseparateroomsforpeoplewhocouldnotfitinthemainhall.

Althoughtheconceptof GNHwasfirstpronouncedbyHisMajestytheKinginhisspeechessoonafteraccedingtothethronein1972,itwas,however,onlyinthelasttwodecadesthattheconceptwasformally incorporatedasaguidingprinciple indevelopmentpoliciesandplans,”saidthepresidentof theCentreforBhutanStudiesandprimeministerLyonpoJigmiYThinleyinauguratingtheseminar.

Whileconventionaldevelopmentmodelsstresseconomicgrowthastheultimateobjective,theconceptof GNHisbasedonthepremisethattruedevelopmentof humansocietytakesplacewhenmaterialandspiritualdevelopmentoccursidebysidetocomplementandreinforceeachother,”hesaid.“Thefourpillarsof GNHarethepromotionof equitableandsustainablesocio-economicdevelopment,preservationandpromotionof culturalvalues,conservationof thenaturalenvironment,andestablishmentof goodgovernance.

Theconceptof GNHwasfirstmentionedtotheinternationalcommunityintheautumnof 1998attheAsia-PacificMillenniumSummitinSeoul.Thiswasfollowedbyabilateralseminar“GNH-aschallengedbytheconceptof decentsociety”heldinJanuary2001inZeist,theNetherlands,co-hostedbytheCentreforBhutanStudies.Morerecently,theSAARCeconomicandplanningministersadoptedtheconceptof GNHanditsfourpillarsamongtheprinciplesandstrategiesfortheeradicationof povertyinSouthAsia.

PuttingGNH in anhistorical perspectiveMarkMancall, aProfessor of modernhistoryat StanfordUniversity,USA, referred to the arrival of Zhabdrung and the subsequentestablishment of a “diarchic” regimewhere thepolitical and the religious domainswereintenselyincorporatedwitheachother.Thisincorporationof Buddhismandpolitics,hesaid,continuedtothepresenttime.

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ComparingGNHtothewesternconservative,liberalandsocialistideologies,ProfessorMancallsaidthatGNHisanideology,aprogrammeof socialandeconomicchangeanddevelopment.“If GNHisanideology,theBhutaneseStateisandmustbethe‘subject,’theprimaryactorintheprogrammeof changethatwecallGNH,”saidtheProfessor.

SomepaperspersuadedonwhyBhutanshouldbecautiousinjoiningWorldTradeOrganizationandhintedthattheuncheckedonslaughtof globalisationcouldchoketheconceptof GNH.OthersarguedthatGNHrevivedtheforgottenelementof AdamSmithschoolof thought,‘compassion’asanintricateelementof marketeconomy.

Stillotherssaidthathappinessisprimarilysubjectiveandusuallyconfinedtoanindividual.

Somepapersexplainedeconomictechniquesof measuringGNH.ApaperbyDrPrabhatPankajandTsheringDorji,lecturersatSherubtsecollegeinKanglungpresentedtheirfindingsof thefieldsurveyof 612individualswhichusedeconometrictechniquetomeasurehappiness.“Ourstudyfoundoutthattheruralpeopleareslightlyhappierthantheurbanonesandthatculturalparticipationandidentityhaveemergedasthestrongestvariableinfluencinghappinessbothinruralandurbanareas,”saidDrPankaj.“Wealsofoundthatreligiouspeopletendtobehappier.”

Peoplewho attended the seminar found the presentations and discussions exciting andenriching.“Itwasaveryrewardingexperience,thepaperswereallwellresearchedandthepresentersgavefreshideasaboutspecificconceptandindicatorsof happiness,”saidYesheyLhendup,acivilservantwiththeNationalAssembly.

AnITexpertworkingwithSherubtsecollege thought thatdiscussionsoftenrevolvedonabstractorbits.“Theworldisacomplextapestrywithallcoloursandwhatsomepapersdidwaspainteditjustblackandwhite,”saidGraemeFoster.

HisRoyalHighnesstheCrownPrinceDashoJigmeKhesarNamgyalWangchuck,whogracedtheclosingof theseminar,saidthatevenif thephilosophyof GNHisinherentlyBhutanese,itsideasmayhaveapositiverelevancetoanynation,communityorpeoples.

Ifeelthattheremustbesomeconvergenceamongnationsontheideaof whattheprimaryobjectiveof developmentandprogessshouldbe-somethingthatGNHseekstobringabout,”hesaid.“Therecannotbeenduringpeace,prosperity,equalityandbrotherhoodinthisworld,if ouraimsaresoseparateanddivergentespeciallyastheworldshrinkstoaglobalvillage.

ForFrankBracho, formerambassadorof Venezuela to India,whopresentedapaperonhappinessasthegreatesthumanwealth,theseminarhasgiventheworldabasistoworkon.“Theconcepthasanprofoundmotiveof comingoutwithhelpfulsolutionstoproblemsthatscourgetheworldtoday.

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OrganisedbythecentreforBhutanstudies(CBS)theseminarwasassistedbythesustainabledevelopmentsecretariat,Bhutanprogrammeofficeof savethechildrenfederation(USA),theUNDP,theworldfoodprogrammeandtheNikefoundation. (By Gopilal Acharya, gopiacharya@kuensel.com.bt, Thimphu Bhutan, Reference: Retrieved from http://www.travelbhutan.tripod.com/druk.html on 11.01.07)

Understanding the Concept of GovernanceTheconceptof “governance”isnotnew.However, itmeansdifferentthingstodifferentpeople.Therefore,wehavetogetourfocusright.Theactualmeaningof theconceptdependsonthelevelof governancewearetalkingabout,thegoalstobeachievedandtheapproachbeingfollowed.

The concept has been around in both political and academic discourse for a long time,referringinagenericsensetothetaskof runningagovernment,oranyotherappropriateentityforthatmatter.Inthisregard,thegeneraldefinitionprovidedbyWebster’sThirdNewInternationalDictionary(1986:982)isof someassistance,indicatingonlythatgovernanceisasynonymforgovernment,or“theactorprocessof governing,specificallyauthoritativedirectionandcontrol”.This interpretationspecificallyfocusesontheeffectivenessof theexecutivebranchof government.

TheworkingdefinitionusedbytheBritishCouncil,however,emphasisesthat“governance”isabroadernotionthangovernment(andforthatmatteralsorelatedconceptslikethestate,goodgovernmentandregime),andgoesontostate:“Governanceinvolvesinteractionbetweentheformalinstitutionsandthoseincivilsociety.Governancereferstoaprocesswherebyelementsinsocietywieldpower,authorityandinfluenceandenactpoliciesanddecisionsconcerningpubliclifeandsocialupliftment.”

“Governance”,therefore,notonlyencompassesbuttranscendsthecollectivemeaningof related concepts like the state, government, regime and good government.Manyof theelements andprinciplesunderlying “goodgovernment”havebecomean integral partof themeaningof “governance”.JohnHealeyandMarkRobinsondefine“goodgovernment”as follows: “It implies a high level of organisational effectiveness in relation to policy-formulationandthepoliciesactuallypursued,especiallyintheconductof economicpolicyanditscontributiontogrowth,stabilityandpopularwelfare.Goodgovernmentalsoimpliesaccountability,transparency,participation,opennessandtheruleof law.Itdoesnotnecessarilypresupposeavaluejudgment,forexample,ahealthyrespectforcivilandpoliticalliberties,althoughgoodgovernmenttendstobeaprerequisiteforpoliticallegitimacy”.

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Wecanapplyourmindstothedefinitionof ‘governance’providedbytheWorldBankinGovernance:TheWorldBanksExperience,asithasspecialrelevanceforthedevelopingworld:

“Good governance is epitomizedby predictable, open and enlightenedpolicy-making, abureaucracyimbuedwithprofessionalethosactinginfurtheranceof thepublicgood,theruleof law,transparentprocesses,andastrongcivilsocietyparticipatinginpublicaffairs.Poorgovernance(ontheotherhand)ischaracterizedbyarbitrarypolicymaking,unaccountablebureaucracies,unenforcedorunjustlegalsystems,theabuseof executivepower,acivilsocietyunengagedinpubliclife,andwidespreadcorruption.”

TheWorldBank’sfocusongovernancereflectstheworldwidethrusttowardpoliticalandeconomic liberalisation. Such a governance approach highlights issues of greater stateresponsivenessandaccountability,andtheimpactof thesefactorsonpoliticalstabilityandeconomicdevelopment.Inits1989report,FromCrisistoSustainableGrowth,theWorldBankexpressedthisnotionasfollows:

“Effortstocreateanenablingenvironmentandtobuildcapacitieswillbewastedif thepoliticalcontextisnotfavourable.Ultimately,bettergovernancerequirespoliticalrenewal.Thismeansaconcertedattackoncorruptionfromthehighesttolowestlevel.Thiscanbedonebysettingagoodexample,bystrengtheningaccountability,byencouragingpublicdebate,andbynurturingafreepress.Italsomeans...fosteringgrassrootsandnon-governmentalorganisationssuchasfarmers’associations,co-operatives,andwomen’sgroups”.

ApartfromtheWorldBank’semphasisongovernance,itisalsonecessarytorefertoacademicliteratureongovernance,whichmostlyoriginatesfromscholarsworkingwithinternationaldevelopmentanddonoragencies.Themajorityof thesescholarshaveconcentratedalmostexclusivelyontheissueof politicallegitimacy,whichisthedependentvariableproducedbyeffectivegovernance.Governance,asdefinedhere,is“theconsciousmanagementof regimestructures,withaviewtoenhancingthepublicrealm”.

Thecontributionof GoranHydentobringgreaterclaritytotheconceptof governanceneedsspecialattention.Heelevatesgovernancetoan“umbrellaconcepttodefineanapproachtocomparativepolitics,”anapproachthatfillsanalyticalgapsleftbyothers.Usingagovernanceapproach,heemphasises“thecreativepotentialof politics,especiallywiththeabilityof leaderstoriseabovetheexistingstructureof theordinary,tochangetherulesof thegameandtoinspireotherstopartakeineffortstomovesocietyforwardinnewandproductivedirections”.

Hisviewsboildowntothefollowing:

• Governanceisaconceptualapproachthat,whenfullyelaborated,canframeacomparativeanalysisof macro-politics.

• Governanceconcerns“big”questionsof a“constitutional”nature thatestablish therulesof politicalconduct.

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• Governanceinvolvescreativeinterventionbypoliticalactorstochangestructuresthatinhibittheexpressionof humanpotential.

• Governanceisarationalconcept,emphasisingthenatureof interactionsbetweenstateandsocialactors,andamongsocialactorsthemselves.

• Governancerefers toparticular typesof relationshipsamongpoliticalactors: that is,thosewhicharesociallysanctionedratherthanarbitrary.

Toconclude,itisclearthattheconceptof governancehasovertheyearsgainedmomentumandawidermeaning.Apartfrombeinganinstrumentof publicaffairsmanagement,oragaugeof politicaldevelopment,governancehasbecomeausefulmechanismtoenhancethelegitimacyof thepublicrealm.Ithasalsobecomeananalyticalframeworkorapproachtocomparativepolitics.

(Source:“GovernanceBarometer:Policyguidelinesforgoodgovernance”Websiteof SouthAfrica’sNationalParty.Retrievedfromhttp://www.gdrc.org/u-gov/governance-understand.htmlonJanuary13,2007.)

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