All Concepts
Democracy & Government

Local Government and Community Decision-Making

How decisions get made close to home — in villages, towns, and cities — and why local government shapes daily life more directly than national politics.

Core Ideas
1 Our community is the people and places around us
2 Many things in our community are decided by people we can meet
3 Everyone in a community should be listened to
4 Looking after shared places is everyone's job
5 Children's voices matter too
Background for Teachers

Young children know their community long before they know their country. They know the streets near their home. They know the shop where their family buys food. They know the people who sweep the road, collect the rubbish, or teach at the school. Many of these things do not just happen — they are decided by people. Roads are built or not built. Markets are cleaned or not cleaned. Lights work or do not work. Schools are looked after or not. These choices are often made by local leaders — mayors, councils, village chiefs, neighbourhood committees, or elders — depending on where a child lives. At this age, children do not need political vocabulary. What they need is a sense that the places around them are shaped by people, not by magic. And that those people are often in reach — they can be met, written to, spoken to, and asked. Children can also learn a simple truth: when something in their community is not right — a broken bench, a dirty street, a park with no safe place to play — it is not only a grown-up problem. Children have eyes and voices. They notice. They care. Telling a teacher or parent about a problem in the community is a form of civic action, even at five. Handle this gently in places where local leaders are unfair, corrupt, or frightening. Focus on the idea that communities work best when people care for each other and speak up, not on specific leaders. No materials are needed.

Classroom Activities
Activity 1 — The places we share
PurposeChildren notice the shared places in their community and begin to feel ownership of them.
How to run itAsk the children to name places that many people in their community use. Collect answers. A market. A park. A road. A well or water tap. A school. A place of worship. A bus stop. A health centre. A square where people meet. Discuss: who uses these places? Everyone. Rich people. Poor people. Old people. Children. People passing through. People who have lived there for many years. These are shared places. They belong to the whole community. Ask: who looks after them? Sometimes the answer is the government. Sometimes a council. Sometimes volunteers. Sometimes nobody, and the place gets dirty or broken. Discuss: shared places need shared care. When everyone thinks someone else will look after a place, often nobody does. When everyone does a small part, shared places stay good. Finish with a simple idea: the places we share belong to all of us. Caring for them is a way of caring for each other.
💡 Low-resource tipDiscussion only. Walk to a real shared place near your school if possible. No materials needed.
Activity 2 — Who decides?
PurposeChildren learn that decisions about the community are made by people — and that these people can be reached.
How to run itAsk: who decides whether a new road is built near your home? Who decides if a broken water tap gets fixed? Who decides if a park has trees and benches? Let the children guess. Explain: in most places, decisions like these are made by local leaders. They might be called a mayor, a council, a village chief, a committee, or something else, depending on where you live. These are usually local people. You can often meet them. They have meetings. They answer letters. They listen to people who come to them. Ask: is this good or bad? Good. It means decisions are made close to the people they affect — not very far away by someone who has never been to your street. It also means these leaders can be asked questions and held to account. Discuss: leaders do not always listen. They do not always do what people ask. But they exist. They are real people with names. They can be reached. And communities that know their leaders and speak to them often get better results than communities that do not.
💡 Low-resource tipDiscussion only. Name a real local leader role that exists where you teach. No materials needed.
Activity 3 — What would you change?
PurposeChildren practise noticing something in their community that could be better, and thinking about how to change it.
How to run itAsk the children to close their eyes and think about their neighbourhood. Ask gently: is there one thing near where you live that is not quite right? Something that could be better? A road that is not safe. A tap that is broken. A park with no shade. A place with no light at night. A bin that is always full. A wall that needs painting. Rubbish in the wrong place. Open eyes. Ask volunteers to share one thing they thought of. No right answers. Every answer is interesting. Now ask: who could fix it? Sometimes the answer is a leader. Sometimes the answer is the community itself — neighbours working together. Sometimes both. Ask: what could a child do about the problem? Tell a grown-up. Notice when it gets worse. Draw a picture of the problem. Ask a teacher. Write a short note. Join a clean-up if there is one. Explain: children are not too small to care about their community. They are often the first to notice when something is not right. Noticing is the start of making things better.
💡 Low-resource tipDiscussion only. Use real places near your school. Handle sensitively. No materials needed.
Discussion Questions
  • Q1What is a place near your home that many people share?
  • Q2Who looks after that place? Who should look after it?
  • Q3Have you met anyone who makes decisions for your community?
  • Q4If you could change one thing near where you live, what would it be?
  • Q5What is something small a child could do to help their community?
Writing Tasks
Drawing task
Draw a picture of a shared place in your community — a park, a market, a road, or somewhere else. Write or say: I care about this place because ___________. One way we can look after it is ___________.
Skills: Connecting children to shared community spaces and shared responsibility
Sentence completion
In my community, I think it would be better if ___________. One person or group who could help make this happen is ___________.
Skills: Connecting a problem to possible agents of change
Common Misconceptions
Common misconception

Big decisions about our town or village are all made far away by important people we will never meet.

What to teach instead

Some decisions are made far away — by national governments, for example. But many of the decisions that most affect daily life are made close to home. Who fixes the road. Who cleans the market. Who looks after the park. Who plans where things get built. These decisions are usually made by local leaders — mayors, councils, village chiefs, or committees. In most places, these people can be met, written to, and asked questions. They are real people, not far-off strangers.

Common misconception

Looking after shared places is the job of the government, not ordinary people.

What to teach instead

The government has a big job to do in looking after shared places. But ordinary people also have a part to play. When everyone waits for the government to do everything, shared places often get worse. When people work together — cleaning, reporting problems, planting trees, looking after neighbours — shared places get better. Both are needed. A good community has good leaders and active, caring people, together.

Core Ideas
1 What local government is
2 Services local government provides
3 Who makes local decisions — mayors, councils, elders
4 How ordinary people can take part
5 Why decisions made close to home often work better
6 When local government fails — and what then
7 The role of ordinary citizens in caring for a community
Background for Teachers

Local government is the level of government closest to people's daily lives. It is the government of the village, the town, the city, or the district — the level that handles the shared things most immediate to a community. Different countries organise local government differently. Some have elected mayors and councils. Some have village chiefs or elders with traditional authority. Some have appointed officials who answer to a higher government.

Many have a mix

In all cases, the basic job is the same: to make decisions about the shared life of a local community. Typical services provided by local government include water and sanitation, waste collection, street lights and roads, markets, local parks and open spaces, primary schools and basic health clinics (in some systems), planning decisions about new buildings, licences for shops and businesses, and support for vulnerable families. In some countries local government also handles police, transport, and welfare; in others these are run at a higher level. Even where services are limited, the local level is often where people feel most of what government does — the road outside the house, the school their child attends, the tap on the corner. Local government matters because proximity matters. A decision made in a far-off capital may be based on poor information about local conditions. A decision made by people who live in the community is often more practical, more appropriate, and more accountable. A mayor who has to shop in the local market cannot easily ignore the state of the market. People can often reach local officials directly, whereas national leaders are distant. This is not guaranteed, however. Local government can be captured by powerful families. It can be corrupt. It can ignore women, minorities, or the poor. It can be starved of money by higher governments. It can lack the skills or systems to deliver. In many countries, local government is the most disappointing level — full of promise but poorly resourced and sometimes poorly governed. The response is not to give up on local government but to strengthen it. Ordinary people take part in local government in many ways. They vote in local elections (where these exist). They attend public meetings. They join local committees. They report problems to officials. They write to councillors. They join community groups that watch over decisions. They raise money for shared needs. They volunteer on clean-ups, repairs, or local events. They form residents' associations. In many places around the world, women's groups, youth groups, parent groups, and minority associations have become powerful voices at local level — often more effective than at higher levels, where they are easier to ignore. A particular form of local decision-making that has spread in recent decades is participatory budgeting. This is when ordinary people decide directly how to spend a portion of the local budget. It began in Porto Alegre, Brazil, in 1989 and has spread to thousands of cities worldwide. When done well, it gives people a direct voice in priorities — roads, parks, clinics, schools — that affect their daily lives.

Teaching note

This is a topic where the details vary hugely between countries. Adapt to your own context. The core lessons are universal: decisions close to home matter, ordinary people can take part, and communities that care for themselves and engage with local leaders usually fare better. Avoid suggesting that any one system of local government is the right one. The question is how well any system serves the people it is meant to serve.

Key Vocabulary
Local government
The level of government closest to ordinary people — responsible for a village, town, city, or district, and for the shared services people use every day.
Council
A group of local leaders, usually elected, who make decisions for a town, city, or district. Members are often called councillors.
Mayor
The leader of a town or city, usually elected by local people. In some places the mayor has real power; in others, the role is mostly symbolic.
Public services
Services provided for everyone in a community — such as water, waste collection, roads, street lights, schools, clinics, and parks.
Civic engagement
The ways ordinary people take part in the life of their community — through voting, meetings, committees, volunteering, and working with others.
Community
A group of people living in the same place, or sharing a common life, who are connected by shared places, activities, and responsibilities.
Accountability
The idea that people in positions of power must explain what they are doing and can be held responsible if they do it badly. Local government is often more accountable because leaders are easier to reach.
Participatory budgeting
A way of making decisions in which ordinary people vote directly on how some of the local government's money is spent. Started in Porto Alegre, Brazil, in 1989.
Classroom Activities
Activity 1 — What does local government do?
PurposeStudents learn what local government actually handles in daily life.
How to run itAsk students to think about one ordinary day. What shared things do they use? Build a list together. Walking or travelling on roads. Drinking tap water or collecting water from a public tap. Using a public toilet or relying on a sanitation system. Going to school. Visiting a health clinic. Walking past street lights at night. Playing in a park. Visiting a market. Having rubbish collected from outside. Using a library. Watching a local festival. Explain: almost all of these things involve local government in some way — planning them, paying for them, maintaining them, or making rules about them. Some of this is done directly by local government staff. Some is done by private companies that local government pays or regulates. Some is done by national government but felt locally. Discuss: what would happen if local government did nothing for a week? Roads would not be repaired. Rubbish would pile up. Water taps would stay broken. Street lights would not be fixed. No one would plan where new buildings go. Licences for shops would not be given. Public meetings would not happen. A community without any functioning local government becomes harder to live in very quickly. Now ask: is local government the same everywhere? No. It varies hugely. In some countries, it does a lot. In others, national government keeps most power and local government has little. In some places, it is well-funded; in others, it has almost no money. In some places, it is trusted; in others, it is seen as corrupt. Finish with a simple idea: whatever its shape, local government is the level of public life closest to you. Understanding what it is, who runs it, and what it should be doing is part of being an active citizen.
💡 Low-resource tipDiscussion only. Adapt examples to fit your country's local government system. No materials needed.
Activity 2 — Who decides, and how do they get the job?
PurposeStudents understand different ways local leaders come to power, and what this means for accountability.
How to run itStart with a question. Who makes decisions for the place you live? Collect answers. Names, titles, roles. Then discuss the different ways local leaders come to power in different places. Elected leaders. In many countries, mayors and councillors are chosen by voting. The community chooses them and can remove them at the next election. This gives them a reason to listen. If they ignore people, they may lose their position. Traditional leaders. In many places, especially in rural areas, authority rests with chiefs, elders, or customary councils. These positions may be inherited, chosen within a family, or earned through respect and age. These leaders can be deeply connected to local life but do not always reflect every voice — sometimes women, young people, or outsiders have less influence in traditional systems. Appointed officials. Some local leaders are chosen by national governments rather than local voters. This can bring skill and resources, but it can also mean the leader serves the national government rather than the local community. Mixed systems. Many places have a combination — an elected council plus a national-appointed official, or an elected mayor with traditional advisors, or councils that include both elected and customary members. Ask: which system is best? The honest answer is: it depends. Elected systems are good for accountability but only if elections are fair and people have real choice. Traditional systems can be stable and rooted in local knowledge but may exclude certain groups. Appointed systems can bring resources but risk losing local feel. No system works automatically. What matters is whether leaders actually listen, serve the community, and can be held responsible. Ask students: who are the real decision-makers in your community? Do they listen? Can they be reached? Are they fair? Do they treat everyone — including poor people, women, minorities — equally? These are questions every citizen should think about.
💡 Low-resource tipAdapt to your country's real local government system. No materials needed.
Activity 3 — How ordinary people take part
PurposeStudents understand the many ways citizens engage with local decisions.
How to run itAsk: what can ordinary people do to take part in local decisions? Collect answers, then build the full picture. Voting in local elections, where these happen. This is the most basic act of local citizenship, but it is also only one day in several years. Much more happens between elections. Attending public meetings. Most local governments hold meetings open to the public. Few people come. Those who do are heard more than those who do not. Joining local committees. Many places have committees on schools, parks, markets, or community safety. These often welcome ordinary members. Writing or speaking to councillors. A letter from a concerned citizen — or a group of them — is taken more seriously than many people think. Reporting problems. A broken tap, a dangerous road, a market stall blocking the pavement — reporting these to local officials is a form of participation. Most officials cannot see everything themselves. Joining residents' or community groups. Groups of neighbours working together have more weight than individuals alone. Many communities have active groups — on housing, traffic, cleanliness, or local safety. Volunteering. Clean-ups, tree plantings, community events, helping older neighbours. This is civic life, even if it does not involve politicians. Holding local government to account. Asking questions. Checking that money is spent properly. Drawing attention when decisions are bad. This is not rude — it is one of the main jobs of citizens. Discuss a specific example. Participatory budgeting, started in Porto Alegre, Brazil, in 1989, allows ordinary people to vote directly on how some of the local budget is spent. Should money go to a new road, a park, a clinic, more classrooms? Citizens decide. The idea has spread to thousands of cities worldwide. It is not common yet in most places, but it shows what strong local participation can look like. Finish with a simple point. A community is not just what its leaders do. It is what ordinary people also do — or fail to do. Strong communities have both good local leaders and active citizens. One without the other is usually not enough.
💡 Low-resource tipDiscussion only. Use local examples of successful community action if possible. No materials needed.
Discussion Questions
  • Q1What is one thing your local government does well in your area? What is one thing it does badly?
  • Q2Do you know who the main local leaders are where you live? How were they chosen?
  • Q3Is it easier or harder to have a voice at the local level than at the national level? Why?
  • Q4What is one problem in your community that you think local government could fix? Who would you speak to?
  • Q5Should children and young people have any say in local decisions? If so, how?
  • Q6When local government is failing, what can ordinary people do?
Writing Tasks
Task 1 — Explain and give an example
Explain what local government is and give ONE reason why it matters more to daily life than national government, with an example from your own community. Write 4 to 6 sentences.
Skills: Defining a concept and grounding it in local reality
Task 2 — Persuasive writing
Write a short piece (4 to 6 sentences) arguing that ordinary people — including young people — have a real role to play in local decisions, and explain what kinds of action count.
Skills: Persuasive writing; encouraging civic agency
Common Misconceptions
Common misconception

Politics happens in the capital — local government is not really politics.

What to teach instead

Local government is deeply political. Every decision about which road to repair, which neighbourhood gets a new clinic, which market stalls get licensed, or which families get support involves choices about priorities, fairness, and power. National politics may be louder, but local politics affects more people in more direct ways. Treating local government as less important than national politics is a mistake — and it is one of the reasons local government is often neglected by the people who could most benefit from engaging with it.

Common misconception

If you want change, you need to speak to the most senior person — local officials do not have real power.

What to teach instead

For some issues, only national government can act. But for many daily concerns, local officials are actually the right people to speak to — and they often respond to ordinary citizens more directly than national leaders ever could. A well-organised group of local residents, asking clear questions of their local council, can often get action that no letter to a president would produce. Skipping over local government to go directly to the top is often not faster — it is usually slower, because the issue ends up being referred back down anyway.

Common misconception

If local government is corrupt or weak, there is nothing ordinary people can do.

What to teach instead

Weak or corrupt local government is a real problem in many places, and fixing it takes time. But ordinary people are not powerless. Communities have organised to document corruption, to demand audits, to pressure for new elections, to support honest candidates, to run services themselves where government has failed, and to appeal to higher authorities or to civil society organisations for support. Real change is usually slow and difficult. But accepting a bad local government as unchangeable almost guarantees that it stays bad. Communities that refuse to accept this have, over time, often transformed their local government.

Core Ideas
1 Local government as a concept and its place in democratic systems
2 Services, powers, and limits of local government
3 Different models — elected, traditional, appointed, mixed
4 Decentralisation and its promises
5 Participatory budgeting and direct democracy at local level
6 The challenges of weak or captured local government
7 Women, youth, and excluded groups in local politics
8 Cities, climate, and the rising importance of the local
Background for Teachers

Local government is the level of democratic life most directly connected to daily experience, yet it is often undervalued in civic education. Understanding it requires attention to its powers, its varied forms, its promises, and its persistent challenges.

Concept and place

Local government refers to the governance of a town, city, village, or district — the unit of government smaller than the region or nation. In most countries, it sits within a larger structure of government, receiving some powers from the national or regional level and some from direct election or tradition.

Its role varies enormously

In heavily decentralised countries like Switzerland, local authorities handle substantial shares of public spending. In centralised states like France historically or many post-colonial countries, local government has had limited independent power.

Services and powers

Typical local government services include water supply, sanitation, waste management, local roads, street lighting, parks, markets, planning and land use, local business licensing, local cultural activities, and support for vulnerable residents. Many countries add primary schools, primary health care, local police, local transport, and social services to the local level. The specific mix varies hugely. Finance usually comes from a combination of local taxes (property tax, business rates, fees), transfers from higher government, and sometimes user charges. Local government almost always has less money than it would like, and the balance between local revenue and higher transfers shapes how independent it really is.

Models of local government

Elected local government, with mayors and councils chosen by voters, is the dominant form in most democracies. Strong-mayor systems (as in many US cities, Paris, London) concentrate power in an executive; council-manager systems distribute it more. Traditional or customary local government exists in many parts of Africa, Asia, the Pacific, and among Indigenous peoples worldwide. Chiefs, elders, and customary councils exercise authority through long-established practices. These systems can be deeply rooted and effective, but may exclude women, young people, or outsiders. Appointed local government — where national government selects local officials — exists in various forms. It can bring technical capacity but weakens local accountability.

Mixed systems are common

Many countries combine elected councils with nationally appointed officials (prefects, district commissioners), or traditional leaders alongside modern councils.

Decentralisation

Since the 1980s, many countries have pursued decentralisation — transferring power and resources from national to local levels. The promises are real: decisions closer to people are better informed; accountability should be higher; local innovation can flourish; political participation should be easier. Research findings are mixed, however. Decentralisation has worked well in some countries (Bolivia's 1994 reforms are often studied, India's panchayati raj system at village level has brought many women into politics). In others, it has transferred resources to local elites without improving services. The quality of decentralisation depends on factors often missing in practice: real local revenue, capacity to deliver services, meaningful elections, civil society oversight, and clear division of responsibility with higher government.

Participatory budgeting

One of the most studied local democracy innovations began in Porto Alegre, Brazil, in 1989. The city allowed neighbourhood assemblies to prioritise how portions of the municipal budget were spent. Over time, participatory budgeting redirected resources toward poorer areas and basic services. Studies suggested improved delivery of services, especially sanitation and health, and reduced infant mortality. The model has spread to thousands of cities worldwide — Brazil, Peru, Germany, Spain, Portugal, France, various US cities, and elsewhere.

Outcomes have varied

Successful programmes share certain features

Real money at stake, meaningful participation by diverse groups, clear rules, and mayoral commitment. Programmes that become symbolic — deciding only small amounts, dominated by established groups — produce less impact.

Challenges

Local government frequently faces serious problems. Capture by local elites — powerful families, businesses, or ethnic groups — can mean local government serves narrow interests rather than the whole community. Corruption is often significant, not least because oversight is sometimes weaker than at national level. Underfunding is common; many local governments are given responsibilities but not the money to meet them. Capacity is frequently low, especially in rural or poor areas. Elections, where they occur, may be uncompetitive, clientelistic, or marked by violence. Relations with higher government can be hostile — national governments of different political parties may undermine opposition-run cities, or may simply centralise power when convenient. Addressing these problems requires strong national support for local democracy, active civil society, free local media, and engaged citizens. Where these are absent, decentralisation can produce worse outcomes than centralised systems. Women, youth, and excluded groups. Local government has often been more open to traditionally excluded groups than national politics, because entry costs are lower and issues are more immediate. India's constitutional amendment requiring one-third of local council seats to be reserved for women has brought around 1.4 million women into local politics. Similar reservations in many countries have changed who participates. Youth engagement has grown through local youth councils, school councils, and participatory budgeting programmes focused on young people. Minority communities have sometimes found more voice at local than national level, though exclusion persists in many contexts. Active inclusion requires continued effort — legal requirements, support for candidates, protection against backlash, and genuine power, not token roles.

Cities and global challenges

As the world urbanises (now over 55% of the global population, expected to reach 70% by 2050), cities have become central actors in global issues. Climate change responses increasingly happen at city level: C40 Cities, the Global Covenant of Mayors, and similar networks coordinate urban action. Cities have led on migration, public health, transport transformation, and social policy — often moving faster and more ambitiously than national governments. The rising importance of cities in global affairs has been called 'the rise of the city' or 'urban governance'. It does not replace national politics but supplements it. Ambitious local leaders have become major figures in global discussions — the 'C40 mayors' of New York, Paris, London, Tokyo, and others influence climate policy internationally.

Teaching note

This is a topic where details vary dramatically by country. Teach the principles (democracy close to home, participation, accountability, challenges) while adapting specific examples to the students' own context. Where local government is weak, corrupt, or repressive, focus on the universal principles and on the history of reform rather than on current leaders. The aim is students who can engage thoughtfully with whatever local government exists where they live — and who see themselves as legitimate participants in local decisions.

Key Vocabulary
Local government
The level of government covering a town, city, village, or district. Responsible for many of the services most visible in daily life, and often the level closest to ordinary citizens.
Decentralisation
The transfer of powers and resources from national government to regional or local government. A major global trend since the 1980s, with mixed results.
Participatory budgeting
A process in which ordinary citizens decide directly how to spend part of a local government's budget. Began in Porto Alegre, Brazil, in 1989; now practised in thousands of cities worldwide.
Municipality
A legally recognised local government unit — typically a town or city with its own council, budget, and responsibilities.
Devolution
The granting of specific powers to lower levels of government by the higher level — often partial and reversible. Related to but distinct from full decentralisation.
Elite capture
When powerful local individuals, families, or groups dominate local government and use it to serve their own interests rather than the community as a whole.
Clientelism
A system in which political support is exchanged for specific benefits — jobs, contracts, favours — rather than based on shared ideas or broad policy. A common problem in local politics in many countries.
Panchayati Raj
India's constitutional system of elected village and district councils, revived by constitutional amendment in 1992. Requires one-third of seats to be reserved for women, bringing around 1.4 million women into politics.
Subsidiarity
The principle that decisions should be made at the lowest level of government capable of handling them effectively — local decisions locally, regional regionally, national only when needed.
C40 Cities
A global network of major cities working together on climate action. One of several networks showing the rising role of cities in international policy.
Classroom Activities
Activity 1 — Decentralisation and its limits
PurposeStudents engage with the global trend of decentralisation and its mixed results.
How to run itPresent the trend. Since the 1980s, most countries in the world have pursued some form of decentralisation — transferring powers and resources from national governments to regions or local governments. The promises were significant: local decisions would be better informed, more responsive, and more accountable. Voters would have stronger voice. Democracy would be deepened. Development would improve as decisions moved closer to the people affected. Present the evidence of success. In Bolivia, sweeping 1994 reforms devolved resources and responsibilities to hundreds of new municipalities. Studies found that money flowed more toward poorer areas, basic services improved, and previously excluded Indigenous communities gained representation. In India, the 1992 constitutional amendments established elected village and district councils (panchayats). One-third of seats are reserved for women; more seats are reserved for scheduled castes and tribes. The system now involves roughly three million elected representatives, of whom around 1.4 million are women — the largest experiment in representative democracy in human history. Research shows that women-led panchayats have shifted spending toward water, sanitation, and health — priorities that had been underfunded under male-led councils. Present the evidence of failure or mixed results. In many countries, decentralisation transferred the name of power without the substance. Local governments were given responsibilities but not the money or capacity to carry them out. In some cases, local elites captured the new structures, using them to serve narrow interests. Where national governments were corrupt, decentralisation sometimes meant spreading corruption rather than improving services. Ethnic tensions in some places were inflamed when local majorities gained power over local minorities. Services sometimes deteriorated as poorly prepared local staff replaced better-resourced national ones. Discuss the conditions that determine success. Research suggests decentralisation works best when it includes: real money transfers matched to responsibilities; local revenue-raising powers, not just transfers; meaningful elections with free competition; civil society and media to hold officials accountable; legal frameworks protecting minorities; clear division of responsibility with higher government; and investment in local administrative capacity. Where these are missing, decentralisation alone is unlikely to improve governance. Ask students to apply this. What is the state of decentralisation in your country? Where does the power actually lie? Have local governments been given responsibilities without resources? Are the conditions for success in place, or missing? Finally, discuss a deeper question. Is decentralisation always the right goal? Some public goods — disease control, climate policy, social insurance, defence — may work better at higher levels, where coordination and resources are greater. The subsidiarity principle — decisions at the lowest effective level — implies local where local works and higher where higher is needed. Blind faith in either decentralisation or centralisation misses the real question: which level works best for which task?
💡 Low-resource tipTeacher presents cases verbally. Students discuss in groups. Adapt examples to students' own country. No materials needed.
Activity 2 — Porto Alegre and participatory budgeting
PurposeStudents engage with one of the most significant democratic innovations of recent decades.
How to run itTell the story. Porto Alegre is a city of around 1.5 million people in southern Brazil. In 1989, a newly elected left-wing mayor, Olívio Dutra, began an experiment that would reshape thinking about local democracy worldwide. Instead of deciding the city budget entirely in council chambers, Porto Alegre invited citizens to decide how part of it would be spent. Neighbourhood assemblies gathered. Priorities were discussed. Delegates were elected. Decisions were made collectively about which roads would be paved, which sewers built, which schools and clinics funded. Present the results. Over the 1990s, Porto Alegre's participatory budget redirected significant investment toward poorer neighbourhoods that had previously been neglected. Sewerage coverage rose from under 50% to over 85%. School enrolment increased. Studies found improvements in a range of public services. Infant mortality fell faster than in comparable cities. Citizen participation was real — tens of thousands of people engaged annually, with significant participation from low-income residents and women. Present the spread. The Porto Alegre model caught international attention. By the 2000s, participatory budgeting had spread across Brazil and then to other Latin American countries. From there it reached Europe — Spain, Portugal, Germany, France, Italy. By the 2010s, it had reached thousands of cities, including large ones like Paris, New York, and Chicago. UNESCO called it one of the most successful democratic innovations of the late 20th century. Present the complications. Results have varied. Some programmes became symbolic — allowing citizens to decide only small amounts of money, or producing recommendations that councils largely ignored. Others were captured by organised groups that dominated the assemblies. Some lost energy over time as initial enthusiasm faded. Even Porto Alegre itself experienced decline: the programme weakened under later administrations, and has been partly rebuilt in different forms. Discuss the lessons. Successful participatory budgeting typically requires: genuine money at stake, not a token amount; accessible processes that bring in diverse participants, not just the politically active; clear rules and follow-through so decisions are actually implemented; mayoral and council commitment beyond a single administration; and integration with broader local democracy, not as a separate ritual. Discuss the wider meaning. Participatory budgeting matters because it expands democracy beyond voting. It shows that ordinary people can make decisions about public money, and that when they do, priorities often shift in favour of those who had been ignored. It is not a substitute for representative government but a complement — deepening it rather than replacing it. Ask students: could something like participatory budgeting work in your community? What would it need to succeed? What would stand in its way?
💡 Low-resource tipTeacher tells the story verbally. Students discuss in groups. Adapt to context. No materials needed.
Activity 3 — Cities, climate, and the rising role of the local
PurposeStudents engage with the growing importance of cities as political actors in global issues.
How to run itBegin with a fact. The world became majority urban in 2007. More than 55% of the global population now lives in cities, and the share is expected to reach about 70% by 2050. Most of humanity's future will be lived in urban areas. Discuss the implications for governance. For much of history, cities were subordinate to nations. National governments set policy; cities implemented it. This is changing. As cities have grown in size and importance, they have emerged as serious political actors in their own right. Present examples. Climate change has been a leading area. When national governments have been slow, cities have often acted. The C40 Cities network, founded in 2005, now includes most of the world's major cities. Members have committed to deep cuts in urban emissions, major shifts to public transport, extensive greening, and building standards that often go beyond national requirements. The Global Covenant of Mayors for Climate & Energy has thousands of city members committed to climate action. Migration is another area. Cities often deal with the practical reality of immigration — housing, schools, integration, local labour markets — while national politics is dominated by abstract debate. Cities have sometimes taken positions directly at odds with national governments — 'sanctuary cities' in the US declining to cooperate with federal immigration enforcement; cities welcoming refugees when national leaders resisted; cities creating identity documents for undocumented residents. Public health has become a city domain. During the COVID-19 pandemic, mayors of major cities became prominent leaders, sometimes more trusted than national governments. Cities have long led on smoking restrictions, food policy, and public health messaging. Transport transformation has happened city by city. Bicycle infrastructure, pedestrian zones, congestion pricing, bus rapid transit, and electric vehicle support have often spread through city networks, with national policy following later. Discuss what this means. Cities are not sovereign; they cannot conduct foreign policy, print money, or pass national laws. But their real powers — over land use, transport, utilities, building standards, local health, local education, and how they spend often substantial budgets — can shape major global outcomes. A green transition, for example, will happen or fail largely in cities, regardless of what national governments promise. Discuss the limits. Cities cannot solve every global problem. They depend on national governments for major funding, for many legal powers, and for the economic conditions they operate within. Where national governments are hostile — deliberately underfunding opposition cities, stripping their powers, or overriding their policies — cities can be weakened. Good urban governance requires good national governance too, not as a substitute. Ask students: what big issues in your country are actually being handled at city or local level? Which could be? Which cannot be? Cities are not the answer to everything. But they are often the level where action happens, where experimentation is possible, and where ordinary citizens can have the clearest voice. Understanding cities as political actors is part of understanding the world as it actually works.
💡 Low-resource tipTeacher presents data and examples verbally. Students discuss in groups. No materials needed.
Discussion Questions
  • Q1Decentralisation has produced very different outcomes in different countries. What conditions distinguish cases where it improves governance from cases where it makes things worse?
  • Q2Participatory budgeting has spread to thousands of cities but remains a modest part of most local budgets. Should it be expanded further, or is its current scope about right?
  • Q3Traditional leaders — chiefs, elders, customary councils — remain powerful in many countries. How should modern democracy relate to traditional authority? Can the two genuinely coexist?
  • Q4India's reservation system for women in local government has brought around 1.4 million women into politics. Should similar quotas be standard worldwide, or do they create problems of their own?
  • Q5Cities are increasingly acting on global issues like climate and migration, sometimes at odds with national governments. Is this a healthy development, or does it threaten coherent national governance?
  • Q6Local elections often have very low turnout compared to national elections, despite local decisions arguably mattering more for daily life. Why the gap, and what could change it?
  • Q7When local government is captured by corrupt or narrow interests, is the right response to strengthen local democracy further, or to transfer some powers back to the national level?
Writing Tasks
Task 1 — Extended essay
'The real test of a democracy is at the local level, not the national.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument engaging with concepts of democracy, participation, and accountability
Task 2 — Analytical response
Explain what participatory budgeting is and analyse what it teaches us about the possibilities and limits of deeper local democracy. Write 200 to 300 words.
Skills: Explaining a democratic innovation; analysing its wider implications
Common Misconceptions
Common misconception

Decentralisation always improves governance by moving decisions closer to the people affected.

What to teach instead

This view reflects the case for decentralisation but not the evidence of how it plays out in practice. Research shows that decentralisation can improve governance — as in Bolivia's 1994 reforms or India's panchayati raj system — but can also worsen it when key conditions are absent. Decentralisation without adequate funding, without local administrative capacity, without meaningful elections, and without civil society oversight often transfers problems rather than solving them. Local elites may capture new structures. Minorities may be worse off under local majorities than under a more neutral national government. Corruption can spread rather than reduce. The evidence supports a qualified view: decentralisation can deepen democracy but only under the right conditions — and those conditions are often missing.

Common misconception

Low turnout in local elections shows that people do not really care about local government.

What to teach instead

Low local turnout is real, but 'not caring' is a poor explanation. Research suggests several other factors. People often know less about local candidates than national ones, because local issues receive less media attention. Local elections are sometimes held separately from national ones, which reduces turnout. Local politics can feel less high-stakes even when it matters more. Many voters feel their local vote has little effect, especially where local government has limited powers. In several countries, local turnout has risen when local government has gained real powers and resources. The better reading is that low turnout reflects weak local democracy and low visibility, not genuine indifference. Strengthening local democracy usually increases local participation.

Common misconception

Traditional leaders and modern democracy are fundamentally incompatible.

What to teach instead

This claim oversimplifies both. Traditional leadership systems vary enormously. Some are genuinely democratic in their own way — decisions reached by consensus among elders, accountability through community relationships, deep knowledge of local life. Others are authoritarian. Modern representative democracy varies too. In many countries, workable combinations exist — traditional leaders who advise elected councils, dual systems for different matters, hybrid institutions. What matters is not whether the form is modern or traditional but whether it is accountable, inclusive, and fair. The important questions: Does the system represent women, young people, and minorities? Does it handle disagreement peacefully? Is it transparent? Does it serve the whole community? Either model can pass or fail these tests.

Common misconception

Cities cannot meaningfully act on global issues like climate change because only national governments have real power.

What to teach instead

The claim underestimates what cities actually do and can do. Cities control substantial powers directly relevant to global issues: land use and zoning, transport planning, building standards, waste and water systems, local energy policy, and often large public budgets. Urban emissions make up over 70% of global emissions; decisions about how cities grow, move, and build shape global outcomes. The C40 network, the Global Covenant of Mayors, and similar groups have produced real cumulative action — many cities are decarbonising faster than their national governments. Cities cannot replace national governments for issues requiring national law or international treaty. But they can drive action on the ground, set examples that national policy later follows, and maintain momentum when national politics stalls. Dismissing city action misreads how change actually happens.

Further Information

Key texts for students: Benjamin Barber, 'If Mayors Ruled the World' (2013) — influential argument for city power. Bruce Katz and Jeremy Nowak, 'The New Localism' (2018) — on cities as drivers of change. Archon Fung, 'Empowered Participation' (2004) — on Porto Alegre and similar experiments. Elinor Ostrom's Nobel-winning work on local governance of shared resources remains essential; her 'Governing the Commons' (1990) is classic. For development contexts: Jean-Paul Faguet, 'Decentralization and Popular Democracy' (2012) on Bolivia; Rohini Pande and Esther Duflo's research on Indian panchayats. Current data and research: UN-Habitat (unhabitat.org) on urban governance; UCLG (United Cities and Local Governments, uclg.org); OECD reports on local government; the Participatory Budgeting Project (participatorybudgeting.org). For cities and climate: C40 Cities (c40.org), Global Covenant of Mayors (globalcovenantofmayors.org). Journals: Environment and Urbanization; Local Government Studies; Governance. For your country specifically, local government research institutes and academic departments of public administration are usually the best starting point.