Latin American Presidentialism in Comparative and Historical Perspective
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Parliamentary, Presidential and Semi-Presidential Democracies Democracies Are Often Classified According to the Form of Government That They Have
Parliamentary, Presidential and Semi-Presidential Democracies Democracies are often classified according to the form of government that they have: • Parliamentary • Presidential • Semi-Presidential Legislative responsibility refers to a situation in which a legislative majority has the constitutional power to remove a government from office without cause. A vote of confidence is initiated by the government { the government must resign if it fails to obtain a legislative majority. A vote of no confidence is initiated by the legislature { the government must resign if it fails to obtain a legislative majority. A constructive vote of no confidence must indicate who will replace the government if the incumbent loses a vote of no confidence. A vote of no confidence is initiated by the legislature { the government must resign if it fails to obtain a legislative majority. A constructive vote of no confidence must indicate who will replace the government if the incumbent loses a vote of no confidence. A vote of confidence is initiated by the government { the government must resign if it fails to obtain a legislative majority. The defining feature of presidential democracies is that they do not have legislative responsibility. • US Government Shutdown, click here In contrast, parliamentary and semi-presidential democracies both have legislative responsibility. • PM Question Time (UK), click here In addition to legislative responsibility, semi-presidential democracies also have a head of state who is popularly elected for a fixed term. A head of state is popularly elected if she is elected through a process where voters either (i) cast a ballot directly for a candidate or (ii) they cast ballots to elect an electoral college, whose sole purpose is to elect the head of state. -
The Protean Nature of the Fifth Republic Institutions (Duverger)
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap This paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please refer to the repository record for this item and our policy information available from the repository home page for further information. To see the final version of this paper please visit the publisher’s website. Access to the published version may require a subscription. Author(s): Ben Clift Article Title: The Fifth Republic at Fifty: The Changing Face of French Politics and Political Economy Year of publication: 2008 Link to published article: http://dx.doi.org/10.1080/09639480802413322 Publisher statement: This is an electronic version of an article published in Clift, B. (2008). The Fifth Republic at Fifty: The Changing Face of French Politics and Political Economy. Modern & Contemporary France, Vol. 16, No. 4, pp. 383-.398. Modern & Contemporary France is available online at: http://www.tandfonline.com/toc/cmcf20/16/4 Modern and Contemporary France Special Issue - Introduction Dr. Ben Clift Senior Lecturer in Political Economy, Department of Politics and International Studies, University of Warwick, Coventry CV4 7AL, UK Email: [email protected] web: http://www2.warwick.ac.uk/fac/soc/pais/staff/clift/ The Fifth Republic at Fifty: The Changing Face of French Politics and Political Economy. At its inception, a time of great political upheaval in France, it was uncertain whether the new regime would last five years, let alone fifty. The longevity of the regime is due in part to its flexibility and adaptability, which is a theme explored both below and in all of the contributions to this special issue. -
Final Communique
ECONOMIC COMMUNITY OF COMMUNAUTE ECONOMIQUE WEST AFRICAN STATES DES ETATS DE L'AFRIQUE ^ DE L'OUEST WENTY SIXTH SESSION OF THE AUTHORITY OF HEADS OF STATE AND GOVERNMENT Dakar, 31 January 2003 Final Communique • J/v^ u'\ Final Communique of the 26m Session of the Authority Page 1 1. The twenty sixth ordinary session of the Authority of Heads of State and Government of the Economic Community of West African States (ECOWAS), washeid in Dakar on 31 January 2003. underthe Chairmanship of His Excellency Maitre Abdoulave Wade, President of the Republic of Senegal, and current Chairman of ECOWAS. 2. The following Heads of State and Government or their duly accredited representatives were present at the session: His Excellency Mathieu Kerekou President of the Republic of Benin His Excellency John Agyekum Kufuor President of the Republic of Ghana His Excellency Koumba Yaila President of the Republic of Guinea Bissau His Excellency Charles Gankay Iayior President of the Republic of Liberia His Excellency Amadou Toumani Toure President of the Republic of Mali His Excellency Mamadou Tandja President of the Republic of Niger His Excellency Olusegun Obasanic President of the Federal Republic of Nigeria His Excellency Abdoulaye Wade President of the Republic of Senegal His Excellency General Gnassingbe Eyadem; President of the Togolese Republic Y-\er Excellency, isatou Njie-Saidy Vice-President of the Republic a The Gambia Representing the President of the Republic His Excellency Ernest Paramanga Yonli Prime Minister . \ Representing the President of Faso \ Final Communique ofthe 26m Session of the Authority Paae 2 His Excellency Lamine Sidime Prime Minister of the Republic of Guinea Representing the President of the Republic Mrs Fatima Veiga Minister of Foreign Affairs and Cooperation Representing the President of Cabo Verde Mr. -
Political System of France the Fifth Republic • the Fifth Republic Was
Political System of France The Fifth Republic • The fifth republic was established in 1958, and was largely the work of General de Gaulle - its first president, and Michel Debré his prime minister. It has been amended 17 times. Though the French constitution is parliamentary, it gives relatively extensive powers to the executive (President and Ministers) compared to other western democracies. • A popular referendum approved the constitution of the French Fifth Republic in 1958, greatly strengthening the authority of the presidency and the executive with respect to Parliament. • The constitution does not contain a bill of rights in itself, but its preamble mentions that France should follow the principles of the Declaration of the Rights of Man and of the Citizen, as well as those of the preamble to the constitution of the Fourth Republic. • This has been judged to imply that the principles laid forth in those texts have constitutional value, and that legislation infringing on those principles should be found unconstitutional if a recourse is filed before the Constitutional Council. The executive branch • The head of state and head of the executive is the President, elected by universal suffrage. • France has a semi-presidential system of government, with both a President and a Prime Minister. • The Prime Minister is responsible to the French Parliament. • A presidential candidate is required to obtain a nationwide majority of non- blank votes at either the first or second round of balloting, which implies that the President is somewhat supported by at least half of the voting population. • The President of France, as head of state and head of the executive, thus carries more power than leaders of most other European countries, where the two functions are separate (for example in the UK, the Monarch and the Prime minister, in Germany the President and the Chancellor.) • Since May 2017, France's president is Emmanuel Macron, who was elected to the post at age 39, the youngest French leader since Napoleon. -
HE the Minister of State to the President of The
Signature of the EUCLID Participation Agreements by the Government of Senegal (Above: Implementation meeting with ASG Imara Johnpullé held at the Permanent Mission of Senegal to the United Nations, August 2009) H.E. the Minister of State to the President of the Republic, Abdoulaye Faye 2009 Signed in: Dakar Participation in the Euclid Educational Framework – 1 ACCORD CADRE MIS A JOUR CONCERNANT LA PARTICIPATION DES PARTIES A EUCLIDE TELLE QUE CONSTITUÉE ET DÉFINIE ICI Les Parties Participantes, S’appuyant sur divers accords signés entre 2005 et 2008 ; Cherchant à promouvoir le Développement Durable de leurs nations, en particulier par la promotion de l’accès à l’éducation supérieure certains groupes spécifiques tel que les femmes, les officiels et fonctionnaires éligibles, ainsi que pour le grand public ; Conviennent comme suit : Article I Les Parties participent déjà et continuent à participer à EUCLIDE / EUCLID (Euclid University) (pouvant aussi être appelé Pôle Universitaire Euclide) qui a déjà et qui continue à avoir la personnalité juridique internationale, un statut sans but lucratif, et les capacités telles que nécessaire à l’exercice de ses fonctions et pour accomplir ses objectifs. EUCLID (Euclid University) est déjà et continue à être éligible pour la protection de sa propriété intellectuelle par l’Organisation Mondiale de la Propriété Intellectuelle en accord avec l’Article 6ter de la Convention de Paris. Afin d’assurer l’utilité internationale des formations offertes, EUCLIDE est autorisée à conférer des diplômes, titres et certificats accrédités par les ministères de l’Education des Parties Participantes. EUCLIDE, membre du Consortium Euclide, reçoit le mandat de faciliter l’accès universel à l’éducation supérieure et de promouvoir l’acquisition du savoir et des compétences sous la supervision des ministères de l’Education et des Affaires Etrangères des Parties Participantes. -
LETTER to G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS
LETTER TO G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS We write to call for urgent action to address the global education emergency triggered by Covid-19. With over 1 billion children still out of school because of the lockdown, there is now a real and present danger that the public health crisis will create a COVID generation who lose out on schooling and whose opportunities are permanently damaged. While the more fortunate have had access to alternatives, the world’s poorest children have been locked out of learning, denied internet access, and with the loss of free school meals - once a lifeline for 300 million boys and girls – hunger has grown. An immediate concern, as we bring the lockdown to an end, is the fate of an estimated 30 million children who according to UNESCO may never return to school. For these, the world’s least advantaged children, education is often the only escape from poverty - a route that is in danger of closing. Many of these children are adolescent girls for whom being in school is the best defence against forced marriage and the best hope for a life of expanded opportunity. Many more are young children who risk being forced into exploitative and dangerous labour. And because education is linked to progress in virtually every area of human development – from child survival to maternal health, gender equality, job creation and inclusive economic growth – the education emergency will undermine the prospects for achieving all our 2030 Sustainable Development Goals and potentially set back progress on gender equity by years. -
OGT #4: Government, Enlightenment, and Citizen Rights and Responsibilities
OGT #4: Government, Enlightenment, and Citizen Rights and Responsibilities Types of Government 1. Types of government are determined by who’s in charge and what type of power rulers have/or rights citizens have 2. sovereign power: the right to rule 3. monarchy: ruler inherits power, usually a king or queen 4. absolute monarchy: power is inherited (passed down through family) claims power through divine right (chosen by God) ruler has all the power and people have no rights or freedoms (similar to a dictatorship except for how the ruler gains power) the people have no voice in selecting who rules not all rulers are capable rulers Ex, King Louis XVI and Marie Antoinette (French Revolution) only exist today where governments have failed to check the of a ruling family 5. constitutional monarchy: power in inherited (passed down through family) Power is limited by a constitution or an elected legislature. People enjoy basic rights and a voice in government. Ex. United Kingdom—Queen Elizabeth II is a figurehead; the real government body is the Parliament headed by the Prime Minister. The Lower House of Parliament is elected by the people and the Prime Minister is chosen from Parliament. Other examples: the Netherlands, Kuwait, and Jordan 6. dictatorship: a single person or a small group (oligarchy) seize power (although later can be inherited) Ruler has unlimited power. Decision can be made quickly. Usually has backing of the military and uses threat of force to remain in control. The ruler makes the laws and runs the court system. No separation of powers or checks and balances; Dissenters (people who disagree) are eliminated with intimidation, arrest, or murder. -
Presidential Or Parliamentary Does It Make a Difference? Juan J. Linz
VrA Democracy: Presidential or Parliamentary Does it Make a Difference? Juan J. Linz Pelatiah Pert Professor of Political and Social Sciences Yale University July 1985 Paper prepared for the project, "The Role of Political Parties in the Return to Democracy in the Southern Cone," sponsored by the Latin American Program of the Woodrow Wilson International Center for Scholars, and the World Peace Foundation Copyright © 1985 by Juan J. Linz / INTRODUCTION In recent decades renewed efforts have been made to study and understand the variety of political democracies, but most of those analyses have focused on the patterns of political conflict and more specifically on party systems and coalition formation, in contrast to the attention of many classical writers on the institutional arrangements. With the exception of the large literature on the impact of electorul systems on the shaping of party systems generated by the early writings of Ferdinand Hermens and the classic work by Maurice Duverger, as well as the writings of Douglas Rae and Giovanni Sartori, there has been little attention paid by political scientists to the role of political institutions except in the study of particular countries. Debates about monarchy and republic, parliamentary and presidential regimes, the unitary state and federalism have receded into oblivion and not entered the current debates about the functioning of democra-ic and political institutions and practices, including their effect on the party systems. At a time when a number of countries initiate the process of writing or rewriting constitu tions, some of those issues should regain salience and become part of what Sartori has called "political engineering" in an effort to set the basis of democratic consolidation and stability. -
MENA-OECD Ministerial Conference Key Participants & Speakers
Republic of Tunisia MENA-OECD Ministerial Conference Key Participants & Speakers – Biographies Hosts Mr. Beji Caïd Essebsi - President of the Republic - Tunisia Mr. Essebsi is the President of Tunisia since 2014. Previously, Mr. Essebsi held the position of Prime Minister for a brief period – March to October 2011. During his career, the President has held various high level positions, including Head of the Administration of National Security (1963), Minister of Interior from (1965-1969), Minister of Foreign Affairs (1981-1986) and President of the Chamber of Deputies (1990-1991). The President was also ambassador of Tunisia to West Germany and France. Mr. Youssef Chahed - Prime Minister - Tunisia Mr. Chahed was appointed Tunisian Prime Minister in August 2016. Before taking office, Mr. Chahed was Minister of Local Affairs in the previous government and previously held the position of Secretary of State for Fisheries. The Prime Minister is also an international expert in agriculture and agricultural policies for the United States Department of Agriculture, Food and Agriculture Organization of the United Nations and the European Commission. Mr. Angel Gurría - Secretary-General - OECD Mr. Gurría is the OECD Secretary-General since 2006. The Secretary-General has held two ministerial posts in Mexico before joining the OECD - Minister of Foreign Affairs (1994-1998) and Minister of Finance and Public Credit (1998- 2000). Mr. Gurría chaired the International Task Force on Financing Water for All and is a member of several international initiatives, including the United Nations Secretary General Advisory Board, World Economic Forum’s Global Agenda Council on Water Security, International Advisory Board of Governors of the Centre for International Governance Innovation, among others. -
Human Rights, Separation of Powers and Devolution in the Kenyan Constitution, 2010: Comparison and Lessons for Eac Member States
HUMAN RIGHTS, SEPARATION OF POWERS AND DEVOLUTION IN THE KENYAN CONSTITUTION, 2010: COMPARISON AND LESSONS FOR EAC MEMBER STATES ∗∗∗ By Prof. Christian Roschmann, Mr. Peter Wendoh & Mr. Steve Ogolla Abstract This paper is essentially a study of the new governance system in Kenya and an explanation why constitutional democracy holds the key to the promotion of human rights; entrenchment of the rule of law and the realisation of good governance. The paper suggests that the concept of constitutional democracy is not the same thing as constitutional government; accordingly, to achieve constitutional democracy, a government must be both constitutional and democratic. Further, this paper focuses on the structures, powers and organizing principles of the devolved governance and explores the challenges that lie ahead to ensure that constitutional democracy endures and is strengthened. The Constitution of Kenya, 2010 seeks to establish a society permeated by the spirit of liberty and democracy, the spirit of the laws and the habit of order. This paper proceeds from the assumption that although the constitutional models across the East Africa Community vary considerably, they share common themes that led to the demise of constitutional democracy, human rights violations and weaker institutions of government. The design and architecture of Kenya’s new constitution may, therefore, herald the beginning of the return of the East Africa Community to constitutional democracy. A. Introduction A historical inquiry of the foundations of Kenya’s political system, traceable to the colonial rule, underscores the very political basis of Kenya’s Constitution. Lord Delamere, a pioneer European farmer in Kenya believed the extension of European civilisation was desirable 1. -
PRESIDENTIAL FORM of GOVERNMENT the Presidential Form of Govt Is Based on the Principle of Separation of Power Between the Executive and Legislature
PRESIDENTIAL FORM OF GOVERNMENT The presidential form of govt is based on the principle of separation of power between the executive and legislature. Under this system the executive is independent from the control of legislature. Definition: in the opinion of Gettell,” presidential government is that form in which the chief executive is independent of the legislature as to his tenure and to a large extent, as to his policies and acts. In this system, the head of the state is real executive.” According to D.V. Verney.” The term presidential has been chosen because in this system the office of the head of the government and head of state is combined in president.” The above definitions summarize two features of the presidential executive i.e its independence and non-responsibility to the legislature as well as its definite tenure and united structure. At present countries like USA, Brazil, Sri Lanka etc are having presidential form of government. Department of Political Science Jawaharlal Nehru College, Pasighat FEATURES OF PRESIDENTIAL FORM OF GOVERNMENT: 1. Real head of the state: in this system the head of the state is the real executive head. 2. Seperation of powers: the presidential form of government is based on the principle of separation of power among the three organs of the government. The executive is not responsible to legislature. The executive cannot dissolve the legislature. And the judiciary is independent from executive and legislature. 3. Principle of checks and balances: All the three organs of the government is separated from each other but all are checking each other and restraining each other from any type of transgression of their power and functions. -
Bridging the Divide? an Assessment of Elections in Sri Lanka and the Palestinian Territories
Bridging the Divide? An Assessment of Elections in Sri Lanka and the Palestinian Territories Authors Michael Balz, Morgan Courtney, Nathan Hodson, Lena Hull, Seth Lynn, Eric Melancon, Julia Morse, Bill Parsons, Arian Sharifi, Sehar Tariq Project Advisor Jeff Fischer January 2010 About the Woodrow Wilson School at Princeton University The Woodrow Wilson School of Public and International Affairs was founded at Princeton in 1930, created in the spirit of President Woodrow Wilson’s interest in preparing students for leadership in public and international affairs. The Woodrow Wilson School has celebrated over 75 years of preparing talented individuals for careers in the service of the nation and the world. Today, the School educates a wide range of students from the U.S. and around the world who seek to apply their knowledge and skills to the solution of vital public problems in both the domestic and international realms. About Graduate Policy Workshops Graduate Policy Workshops are a unique part of the curriculum of the School’s graduate program. Workshops provide students with an opportunity to use what they have learned from their first year in the program, their summer work, and their other experiences to analyze a complex and challenging policy issue. The workshops emphasize policy implementation, and it is this that distinguishes it from regular coursework. The goal of the workshops is not just to understand a policy issue, but to devise policy recommendations that are both creative and realistic, given the relevant institutional and political constraints. All views expressed in this publication are solely those of the authors. The authors take full responsibility for any errors or omissions in this report.