8.8. Exercises

1. Constitution of India visualised village panchayats as units of self-government. Think over the situation described in the following statements and explain how do these situations strengthen or weaken the panchayats in becoming units of self-government.

a. Government of a State has allowed a big company to establish a huge steel plant. Many villages would be adversely affected by the steel plant. Gram Sabha of one of the affected villages passed a resolution that before establishing any big industries in the region, village people must be consulted and their grievances should be redressed.

b. The government has decided that 20 % of all its expenditure would be done through the panchayats.

c. A village panchayat kept on demanding funds for a building for village school, the government officials turned down their proposal saying that funds are allocated for certain other schemes and cannot be spent otherwise.

d. The government divided a village Dungarpur into two and made a part of village Jamuna and Sohana. Now village Dungarpur has ceased to exist in government’s books.

e. A village panchayat observed that water sources of their region are depleting fast. They decided to mobilise village youth to do some voluntary work and revive the old village ponds and wells.

This chunk prompts students to analyze specific scenarios that can either support or hinder the functioning of village panchayats as self-governing bodies. For example, if a state government allows a big company to build a steel plant without consulting the gram sabha, it can weaken the power of the panchayat. Conversely, if the government allocates funds for panchayat projects, it strengthens their ability to govern effectively.

Think of a local community wanting to preserve a park before a developer builds a shopping mall. If the local council (similar to a panchayat) can explain why the park is essential and mobilize community support, they demonstrate self-governance effectively. However, if they have no power to influence decisions on such developments, it shows their limitations.

2. Suppose you are entrusted to evolve a local government plan of a State, what powers would you endow to the village panchayats to function as units of self-government? Mention any five powers and the justification in two lines for each of them for giving those powers.

This exercise encourages students to think innovatively about what powers village panchayats should possess. The aim is to empower them with responsibilities like managing local resources, implementing developmental projects, or having the authority to levy local taxes. Justifying these powers helps in understanding the need for autonomy at the local level for effective governance.

Imagine a school council that gets to decide on school events and budgets. If the council has more authority, it can implement programs that cater to the needs of students directly, like more clubs or sports options. Similarly, panchayats with directed powers can better address local issues.

3. What are the provisions for the reservations for the socially disadvantaged groups as per the 73rd amendment? Explain how these provisions have changed the profile of the leadership at the village level.

This chunk focuses on the 73rd amendment's provisions for reserving seats in village panchayats for women, Scheduled Castes, and Scheduled Tribes. The introduction of these reservations aimed to address historical injustices and enhance the representation of marginalized groups, thus changing the leadership dynamics in rural governance.

Think of a sports team where only a few players usually get to lead. With new rules adding opportunities for all players to take on leadership roles, you see fresh perspectives and energy in teamwork. In village governance, similar changes occur when diverse representatives are included.

4. What were the main differences between the local governments before 73rd amendment and after that amendment?

This exercise asks students to reflect on the changes brought by the 73rd amendment, which transformed local governments from largely ineffective bodies with minimal authority to empowered institutions with defined powers and responsibilities. Significant changes include direct elections, clearer roles, and funded projects, translating to better governance.

Consider a neighborhood watch that only had authority to report to the police but now can manage its budgets for safety projects directly. The transformation not only gives them a voice but also an active role in community safety, mirroring the empowerment of panchayats post-amendment.

5. Read the following conversation. Write in two hundred words your opinion about the issues raised in this conversation.

In this exercise, students engage with different viewpoints regarding gender reservations in local bodies. They need to analyze whether having women in power is sufficient without corresponding support in budgets and policies. Such discussions enhance critical thinking about equality and representation in governance.

Imagine having a local grocery store that hires diverse staff but continues to stock only a narrow range of products. While diversity in hiring is important, ensuring those staff can contribute to product selection is equally vital. This analogy underlines that representation needs to be meaningful, not just nominal.

6. Read the provisions of the 73rd Amendment. Which of the following concerns does this amendment address?

a. Fear of replacement makes representatives accountable to the people. b. The dominant castes and feudal landlords dominate the local bodies. c. Rural illiteracy is very high. Illiterate people cannot take decisions about the development of the village. d. To be effective the village panchayats need resources and powers to make plans for village development.

This chunk invites students to identify which issues the 73rd amendment aimed to address. Focusing on accountability, representation of marginalized groups, and empowerment through resources allows students to connect legal provisions to practical governance challenges.

Consider a class where only a few students consistently speak up. By changing classroom rules to encourage everyone to participate equally, the entire class benefits from varied input, reflecting the need for diverse voices in governance as articulated by the amendment.

7. The following are different justifications given in favour of local government. Give them ranking and explain why you attach greater significance to a particular rationale than the others. According to you, on which of these rationales the decision of the Gram panchayat of Vengaivasal village was based? How?

a. Government can complete the projects with lesser cost with the involvement of the local community. b. The development plans made by local people will have greater acceptability than those made by government officers. c. People know their area, needs problems and priorities. By collective participation, they should discuss and take decisions about their lives. d. It is difficult for the common people to contact their representatives of the State or national legislature.

This prompt encourages students to critically assess the rationale behind local governance. They need to evaluate which reasons resonate most with them and their understanding of local governance's effectiveness, especially considering the Vengaivasal village case.

Imagine a community project where residents decide on initiatives. Because they know daily challenges better than outside authorities could, their input is vital, underscoring the idea that local insights lead to more effective governance.

8. Which of the following according to you involve decentralisation? Why are other options not sufficient for decentralisation?

a. To hold election of the Gram Panchayat. b. Decision by the villagers themselves about what policies and programmes are useful for the village. c. Power to call meeting of Gram Sabha. d. A Gram Panchayat receiving the report from the Block Development Officer about the progress of a project started by the State government.

This chunk asks students to understand the concept of decentralization by assessing scenarios. For meaningful decentralization, local entities must have genuine decision-making power rather than just perform administrative roles defined by higher authorities.

Think about a local sports club where members can vote on team management compared to one where decisions are made by an appointed coach. The first scenario embodies true decentralization, whereas the latter reflects limited local power.

9. A student of Delhi University, Raghavendra Parpanna, wanted to study the role of decentralisation in decision-making about primary education. He asked some questions to the villagers. These questions are given below. If you were among those villagers, what answer would you give to each of these questions?

a. A meeting of the Gram Sabha is to be called to discuss what steps should be taken to ensure that every child of the village goes to the school.

a. How would you decide the suitable day for the meeting? Think who would be able to attend/not attend the meeting because of your choice.

(i) A day specified by the BDO or the collector (ii) Day of the village haat (iii) Sunday (iv) Naag panchami / sankranti

b. What is a suitable venue for the meeting? Why?

(i) Venue suggested by the circular of the district collector. (ii) Religious place in the village. (iii) Dalit Mohalla. (iv) Upper caste Tola (v) Village school

c. In the Gram Sabha meeting firstly, a circular sent by the district collector was read. It suggested what steps should be taken to organise an education rally and what should be its route. The meeting did not discuss about the children who never come to school or about girls’ education, or the condition of the school building and the timing of the school. No women teacher attended the meeting as it was held on Sunday. What do you think about these proceedings as an instance of people’s participation? d. Imagine your class as the Gram Sabha. Discuss the agenda of the meeting and suggest some steps to realise the goal.

This section involves students engaging practically with decision-making processes in local governance. It focuses on key aspects of participation, timing, inclusivity, and the quality of discussions in meetings, which are critical for effective local governance. Steps to ensure inclusivity and thorough discussion are highlighted.

Imagine planning a community picnic. By selecting a date when most can attend and ensuring the venue accommodates everyone, the planning process mirrors how effective village governance should operate – inclusivity leads to better outcomes.

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