COPAC's Final Narrative Report to Parliament - Feb 2013.doc

D the whole idea was for the teams to score how many

Info icon This preview shows pages 45–47. Sign up to view the full content.

View Full Document Right Arrow Icon
d) The whole idea was for the teams to score how many times an issue had been raised in each ward. e) The teams were to produce Ward, District and Provincial reports. f) Whilst the original plan was for the Thematic Committee discussions to come up with key concepts, the members tackled every issue and left the determination of what was constitutional to a later stage. During the early stages of the process which started in May 2011, a disagreement arose on the methodology and for four days the parties could not agree on the way forward. The Management Committee was urgently called to deal with the impasse. The disagreement was on how to score, specifically on whether to use the meeting as unit of measurement or the ward. Some had argued that the number of meetings held in the outreach be used, such that if five meetings were held in a ward and an issue was mentioned in all the meetings, the issue had a frequency of five. Because it had been resolved that meetings in urban areas would be one per ward, the methodology appeared to favour areas where more meetings were held per ward. On the 12 of May 2011, the impasse was resolved with an agreement that sought to use both the quantitative approach, which favoured a high frequency approach, and the qualitative approach be used together, and that none of the two would be superior to the other. Following this agreement, the ward was taken as the unit of measurement. If more than one meeting was held in a ward, the number of times an issue was mentioned in a meeting was subjected to a percentage of the total meetings held in that ward. For example, if five meetings were held in one ward and an issue was mentioned in three of the meetings, the issue would have a score of 3/5. These various percentages would then provide an insight into what the ward preferred. On issues that required scoring, such as on a question on whether to have Death Penalty or not, the superior score would carry the day. Taking the quantitative approach did not go down well with others who felt that the approach would lead to 44 The Constitution Select Committee (COPAC) Report to Parliament, February 2013
Image of page 45

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
unfairness. The argument was that where a matter for example scored two percent in five provinces and ninety percent in the other five provinces, the overall percentage would lead to a situation favourable to the provinces which had high frequencies, and that outcome is foistered on half of the country where that issue has very little currency. The Select Committee then adopted two approaches, Version One, as depicted in the National Statistical report presented together with this report, and the National Statistical reports Version Two, also presented together with this report. 4.2. National Statistical report Version One This version took a direct quantitative approach, considering an issue superior if it has a high frequency on aggregate. Statistically, the approach was straight forward. In the case of a
Image of page 46
Image of page 47
This is the end of the preview. Sign up to access the rest of the document.
  • Fall '17
  • Jane Moore
  • ........., Parliament of the United Kingdom, The Honourable, United Kingdom of Great Britain and Ireland, The Right Honourable, Constitution Select Committee

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern