THE MANUAL ON

ETHICS, INTEGRITY,
AND APTITUDE
For UPSC Civil Services and
State Services Examinations

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SRUSHTI DESHMUKH GOWDA, IAS
DR NAGARJUN B GOWDA, IAS
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Contents

Part A: Introduction 1

How to Use this Book? 2

Answer Writing Strategy for Part A 2

Unit 1: Ethics and Human Interface

1 Ethics and Human Interface

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Dimensions of Ethics 8
Determinants of Ethics 10
Consequences of Ethics 17

2 Ethics in Private and Public Relationships 19

Ethics in Private Relationships 19
Ethics in Public Relationships 20
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Professional Ethics 25
Other Dimensions in Applied Ethics 34

3 Human Values 49
Values 49
Role of Family, Society, and Education in Inculcating Values 58

Unit 2: Attitude—Content, Structure, and Functions

4 Attitude—Content, Structure, and Functions 69
Attitude 69
Structure and Content of Attitude 69
Properties of Attitude 71
Functions of Attitude 72
Attitude Formation 73
Attitude and Behaviour 73
Moral Attitude 76
Political Attitude 77
x Contents

5 Social Influence and Persuasion 79

Social Influence 79
Persuasion 82
Persuasion Skills 84

Unit 3: Aptitude and Foundational Values for Civil Service

6 Aptitude and Foundational Values for Civil Service 91
Aptitude 91
Foundational Values for Civil Service 92
Non-Partnership 94
Impartiality 97
Objectivity 104
Tolerance 106
Dedication to Public Service 108

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Empathy 109
Compassion towards Weaker Sections 112
Other Significant Values for Civil Servants 114
Efficiency 116
Accountability
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Courage 120
Other Skills and Competencies 121

Unit 4: Emotional Intelligence—Concept, Utility, and Application

7 Emotional Intelligence—Concept, Utility, and Application 135
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Emotions 135
Intelligence 136
Emotional Intelligence (EI): The Concept 136
Importance and Utility of Emotional Intelligence in Governance and
Administration 140

Unit 5: Thinkers, Philosophers, Leaders, and Reformers

8 Contributions of Moral Thinkers and Philosophers from
India and the World to the Concepts of Morality 153

Contributions of Thinkers and Philosophers 153

Thinkers from Around the World 153
Thinkers from India 161

9 Lessons from the Lives and Teachings of Great Leaders,

Reformers, and Administrators 173

Lessons from the Lives and Teachings of Great Leaders 173

 Contents xi

Lessons from the Lives and Teachings of Reformers 183

Lessons from the Lives and Teachings of Administrators 187

Unit 6: Ethics in Public Administration

10 Ethics in Public Administration 201

Ethics in Public Administration 201

Importance of Ethics in Public Administration 203
Ethical Concerns and Dilemmas in Government Institutions 204
Ethical Concerns and Dilemmas in Private Institutions 207
Strategies for Ethical Action 208
Laws, Rules, Regulations, and Conscience as Sources of Ethical Guidance 213
Accountability and Ethical Governance 220
Governance 223
Strengthening Ethical and Moral Values in Governance 227

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11 Ethical Issues in International Relations and Funding 233

Ethical Issues in International Relations and Funding 233

Environmental Issues 234
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Security Issues 237
Ethical Issues in International Funding 242

12 Corporate Governance 245

Corporate Governance 245

Corporate Social Responsibility 255
Business Ethics 259
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Unit 7: Probity in Governance
13 Probity in Governance 269

Concept of Public Service 269

Philosophical Basis of Governance and Probity 270

14 Information Sharing and Transparency in Government 275

Information Sharing and Transparency in Government 275

Right to Information 278

15 Codes and Charters 287

Code of Ethics 287

Code of Conduct 289
Citizens’ Charter 293
xii Contents

16 Work Culture, Quality of Service Delivery, and Utilisation

of Public Funds 301

Work Culture 301

Quality of Service Delivery 306
Utilisation of Public Funds 313

17 Challenges of Corruption 323

Challenges of Corruption 323

Part B: Introduction to Case Studies 333

How to Write Answers for Part B? 333
Unit 1: Solved Case Studies 338
UPSC CSE Main 2023 338

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UPSC CSE Main 2022 341
UPSC CSE Main 2021 346
UPSC CSE Main 2020 349
UPSC CSE Main 2019 353
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UPSC CSE Main 2017 354
Unit 2: Practice Case Studies 356
Work Culture 356
Corporate Governance 359
Corruption Cases 362
Environment versus Development 365
Police-Related Cases 367
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Marginalised Sections 370
Media and Ethics 374
Role-Based Case Studies 376
Miscellaneous 381
 CHAPTER 1

Ethics and Human Interface

Ethics deals with well-founded standards of right and wrong that prescribe what humans
ought to do in terms of rights, obligations, and specific virtues. It is a set of moral prin-
ciples that guide the decisions and actions of people and enable them to determine right
and wrong behaviour. It is the systematic study of human actions from the point of view of
rightfulness and wrongfulness. Ethics is an inquiry into right and wrong through a critical
examination of the reasons, practices, and beliefs.

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Professor Norman defines ethics as ‘the attempt to arrive at an understanding of the nature
of human values, of how we ought to live, and of what constitutes right conduct.’ Ethics is
concerned with all the levels of relationships of an individual. It includes acting ethically
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as individuals, working to create ethical organisations and governments and creating an
ethical society as a whole for all the citizens.
It will be useful to identify what ethics is NOT:
• Ethics does not mean feelings: Feelings provide us with some information for
making ethical choices. But, while some people may feel bad when they do some-
thing wrong, others may feel good even though they are doing something really
wrong. More often than not, our feelings make it uncomfortable for us to do the right
thing when it is difficult. For example—
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| A racist person might feel happy to taunt and mistreat fellow group mates for fun,
but it is unethical to mistreat or call out someone on the basis of their skin colour.
It is discrimination and goes against the values of diversity and mutual respect.
| Similarly, speaking the truth in front of parents about what we did wrong might
be uncomfortable. However, it teaches us the values of honesty and truthfulness,
which are some basic ethical values.
• Ethics is not exactly religion: Many religious people act unethically and many
non-religious people act ethically. Though religious teachings propose high ethical
standards for the followers, they might not always be true. For example—
| The Sati System in India was legitimised as a Hindu religious practice. However,
it was highly unethical for women as it forced them to sacrifice their own life after
the death of their husband.
| Religious opposition to birth control and abortion is prevalent in some religions.
However, in many cases, it goes against a woman’s right to reproductive choice
and her overall health.
• Ethics is not the same as the law: A system of law may include many ethical
standards, but law can also deviate from what is ethical. The law cannot make people
8 Ethics and Human Interface

honest, caring, or fair. Also, there are many issues on which the law is often silent.
For example—
| Lying or betraying a confidence is not illegal but it is unethical.
| In many countries, same-sex marriage is illegal but it is not unethical.
| Not all laws may be ethical and not all ethical decisions are legal! (We will read
more about this in the section on Ethics and Laws.)
• Ethics does not always include following the culturally accepted norms:
Cultures and traditions can include both ethical and unethical practices. We might
grow up considering something ethical considering it an accepted practice in our
culture, but it might be considered unethical by many. For example—
| In many countries of Africa, Asia, and Middle East, female genital mutilation is
practised as a cultural norm. However, it is not ethical as it violates an individual’s
privacy and right to her own body.
• Ethics is not the same as science: The theoretical and practical knowledge of
science can provide us important information to help us make a better and more
informed ethical choice. But science alone cannot guide us about what we should

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do. Certain technological innovations are possible to make but unethical to develop.
For example—
| Through biotechnology, it has been made possible to generate synthetic embryos
and edit the genes for producing ‘designer babies’. But this might not be ethical
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as it can lead to discrimination, promote preference of specific features in society,
and lead to genetic disorders.
Ethics requires consistency between our moral standards and how we apply these stan-
dards in real life. Ethics demands consistency between our ethical standards, actions and
inner desires. Ethics also requires that there be a consistency between how we treat our-
selves and how we treat other people. This harmony between our thoughts, standards, and
deeds is the real test of ethics.
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Dimensions of Ethics
Ethics is as much theoretical as it is practical. The theories of ethics provide the principles
and directions on the basis of which we make moral judgements, whereas the practical
part of ethics deals with using ethics in real-life situations to attain the required end. The
following two sections deal with the theoretical aspects of ethics which will familiarize you
with the philosophies and ideas behind the ethical principles that we follow.

Metaethics
Metaethics is the base of all ethical questions and discussions. It is an enquiry into the
meaning and origin of our moral judgements as well as our actions. The aim of metaethics
is to search where the ethical principles come from and what exactly do they mean. For
example, when we call suicide wrong, is it an expression of someone’s belief or is it a moral
fact which is true on its own?
12 Ethics and Human Interface

But if it was so straightforward that people knew exactly what to do as natural law, then
why would they violate it all the time in the form of theft, lying, and violence? According
to Aquinas, it happens because of human emotions. He says that emotions overpower our
reason, they lead us to do wrong things.
Another question that can be posed to this theory is ‘what do we do when our own desire
to survive interferes with others’ desire to live?’.
The basic premise of this theory is the belief in God, and hence, it exists only if one believes
in the idea of God. Those who do not believe in God have no basis to believe the so-called
natural law.

THOUGHT BOX

Imagine a situation where there is a doctor in a hospital. He has five patients, includ-

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ing women, who require different organs like kidney, heart, and liver. All these
patients are in queue for the donation for a long time and their survival depends
entirely upon the organ transplant. The families of these patients, which include
children and elderly, are dependent on them. They are also ready to pay whatever is
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required for their transplant.
A surgeon has exhausted all his options but cannot find any donors. On the other
hand, he knows a healthy young man, Zee, who is almost good for nothing. He stays
at home all day and does not have a family per se. Also, he does not have anything to
do, and thus, he wastes all his time.
Incidentally, Zee’s profile matches the requirements of all the patients. If the surgeon
decides, he can use his organs to provide life to five different patients.
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One person’s idle life can provide survival to five patients and their families. What do
you think the surgeon should do in this case?

3. Utilitarianism by Jeremy Bentham and J.S. Mill

Consequentialism is an ethical theory which believes that whether an action is morally

right or wrong depends only on the results or consequences of that action. Focused on the
consequences of our actions, it treats intentions as irrelevant—for example, if a lie can save
a person’s life, then according to this theory, it is an ethical action.
Derived from the basic concept of consequentialism, the Utilitarian Theory goes a
step ahead. Utilitarianism says that actions should be measured in terms of the overall
happiness or pleasure that they produce. This was updated later to mean actions must
enhance benefits and minimise harms. It requires an individual to calculate the right
response to an ethical question by weighing up the positive and negative consequences
of the action. Whatever produces the most happiness for the maximum people is the
most ethical solution.
 Determinants of Ethics 13

THOUGHT BOX

The famous example of Utilitarianism is the Train example. Let us consider that
there is a train heading towards a group of eight workers working on the tracks. You
are the in-charge sitting in a control room located several kilometres away, and you
have a switch that can lead the train to another track where there is only one worker.
If you flip the switch, one person will die. If you do nothing, eight people will die.
Should you flip the switch?
According to utilitarianism, since one death is better than eight deaths, one should
try to minimise the loss of life by flipping the switch.

• Principle of Utility: We should always act to produce the greatest good for the
greatest number. It asks you to choose options which cause overall happiness of the

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group/society, even if you have to let go of your own happiness at that time.
In the classical sense of this theory, one would say that in the situation of the surgeon men-
tioned previously, taking away Zee’s organs will be most appropriate as it will maximise the
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good for five people who are sick and require transplants, even if it translates to harming
one—that is, Zee.
To avoid such pitfalls, Rule Utilitarianism was conceptualised. It states that we need to follow
that are likely to increase the greatest good for greatest number of people but also maximise
utility for the long term for everyone. In Zee’s example, the surgeon might set a precedent for
other doctors to start harnessing organs of healthy individuals to fulfil the demand for organs
in the market and even make money out of it. In the long term, do you think such a practice
will ensure the greatest good for the greatest number? No, and hence, it is not justified to take
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away the life of one healthy person to ensure the survival of five patients.

4. Deontology by Immanuel Kant

Immanuel Kant was a famous German Philosopher of the Enlightenment Age. The basic
premise of the Deontology Theory is that any action is moral if it conforms to certain prin-
ciples or duties irrespective of its consequences. Deon implies duty, which means that
actions are considered either good or bad on the basis of whether they are consistent with
moral duties. In Kant’s philosophy, we must do the right thing, because it is right. It does
not require us to weigh up the cost or benefits of that action or its consequences but we
must focus on the moral rule itself. It says that no matter how morally good the conse-
quences, some choices are morally forbidden.
His three main ideas are worth taking note:
a. Categorical Imperative (Commands that one must follow regardless of one’s
desire): These moral obligations are devised using moral reasons—for example, not
killing a person is a categorical imperative; no matter what the situation is, killing
cannot be justified. As per this logic, killing Zee could never be justified, and hence,
is unethical to do.
 CHAPTER 3

Human Values

Values
Values are stable, long-lasting beliefs about what is important to a person. They are stan-
dards following which people live their lives and make their choices. The term ‘value’
means something that an individual or community believes is worthy of being pursued

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and protected. This can be something like money, food, or art; it can be a state of mind like
peace, security, or happiness; or it can be a certain type of behaviour like protecting inno-
cents, telling the truth, or being just.
Every society needs to be bound together by common values, so that its members know
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what is expected of each other. Values become a part of an individual’s identity and help
define our group identities. For example, think of how Indian culture values cohesion and
togetherness in a family just as American culture values independence and freedom of
individuals.
Some values have names such as ‘freedom’, ‘equality’, ‘honesty’, ‘generosity’, whereas
others do not. These values without names can usually be referred to by phrases such as
‘honouring the dead’ and ‘donating to the poor’. Even though some values are universal,
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they often arise from particular religious, social, and political contexts.
Values concern with our actions themselves rather than the consequences of our action.
A value is not the same as a desire as all desires will not lead to the development of values.
It may originate from a desire or series of desires and is developed only after the confirma-
tion that what is desired is good. For example, desire to make more money will lead to the
development of a value of hard work and business propagation. However, cheating to fulfil
this desire is not an accepted value as it is considered to be a bad trait.

Four Categories
According to the OECD Learning Compass 2030, ‘values’ are classified into the following
four categories:
1. Personal values: These are associated with an individual person and how one
wishes to define and lead a meaningful life and meet one’s goals.
Example: Discipline is a personal value in a student’s life, which, if developed, guides
him or her to study hard, follow a routine, and achieve goals.
50 Human Values

2. Social or interpersonal values: These are the concepts and beliefs that affect how
well a person interacts with other people. They include interpersonal interaction and
conduct with people, including conflict management. Social values provide insights
into what makes up a functioning community and society.
Example: ‘Forgiveness’ is a value to let go of resentment and anger one has felt after
being hurt. It is crucial in any interpersonal relationship so that one can rise above
conflicts and move forward in a relationship.
3. Societal values: These are defined by the principles and guidelines of cultures and
societies, which help frame the social and institutional order to be followed. These
values are continuously followed when they are enshrined in institutional structures,
documents, and democratic institutions, and also when they are endorsed through
public opinion.
Example: In a diverse society, pluralism means the acceptance of people from various
groups and classes and the ability to welcome differences in human demographics
whether of age, lifestyle, gender, orientation, race, ability, religion, or others. It is

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religiously followed in our diverse country as it is a part of our constitution’s funda-
mental rights and directive principles.
4. Human values: These are very similar to societal values. However, these are appli-
cable to the welfare of humanity and cut across national and cultural boundaries.
Spiritual books and traditions that have been passed down through generations
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all around the world identify these values. They often appear in internationally
recognised agreements, such as the Sustainable Development Goals of the United
Nations and the Universal Declaration of Human Rights.
Example: Human dignity as a value recognises the inherent value of being a human
and values human for their own sake. It promotes treating humans not as mere
means but as ends in themselves.
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How Do Values Develop?
A belief is an idea that a person holds as being true. It can come from different sources,
including:
• a person’s own experiences
• the cultural and societal norms and religion
• what other people say (i.e., by parenting, education or mentoring).
Every individual evaluates and seeks proper reasons or evidence to justify these potential
beliefs in their own way. Once a person accepts a belief as a truth, it becomes a part of their
belief system, and they start defending it. Eventually, that belief develops into a value when
the person’s commitment to it grows and they start seeing it as being important.
To make decisions that are consistent, logical, and responsible, a person has to be able to
express their values. People primarily form their attitudes from the underlying values and
beliefs. Attitudes are the preconceived ideas or beliefs about other people and situations
before deciding upon a course of action.
 Values 51

Example: Raju believes that being honest is the right thing to do in all situations. He
develops this belief by listening to his teachers and parents. One day he fails to do his
homework and accepts this honestly in front of the teacher. His teacher warns him and
does not punish him for that. Now, his belief on honesty gets cemented. He continues to
practise honesty in any situation and thus starts enjoying much peace of mind and hap-
piness. Now, he can be said to have developed honesty as a value. Raju does not like the
behaviour of his roommate to smoke in their common toilet. He honestly tells this to his
roommate, and his roommate refuses to change his habit. This honest confrontation is the
attitude of Raju towards his roommate’s behaviour. As his roommate refuses to change,
he decides to complain to the warden and ask for a room change. This is the behaviour he
shows in this situation influenced by his value system.
Thus, it is clear how our values form the foundation of our behaviours. In civil services and
life, in general, it is essential that we know, understand, and introspect on the values that
are important for us. They guide our actions and interactions with the world around us.

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Your behaviour
(how you act)

Being
professional Respect
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Your attitudes
(how you treat others and approach situations)

Convenience Peer pressure

Happiness Career success

Your values
(what is important to you)
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Wealth Family

Your beliefs
(ideas you hold to be true)

Culture Mentors
Faith Experience
Education

Figure 3.1: The Process of How Beliefs Transform into Behaviour

Importance of Values
• Values are an integral part of our personal life and growth.
• They help us know what is most important to us and thus provide a blueprint and
direction to our lives.
 CHAPTER 6

Aptitude and Foundational

Values for Civil Service

Aptitude
Aptitude refers to the innate potential or inclination towards doing certain tasks.

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It shows the ability of an individual towards learning or performing certain skills. Aptitude
can be both physical and mental. Like hand–eye coordination, agility and strength are
examples of physical aptitude. Some examples of mental aptitude are linguistic, artistic, and
organisational aptitude. Say a person with an aptitude for language can learn diffe­
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rent languages easily. He or she may memorise words and also learn the structure of a
language with ease.
Aptitude is different from having knowledge. A person may be very educated, but if he or
she does not have the aptitude to impart that knowledge they might not be able to become
a good teacher. Each job or profession will require to have a ‘knack’/affinity for performing
certain tasks, which we call aptitude. Like a mechanic will require problem­solving skills
or a lawyer will need to have a disposition towards negotiation and communication.
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Aptitude for Civil Service
Certain basic cognitive abilities are essential for a civil servant to possess. These aptitudes
come in handy while performing the role that include tasks such as planning, information
processing, decision­making, policy implementation, and project management. Certain
basic cognitive abilities that are essential for a civil servant to possess are as follows:
1. Problem-solving: It is a vital skill in not just mathematics but in all aspects of life.
As a civil servant, one encounters numerous problems during work. In this scenario,
it is essential to have aptitude for problem­solving. Complex issues regarding rules,
laws, and practical implementation crop up routinely, which can be handled with
this aptitude.
2. Analytical ability: It is the ability to deconstruct information into smaller manage­
able parts to draw logical conclusions. It includes gathering data from all relevant
sources, visualising them, and recognising patterns and anomalies. A civil servant
often encounters complex issues where there might be different and even conflicting
information regarding the same issue where analytical ability will help.
 Impartiality 97

Impartiality
Impartiality states that our decisions should be based on objective criteria, rather than on
the basis of bias, prejudice, or preference to one person over another for improper reasons.
It involves exercising professional judgements without any bias. The rules and regulations
equally apply to all the citizens, and no bias should be done towards any individual. Impar­
tiality also suggests that the decision should be made in a manner that it does not appear
improper, and there is no perception of bias as well.
This value can be seen at play at different levels:
• In the personal realm, impartiality means not to act selfishly or unfairly towards
others.
• In administrative parlance, it means that the decisions about individual cases are
subject to written rules and regulations rather than to personal likes/dislikes or
personal relationships of the officer.
• In the political realm, impartiality requires that the structure of society and institu­

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tions should be such that equal opportunities are available to all and no group gets
benefit over others for irrelevant reasons.
Examples
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Consider a situation, where a general manager is tasked with choosing her team members
for an upcoming cross­divisional project. The employees available are all equally quali­
fied but have varying levels of experience. The project demands innovativeness and fresh
outlook, and the manager feels that the experience criteria can be skipped. Apparently,
the manager finds that a junior of the same division as hers has limited experience but is
capable and is most apt for the project. However, if she chooses him, there will be a taint of
partiality on her for giving preferential treatment to her own division. What does she do?
Why is being impartial and also being perceived as impartial is important?
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Look at another scenario where a Panchayat worker is posted in his own village. Recently,
the government has launched a house­building subsidy scheme, and he is tasked with
the verification of eligible beneficiaries. He finds that a whole ward has been left out
where people live in kutcha houses. There houses must be proposed for benefit this time.
At the same time, many of his extended family members also want to avail the subsidy
and are pressuring him to send their names. In such a situation, the worker must exhibit
impartiality and choose the eligible people on the basis of the objective criteria provided
by the scheme. He must uphold the value of equality and not be biased towards his own
family members.

Importance of Impartiality in Civil Service

• Civil servants are tasked with procurement of goods and services where monetary
interests of various stakeholders are involved. It is crucial that procurement is done
with the highest standards of financial propriety, and there is no compromise on
quality. While doing this, impartiality is the guiding principle.
98 Aptitude and Foundational Values for Civil Service

• As people from various castes, religions, and regional identities reside together in
our society, there might be various instances where there is a scope or perception
of partiality. Civil servants thus must be extra careful while implementing the poli­
cies and schemes. Say, for instance, an officer belonging to a particular religion is
tasked with the management of law and order during the festival of another religion.
If there is a history of violence and incidents in that area, there are high chances that
the perception of partiality and improper treatment will arise. Such concerns need to
be tackled by civil servants sternly and effectively to make sure that they are able to
carry out their rightful duties.
• Senior civil servants advise the ministers and government on several matters of
policy. If impartial advice is not tendered, it may cause huge harm to the larger public
interest.
• Junior public servants are tasked with administrative work and have the highest
interaction with the public. If they act in favour of the rich or powerful, the poor
and needy will not be able to voice their opinions or redress their grievances. Being
impartial is positively associated with good public service quality.

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• Impartiality is also essential to maintain a healthy work culture in the office. If the
head of department is biased towards some employees, the others might feel dejected
and demotivated. Often, this leads to frustration and poor quality of work. Treating
all employees equally and fairly promotes trust and confidence in the team.
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• Lack of impartiality causes negative outcomes such as corruption and lack of trust.
If a civil servant is involved in corrupt practices and obliges those who pay him bribe,
it will promote distrust and discontent amongst the public. It hence defeats the basic
principle of justice and fairness.
It is the power of the punishment alone, when exercised impartially in proportion
to the guilt, irrespective whether the person punished is a king’s son or enemy, that
protects this world and the next.
—Chanakya in Arthashastra
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Challenges to Impartiality
• Lack of clarity: When there are no clear rules and regulations regarding deci­
sion­making, then some issues arise. Equal treatment is to be meted out to all stake­
holders, but there is discretion to provide benefits. In such situations, the value of
justice and fairness must guide the behaviour of the public servants.
• Political pressure: Sometimes there are political pressures to prioritise politi­
cal interests, especially in contexts of appointments, beneficiary selection, and
monetary benefits. This impacts the freedom of the civil servants to take decisions
impartially.
• Conflict of interest (COI): Suppose you go to a cricket game and find out that the
umpire is the uncle of a star player on one of the teams. Many people would then say
that the umpire should not participate in the game as it would appear strongly that
he would not make the decisions fairly and impartially. This situation exhibits COI.
In such scenarios, there is not only a scope of partial treatment but also a scope for
improper appearances.
 Impartiality 99

Case Studies
1. Consider yourself as an executive engineer of higher education department. You
are the head of the tendering committee to procure 10,000 laptops worth ₹50 crore
for the department­run colleges. Your best friend from college who had helped you
immensely in financial matters during your difficult days in the college has also inci­
dentally started a start­up in electronics supply just a while ago and is interested in
participating in the bid. As the head of the committee, you are entrusted to finalise
the conditions of the tender. If you include the condition of preference to start­up
in the tender document, your friend will be the front runner for the work and you
are privy to this information. You are also aware that your friend is going through
tough times, and this tender will save him from the situation. What will you do in
the above case?
a. Here impartiality is the major value at focus. On the other hand, friendship, empa­
thy, indebtedness, encouraging new business, professional secrecy, etc. are also
under discussion.
b. If the tender value is less, consider around ₹1 crore, and then if you allow start­

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ups to participate providing equal opportunity to other start­ups as well, with­
out any biasness to help your friend vis­à­vis others, then you are not ethically
wrong.
2. Mr Ramesh is the HOD of chemistry department, there are two lab attenders in his
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department. One of them is from his village, from a close family; in fact, he got an
appointment on the basis of Ramesh’s positive recommendation. The principal gets a
complaint that the attenders are taking bribes from students and marking them pres­
ent even when they were absent from classes, and thus helping them become eligible
to write the exams. The principal writes to Ramesh to suspend the one’s found guilty.
Ramesh finds out that both the attenders are guilty. The attender from his village and
his family requests Ramesh to let go of this mistake, and he will never repeat this
again. What should Ramesh do?
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a. Ramesh warns both and lets go of them.
b. Ramesh suspends both.
c. Ramesh suspends one attender and does not suspend his close one.

In the case of judges, The Bangalore Principles of Judicial Conduct state that
a. A judge shall disqualify himself or herself from participating in proceedings
where s/he has previously served as a lawyer.
b. A judge shall not hear and decide a matter in which a member of his family,
a close relation, or a friend is concerned or their economic interests are involved.

Other such provisions in the context of civil servants will be seen in upcoming sections.

Does Impartiality Equate with Neutrality?

Impartiality is not neutrality. It is partiality for justice.
—Stanislaw Jerzy Lec
100 Aptitude and Foundational Values for Civil Service

Neutrality refers to being neutral or bias free in any given situation. The quote suggests
that impartiality is not equivalent to neutrality. This is specifically important in the context
of diverse and socially disadvantaged groups. They may require extra efforts or special
treatment on the part of the government. Herein the values of tolerance, compassion, and
empathy must be the guiding principles for the government. The policies and laws must be
flexible enough to provide personalised response to the needs of vulnerable citizens rather
than strictly enforcing laws and regulations in a neutral way. This way, impartiality is not
just equal treatment but a partial treatment for justice to all the sections of the society.
Consider the example of provision of separate police stations for women and people from
the SC/ST category. These special arrangements are made to ensure that special attention
can be given to their cases and for speedy justice delivery to the vulnerable citizens. Thus,
it cannot be considered as a partial treatment, rather a measure for attaining justice.

Difference between Impartiality and Non-partisanship

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At the first instance, impartiality and non­partisanship may look the same. Though they
both are similar in that they stand for not being biased, they are different in their scope.
Impartiality involves treating everyone as equal and has scope both in daily life and in
public duty. In contrast, being non­partisan is a narrower concept that concerns not siding
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with any particular political ideology or interest group. It also involves being neutral to any
political party. Being impartial includes being non­partisan as well.

Impartiality Non-partisanship
It refers to the principle of being unbi­ It refers to not being biased towards any polit­
ased and not allowing personal beliefs, ical ideology or interest group.
feelings, or other factors to cause
undue influence on decision.
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It is about treating all individuals It is about being neutral and not taking any
equally. sides in political matters/group interests.
It is much more general in scope and It relates to political matters and other
applies to wider situations. ideologies.
Example: A school teacher whose Example: An officer who is very devotional
child studies in her class treating her and orthodox delivering an order of demo­
child equally with other students is lition of a religious place which is illegally
impartial. built on private land is non­partisan. He did
not let his belief system affect his judgement,
which should be rightly guided by law.

A Case to Illustrate Both Impartiality and Non-partisanship

Rajeev is an elected representative from a particular place and is also a minister of the
health department in the state. A situation arises that he has to decide between two districts
to sanction a super speciality hospital and his home district is one among them. Among the
 CHAPTER 8

Contributions of Moral Thinkers and

Philosophers from India and the
World to the Concepts of Morality

Contributions of Thinkers and Philosophers

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The concepts of morality and ethics have been enunciated, explained, lived, and told by
numerous philosophers all over the world over a long period of time. There are various
versions of these values which are explained in different cultural contexts as we will see
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later in this chapter. This chapter focuses majorly on the thinker’s ideas in the context of
ethics and how they have expanded our understanding of the subject.

Thinkers from Around the World

Confucius
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He was a teacher and philosopher who lived in Ancient China around 550 BC.
His thoughts were later compiled as analects and became a major system of thoughts
that are concerned with principles of good conduct, practical wisdom, and proper social
relationships. He has been a chief cultural influence for China for centuries. Confucius
believed that he was not an innovator and that all his teachings were merely discoveries
of what had been true in the past. His philosophies and belief system are called Confu-
cianism. Some of his major teachings are as follows:
Confucianism teaches five constant virtues:
a. Ren (Jen) that refers to altruism and humanity: This virtue is regarded as the
cornerstone of Confucianism. Confucius said that Ren is what distinguishes every
human being from all others. Being a gentleman is more about showing goodness in
relationships than about having a high social status or a nice appearance. Ren can be
observed as love and compassion for people and steer clear of harm or envy towards
others. It is seen in the golden saying of Confucius: ‘Do unto others what you would
wish they should do unto you’.
 Thinkers from India 163

e. Three poisons: Buddha identified three poisons, namely greed or lust, hatred or
anger, and delusion or ignorance. Recognising the harm caused by these three can
help us work towards eliminating them from our lives. The three positive attitudes
in place of it are generosity, kindness, and wisdom. The cultivation of these virtues
instead can help us in the reduction or destruction of the poisons.

Chanakya
Chanakya, (also known as Kautilya) the ancient Indian philosopher and economist, was
believed to have lived at the turn of the fourth to third century BC and a near contempo-
rary of Aristotle and Alexander. He was an advisor to the Mauryan King Chandra Gupta
and became Prime Minister in his court. His philosophy on ethics, included in his seminal
work Arthashastra, navigates the context of statecraft and governance. He also had a prag-
matic approach and recognised the realities of political and social life.
a. Ethical leadership: Chanakya believed that an ideal king, also called a Raja Rishi,

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should have the highest qualities of leadership, intellect, wisdom, and compassion.
He mandated a disciplined life with a code of conduct for the king. The king must
have conquered six enemies, including Kama (Lust), Krodha (Anger), Lobha (Greed),
Maan (Pride), Mada (Arrogance), and Amarsha (Foolhardiness). He must be ever
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active in the promoting security and welfare of the subjects and ensure the obser-
vance of Dharma by the people by setting an example. He enunciates three types of
Dharma: Raja Dharma (duties of a king), Praja Dharma (duties of the citizens), and
Swadharma (duty towards oneself).
‘Learn from the mistakes of others, you can live long enough
to make them all yourselves’.
b. Pragmatic ethics: Pragmatism is the hallmark of Chanakya’s thought. He empha-
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sised the practical applications of ethical principles in the pursuit of power and
welfare of the state. He believed that violence tactics should be used but only to
enforce order. The king must keep a close eye on subjects and dispassionately punish
those who step out of line. He advocated for the use of strategic diplomacy, alliances,
and even manipulation to achieve political goals. He argued that the ends justify
the means.
‘Just as fish moving inside water cannot be known when drinking
water, even so, officers appointed for carrying out works cannot
be known when appropriating Money’.
‘It is possible to know even the path of birds flying in the sky, but not the
ways of officers moving with their intentions concealed’.
c. On corruption: Chanakya has elaborated on the menace of corruption in the
state, which shows that it was rampant in the administration at that time as well.
He advises keeping spies who can look after if the work carried by officials is good
or not. He also mandates giving public honour to whistleblowers who disclose any
such information. He also suggests transfers of government servants who indulge
164 Contributions of Moral Thinkers and Philosophers

in corrupt practices. He advocated faster and effective decision-making to reduce

bribery and corruption in general.
प्रजा–सुखे सुखम् राज्ञः प्रजानाम् तु हिते हितम््.
d. The king is happy because the people are happy. The king’s success is their
success. His taxes ought to be fair. All of his subjects should receive proper care
from him. In Kautilya, the separation between politics and morality cannot be
imagined, and political power acquires legitimacy through as much as it promotes
happiness.
Overall, Chanakya’s philosophy on ethics reflects a pragmatic and utilitarian approach,
where ethical conduct is guided by the pursuit of power, stability, and the welfare of
the state.

Thiruvalluvar

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Thiruvalluvar is a celebrated Tamil poet and philosopher believed to have lived
between the second-century BCE and the eighth-century CE. His most famous work
is the Thirukkural, a classic Tamil text comprising 1,330 couplets that cover various
aspects of life, including ethics, morality, and virtue. His teachings cannot be attributed
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to any specific deity or God.
a. Equality: Thiruvalluvar believed in the equality of all human beings. He said all
are equal at birth, but it is their deeds that set them apart. The distinction between
human beings occurs only because of the different qualities of their actions. He also
rejected highness and lowness of birth based on caste. According to him a human
performing good deed is higher and those performing bad deed are lower, and high
and low are not based on birth.
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‘It is not by birth, but by action that one becomes noble’.
b. Humility and sweetness of speech: These are the ornaments of man and all
others. Thiruvalluvar said that we may sometimes speak harsh things on a man’s
face, but we must not be attacking them behind their back. If people could see
their faults as they see the faults of others, the evil in the world would come to
an end.
‘A kind words, spoken at the right moment, is like a seed that
bears fruit for years to come’.
c. Service of society: There is no pleasure in this world equal to the joy of being
helpful to those around. The man is born as a social being, and he alone truly lives
who functions as a social cooperator. When wealth comes to a large-hearted man, it
is like the village tree coming to the fruit. Thiruvalluvar writes that, wealth should
not be acquired by self-indulgence or the gratification of greed. Rich people ought
to view their wealth as a tool for civic duty and assistance. Only a gift given to a
needy person is a true gift, and all other gifts to others are in the nature of business
transactions, where what is given is expected to be duly returned.
 Thinkers from India 165

d. Compassion: Thiruvalluvar believed that happiness in this world depends not on

material possession but on compassion. Despite diverse teachings of religions all
over the world, it is found that compassion is that which gives human beings spiri-
tual deliverance.
‘Plants reveal the soil from which they grow,
And men of noble birth, their speech will show’.
Overall, Thiruvalluvar’s ethical and moral ideas emphasise the importance of leading a
virtuous life characterised by compassion, justice, honesty, and self-discipline. These time-
less principles continue to inspire people to strive for personal excellence and contribute to
the well-being of society.

Ashoka’s Dhamma
The grandson of Chandragupta Maurya, King Ashoka ascended the throne of Mauryan

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Empire in 269 BC. He was a brilliant statesman and a warrior. His most notable achieve-
ment was his renunciation of violence and the propagation of the concept of what he called
Dhamma. The War of Kalinga caused massive destruction, death, and deportation, which
led to change in heart of the King who then gave up violence and dedicated his life for the
welfare of his subjects.
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Ashoka’s Dhamma was not just a collection of phrases but it was consciously adopted as a
matter of state policy. It was a totally new take on kingship where he declared that all men
are his children and that he is in debt to discharge his duties responsibly towards them.
Dhamma was a way of life enshrined in a code of behaviour and a set of ideals that he
advised his subjects to follow to live in peace and prosperity. These ideals were propagated
through the construction of Rock edicts all over the kingdom at publicly visible places to
make it accessible to all.
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‘Doing good is hard—Even beginning to do good is hard’.
a. Dhamma stresses on toleration of all human beings and all of their beliefs. Though
Ashoka was a follower of Buddhism, he declared that liberality and respect towards
Brahmanas and Sramanas (ascetic) is a virtue, and one must be respectful
towards one’s elders and parents. He believed in toleration of all sects and exhorted
his subjects to remain in unity.
b. The policy of Dhamma had a special focus on non-violence. Non-violence was to
be practised by giving up war, and restraint towards killing of animals was also
promoted. Ashoka suggested that living spaces, including forests, animals, and
rivers need to be respected. He spoke against hunting, fishing, and cruelty in
animal husbandry. It is said that after the war, the consumption of meat in the royal
kitchen also reduced drastically and King Ashoka led by example.
c. Ashoka talked about the meaninglessness of the ceremonies in his edicts.
He attacked the performance of ceremonies in birth, illness, marriage, etc.
and believed that practising Dhamma has greater importance than practising
ceremonies.
 CHAPTER 11

Ethical Issues in International

Relations and Funding

Ethical Issues in International

Relations and Funding

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Ethical questions are central to the study of international relations, as it is a field of study
concerned with war and peace, trade and production, and law and rights. International
relations is concerned with political events and social forces that impact the lives of indi-
viduals, communities, and the human species as a whole, making ethical considerations
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inescapable. There is a long tradition of ethical reflection on international relations,
stretching as far back as human beings have been concerned with intercommunal rela-
tions, but these reflections have been a secondary focus to the consideration of ethics and
politics within communities.
There are more sovereign states than before with a greater equality of political and
economic power between regions, while at the same time international institutions and
global civil society have expanded, and individuals have more contact with each other
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outside of their national communities than was previously possible. Together with shifts
in how we think about international relations, these social changes have put ethics back
onto the agenda.
We are living in times of unprecedented moral and ethical crises. We are surrounded by
ethical questions and also with an equal number of ethical dilemmas. We have moral
issues transcending decades and centuries, such as migration and refugees, racism and
human rights, genocide and poverty, and war and destruction. Many a time, it may be
considered that the morality of a country is restricted to protecting the sovereignty
and well-being of their own. The contemporary issues demand a thoughtful and com-
prehensive approach to address the complex ethical challenges as discussed in the
following sections.
234 Ethical Issues in International Relations and Funding

Environmental Issues
Climate Change and Global Warming
An increase in the emissions of greenhouse gases is caused by human activities, and these
create an enhanced greenhouse effect. Over the past 200 years, emissions from vehicles,
power plants, and other human inventions have led to about a 30% increase in the natural
concentration of carbon dioxide and more than a 100% increase in the atmospheric concen-
tration of methane. Globally, the average temperature of the earth has warmed over 0.55°C
since the mid-nineteenth century, when measurements had begun.
The ecological systems of many of the poorest nations are most at risk because of
the vulnerability of human health and socio-economic systems. Some small island
nations and other countries will be more vulnerable because their existing sea and
coastal defence systems are less established for any calamities. For instance, Bangladesh
is already extremely vulnerable to damage from storm surges. In Bangladesh, storm

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surges in November 1970 and in April 1991 are believed to have killed over 250,000 and
100,000 people, respectively. Many of the world’s poorest people, particularly those living
in subtropical and tropical areas and those dependent on isolated agricultural systems in
semi-arid and arid regions are at a risk of increased hunger. This is because these coun-
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tries cannot afford food imports, irrigation systems, large-scale public works to prevent
flooding, or costly health protection strategies.
Given below are the historical CO2 emissions of different countries.

Cumulative carbon dioxide emissions, 1750–2020

Estimated shares of carbon dioxide emissions from energy and industry since 1750
Australia & Oceania
Shipping & Aviation
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(1.2%)
(2.5%)
Canada (2.0%)
USA (24.6%)
Africa (2.8%)
Latin America &
Caribbean (4.1%)
Rest of Asia & Middle
East (10.5%)

India (3.2%)

Germany (5.5%)
Japan (3.9%)

UK (4.6%)

China (13.9%)

Rest of Europe
Russia (6.8%)
(14.4%)
Chart: The Conversation/CC-BY-ND Source: Our World In Data, Global Carbon Project

Figure 11.1: Cumulative Carbon Dioxide Emissions (1750–2020)

 Environmental Issues 235

Ethical issues raised:

• Developing nations are now raising their industrial production, but they need to
align with the commitments to climate change. This puts an additional burden on
the developing nations such as India, Bangladesh, and South American and African
countries. For instance, with 4%–5% of the world’s population, the USA emits 22%
of the world’s greenhouse gases. Given the historical emissions of developed nations
such as the United States, United Kingdom, Europe, and Russia and the current
imbalance in per capita emissions, immediate action by the developed nations is
warranted on the grounds of equity. The Paris Agreement or COP 21 has recognised
common but differentiated responsibilities, depending on respective capabili-
ties and different national circumstances. Beyond making financial commitments,
industrialised countries need to facilitate technology transfers, and more generally,
adapt to a low-carbon economy.
• Countries that are least responsible for global warming are going to be the most
affected by it. For instance, countries in Africa have some of the lowest national
greenhouse gas emissions, and yet the continent is home to many of the world’s most

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climate-vulnerable countries. Climate justice demands that the wealthy countries
need to make more progress on providing financial support for both adaptation and
loss and damage.
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Loss of Biodiversity
Worldwide due to habitat destruction caused by land development, pollution, vegetation
removal, erosion, and fragmentation of ecosystems, there is a huge loss of biodiversity.
The acceleration in the extinction of species is aided by human actions to a large
extent. Rates of species extinction have increased dramatically as human numbers and
technological power have increased. Based on these projections, a recent United Nations
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report projects that between 2% and 25% of the world’s tropical forest species will become
extinct in the next 25 years.
Ethical issues raised:
• Loss of biodiversity raises the ethical question of duty and human responsibility to
protect plants and animals. Some argue that the duty to protect plants and animals
stems from their value for human uses; those who base the value of plants and
animals on human use often attempt to quantify that value by measuring their
potential market value, in the form of food, pharmaceuticals, fibres, and petroleum
substitutes. Yet, others argue that plants and animals have intrinsic value and should
be treated as sacred objects rather than as material for human consumption.
• In many places, poor people threaten biodiversity by clearing forests to grow food.
For alleviating poverty and promoting progress, these nations need to be supported
with initiatives of sustainable development. One of the reasons poorer countries
clear forest to make room for farmland is that they achieve low crop yields due to
lack of resource access. About 95% of global deforestation occurs in the tropics. Brazil
and Indonesia alone account for almost half. A report suggests that Africa is on the
verge of a fresh mining boom driven by demand in North America, India, and China
236 Ethical Issues in International Relations and Funding

that will only worsen existing ecological crises. Another ethical issue erupts where
the developed countries are linked with the consumption of products made from the
exploitation of natural resources in tropical countries.

Other Environmental Issues

• Marine ecosystems are threatened due to aquatic pollution, urbanisation, irrespon-
sible tourism, etc. The loss of coral reefs and overexploitation of fish stock are of
particular concerns.
• Drinking water scarcity is also coming up as a global issue. According to UNICEF,
half of the world’s population could be living in areas facing water scarcity by as early
as 2025 and around 700 million people could be displaced by intense water scarcity
by 2030.
• WHO estimates that, globally, air pollution is responsible for about 7 million
premature deaths per year from ischaemic heart disease, stroke, chronic obstructive
pulmonary disease, lung cancer, and acute respiratory infections such as pneumonia

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that mainly affects children in low- and middle-income countries.
• A recent study found that out of the 400 million metric tons of plastic waste produced
annually, only 9% is successfully recycled. The rest of the plastic enters into various
environments, causing pollution and degradation of the same.
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Ethical issues raised:
All of the above-mentioned events are serious causes of concern for generations to come.
It raises critical questions like the following:
• Do we have ethical responsibilities towards past and future generations?
• To what extent are future people harmed by human-caused climate changes occur-
ring today?
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• Do the developed countries owe to the developing and underdeveloped countries,
and how should they repay?
These questions pertain to intergenerational justice that concerns the moral respon-
sibilities shared among different generations. Also, progress on solving these problems
depends on deciding who should pay for the protection of global environmental resources,
and this is an issue of distributive justice.

Intergenerational Justice

The theory of intergenerational justice is the appropriate consumption of non-

renewable natural resources across time, that is, later generations should be left no
worse off than they would have been without depletion.

The notion of sustainable development needs further ethical clarification, which

has been provided in terms of the two moral principles that we have with regard to
posterity, namely
 Security Issues 237

1. to sustain future generation’s vital interest and

2. to sustain human well-being in the future.
Thus, in the anthropocentric approach adopted in this chapter, the moral value of environ-
mental protection basically relates to the value of improving public health and safety, and
therefore, it will be subsumed under the latter value.

Security Issues
Nuclear Warfare and Energy
Nuclear weapons are the most dangerous weapons on earth. One can destroy a whole city,
potentially killing millions, and jeopardising the natural environment and lives of future
generations through its long-term catastrophic effects. The dangers from such weapons
arise from their very existence.

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Today’s international law regime leaves little room for the lawful use of nuclear weapons.
At the same time, there is no prohibition of these weapons per se. This situation
distinguishes them from biological and chemical weapons, which are subject to compre-
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hensive bans through treaties of 1972 and 1993. Some theorists argue that nuclear weapons
might be evil, but they have helped restore and maintain international peace and stability.
However, it is crucial to note that, with the best of intentions amongst nuclear armed states,
there are always risks of accidents and escalations that may trigger nuclear exchanges.
Ethical issues involved:
The US President Reagan put it in clear words at the height of the Cold War, ‘A nuclear
war cannot be won and must never be fought. The only value in our two nations possessing
nuclear weapons is to make sure they will never be used. But then would it not be better to
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do away with them entirely?’
Two diametrically opposing ideas are prevalent when it comes to nuclear warfare; these
are ‘deterrence’ and ‘disarmament’. Nuclear deterrence is the use of nuclear arsenal to
convince an aggressor not to attack by threatening it with a legitimate and seriously harm-
ful retaliation. Is it ethical to implement nuclear deterrence (threatening to use atomic
weapons) as a self-defence strategy?
• From the deontological framework, one could argue that it is intrinsically wrong to
put other human beings, especially innocent human beings, at risk. Therefore, since
the strategy of nuclear deterrence puts innocent lives in both the aggressor and retal-
iatory countries at risk, it is considered intrinsically wrong.
• If nuclear deterrence does not work and the enemy country attacks, it will lead to
mutually assured destruction, and nuclear warfare could end the world. This is
another viewpoint to consider.
Nuclear disarmament is the elimination of nuclear weapons from the possession of
all the countries. In the wake of thousands of nuclear warheads still present with the
 CHAPTER 16

Work Culture, Quality

of Service Delivery, and
Utilisation of Public Funds

Work Culture

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Work culture refers to the shared beliefs, values, leadership practices, and behaviours that
affect the working of the organisation. It includes everything from the goals and vision
of the organisation to the way staff members interact with one another, the standards,
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and expectations of conduct and the general atmosphere at work. The management or the
higher authorities might decide the policies of the organisation, but it is the work culture
which determines how these rules are understood and to what extent they are followed.
Let us understand the different aspects of work culture:
• Values and beliefs: This is the foundation of the organisational culture and refers to
the core principles which guide the behaviour and decision-making. These may include
values such as punctuality, fairness, dedication, objectivity, innovation, and so on.
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• Work environment: The work environment includes the physical space like
layouts, desk space, lighting, and the working conditions such as reporting structure,
compensation, benefits, safety, etc.
• Communication: The organisation’s openness and transparency, as well as the way
information is shared, is covered in communication. Three-way communication that
includes top-down, bottom-up, and peer-to-peer communication affects the work culture.
• Leadership style: The approach leaders and managers have in managing work
and motivating the teams affects the work culture. This can range from hands-on
approach to providing autonomy and support.
• Decision-making: How the organisation arrives at important decisions, affects
how involved the employees feel in their work. Whether the decisions are top down,
participatory, or collaborative, influence the work culture.
• Interpersonal relations: This includes the relations employees have amongst
themselves and that with the seniors as well as the subordinates. This includes
collaboration, conflict resolution, communication, and support.
• Performance evaluation and recognition: When the employees are recognised and
evaluated for their efforts, it impacts the quality of their work. Creating an environment
for providing honest feedback to the employees also influences work culture.
 Utilisation of Public Funds 313

• Citizen feedback, participation, and engagement: The more citizens are involved
in the implementation of programmes and the more feedback is sought from them,
the better services can be delivered. This ensures citizen-centric administration for
good governance.
• Use of technology: The use of digital technology for computerisation of records,
use of drones for land survey, use of satellite technology for city planning, use of
apps for delivery of services like cleanliness in municipalities, and so on are only a
few examples where technology can be game changer in ensuring that services are
delivered with better quality.
• Innovations and effective implementation: The use of innovations in imple-
menting the routine services can bring a change in the quality of service delivery.
For instance, the effective implementation of RTE Act by the Delhi government
with innovative initiatives like the project ‘Buniyad’ to focus on improving learning
levels of elementary students, introduction of Happiness Curriculum in the studies
to make it enjoyable and ramping up infrastructure in government schools have led
to positive changes in the quality of school learning.

Utilisation of Public Funds

y
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Public finance is concerned with the income and expenditure of public authorities.
Managing public funds involves determining how the government generates income
(revenue) and how it spends it (expenditure). The processes used to gather, distribute,
spend, and account for public funds are collectively referred to as Public financial
management. It includes public procurement, revenue collection, audit procedures, and
the entire budget cycle.
As per the Constitution of India, no money shall be withdrawn from the Consolidated
Fund of the State except under appropriation made by law passed in accordance with the
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provisions of the article. This provision by law is termed as the budget. The entire budget
cycle that defines the utilisation of public funds involves the following five stages:
1. Budget formulation: The government plans the utilisation of resources based
on policy priorities and estimates expected revenue and spending. On the basis of
accounts, the Government regulates the shape of its financial and fiscal policies.
2. Budget approval: The budget is discussed and approved by the legislature. Herein,
the oversight of the legislative committees and points raised in the debate are also
accommodated and finalised.
3. Budget execution: The distribution of funds authorised during the budget
planning stage takes several forms, including debt management, infrastructure
and public works projects, citizen goods and services, and public employee wages.
The collection of taxes, duties, and fees in order to raise funds is also included in
budget implementation.
4. Accounting and reporting: Spending departments record and account for
their expenditures or revenues collected while doing transactions. Financial
reports ensure that the rules and regulations at the department or ministerial
level, in terms of procurement processes and contract management have been
314 Work Culture, Quality of Service Delivery, and Utilisation of Public Funds

enforced. Financial reports from spending agencies are later subject to external
oversight.
5. External oversight: Audit organisations such as the CAG, whose responsibility
is to guarantee the general accountability of public finances, are usually the ones
who conduct external audits. The parliamentary public accounts committee often
oversees legislative scrutiny. The parliamentary debate that follows the executive’s
budget implementation establishes the legal framework for the government’s opera-
tions going forward.

Economic Analysis!

Process Product Process Product Process Product

Policy Policy Budget Expenditure

Budget Outcomes
Compilation

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Formulation Statement on Activities

Revenue
Collection
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Figure 16.3: The Budget Cycle—From Policy to Outcomes

Challenges to Efficient Utilisation of Public Funds

Underutilisation or Non-Utilisation
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• Unspent balances from projects completed and other funds lie idle with the several
government departments and agencies. Any money that remains after the project
is implemented must be returned to the organisation that provided the funding
as per the General Financial Rules. For instance, the CAG Report noted that in
Madhya Pradesh, the National River Conservation Directorate (NRCD) approved
the purchase of land in May 1996 for ~113.36 lakh, which was then given to the
Indore Collector for the building of an Sewage Treatment Plant (STP). Nevertheless,
the site was not purchased, and the STP was constructed on a government land in
Katib Kheri rather than on private property in Shakker Kheri. However, the money
was never given back to the NRCD and has been held by the Indore Collector’s
office since 1996.
• Policy paralysis and unwillingness to take action or implementation of order leads to
undue delays due to which many departments have more than 70% funds lying idle
until February month.
• Due to inefficiencies and underfunding, the Members of Parliament Local Area
Development Scheme (MPLADS) was recently halted for two fiscal years.
 Utilisation of Public Funds 315

Rigid
Guidelines

Technical and Transparency/

Infrastructural Accountability
Issues Issues

Underutilisation
Staff of Funds Available Training and
Shortages Capacity Issues

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Delay in
Fund Flow
Complex Fund Lack of
Flow Mechanism Convergence
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Delay in Lack of
Submission and Decentralised
Approval of Plan Planning

Figure 16.4: Reasons for the Underutilisation and Delay in Fund Flow

Misutilisation

• Rush of expenditure during the closing months of the financial year is a breach of
financial propriety leading to unplanned expenditure. This phenomenon, called the
March rush, leads to unplanned expenditure and may even lead to financial irregu-
larities as the expenditure is made in a very small time.
• Diversion of funds to different heads than originally sanctioned or misusing
for other purposes not mandated by the legislature is a serious category.
 Unit 1

Solved Case Studies

This unit is a collection of 10 solved case studies from the previous years’ question
papers. The structure of the answer is formed based on the framework and concepts you
just read in the Introduction chapter. Two case studies each from the past five years have
been chosen to be illustrated here covering multiple topics. Note that the solutions are
indicative and not a model or comprehensive. Thereby, you can add your own pointers or

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views on the various issues. The answers have not adhered to the word limit in order to
give a detailed perspective on what all dimensions can be included in the answer. While
practising, one must try to adhere to both the word and time limit for completing the
paper on time.
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UPSC CSE Main 2023
Case Study 1
At 9 pm on Saturday evening, Rashika, a Joint Secretary, was still engrossed in her work
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in her office. Her husband, Vikram, is an executive in an MNC and frequently out of town
in connection with his work. There are two children aged 5 and 3 years who are looked
after by their domestic helper. At 9:30 pm, her superior Mr Suresh calls her and asks her to
prepare a detailed note on an important matter to be discussed in a meeting in the ministry.
She realises that she will have to work on Sunday to finish the additional task given by her
superior. She reflects on how she had looked forward to this posting and had worked long
hours for months to achieve it. She had kept the welfare of people uppermost in discharg-
ing her duties. She feels that she has not done enough justice to her family, and she has
not fulfilled her duties in discharging essential social obligations. Even as recently as last
month, she had to leave her sick child in the nanny’s care as she had to work in the office.
Now, she feels that she must draw a line, beyond which her personal life should take prece-
dence over her professional responsibilities. She thinks that there should be reasonable
limits to the work ethics, such as punctuality, hard work, dedication to duty, and selfless
service.
a. Discuss the ethical issues involved in this case.
b. Briefly describe at least four laws that have been enacted by the government with
respect to providing a healthy, safe, and equitable working environment for women.
 UPSC CSE Main 2023 339

c. Imagine you are in a similar situation. What suggestions would you make to mitigate
such working conditions?
(Answer in 250 words) 20
(The ethics-based pointers to be considered in the case study have been underlined for easy
reference)
This case study involves a woman civil servant Rashika working at a higher position, who
is also a mom to two toddlers. While her husband is away most of the time for his own
professional work, she finds herself under pressure from the boss Mr Suresh to work for
long hours, even on weekends, to meet the demands of the job. She finds herself torn
between responsibilities towards the public and as a parent.
a. The case study involves the following ethical issues:
• Dilemma between personal life and professional ambitions. The female civil
servant faces an additional responsibility of taking care of the children apart
from her professional role as a joint secretary. She believes that working on

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weekends is unfair and unjustified for her children as they equally deserve her
care and time.
• The work culture in her office seems to be unhealthy and there is a high-pressure
work environment as the boundaries of time for the employees are not respected
by the seniors.
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• An unhealthy balance of public and personal life can hamper mental health and
in turn negatively affect her work. Though the work ethics of punctuality, hard
work, dedication, and selfless service are of foremost importance in public life,
employees may need special support from the workplace in some phases of their
lives like during maternity or right after birth of a child.
• Though parenting is a full-time job, professional ambitions of parents might affect
the quality time spent with children. This may affect the physical, mental, and
psychological growth and development of a child.
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• The spouse is equally responsible towards the family and children, while in this
case he is mostly away due to his MNC work. The absence of the spouse affects
both the family and their marriage.
b. Four laws that have helped provide a suitable working environment to women are
as follows:
• The Factories Act, 1948: This Act first mandated the establishment of restrooms,
periodic health checkups, and creches for women working in factories.
• Equal Remuneration Act, 1976: This Act prohibits discrimination in wages
and ensures equal pay for equal work.
• Maternity Benefit Act, 1961: This Act provides maternity leave of 26 weeks,
provision of nursing breaks, and creche facilities in public and private
establishments.
• The Sexual Harassment of Women at Workplace (Prevention, Prohibition,
and Redressal) Act, 2013: It mandates the constitution of internal complaints
committee to address and resolve complaints of sexual harassment of women at
workplace, as well as the formation of a local complaints committee to address
issues against the employer.
340 Solved Case Studies

c. Suggestions to mitigate such working conditions can be:

• Limiting working hours and better work management, for example, the system of
weekly working hours or biometric-based monitoring of work.
• Creche facility for young children at the office so that women can take care of
them during their job.
• Sensitisation of the bureaucrats regarding the needs of a parent and importance of
male spouse’s duty towards children, especially in the cases of working mothers.
• Encouraging discussion on work culture and work-life balance through workshop,
training, seminars, etc.
• Making child care leave more flexible and a matter of right.
In order to provide a fair and safe working environment for women, additional measures
must be taken by the government through relevant rules and provisions.

Case Study 2

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You hold a responsible position in a ministry in the government. One day in the morning,
you received a call from the school of your 11-year-old son that you are required to come and
meet the principal of his school. You proceed to the school and find your son in the princi-
pal’s office. The principal informs you that your son had been found wandering aimlessly in
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the grounds during the time classes were in progress. The class teacher further informs you
that your son has lately become a loner and did not respond to questions in the class, and
he had also been unable to perform well in the football trials held recently. You bring your
son back from the school, and in the evening, you along with your wife try to find out the
reasons for your son’s changed behaviour. After repeated cajoling, your son shares that some
children had been making fun of him in the class as well as in the WhatsApp group of the
students by calling him stunted, duh, and a frog. He tells you the names of a few children
who are the main culprits but pleads with you to let the matter rest.
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After a few days, during a sporting event, where you and your wife have gone to watch your
son play, one of your colleague’s sons shows you a video in which students have caricatured
your son. Further, he also points out to the perpetrators who were sitting in the stands. You
purposefully walk past them with your son and go home. Next day, you find on social
media, a video denigrating you, your son, and even your wife, stating that you engaged in
physical bullying of children on the sports field. The video became viral on social media.
Your friends and colleagues began calling you to find out the details. One of your juniors
advised you to make a counter video giving the background and explaining that nothing
had happened on the field. You in turn posted a video which you have captured during
the sporting event, identifying the likely perpetrators who were responsible for your son’s
predicament. You have also narrated what has actually happened in the field and made
attempts to bring out the adverse effects of the misuse of social media.
a. Based on the above case study, discuss the ethical issues involved in the use of social
media.
b. Discuss the pros and cons of using social media by you to put across the fact to
counter the fake propaganda against your family.
(Answer in 250 words) 20
 UNIT 2

Practice Case Studies

The case studies in this chapter have been divided into various themes based on the topics
asked in the exam. Reading the sample case studies along this categorisation will be help-
ful to prepare better for this section. The case studies in this section are divided into the
following categories:
• Work culture

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• Corporate governance
• Corruption cases
• Environment versus development
• Police-related cases
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• Marginalised sections
• Media and ethics
• Role-based ethics
• Miscellaneous
Identify the ethical issues in these case studies and try to answer the questions along.
You can also think about the various ethical aspects even if not asked in the questions.
This collection of fresh 50 case studies will prepare you for the questions you will face
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in the exam.

Work Culture
1. Abhinav is a successful entrepreneur in the field of online 3D games. He is a role
model for all the younger generation techies from his college and also among his
peers. He is a self-made man and has gone through a long struggle to achieve this
success in his life. He believes that the younger generation should be highly aspir-
ing and hard working. His company offers huge bonuses for its employees every
year. However, he often puts pressure on his subordinates to complete the target
well within a given time framework and also rewards the ones who work longer
hours over the ones who work with more efficiency. He also writes to his employees
often to work for more than 14 hours every day for both personal and company
success. He is also known to be very stringent with leaves and denies leaves for his
employees very often. Though his company attracts young and bright talents from
all over the country due to high-end salary packages, there is a sense of attrition
among his employees, and many employees had quit earlier indicating a toxic work
 Work Culture 357

environment at the company. The board of the company somewhat agrees with the
employees’ concern as well.
Abhinav, on the other hand, believes that the mantra towards his fast success is his
control over his employees. He believes that the emotionally stronger employees will
survive the work pressure and perform well even under pressure.
a. Do you agree with the work culture which Abhinav has adapted? Explain with reasons.
b. What do you prefer as a boss, a 60-hour work week or a 40-hour work week for
your employees? Explain with reasons.
2. Raju is an old babu in a government office and is to be retired in a year from his job.
He has a tremendous knowledge about his work profile and has an experience of
35 years in the same office. Along with the experience he is also known to execute his
control over all the lower-level staff in the office. His knowledge had always kept him
close to his bosses, which further had strengthened his control over the staff.
You are a young Grade 1 officer posted recently in that office. Being new on the
job, you consult your experienced staff before making any decisions. Raju had thus

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become your trusted and close aide and you respected him as well. One day a lady
clerk complains in written that Raju bullies her in front of everyone, and this has
made her underconfident, and also that she has started to experience depression
symptoms and has suicidal thoughts. This lady clerk is known to be less efficient,
and you have given her very less responsibilities as well. You are unaware of any such
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activities before cross-checking the same with other employees, and to your surprise,
you find the complaint to be true. Additionally, you are also aware of the fact that if
you remove Raju, it will have a very bad impact on the office work and your other
staff members’ performance will also drop sharply.
a. What options do you have in this situation? Elaborate.
b. As an officer how will you make sure that these incidents will not take place under
your watch?
c. Write a short note on workplace ethics and its importance.
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3. Akthar is a police inspector in charge of a station under city limits. One day a case of
double murder and robbery happens under his jurisdiction, and he appoints Raman,
a young sub-inspector as an investigation officer for the case. Akthar being aware of the
capabilities and honesty of Raman gives him free hand in the investigation. The case
becomes sensational in the media, and the minister takes personal interest in solving
the case quickly and announces an award for nabbing the criminals. To the surprise of
Akthar, Raman solves the case within a couple of days and submits the report to him.
Akthar being aware of the award and also a possibility of early promotion and good
postings cancels the appointment order of Raman as the investigation officer on
backdate and submits the report as his own to the department and earns promotion
and reward for the same. Raman gets heartbroken on knowing this and opts to stay
quiet given the hierarchical nature of his department. You are a typist in the station
and you are aware of the whole incident.
a. What options do you have in the above situation? And what course of action will
you choose?
b. Describe the wrongs of Akthar from an ethical perspective?
c. If you were Raman, what would have been your course of action? Elaborate.
 GENERAL STUDIES PAPER 4 - UPSC CSE 2024
REFERENCES FROM THE MANUAL ON ETHICS, INTEGRITY AND
APTITUDE
15 / 19 Questions have been directly discussed in the Book as
mentioned below :

Q 1 (a) Application of Artificial Intelligence - Page 39 of the text

Q 1 (b) Dimensions of ethics and Professional ethics - Page 25 of the text

Q 2 (a) Ethical considerations of International conflicts and war- Page 239 of
text

Q 2 (b) Global Warming and Climate Change - Page 234 of the text
Q 3 (a) Swami Vivekananda - Page 173 of the text

3 (b) Sardar Vallabh Bhai Patel - Page 180 of the text

Q 3 (c) Immanuel Kant - Page 13 of the text

Q 4 (a) Just / Unjust and Miscarriage of Justice - Page 54 of the text

Q 5 (a) Code of Ethics and Code of Conduct - Page 287 of the text

Q 6 (b) Mission Karmayogi - Page 306 of the text

Q 7 CASE STUDY - AI AND ETHICAL ISSUES - Page 41 of the text

Q 8 CASE STUDY - CYBER SPACE AND ETHICS- Page 42 of the text

Q 9 CASE STUDY - NAXAL AREA AND POLICE RELATED CASE

Page 368 and 369 of the text

Similar
Practise
Case study
in the
book.
<————-
Q 10 - CASE STUDY - PROCUREMENT AND MEDICAL ETHICS
- Page 30 and 317 of the text
Q 11 - CASE STUDY - INDUSTRIAL DEVELOPMENT VS WELFARE
Solved Case Study 2022 Mains - Page 345 of the text

Apart from the above directly discussed question, 4

questions have been indirectly discussed in multiple
places in the text.

Q 4 (b) Perceptive civil servant - discussed in the section on Aptitude and

Foundational values for civil servant

Q5 (b) BNS and associated concepts - Concepts of Justice, Equality and

Impartiality discussed in detail in the section on Aptitude and Foundational
values for civil servant

Q 6 (a) Challenges faced by female civil servants - discussed in solved case

study section as well as in section on Ethics of Care.

Q 12 Case study on Biotechnology - discussed in section on Business Ethics