This action might not be possible to undo. Are you sure you want to continue?
You Leadershi uth ip Dev velopment for r Reforms PRO OJECT REPOR RT
Center for Transformational Leadership
Youth Leadership Development for Reforms
Bancy W. Kubutha Kristin B. Naituli Jennifer Martineau
This project has been made possible by the generous support of the American People through United States Agency for International Development (USAID). The content of this report is the responsibility of Center for Transformational Leadership and Center for Creative Leadership and does not necessarily reflect the views of USAID or the United States Government.
For the past two decades, Kenya this has had a history of inter-ethnic violence, often erupting following general elections. The worst violence is the one experienced in 2007/8 that, according to the Waki Commission Report, 2008 left over 1000 people dead and hundreds of thousands more displaced from their homes. The political stalemate that Kenya found herself in following the 2007 disputed elections necessitated addressing of long standing issues that were the root cause of inter-ethnic violence. It was for this reason that a team appointed to resolve the 2007/8 political stalemate identified the eight key reform issues that need to be addressed to avoid a re-occurrence of inter-ethnic violence in Kenya. These issues are contained in the Agenda 4 (also known as the reform agenda) of the National Accord. Youth awareness of the reform agenda and their consecutive participation in the same is critical if Kenya is to reap the fruits of a successful reform process. The reasons for this are three-fold i) The youth comprise over 50% of Kenya’s current population hence for effective change to take place, their involvement is critical ii) Youth are the main beneficiaries of successful reform process because they are young and have their whole future ahead and iii) They are the group that politicians often take advantage of in instigating violence related activities, as was the case in 2007/8. This makes the youth an important group to target and ensure that they understand, find relevance and actively participate in the reform process. Leadership development is crucial in empowering youth towards increasing their participation in democratic processes, particularly in the reform agenda. Among other skills, leadership development equips youth with good communication, decision making, critical thinking and problem solving skills. They learn to appreciate and accommodate diverse views and perspectives, to prevent conflict from occurring, to manage and resolve conflict constructively when it occurs. Coupled with leadership, youth mentorship is one of the most effective ways to develop and maintain positive and helpful relationships as well as instill positive values, attitudes and behavior in young people. The youth leadership development for reforms project utilized both leadership development and mentorship as avenues of sensitizing and engaging youth in the reform process.
Bancy W. Kubutha Center for Transformational Leadership
The Youth Leadership Development for Reforms Project was implemented jointly by CTL and CCL. We would like to acknowledge the support of several entities without whose support this project would not have been a success. We wish to acknowledge and appreciate the financial support and advice that we received from USAID/DAI. We are also grateful for the network contacts that USAID/DAI staff provided to ensure that we were able to hold public events. Our sincere gratitude goes to the Provincial Administration, especially the District Commissioners in Nakuru North, Nakuru, Molo and Njoro Districts. Thank you for finding relevance in this project and honoring our invitations to civic engagement events. We thank the Kenya Police for granting us permits to hold public events across the three project districts. We appreciate the Ministry of Sports and Youth Affairs for honoring our invitations and creating awareness on government’s efforts to address issues affecting youth during civic engagement events. We are especially thankful to Egerton University, Dean of Students Office, for finding value in this project and providing an opportunity for students to participate in it. We appreciate the continuous support we received while working with the team of 80 university students and 9 Student Union Leaders throughout the project implementation period. Special thanks go to all the High School Principals, Deputy Principals and Lead Teachers in the 10 high schools that participated in this project. Thank you for allowing us to work with high school students, for dedicating weekends to work with us and for heeding to our requests to use school facilities when need arose. We are greatly indebted to the team of 80 university students for their commitment and energy without which this project would not have had an impact across the three project districts. We are grateful to the ToT’s who stepped out of their comfort zone to deliver leadership and the reform agenda trainings to high school students for the first time. We are proud of them for confronting their fears to make positive impact in their communities. We acknowledge and appreciate the critical role played by the over 200 high school students in packaging and delivering the reform message to over 2000 out of school youth through civic engagement events. We are proud of them for believing in themselves and stepping up and out to make a difference in the lives of others.
Table of Contents
Forward …………………………………………………………………………………………………………… 3 Acknowledgements …………………………………………………………………………………………….. 4 List of Tables and Figures ……………………………………………………..……………………………. 6 Acronyms and Abbreviations ……………………………………………….……………………………... 7 Executive Summary …………………………………………………………….…………………………..…. 8 Chapter 1: Project Background ………………………………………….…………………………..…… 9 Chapter 2: Recruitment Process ………………………………….…………………………………… 11 Recruitment of University Students and Project Introduction ………..………….. 11 Selection of High Schools and Project Introduction ………………………………....... 12 Recruitment of High School Students ……………………………………………….……… 13 Chapter 3: Trainings ...........……………………………………………………………………….………… 14 Leadership Development Training for Student Union Leaders …………………… 14 Youth Mentorship Training Program ………………………………………..…………...... 14 Training of Trainers Program …………………………………………………………..…….. 18 High School Leadership Trainings ………………………………………………..…………. 20 Chapter 4: Action Learning Program …………………………………………………………………. 22 Linking Mentors to Mentees …………………………………………………………….…….. 22 Mentors activities with mentees …………………………………………………...………… 23 Mentorship experiences ……………………………………………………………….………… 24 Leadership Development in mentees ……………………………………………………..... 24 Leadership Development in mentors ………………………………………………………. 25 Challenges faced in Action Learning Program ………………………………………….. 25 Lessons Learnt from Action Learning Program ………………………………………... 26 Chapter 5: Civic Engagement ………………………………………………………………………..…….. 27 Reports from Specific Civic Events …………………………………………………..……… 27 Flamingo Secondary Event ………………………………………….………………………..…. 27 Hillcrest Secondary Event ………………………………………………………………………… 29 Kiamaina/Upper hill Secondary Event ……………………………………………………….30 Elburgon DEB Secondary Event ……………………………………………………….………. 31 Molo/Mau Summit Secondary Event ……………………………………………………….. 32 Njoro District Civic Event ………………………………………………………………………… 33 Chapter 6: Project Outcomes and Impact ……………………………………………………………34 Evaluation Process …………………………………………………………………….………….. 34 Evaluation Results ………………………………………………..……………………………...... 34 Egerton University Mentors ……………………………………………………………………. 34 Egerton University Training of Trainers (ToTs) ……………………………….……….. 36 High School Evaluation ……………………………………………………………………….….. 37 Impact on Students, Schools and their Communities ……….………………………... 38 Students as Leaders ……………………………………………………………………………….. 39 The Civic Engagement Events …………………………………………..…………………...… 40 Impact on the University Community ……………….…………………...……………….… 42 Headlines ……………………………………………………………………………………..……..…. 43 Summary of Project Impact …………………………………………………………………….. 43 Final Presentations …………………………………………………………………….….……….. 44 Highlights of Final presentation’s Activities ……………………………….…………….. 44 The Procession……..………………………………………………………………………………… 44 The Presentations …………………………………………………………………………………… 45 Highlights of Speeches ………………………….………………………………………………… 46 Project Closing Ceremony ………………………………………………………………….….. 48 Chapter 7: Challenges, Lessons Learnt and Recommendations ………………………… 49 Challenges Faced ………………………………………………………………………….………… 49 Lessons Learnt ……………………………………………………………………………….….…… 50 Recommendations ……………………………………………………………………………..…… 53 Chapter 8: Annexes ………………………………………………………………………………..…… 54
.………… Fig 13: Photos of different Groups Making Presentations in the Final Event ……….... Fig 5: A Practice Session in Preparation for Civic Engagement Event ……………. 12 17 21 35 36 37 Figures: Fig 1: A section of Participants during the Mentorship Training ……………………… Fig 2: A Group Discussion on Reform Agenda during the mentorship training…. Outcomes of ToT Training …………………………………………………………………….…. Fig 6: Photo Showing a Procession Prior to a Civic Engagement Event ………….……..... Fig10: USAID/DAI Grant Manager Talks to a DO and Asst... Fig 15: A District Officer Addressing the Crowd during the Final Presentation …… Fig 16: Trophies and Certificates for Participating Schools ………………………………… ..... Outcomes of Youth mentorship Training …………………………………….. Details of High School Trainings ………………………………………………………….…. Fig 8: A Presentation at the Kiamaina/Upperhill Secondary Event ………………...……. Outcome of the Reform Agenda discussion ………………………………….….. Fig 3: A participant concentrates during the ToT training ………………………………… Fig 4: High School Students Photos during the Leadership Trainings……………….. Fig 14: The Dean of Students speaking during the Final Presentation Event ……….6|Page List of Tables and Figures Tables: Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Details of Selected High Schools …………………………………………………. Chief ……………………… Fig 11: A procession in Njoro town to mobilize youth for a civic event ………………. 15 16 19 21 24 28 29 30 31 32 33 44 45 46 47 48 .. Outcomes of High school Trainings ………………………………………………………. Fig 12: Youth Participating in a Procession in Nakuru Town ……………………. Fig 7: Students from Hillcrest Secondary Presenting a Skit on Corruption………..… Fig 9: Elburgon DEB Students present a skit on Corruption …………………….
used when referring to student trainers United States Agency for International Development Youth Development Fund .7|Page Acronyms and Abbreviations ARC CCL CDF CTL C-YES DAI DC DO DPC KACC MoEST MoSYA NYC SUEU ToT USAID YDF Agricultural Research Center Center for Creative Leadership Constituency Development Fund Center for Transformational Leadership Constituency Youth Enterprise Scheme Development Alternative Incorporation District Commissioner District Officer District Peace Committee Kenya Anti-Corruption Commission Ministry of Education. Science and Technology Ministry of Sports and Youth Affairs National Youth Council Student Union of Egerton University Training of Trainers.
increase in selfconfidence and self-esteem. This project involved youth from a public university. Chapter seven of this report also outlines recommendations for consideration in the design and implementation of future projects for increased impact.8|Page Executive Summary In February. a change of attitude towards leadership as well as increased ability to accommodate diverse perspectives and appreciate diversity.950 young people were reached through six distinct civic engagement events held throughout the project. Through a comprehensive monitoring and evaluation strategy. action learning program and civic engagement programs. Notable impact in youths that participated in the project include a desire to make a difference in their local communities. Similarly. Njoro Campus and 10 selected high schools across three districts. During the implementation process. the project faced several challenges outlined in chapter seven. Nakuru and Njoro. some 289 youth reached directly equipping them with leadership skills and increasing their knowledge of the reform agenda. ii) Support 1000 young people to work constructively in teams with peers from other tribes and boost youth participation and contribution to the reform agenda. insufficient time for implementation. The project objectives were three-fold. CTL and CCL captured in detail the project impacts and outcomes. Some challenges faced include interference of project activities. Center for Transformational Leadership (CTL) in partnership with Center for Creative Leadership (CCL) received a grant of USD $ 81. and the need for timely information to increase youth participation in democratic processes. a detailed analysis of these is contained in chapter six of this report. Through trainings. Molo. and misrepresentation of civic events due to the 2010 referendum campaigns among others. This report presents a comprehensive account on how these activities were undertaken and the impact they had on youth across the three project districts.221 from USAID/DAI to implement a 10-month project entitled. Some lessons learnt include the effective change achieved through a participatory approach. . i) Help 1000 young people in the Rift Valley have a greater appreciation for themselves and others and a greater understanding of leadership principles. confidence to lead now. there were interesting lessons learnt by CTL and CCL that would be useful in implementing future projects. A further 1. 2010. ‘Youth Leadership Development for Reforms’. and iii) Enable 1000 youth enact civic service project(s) that advance the social good and improves relations in the community. The key activities under this project included youth mentorship and leadership trainings. Egerton University.
Areas that bore the brunt of this violence include Nakuru. Kenya is currently experiencing a youth bulge as over 50% of the country’s population is aged between 15 years and 35 years of age. Naivasha. This has led to inter-ethnic conflicts that have subsequently erupted following general elections in the past. Members of certain tribes were evicted from their homes and sent back to their ‘ancestral’ land. This increasing problem of a growing youth population has led to the growth of militias and gangs that have become an easy target for political elites to instigate violence. sexual assaults and rampant destruction of property because of perceived ethnic or political affiliations of the victims. Eldoret and Molo in the Rift Valley Province. This has led to increased presence of institutionalized extra-state violence during and after elections and is a pattern that continued to increase up through the 2007 elections. At the core of these problems pointed out by these two commissions are deeply ingrained stereotypes. After the 2007 elections. and dramatically increases potential for the ignition and explosion of violence. attitudes and mindsets” . “At the core of these problems pointed out by these two commissions are deeply ingrained stereotypes. The Akiwumi report showed that recurrent violence in parts of the Rift Valley are caused by ambitions of certain communities to recover what they lost when the European settlers forcibly acquired their ancestral land. This feeling has continually been tapped by politicians to articulate grievances about historical injustices which resonate with certain sections of the public creating an underlying climate of tension and hatred. The violence was characterized by murder. a wave of violence rocked the country. the desire to remove members of other communities settled in the Rift Valley province. According to the Waki Commission Report. 2008 ethnic polarization is one of the causes of the violence that rocked Kenya following the 2007 disputed elections. The violence-related activities were mostly carried out by young people.9|Page Chapter 1 Project Background Kenya has had a history of divisive politics that revolve primarily around ethnic allegiances. attitudes and mindsets held by the different communities living in the Rift Valley. political and ethnic loyalty and perceived historical marginalization arising from perceived inequities concerning the allocation of land and other national resources and access to public goods and services.
The project sought to sensitize youth on issues that need to be addressed to prevent a re-occurrence of the 2007 post election violence as contained in the Agenda 4 (Reform Agenda) of the National Accord as well as boost their participation in addressing reform issues such as constitutional reforms. have a greater appreciation for themselves and others and gain a greater understanding of leadership principles. In addition. It brought into perspective the contents of the National Accord negotiated by representatives of the two contending political parties in the 2007 general elections and signed by both President Mwai Kibaki and Prime Minister Raila Odinga on 28th February. The 2007 post-election violence formed the threshold for the Youth Leadership Development for Reforms project. youth unemployment and transparency and accountability. They lack critical thinking and decision making skills needed to overcome susceptibility to external influence and are unable to critically reflect on the potential ripple effect of their decisions and actions.10 | P a g e These stereotypes are passed over from one generation to the other. the project sought to help youth overcome ethnic stereotyping in their communities. . national cohesion. mitigate inter-ethnic conflicts. “The project sought to sensitize youth on issues that need to be addressed to prevent a reoccurrence of the 2007 post election violence” most youth are unable to overcome their deeply held mindsets about other communities which prevent them from seeing themselves as part of the solution to inter-ethnic conflicts. Consequently. 2008 to establish the Coalition Government. Many young people lack a sense of grounded self identity and social awareness skills needed to build healthy inter-ethnic relations and to be able to appreciate diverse perspectives and cultures.
The ethnic aspect was also necessitated by the need to create harmony and mitigate future inter-ethnic conflicts involving youth. During the same month. “Students ethnicity mattered because the project. ethnic background. The criterion of homelocation was necessary because of the project area factor (Njoro. as an important part of the leadership training. gender and availability during August break. CTL selected a group of 80 students based on their home-location. These levels were recruitment of university students. introduce the project. Molo and Nakuru Districts) hence students needed to be residents of these particular districts. as an important part of the leadership training. CTL developed a comprehensive poster inviting university students from Egerton University. to attend a recruitment meeting. The questionnaire was designed to provide CTL with critical information including personal details. . Students’ ethnicity mattered because the project. student’s motivation to participate in the project and previous engagement in civic activities.11 | P a g e Chapter 2 Recruitment Process To achieve the set project objectives. CTL worked closely with the Dean of Students office in the recruitment of university students and high school Principals to recruit students in the high schools. 127 students turned up for the meeting where they filled a selection questionnaire prepared in advance by CTL. CTL received support from the Dean’s office with the appointment of two staff and a student leader to work with CTL in the project. The recruitment process was conducted in three levels. past leadership experience. Njoro Campus. This chapter of the report describes in details how CTL went about the recruitment process at all levels. included students practicing appreciation for ethnic diversity by collaborating in inter-ethnic teams during the action learning program.1 Recruitment of University Students and Project Introduction CTL approached the Dean of Students in early March to first. there was need to recruit youth to participate in the project from all the three districts. included students practicing appreciation for ethnic diversity” 2. secondly to seek his permission to work with university students and thirdly seek his advice on the recruitment process of prospective project participants. selection of 10 high schools and recruitment of 20 high school students in each school.
Field visits were carried out by CTL staff to identify the schools. CTL. Lumumba. 4. Good Samaritan and Kagoto KITI. Based on information received from the school principals.2 Selection of High Schools and Project Introduction CTL selected 10 high schools across the three project districts.12 | P a g e The need to include women in finding solutions to social problems was critical hence CTL considered gender balance in the recruitment process with an aim of building leadership capacities for both female and male students alike. 9. 3. Mawanga. 10 high schools distributed across Njoro. using the same criteria selected a group of 20 students who would go through a training of trainers program as explained later in Chapter 3 of this report. Njoro Town. 10. 6. Kimathi. 7. Total. Kiamaina Secondary School Upper Hill Secondary School Hill Crest Secondary School Njoro Central Secondary School Njoro Day Secondary School Kilimo Secondary School Molo Day Secondary School Mau Summit Secondary School Elburgon DEB Secondary School Nakuru Nakuru Nakuru Njoro Njoro Njoro Molo Molo Molo . Name of School Flamingo High School District Nakuru Neighborhood Flamingo. White House and Mchanganyiko Free Area. Elburgon Township. 8. Bondeni. Teachers. Shauri Yako. as shown in the table below. were selected: “CTL considered gender balance in the recruitment process with an aim of building leadership capacities for both female and male students alike” Table 2: Details of Selected High Schools No. The location of the school with respect to severity of violence related activities experienced in 2007/2008 was very critical and so CTL selected schools that are located within neighborhoods that were hot spots during the post election violence. 2. Okilgei Molo Township. Motto Tayari. CTL preferred public schools over private schools due to the fact that public schools draw their student population from middle and low income families. 1. Sirikwa Turi. Heshima. the impact of post-election violence on the students and the ethnic combination of student’s population in these schools. Kenyatta Sunrise Kenyatta. Phase II. Ujuka. Kivumbini and Kaloleni Estates Maili Sita. Nakuru Blankets. During these visits. the staff held meetings with head teachers in prospective schools to understand the school’s background. 5. location and classification of the schools. Mau Summit. Naishi. Molo and Nakuru districts. Njokerio. The criterion used by CTL in the selection process considered two main things. Out of the 80 university students selected to participate in the project. Mutirithia. and Kiratina Jawatho. Kiptangich Belbur. Kawaura 2.
The letters provided details on the project including project title.13 | P a g e CTL introduced the project to selected high schools using official letters. Gender balance: the selected group of students must comprise 50% male and 50% female b. . Once the school principals agreed to the project. Inter-ethnicity: Selected students must represent different ethnic communities in Kenya c. July and August to carry out civic engagements during weekends. The lead teachers worked closely with CTL in the student selection process. duration. d. 2010 e. Molo or Nakuru Districts f. each school selected a group of 20 students who participated in the project. Home-location: Students home areas must be in Njoro. school’s participation and project activities to be undertaken. Availability: Selected students must be available in the months of June. 2. Training: Students must be willing and available to participate in a 1day leadership training in the month of May. they appointed a lead teacher to work with CTL in the project implementation. CTL used the following criteria in selection of high school students: a. Participation: The students must be willing to work with University students to design and implement a civic engagement project in their villages/estates Based on this criterion. the head teachers in selected schools appointed a lead teacher to work with CTL throughout the project.3 Recruitment of High School Students After project introduction.
CTL and CCL used practical and interactive tools in delivery of these trainings. The leadership training for Student Union Leaders marked the start of the project in March.” Youth Mentorship Training Participant Youth Mentorship Training Program This 3-day training was delivered jointly by facilitators from CTL and CCL to a team of 80 participants. ‘I Discovered’. the training focused on enhancing the student leader’s understanding of leadership. The purpose of this training was to develop mentorship skills for 80 university students to enable them support 200 high school students in developing and implementing civic engagement projects in different villages/estates across the three project districts. At the conclusion of each training workshop the participants were provided with more opportunities to present feedback as workshop evaluation forms were filled. This chapter presents details about the four training programs undertaken during the project.1 Leadership Development Training for Student Union Leaders This was a two-day training delivered by CTL consultants to a team of 9 SUEU leaders with an aim of strengthening their leadership capacities. increase their self awareness and social skills. build their conflict mitigation and resolution skills and improve their communication skills. Further. 3.2 “It is high time youths think critically in order to change the status quo in leadership of this nation. ‘I Noticed’ and ‘I would like to Suggest’. In May. 3. make meaning of the reform issues and their relevance to the youth as well as explore the role of youth in the reform process. facilitators set up a ‘democracy wall’ at the back of the classroom where participants posted feedback in five main classifications namely. CTL and CCL partnered to deliver the Youth Mentorship and Training of Trainers programs. Conducted at ARC hotel in Egerton University. experiential activities and storytelling. ‘I Felt’. 2010. The training design borrowed heavily from CCL’s Leadership Essentials/Mentorship training developed to help leaders and mentors at all levels understand and unlock their leadership potential. These trainings were followed by High School Leadership Trainings conducted by a team of 20 trainers. To capture real time feedback from training participants. this training was designed to boost student leader’s understanding of the reform agenda.14 | P a g e Chapter 3 Trainings Trainings were a key component of the Youth Leadership Development for Reforms Project. The content of this training may be classified into three sub-sections: . Techniques used in trainings included group discussions. build their capacity to accommodate diverse views and perspectives. 2010. dialogue. ‘I Learnt’.
facilitators helped participants gain a deeper understanding and feeling of the mentorship task ahead as their minds were taken back to high school days describing what high school students are ‘thinking’. Tools and techniques for acquiring deeper self-insight and discovering one’s own leadership strengths and challenges were used.15 | P a g e “As a young person. . Using the ‘head’. ‘feeling’ and ‘doing’. Mental models and the need to test every negative stereotype about other communities or persons towards building national cohesion were emphasized to raise participants’ consciousness. This exercise resonated very well with the participants and built their empathy skills needed to build and sustain a mentorship relationship. Understanding and empathy for the Mentee was practiced through specific mentorship sessions.1 Leadership Concepts The students were taught essential elements of leadership and key drivers of leadership development combined with the attributes of good mentorship. Through the SBI model. ‘heart’ and ‘feet’ model. the students received techniques for giving and receiving meaningful feedback.2. I should influence others positively and make them appreciate the need for reform issues” Youth Mentorship Training Participant Figure 3: A section of participants during the Youth Mentorship Training 3.
participants brainstormed on the role of the youth in the reform process and practical ways in which they can actively participate in the reform process.2. post election violence wouldn’t have happened” Form 3 Student Kiamaina Secondary School Reform Agenda Much emphasize was put on Kenyan’s Reform agenda as facilitators took participants through each of the eight issues contained in the agenda.16 | P a g e 3. I believe if they were knowledgeable. Facilitators sought to engage the participants through the following critical questions on reforms: • • • • • What is Reform Agenda and why is it Important? What has necessitated Reforms in Kenya? What issues does Reform Agenda seek to address? Is the Reform Agenda relevant to the youth? How? What can the Youth do to address issues contained in Agenda 4 Matrix? Through group discussions. The following is a summary of group discussion output on the role of youth in the reform process: Figure 4: Participants discussing Reform Agenda in a group during the Youth Mentorship Training . The discussion revolved around 5 reform issues.2 “Reform agenda is important to the youths because they are the future leaders and it may be easier for them to spread and teach reform agenda.
11. 3. drop the names that denote the tribe. 5. Establish modern communication methods so that whenever there is a vacancy. 1. 2. Sensitize the youth on the importance of vocational training. 6. 5. 4. Take the initiative to go to their villages. 9. Encourage networking among youths e. 4. Volunteer in community development projects Engage in co-curricular activities to avoid idleness and social crimes. This problem is due to the fact that youths lack access to information Encourage youth to set up businesses in less developed areas Sensitize youth to reduce crime rate to increase investment (create a conducive environment for investors) Register as voters to actively participate in elections to produce best leaders to advocate for more job creation by the government. Encourage the youth to be innovative and utilize their talents in self employment Be opportunistic and solicit/grab all opportunities which are available in their locality Form self help groups and utilizing the youth fund. Educate farmers on modern farming methods to improve production and reduce the cost of production. 4. Start-up self help groups to put into use their entrepreneurial skills and recreational facilities like sports competition for talent development. 3. Vote for or against the new constitution. Inequalities and Regional Imbalances Youth Unemployment . Organize sporting activities among youth from different tribes and educate each other on national issues. Create awareness about the importance of voting. 7.g. management is for learned” should be changed and all jobs including farming should be viewed with due respect. 2. 16. 8. Take up leadership roles in neglected areas of the economy e. Help public overcome negative mental models about constitutional reforms. Sensitize and encourage others to register as voters. the youths are aware. The youth can demand for the education system in Kenya to be more practical rather than theoretical and exam oriented. Participate in community service activities to bring different people together e. 7. Register as voters. Change the naming system i. 12. Youth should revert to blue collar jobs instead of only aspiring for white collar job. 8. 1. Poverty. What the Youth can Do Create awareness of constitutional reforms taking place in our country. 7. 13. 11. The youth who are learned should encourage the rest to follow suit in order to get qualifications for the jobs they desire. 2. 13. 3. Preach and maintain peace during campaigns and voting process for the constitution. 6. 17.g. 6. Enroll in youth polytechnics and encourage other youths to do so. 8. Actively participate in the referendum process by taking clerical positions. Learn to appreciate the democratic views of others. Refuse bribes during campaigns. Campaign to sensitize youth on importance of education in order to avoid ignorance. agriculture to reduce the gap between the rich and the poor. 7. Be part of civic education process. 3.17 | P a g e Table 2: Outcome of the Reform Agenda discussion Reform Issue Constitutional Reforms 1. 12. 9. tree planting & clean ups. 5.g. Family planning education should be enhanced to reduce population rate. Enlighten the youth about their rights. 9. Take initiative of collecting and distributing copies of the draft constitution to each and every citizen. 4. Hold forums and discuss issues of constitution. . face book. Encourage other youths to participate in civic workshops. read and interpret the contents of the draft constitution to the illiterate people in the rural areas. Poverty National Cohesion Integration & 1. fishing. 14. Critiquing the leaders’ opinions. 6.g. 2. Encourage other citizens to vote especially the victims of post election violence. 10. 15. Selflessness among the youth should be encouraged. Using religious forums to create awareness on importance of unity among different tribes. The NYS (National Youth Service) should be made compulsory by the government so that every young person can have access to vocational and technical training after completion of their secondary education. 10.e. Come together and pool funds to initiate various lucrative projects that can generate income and provide self employment Help fellow youth overcome the negative mental model that “only white collar jobs e. 5.
Facilitators were encouraged to freely move through the classroom. Sensitize others on their rights to information on the countries affairs.3 Conflict Resolution Through experiential exercises. It is helpful to have students sit in small groups hence organization of seating is of importance. 5.g. 1. 9. Encourage youths to be involved in modification of the informal sector (Jua kali) to create employment. Pooling funds and managing them for sustainable project. facilitators prepared participants to sensitize and motivate their mentees and peers on the importance of the reform process. through marriage.c. 9. facilitation of dialogue among participants. 3. 6. Decision making – Supporting and sensitizing fellow youths to fight corruption at a personal level Encourage fellow youths to join development centers. Transparency. Foster a culture of good leadership and law abiding citizenship. Accountability and Impunity 3. Incorporate discussions on good governance. Finalization and implementation of the information bills. Good facilitators figure out the sitting arrangements ahead of the training time. To avoid corruption during elections of leaders. But I have changed this perspective. transparency and accountability capacity through youth forums and discussions 11. 4. 2. The training covered key components including planning for training sessions. time management and climate management in the room.” . 7. Participate in civic education to help people overcome negative mental models about other tribes. Develop a corporate interest for our country and avoid individualism. participants were encouraged to utilize the space available to them including the classroom walls and hall ways. 8. lack of information. peace and prosperity for Kenya.t. this helps maintain close connection with training participants. 11. 12.3 Training of Trainers Program This was a 3-day program delivered to 20 university students to equip them with facilitation skills to enable them to deliver leadership trainings to 200 high school students in 10 high schools across the three project districts. Sharing the tips for constructive conflict. 12. recreational activities e. sessions on conflict mitigation and management helped participants understand how distorted information. I thought they were illbehaved and that they followed things blindly coz they were of their tribe. through open advocacy & awareness creation to youths. stereotypes and blowing up small issues can ignite violence in our communities. Lobbying and campaigning against impunity by the power of the VOTE. and the active leadership role the youth need to play in this process thus helping to safeguard a future of stability. Form 3 Student Flamingo Secondary School “I hated to associate with Luos. Create a culture of accountability among the youth through trainings and campaigns.2. Youths to encourage use of national language by being role models. Youth forums to discuss national cohesion issues Exchange visits for inter-tribal interactions Cross-cultural interactions should be encouraged e. 10. 3. CTL and CCL facilitators helped participants understand the four tips for effective facilitations which are: Use of space – During facilitation. 10.18 | P a g e 8.
but am also now looking at myself as a resource to my peers and the society as a whole” Mentorship and ToT Training Participant Figure out space ahead of time iii) Your training room is your HOME.19 | P a g e Some helpful tips to remember as facilitators: i) Use all of the space available ii) “Before the training I was not aware of the fact that I could do a lot in my position as a student and as an upcoming a leader. Mentorship Figure 5: A participant during the ToT Training . Steadman's story about the beggar who had been sitting on a pot of gold for so long without even realizing it really got me thinking and I could really relate it with my behavior as an individual.g. My thinking has been broadened. Previously I only thought all I could do was wait until am out of school and probably working for me to initiate the change I desire to see in my society. Putting something in the middle allows facilitators to get participants to OWN the learning process. Visual Explorer. and vi) Social Identity Map to help participants understand themselves and each other better. Metaphor Explorer and Values Cards to initiate dialogue around a specific issue and have everyone participate iii) Storytelling to help participants relate theory with practice iv) Round table discussions in small groups for inclusivity v) Democracy wall for participants to express themselves and for facilitators to capture the mood in the room and receive feedback. I was amazed at how much potential there was within me but I just had never even discovered it myself. prepare it in such a way that participants will be comfortable being in it. am no longer just thinking of completing my studies and getting a job. Putting something in the middle – This was meant to help facilitators ‘break the ice’ and have participants engage in active learning through dialogue and roundtable discussions. Some of the ways that facilitators can involve participants and create order in the classroom are: i) Setting Norms to create respect and order in the room ii) Use of Tools e.
g. The students were also trained on the contents of the reform agenda and the role of the youth in the reform process. schools and dates when trainings were delivered: ToT Training Participant “My perception about my own abilities and leadership skills. trust walks. As facilitators i) Choose appropriate exercises that will draw intended lessons well ii) Plan well for the exercises including time allocation. The training of the high school students proved to me that I can manage to perform much more beyond the confines of the unseen mental walls. 3. mental models and conflict resolution. treating all participants without favoritism increases learning iii) Cooperation among facilitators – is a good support mechanism and reflects well on them iv) Ensure that sessions are systematically connected – there should be a flow in the way modules follow each other. Participants were then paired up into inter-ethnic ToT teams. This builds a community of learners ii) Create a sense of equality. as the hosts. It is a good and effective way to ‘break the ice’ and have participants play active roles. 200 high school students were trained by in selected leadership concepts including social identity. facilitators need to take care of the participants viii) Hospitality – the learning environment need to be comfortable for participants hence organize for food and water ahead of time ix) Humility .the teacher and the student both learn through questions and dialogue.3. logistical requirements such as ropes. I realized that I could deliver much more beyond what I had imagined.” “I thought Luhyas are always watchmen or cooks. Kikuyus are thieves and they like money than any other thing. I must say. a positive direction so to speak. But this is not true. The table below shows the names of trainer teams. Workshop facilitation goes beyond the classroom. The 20 trainers were paired up in twos to form 10 trainer teams. blind folds etc ahead of time iii) Prepare well for debriefs – have a set of well structured questions to draw intended lessons from. each team prepared and presented a different module to the rest of the group for practice and feedback. blind square.20 | P a g e Facilitation Process – This has to do with actual delivery of knowledge to participants. did take a different turn. High School Leadership Trainings CTL organized one-day trainings for selected 20 students in each of the 10 high schools participating in the project. Each module should build on the past modules for continuous and enhanced learning v) Engage participants by asking questions – think outside the box vi) Make the sessions interactive. move the treasure etc. Facilitators were advised to: i) Be friendly to both their co-trainers and participants. In total. thus both become co-creators of knowledge.” Form 3 Student Flamingo Secondary School . The trainings were delivered by the 20 student trainers taken through the training of trainers program delivered by CCL and CTL facilitators. Pre-selected topics from the Early Leadership Toolkit were covered during this training. not a lecture vii) Prepare flip charts ahead of facilitation. Each team was assigned one high school. Using the Youth Leadership Toolkit. Experiential Learning – This involves physical engagement of participants through which learning is achieved e.
” Form 3 Student Kiamaina Secondary School No 1 2 3 4 5 6 7 8 9 10 TOT TEAMS Timothy Ouma and Naomi Chebogwen Bruce Kiplagat Chemjor and Winnie Wekesa Josphat Wambugu Gachora & Miriam Nangila Chepkania Lilian Jepchirchir Ng’etich & Evalyne Wangui Njuguna David Kimutai Kirui & Racheal Kamundia Ouma Lucas Okuto & Charity Chepkoech Bor Michael Ndegwa Kung’u & Lily Namarome Wanyonyi Morris Mwai Mukuna & Teresiah Waithera Gitau Samuel Jesse Kasera & Mukonyo Angela Ndeto Joseph Abuga Orayo & Jerotich Chemjor SCHOOL Flamingo Secondary School Upper Hill Secondary School Kiamaina Secondary School Hill Crest Secondary School Njoro Central Secondary School Njoro Day Secondary School Kilimo High School Elburgon DEB Secondary School Molo Day Secondary School Mau Summit Secondary School DISTRICT Nakuru Nakuru Nakuru Nakuru Njoro Njoro Njoro Molo Molo Molo TRAINING DATES nd 22 May. 2010 22 May. 2010 22 May. 2010 29 May.21 | P a g e Table 3: Details of High School Trainings “I thought that leadership is all about giving orders and expecting them to be obeyed but now I learnt to respect and listen to other people’s opinions. 2010 5 June. 2010 29 May. 2010 5 June. 2010 29 May. I am now able to identify myself in the society. 2010 5 June. I know what I can do better and I know how to resolve a conflict. 2010 th th th th th th th nd nd Figure 4: Photos of High School Students during the High School Students Leadership Trainings . I also know how to come up with a viable means of communicating. 2010 29 May.
The action learning program provided an opportunity for 80 trained youth mentors to interact and support 200 high school students in i) understanding the issues contained in reform agenda. Four mentor teams were deployed in each of the 10 schools participating in the project with each mentor team mentoring a group of five high school students. they quickly helped us develop it so as to make it viable” Form 3 Student Kilimo Secondary School 4. they joined in performing and made us feel accepted and acceptable” Form 2 Student Njoro Day Secondary School This was the first activity conducted under the action learning program. Considering the mentor’s ethnic background. iii) identify practical ways for youth to address issues at community level and iv) packaging the reform message in creative and attractive ways to sensitize youth on the contents of the reform agenda and the role of youth in the reform process. During this meeting. . CTL grouped high school into groups of five. ii) identifying issues of concern in their local communities and linking them with an issue in the reform agenda. CTL worked out the mechanism of linking mentors with their mentees during the one day training. tentative high school training dates and logistical arrangements for the coming months. considering their ethnicity and gender. This chapter presents a detailed account of the activities undertaken by the mentors and mentees during the action learning program culminating to the civic engagement events. CTL paired up 80 trained mentors to form 40 mentor teams (a list of mentor teams is contained in Annexes of this report). CTL also informed all mentors of details pertaining to high school students to be mentored including the name of the school.22 | P a g e Chapter 4 Action Learning Program The action learning program can be characterized as a mentorship process that lasted for a period of one month. and introduced them to the mentor teams. Immediately after the Youth Mentorship Training. they explained a lot to us so we managed to learn more. CTL held a one-day meeting with the team of 80 mentors to plan logistics for the mentorship process. CTL created mentor teams comprising two mentors from different ethnic backgrounds. “Since the mentors were youth like us.1 Linking Mentors and Mentees “…the mentors helped us to be creative and confident. Any time we came up with an item. Mentors were requested to be present at the training venues on the day of training. Each high school had at least four groups of mentees. It also contains highlights of mentors and mentees experiences of the mentorship process.
mentees organized their own meetings during the week to practice more on their presentations. poverty and lack of jobs. They helped them enhance coherence in their actions. Mentors then helped mentees understand how those issues relate to an issue in the reform agenda.2 “…. In this week.. Practice sessions also began during this week. conducting public processions and running of the main events.the mentors were very supportive because when you passed a point forward.23 | P a g e 4. coral verses. . During this week. they took it the right way and modified it further to show that you are good” Form 4 Student Hillcrest Secondary School Mentors activities with mentees Mentors worked with their mentees for four consecutive weekends (Saturdays and Sundays). Week IV – Civic engagement events were conducted during this week. Due to shortage of time. The following is a synopsis of activities undertaken on a weekly basis: Week I – Using the visual explorer tool (a deck of picture cards) to facilitate dialogue among mentees. Swahili and local languages to ensure the reform message would be passed on to the target audience. songs. For instance. This is contained in the reform agenda as poverty and youth unemployment. the mentors helped mentees identify issues within their local communities that are of concern to them. most mentees identified insecurity and indulgence of youth in alcohol as an issue of concern in their neighborhoods. Mentors helped them understand that youth resort to crime related activities due to idleness. preparation of event programs. CTL held meetings with mentors ahead of civic engagement events to plan for event logistics and allocate specific duties to mentors to ensure success of these events. tone of voice to ensure better and clear passage of the reform message to their audience. notifying and acquiring relevant permits. Mentors supported mentees to polish up their presentations. mentees started writing skits. Week III – This week was characterized by practice sessions. Mentees packaged these messages in diverse languages including English. dance. mentors helped mentees brainstorm on the role of youth in addressing issues identified as of concern to them in their community and began to put together ideas to be packaged for communication to the target audience. narratives and poems aimed at sensitizing youth on the reform agenda as well as calling them into active participation in the reform process. movements. Activities included organizing high school students for presentations. Week II – Mentors supported mentees in identifying ways of packaging the reform message.
the mentees were more confident. now I believe I can be a good leader” Form 3 Student Flamingo Secondary School . mentors and mentees strongly expressed individual and collective growth in the following areas: 4. Ability to work together – Mentees level of cooperation. I loved their attitude towards the project.” Form 3 Student Elburgon DEB Secondary School Figure 5: High School Students in a practice session in preparation of civic engagement events 4.3 Leadership Development in mentees Mentors reported that they noted the growth in mentees in the following: a. d. At first they thought it was only meant for their parents and elders but they realized later that they had a role to play. how they were ready to help us with the issues we face and their understanding made me want to share my thoughts with others and develop a caring attitude. Self Esteem and Confidence – Compared to the start of the project. Self Discovery – There was discovery of new talents and abilities among the students and their level of maturity rose amazingly “My understanding of leadership has changed through this project. I learnt the qualities of a good leader and what is expected of a leader. respect for one another and discipline worked well during the preparation of civic events. In their feedback to CTL and CCL. I first believed that leadership was all about ruling the people and having power but now I know it is about serving the people.24 | P a g e “The mentors were lively. Ownership of the Reform Process – The mentees felt that they were also part of the reform agenda and had a role to play. The students remained focused throughout the mentorship process. able to interactive and ready to contribute constructively to the reform agenda debate by the time the project came to completion.2 Mentorship Experiences Both mentors and mentees experienced growth at different levels through the action learning program. listening to their needs and guiding the people in the right direction. c. b. Through the project.
I have what it takes to do it. .” 4.” .‘I have come to understand and know my strengths and weaknesses in leadership. School programs could not allow for mid-week meetings hence reducing time significantly. b. d. This necessitated recapping on issues discussed before the break and raising of student’s morale after the breaks. student’s confidence levels were not high hence there was need for more time and more interactions to build confidence to the required levels. c. I became more comfortable being with them. In some schools. Venue – Using school classrooms was not convenient as they were not always accessible. Interference of project activities by school or national programs such as end term exams and the August 2010 referendum causing long breaks between the meetings of mentors and mentees. I have also learnt how to bring people to see things in a more objective way’ . Now I believe that given any task to perform.5 Challenges faced in the Action Learning Program The following challenges were experienced while carrying out the action learning program: a. Learning to treat other people’s ideas as important as mine and also appreciating the efforts and contributions made by others has improved my ability to work with others.‘At first I thought that I did not have the ability to work with others well but I have realized that I can organize a group of people and have a discussion that will impact their lives. the mentors described their personal growth in leadership as follows: .’ .4 Leadership Development in mentors In their own words.25 | P a g e “My ability to work well in a team has changed.‘My perception of other people really changed a lot as I got to work with people from different ethnic backgrounds.‘I did learn that leadership does not have anything to do with positions but rather taking responsibility at an individual level and good leaders are not necessarily rulers but servants’ Youth Mentor. Duration of mentorship – The time allocated for mentorship was not sufficient considering that mentors and mentees only met during weekends. am now able to relate with anyone regardless of their ethnic background. Nakuru District 4.
they are able to think beyond ethnic lines. A grounded knowledge of self builds self and collective confidence causing young people to work well in teams and achieve more “The mentors helped us think outside the box. the mentorship relationship became more impactful. Young people have creative solutions to societal problems. they have potential that if tapped can bring real change in society.6 Lessons Learnt from Action Learning Program It is more effective to work with youth to effect change because they are creative. Youth responded well to youthful mentors.26 | P a g e 4. it is their minds which have been poisoned by older generations. energetic and willing to take the risk of going an extra mile. Because of the closeness in age. think of what the community needs. Young people are not inherently tribal. Youths have a lot of talent and potential to be creative and innovative as reflected in their ability to come up with activities and make presentations during civic engagement events. When their consciousness about stereotypes is raised. what would attract the youth and of course gave us ideas to work on” Form 2 Student Kiamaina Secondary School .
1. Speeches from government representatives encouraged youths to make use of opportunities provided by the government to curb youth unemployment. This made it easy to know the number of youths attending the civic engagement events. CTL worked with a team of 80 mentors trained on youth mentorship to support and guide 200 high school students in developing creative ways of communicating the reform message. Kivumbini. School. In total.” Form 4 Student Flamingo Secondary School Civic Engagement Civic Engagement events were carried out in three focus districts to reach out to out-of-school youth with the message of reform agenda. The youth used skits.27 | P a g e Chapter 5 “Young people need to know about the reform agenda because these are issues that mostly affect them and I believe they should be aware of them as they are the leaders of this nation and also avoid being misused by political leaders. DOs. Presentations were mostly in the form of skits. The government was represented in these civic events through the local administration including DCs. CTL worked with mentors to issue raffle tickets to event attendees. School Event . Other stakeholders who participated in Civic Events were MoSYA Representatives. 2010 and showcased creative presentations staged by a group of 20 enthusiastic students from Flamingo Sec. narratives and art to pass out the reform message and challenge youth to actively participate in the reform process.This was the first civic event to be carried out and reached out to an estimated 200 youths. Manyani. songs and poems that were both informative and a call-to action for youth to participate in the reform process. The event was held in Menengai Social Hall within Nakuru town on 26th June. Shauri Yako. local youth organizations and DPC representatives. The issues that are of concern to the youth in these areas are first and foremost youth unemployment. they spend time indulging in alcohol drinking and drugs.e. 6 civic events were carried out across the three districts. . The issues in the reform agenda are very critical. exploit their talents and build their self confidence to speak against societal ills and show their fellow youths how the issues contained in the reform agenda are relevant to them as well as challenge them to actively participate in addressing the same. The event drew youths from surrounding estates including Bondeni. 5. Peaceful processions through settlements around the event venues saw hundreds of youths stream in to listen to the reform message. the project reached a total of 1950 youths with the reform message i. Chiefs and Councilors. Through civic engagement events. sensitive and important to youth as they are the next generation with an obligation to develop this nation and so they should be more concerned about them. During the 2007/2008 post election violence. Kaloleni. these estates were among the areas that bore the brunt of violence with youths blocking roads and sending members of minority tribes packing in Nakuru Town. songs. 1000 in Nakuru District. 300 in Njoro District and 650 in Molo District. Flamingo and Phase II Estates. the rate of youth unemployment is very high in these estates and due to idleness. The civic events have been a great opportunity for young people to exercise their creativity. Flamingo Sec.1 Reports from Specific Civic Events: 5. poems.1.
there are insecurity and poverty concerns. avoid idleness and contribute positively in their communities. a skit was staged showing a local chief challenging the youth to think of alternative sources of income other than formal employment. In a different play. Later. land reforms and institutional reforms. Genesis Arts and Trinity 597 are all organized membership groups.28 | P a g e Figure 6: Photo showing a procession prior to a civic engagement event With the rate of youth unemployment high. accountability and impunity. The civic event helped us have a mission and vision for our country and shun away from bad influences/leaders who are not worthy to society. “Young people should be concerned about reform agenda. national cohesion and unity. A skit that stood out with a clear message on tribalism was the one that showed how a family kicked out their househelp because she was from a different community. YES WE CAN CHANGE THE WORLD TO BE A BETTER PLACE. and instead utilize their unique talents and gifts to make a living through self employment. Salma. corruption and violence. youth employment and poverty. Other self employment case studies were presented by three youth groups that use art to earn a living through staged drama and dances. the lady of the house was involved in a road accident and the same girl who she had chased away donated blood and saved her life. it is about their future. narratives on reform issues including transparency. Other presentations made included poems. Everyone is a leader to his or herself and we as youths should try to make our country. Makry Group. they are made. songs. one of the students showcased how she utilizes her artistic talent to make a living by decorating brides through drawings. Every youth should be aware and avoid leaders who influence them to start violence. These case studies were a true presentation of how the youth venture into self employment. The presentations made by the students called youth to shun tribalism. Leaders are not born. a key issue contained in the Reform Agenda. The students staged a moving scene with a clear message on building national unity. To reflect the role of government officials in the reform process. community a better place.” Form 2 Student Flamingo Secondary School . the students challenged youth to shun tribalism through skits and poems. the students showed how youths can get off the hook of politicians who ‘use’ the youth to instigate violence during campaigns. formed and led by youth and earn a living through art. The three groups. In addition to these.
Blankets and Kiratina Estates. Other presentations made during this event called on the youths to shun corruption and embrace positive values that will move the country forward. The levels of youth unemployment and poverty in these areas is very high leading to a rise in cases of insecurity and youth indulging in drunkenness as pointed out by students from Hillcrest Sec. Form 4 Student Hillcrest Secondary School 5. Presentations made by high school students focused mainly on how tribalism and corruption in according job opportunities affects the youth. The event drew a crowd of over 300 youths from Free Area. School Event . Free Area was one of the estates that was seriously affected in Nakuru with deaths and burning of houses belonging to tribes perceived to be ‘enemies’ recorded. 2010 on Kiratina Grounds. tribalism and poverty as issues that are of great concern to them.This event was held on 10th July. Free Area in the out skirts of Nakuru Town. In a well staged play. the students showed how well educated youths opt to join militia gangs to earn a living after experiencing frustrations in the job market as bosses prefer to employ less qualified staff either because they belong to their own tribe or can afford bribes.2 Hillcrest Sec. KwaMurogi. The play proceeded to show how youths can reach out to their fellow frustrated youths and help them regain hope by forming themselves into formal groups.1. School who identified insecurity. corruption. youth unemployment. Figure 7: Students from Hillcrest Secondary Presenting a Skit on Corruption . During the post election violence.29 | P a g e “The project showed me that it is not wealth or being born in a good family that can make you a leader but you can be from anywhere even from slums to be a responsible and helpful leader. identify sources of capital such as the youth development fund and pursue business ideas that would enable them live decent lives hence improve their living standards.
called on youth to join hands and build Kenya into a better country. “I thought I cannot be valued by a person from another community. accountability and impunity. .30 | P a g e 5. ‘Vijana tujenge Kenya Pamoja’. Among other moving presentations was the poem. I thought my tribe was special compared to others and I thought that my home place should only be in Central Province. The students identified youth unemployment and poverty. the District Officer for Nakuru North District encouraged the youth to form groups. develop business ideas and apply for funding from the Youth Development Fund through the Ministry for Youth Affairs towards reducing youth unemployment rate. I’ve learnt how to handle different people regardless of their way of talking and many others. the students presented a well thought skit that spoke against tribalism.This was a joint event organised and hosted by mentors and students from Kiamaina and Upper Hill Secondary Schools. In addition.3 Kiamaina Sec. the event brought together over 500 youths from Maili Sita area and its environs. corruption and encouraged reconciliation among communities over the sharing of scarce resources. politically stable. The project helped me overcome these mental models. School Event . The Divisional Youth Officer for Bahati Division said her office is open and ready to support youth and encouraged them to visit her office for advice on how to access funding from the Youth Fund and access job opportunities through initiatives such as Kazi Kwa Vijana. a country that is secure. Another Swahili poem. national unity and transparency. The District Commissioner encouraged CTL. 2010 on Kiamaina Sec. In passing out the message of reform.” Form 1 Student Upper Hill Secondary School Figure 8: Young people presenting in the Kiamaina/Upper Hill Secondary School Speaking during the event. there is economic growth and people live in peace and unity. youth unemployment. Held on 4th July. He appreciated the leadership training delivered to the 20 high school students in Kiamaina Secondary School and said his office supports initiatives that add value to youths. School grounds. Other reform issues addressed in this event include constitution. the DO informed youths of government efforts to help youth access job opportunities overseas. corruption and tribalism as issues that of key concern to them in the area.. ‘The Kenya we Want’ that gave a reflection of what youth want to see happen in their country.. CCL and USAID to continue working with the youth to sensitize them of opportunities availed by the government.1.
They also felt that if corruption shunned. He said the rate of youths dropping out of school due to drunkenness is increasingly high. The message that came out strongly from presentations made by high school students includes corruption. the more we are going to have a better tomorrow. The students made their presentations with so much zeal and energy bringing out the reform message in a very clear and enthusiastic way. area District Officer who was representing the Molo District Commissioner said that youth unemployment is very high in the area and urged young people to shun illegal brews and instead. He said that the trend is worrying the local administration. An estimated 350 attended this event. In their view. Speaking at the event. We need to have one tribe which is Kenya. The more young people are reformed. youth unemployment and poverty. Form 3 Student Elburgon DEB Secondary School . It was hosted by Elburgon DEB Secondary School Students on Elburgon Secondary School Play grounds located behind Talents Revival. indulge in productive activities. opportunities would be open to more youth hence improve their living standards. the District Officer and Chief feel that youth in the area should take education seriously. Responding to these. He encouraged youths to visit District Youth Offices to get information on how they can benefit from government’s programs such as the Youth Development Fund. They should work hard and complete their studies to be more competitive in the job market. The area Assistant Chief retaliated the same sentiments saying that majority of youths spend more time drinking than anything else. abortion and rape.4 Elburgon DEB Event . tribalism. 2010.31 | P a g e Figure 9: Elburgon DEB Students present a skit on corruption in the judicial system 5. There is hatred among communities and there is need to love one another. these issues form a vicious cycle that would be stopped if job opportunities are created for youth to avoid idleness. find creative ways of using their talents and abilities. develop commitment in their own initiatives and be willing to start small in the fight against poverty and youth unemployment. The youth also should take the initiative of accessing the right information.This event was held on 15th August. keep away from holding grudges with other people and set a good example to others by keeping away from violence.1. “Tribalism is an issue in my community. Young people should keep away from hatred and practice love.
Youth unemployment and poverty is also an issue of concern in the area. CTL worked with the Youth Ministry through the Molo Football Club Coach.1.5 Molo / Mau Summit Secondary School Event . He said the Youth Ministry is utilizing sports as a way of building unity among locals and cubing idleness among the youth. Mr. Mucheru to bring together youth from Molo. both located within Molo Town. embrace peace and unity and celebrate their cultural diversity. 2010. An estimated 300 youth were in attendance during this event. The event was held in Molo Stadium. Figure 10: USAID/DAI Grant Manager talks to a District Officer and Assistant Chief in one of the civic engagement events . I would like them to be provided with opportunities. Issues of injustice were also raised by the locals who claim that the government has dragged its feet in prosecuting those who have in the past years carried out violence related activities including murder and destruction of property. The youths can be called together to be advised on how to come together as groups and propose what they can do and look for funds from government’s youth fund” Form 2 Student Elburgon DEB Secondary School held on 22nd August. the coach encouraged locals to emulate footballers who together work in teams with an aim of scoring goals. Speaking at the event. It was jointly hosted by Molo Secondary and Mau Summit Secondary Schools. majority of the presentations called on locals to end tribalism.32 | P a g e 5.This event was “In our community. Students from the two schools made interesting presentations during the event and as one of the areas that bore the brunt of post-election violence. there is unemployment and this increases theft. The youth were encouraged to shun incitement by politicians and instead utilize their gifts and talents to build a better future for themselves.
1. Jawatho. poverty. The event was hosted by students from Kilimo. DAI’s grant manager echoed these sentiments in her speech and encouraged youth to actively participate in the process and promote peace in their communities. Students from the different schools staged plays. Kenyatta. Through a play that reflected deeply rooted corruption in management of devolved CDF funds and another showing tribalism and corruption in allocation of job opportunities. Speaking at the event.33 | P a g e 5. 28th 2010 at the Njoro AIC Church compounds. and drug abuse. Bondeni. Njoro Day and Njoro Central Secondary Schools. It brought together 300 youths from Njoro town. the students encouraged youth to shun corruption and take responsibility of reporting corrupt officials to relevant bodies such as KACC. Njoro DO encouraged youth to take the reform agenda seriously because it determines their future and the future of Kenya as a Nation. tribalism. Key issues of concern identified by youth in Njoro district include high crime rate. poems and songs calling young people to shun tribalism and take responsibility of building a better future. “I felt happy about the civic event because I saw all the youth got the reform message and they promised to take the message to others” Form 3 Student Njoro Central Secondary School Figure 11: A section of the youth that took part in the procession in Njoro town to mobilize youth for the civic engagement event . Njokerio and Egerton estates/villages. corruption.6 Njoro District Civic Event – The event was held on August. high rate of school dropout and youth unemployment.
CTL and CCL Evaluation team worked together to design and implement a system that monitored and evaluated project impacts. and stereotypes held about members of other ethnic communities d) improved awareness and understanding of the Reform process in Kenya.(University students) iii) Leadership Development for University Student Union Leaders Program and iv) High School Students Leadership Trainings. beliefs.” As part of the post-program evaluation survey. ToT trainers.1 Egerton University Mentors The eighty mentors reported a very high level of satisfaction with the workshops they experienced. ranging from 4. 1 Evaluation Process In order to monitor the success of the program. In October.67 as reflected in the table below: . ninety-six percent indicated that their “perspective on the process of mentorship and leadership changed. 6. mentors were asked to evaluate the extent to which the intended outcomes of the workshop were met. CTL and CCL conducted follow-up and evaluation meetings for University Students (student union leaders. In addition to the tangible outcomes collected at the school and community level (such as number of youths trained in leadership. These are very high. The project evaluation measured both short term and long term impacts expected from participation in the project activities. and d) lessons learnt through the inter-ethnic leadership and mentorship program. On a 1-5 rating scale (with 5 being the most positive rating). the impact evaluations were designed to capture a) knowledge of effective leadership capabilities and practices. attitudes.2.2 EVALUATION RESULTS 6. The formative evaluation utilized the end of program surveys (EOP) at the end of each training component including i) Train the Trainer Program (University students) ii) Youth Mentorship Training Program.32 to 4. and mentors). their responses appear below. evaluation focus groups were conducted at Egerton University and in high schools where high school students with support of youth mentors set up and facilitated civic engagement events. In November. c) changes in mental models. b) changes in leadership behaviors. Based on evaluation survey results. number of youths reached through the youth mentoring program).34 | P a g e Chapter 6 Project Outcomes and Impact 6.
32 4.62 - 1% - 35% 7% 3% 1% 3% 9% 8% 1% 46% 39% 38% 32% 41% 31% 49% 45% 36% 54% 59% 56% 65% 56% 67% 42% 47% 63% 4.35 | P a g e Table 4: Outcome of Youth Mentorship Training MENTOR WORKSHOP OUTCOMES Mean Score (1 to 5) 1 Not well 2 Fairly well 3 Well 4 Very well 5 Extremely well I have developed a better understanding of what mentorship and leadership means I have more confidence in my ability to mentor and lead others I can identify my own leadership strengths and my own development needs I understand the importance of personal values in mentoring others and in leadership I can identify my own values and apply them in my mentorship journey I understand the importance of Social identity in leading myself and mentoring others I feel more prepared to handle challenging situations as a mentor and leader I feel more confident in communicating effectively with others I understand the concept of team building and the importance of teamwork for mentors and leaders I understand the concept of meaningful feedback (SBI-model: Situation – Behavior – Impact) and the importance of giving and receiving meaningful feedback in mentorship and leadership I can enhance the leadership skills of those I mentor I can appreciate the value of trying out new behaviors.67 4.56 4. at the risk of making mistakes.33 4.49 4.40 4.63 4.56 - - 14% 40% 4% 36% 46% 60% .50 - - 4% 4% 26% 42% 71% 54% 4. for the benefit of learning new skills and developing myself as a mentor and leader I have developed more confidence in my own ability to succeed in life The mentorship training has encouraged me to seek more leadership challenges to further advance my mentoring and leadership skills 4.50 - - 5% 40% 55% 4.54 4.64 4.53 4.
57 3. at the risk of making mistakes.85 4. why it is important. with average ratings ranging from 3.85 as reflected on the table below: Table 5: Outcome of ToT Training ToT WORKSHOP OUTCOMES Mean score (1 to 5) 1 Not well 2 Fairly well 3 Well 4 Very well 5 Extremel y well I have more confidence in my ability to develop leadership in the youth I can identify my own strengths and development needs as a trainer/facilitator I feel well prepared to handle challenging situations as a youth leadership trainer/facilitator I understand the importance of teamwork and collaboration between the co-facilitators involved in a particular training/workshop I can comfortably facilitate the Reform Agenda piece to a group of 20 high school students I understand strategies to prevent and resolve potential conflict I feel confident that I can significantly enhance the leadership capacities of the youth I can appreciate the value of trying out new behaviors.57 - - 5% 33 % 62 % 4.2 Egerton University Training of Trainers (ToTs) Just as was true of the mentors.57 - - 5% 14 % 10 % - 38 % 42 % 19 % 43 % 57 % 43% 71 % 57 % 4. the ToT participants completed a post-workshop survey consisting of scales and open-ended questions covering numerous items on the ToT workshops overall performance and workshop outcomes.2. for the benefit of learning new skills and developing myself as a leadership trainer and facilitator I am able to help the students understand what the reform agenda is.67 4.90 - - 5% 5% 19 % 24 % 33 % 29 % 71 % 62 % 52 % 4. responses indicated that the ToTs largely agreed that the program met its intended outcomes.90 to 4.52 4. and how it is relevant to the youth I have developed more confidence in my own ability to succeed in life The ToT training has encouraged me to seek more leadership challenges to further advance my trainer and facilitator skills 4.52 4. When asked to evaluate statements about the intended outcomes of the workshop on a scale of 1 to 5.36 | P a g e 6.67 - - - 33 % 67 % 4.67 5% 5% - - 10 % 14 % 85 % 81 % .50 4.
37 | P a g e 6.39 4.51 1% 1% 1% 4.58 4.71 .57 4.77. Their average ratings ranged from 4. The overall ratings for these objectives ranged from 4.35 4. This assessment indicates that high school students largely agreed that the workshop ran smoothly and met their needs.70 4. High School Evaluation Similarly.54 1 Not well 2% 1% 1% 1% 1% 4.71 6% 5% 6% 5% 30% 14% 21% 21% 63% 81% 73% 75% 3% 1% 1% 10% 3% 10% 34% 17% 27% 53% 79% 61% 2 Fairly well 1% 1% 1% 1% 2% 1% 1% 1% 3 Well 4 Very well 21% 23% 25% 28% 32% 18% 22% 20% 31% 28% 5 Extremely well 73% 71% 68% 66% 54% 70% 68% 76% 63% 62% I have developed a better understanding of what leadership means I have more confidence in my ability to be a role-model and leader I now understand my role as a leader in creating a better community where we live & in our school I now understand that I can develop my own leadership skills further I can identify my own leadership strengths and my development needs I now understand what it means to “reform” I understand what ‘reform” agenda means I think young people can do something to stop the return of tribal violence in Kenya I understand how the issues in the reform agenda are important to young people I can play an active role in creating awareness on one or more issues in the reform agenda among young people where I live and in school I understand what the youth can do to address one or more issues in the reform agenda I can explain to my friends how young people can participate in avoiding repeated tribal violence from happening I understand that my attitudes and habits (habitudes) about money issues will influence my life goals and how successful I will be in achieving those goals I feel more confident in communicating effectively with my fellow students and teachers I understand the importance of working well together as a team for leadership success I have developed more confidence in my own ability to be successful in life The training has encouraged me to seek more leadership challenges to order to become a better leader 5% 5% 7% 6% 13% 9% 8% 3% 4% 8% 4. the high school students were asked to evaluate the program on a series of objectives regarding its performance. indicating that the workshop achieved its intended outcomes for impact as reflected in the table below: Table 6: Outcome of High School Trainings HIGH SCHOOL WORKSHOP OUTCOMES Mean Score (1 to 5) 4.53 4.44 to 4.67 126.96.36.199 4.61 4.75 4.66 4. High school students also evaluated the intended outcomes of the workshop.35 to 4.54 4.65 4.3.
Common challenges include: • Insecurity • Corruption • Tribalism • Lack of self control • Poverty • Peer pressure – negative influence from others • Emotions – changes in body causing student to be more emotional. SCHOOLS AND THEIR On October 28. Similar questions were asked with the principal from Njoro Central and the teacher from Kiamaina. we asked about the specific challenges faced by youth in their area. At each school. Njoro Central Secondary. They were able to select as many of the options as applied. 6. “I felt happy about the civic event because I saw all the youth got the reform message and they promised to take the message to others” Form 3 Student Njoro Central Secondary School 6.38 | P a g e 6.3. “in my community or village”.1 Challenges Faced In each group.1 High Schools STUDENTS. we met with the students who had participated in the program and were able to interview adults at two of the schools. and Kiamaina Secondary.3.1.3 IMPACT ON COMMUNITIES 6.3. what they were doing differently as individuals. students primarily indicated “at church”. the interviews with adults occurred either in the Principal’s office (Njoro Central) or a teacher workroom (Kiamaina). The meetings with students took place inside a classroom at each school. The interviews and focus groups focused on what the students had learned as a result of participating in the training. • Helping others overcome these challenges by being role models (have control over our emotions) . and the opportunities they see in the future due to having participated. Their responses were: In School: 86% At Home: 43% With my Friends: 62% Other: 58% When examples were provided for the “Other” response. how the school and community benefited from their participation.2. the lead evaluator and project director visited three of the high schools involved in the initiative – Kilimo Secondary. High School Evaluation We also asked the high school students to indicate where they thought they’d be most likely to use the leadership concepts they were taught.
g. they learned that people are given some aspects of their identity (e. As leaders of today. work hard in school. In each school. and utilizing their talents to encourage other youth to engage in constructive activities. They realized that youth were used by politicians during the post election violence.. students shared stories illustrating how they were able to see themselves and others differently as leaders as a result of the training. planning of progress projects. This awakening of awareness motivated the students to understand themselves to be leaders of today who must work from this point forward to change the stereotypical attitudes held by many youth and adults. the students resonated significantly with the “mental models” component of the program. Transparency is important – we must be open and frank with each other. Students repeatedly spoke of how important coexistence is to building national cohesion.” They have learned to socialize with others by taking time to understand them rather than making judgments about others. and chosen attributes” as well as those of others. Social identity was another theme that was clearly learned. young people can be engaged in productive activities to change their communities and the country. saying. “It is like a mirror – I can see myself in others and learn about how I am through others. They spoke of leading in terms of helping others understand something by understanding others first.g.39 | P a g e 6. The realization that they are not only the leaders of tomorrow but the leaders of today was striking for the students. One of the students used the metaphor of a mirror. Where they previously had automatically believed the stereotypes of other tribes. and that they have a deeper understanding of how the differences between themselves and other students can be valuable by bringing diversity to a community. They have learned to question the “truths” spoken by adults and think of people as individuals and Kenyans first.. Students told us that they now understand that they can “appreciate my given. rather than as members of other tribes. they now understand that the mental models they have learned are not necessarily true. whether they spend their time idle. “Students realized that youth were used by politicians during the post election violence and that by using the talent of young people. they can be engaged in productive ways to change their communities and the country” . we heard many times that the students now understand people from tribes other than their own differently than in the past. or begin to learn a trade).2 Students as Leaders “We learnt to become today’s and tomorrow’s leaders” was a common thread we heard from the high school students.3.1. Another common theme was that students have built more confidence and understanding of their abilities and role in leading others. Such activities include planting trees. For example. core. and help others do that. into which tribe they were born) and can choose others (e. Rather than using mental models that all people have chosen to be who they are. Using their talents.
skits. corruption. the messages shared were of tribalism – how discrimination creates anger.3. These posters will use both words and pictures to communicate the message to the illiterate.1. 6. and writing educative songs about positive change.1. They shared with us that they refuse to be corrupt. through educative entertainment seminars for youth and the use of posters around the community that would include messages such as “youth for change”. They want to educate their families and others on reform issues. They encouraged youths to pursue self employment such as by making items such as mats and sculptures.4 Impact on the School or Community As we spoke with the high school students. In particular. They intend to explain the reform agenda to the illiterate in their communities” 6. They plan to run for constitutional leadership positions. and “no corruption”. There was a great deal of energy for spreading the message by organizing additional events. “new Kenya”. . In our focus groups. The students also have a growing passion for filling leadership positions with other youths who are educated and not corrupt. they intend to explain the reform agenda to the illiterate in their communities.3. they spoke of the songs. and dances that they’d shared with other youth in the community.40 | P a g e Students also see themselves as being better able to cope with the challenges that they face – their courage and self-confidence keeps them going. They intend to do so through finishing school and gaining self-employment.3. After the events. some of the high school students met with the youths who attended their events – these youths report wanting more of these types of events. it was clear that their motivation from the program is to continue to have an influence on their communities and on society. maximizing the use of resources they have available to them. presentations. They have learned that leaders must love those that they lead in order to effectively influence them. pursue law degrees to become judges and help realize justice for the poor in their society. Through these various presentations. The community youth have been sharing the message to others through their church groups and in their villages. and take responsibility for reporting injustice and corruption. leading to violence and. As noted in Chapter V. The Civic Engagement Events The high school students with whom we met were very animated when they spoke of the work they’d done in their communities through the civic engagement events. the events were planned and implemented by the high school students who participated in the training. “High school students want to educate their families and others on reform issues. especially through the reform agenda. drawing students from other schools into the events.
Corruption and Cults • There is a trickle-down effect – good leaders create more good leaders • The creative level needed wasn’t there – we must create the environment so that people can find their creativity. some of my classmates weren’t agreeing on a project.3.1 Students as Leaders In each group. Perhaps due to the extreme violence and its effects that they have experienced at the hands of adults who use youth to carry out their deeds. • Mentoring is two-way • We had to ask about their challenges and link to them to the reform agenda.2. these students are committed to creating a different Kenya from the one in which they currently live. • In class. the level of accountability these students communicate feeling is significantly higher than the typical group of either youth or senior leaders. we can separate the problem from the emotion – wait until the anger passes to deal with the problem. Poverty.41 | P a g e 6. the lead evaluator also held focus groups with two groups of Egerton University students. Youth unemployment. Now. 6.3. In their own words.2. • Know yourself first.2 Impact on the High Schools Their experiences in working with the high school students challenged them and caused them to understand the impact that a small group of youth can have on a community. “I better understand myself and others. Drug use/abuse. . The first was primarily composed of students who were trained as ToTs and the second primarily of those trained as mentors. For example. I have examined my mental models. the level of awareness demonstrated by the university students regarding their own leadership capabilities and responsibilities was profound to the lead evaluator. I have examined my mental models.3. For example. Issues identified include Insecurity.” Project participant Egerton University 6. they describe their experience in working with the high school groups: • The challenge in high school is with the education system itself.2 Egerton University In addition to focus groups and interviews at three of the high schools. • I am asked by others to help with conflict resolution. Ethnicity. • We have abilities and talents within us – we need to feel empowerment in order to let those abilities and talents come out. Having worked with many youth and senior level groups over a career spanning 20 years. tribalism – I have now stopped labeling others. in their words. There is no time to reflect or give back what we have learned. tribalism – I have now stopped labeling others. • I am now able to speak up when I see something happening that is wrong. the students have learned the following about themselves as leaders: • I better understand myself and others. Again. Believe you are leaders and Lead now. It is designed to pump knowledge at you. I brought them together • Anger gave us the courage to speak in the past.
this will influence us in the future. so the high school students reached out widely within their communities for the civic engagement events. • Regarding university elections – now we realize the importance of voting and have mobilized other voters. the norm was to do some things in school but we don’t know the implications. and there were 15 members.42 | P a g e • • • • • • Students must own the work.3. just as our trainers had done for us. Parents are also a stumbling block. people are voting today. the definition of a leader was someone who exploits others. they don’t support students talents – focus so much on school and academic performance. we spent a great deal of time in bonding sessions. • Initially. they will realize they are only in our minds and are not necessarily the truth. and feel congratulated for doing so. The environment of schools is that students fear and revere their teachers. now we see things differently. just as our trainers had done for us. The group’s constitution was being revised at the time of the focus groups. the university community gained at least one group focused on leadership in the university (“Champions of Leadership”). “We let the students know that we would learn from each other. Other indications of broader impact on the university community include: • The establishment of a chapter of Students in Free Enterprise. On the weekends. • We are already seeing each other as one group . they must feel more comfortable expressing themselves. By the end of the program.2. if students realize the stereotypes are wrong. A large percentage of those who attended were non-students. • We realize the need to foster what we really want – cannot keep quiet and blame those we voted in for problems we face. we decided a rally would be the best way to draw them. We let the students know that we would learn from each other. there are too many idle people. students were talking a lot with each other. • Lessons from the project should be a part of our curriculum. Impact on the University Community There was a very powerful impact on the Egerton University community that was not directly a part of the program’s design but was instead a natural outcome of the development of eighty university students. parents share stereotypes. That is. advance it.” • In schools. it should start in Primary school as “clay is easier to twist when it is soft.3. there are students from different tribes. We wanted to diversify who we were reaching.” Project Participant Egerton Student 6. At the beginning of the program. in addition to nine university student leaders. founded by participants in this program. mentorship – brought these issues into the perspective.
We will start at home.2. • The youth are no longer idle. the project impact is as follows: A good grasp of issues contained in reform agenda by high school students Increased self confidence among students A change of attitude on the concept of leadership Increased confidence in ability to lead among high school students Mental Models – A change of attitude towards other communities.3. They are using their gold – their talents – and everyone is doing well.3. 6. We will bring the issue of tribalism in Kenya to a halt. They are creating jobs versus waiting for jobs to come to them. the lead evaluator asked the ToTs and mentors to look 23 years into the future and share thoughts or “headlines” about what their lives will be like at that time. • Leadership will be defined beyond financial terms – it will be about service. we are one tribe. Their headlines included: • There has been a paradigm shift – the way we think about other communities has changed. writing. students realized that the nation does not belong to politicians but to all citizens New talent – project exposed student’s talents in drama. then other countries.5 Summery of Project Impact In summary. • We will change the mental model of not having a woman as president. students report that they were able to overcome stereotypes they held about others Increased interest in national issues. First in Kenya.4 Headlines During the focus groups. • All first and second year students at Egerton University will receive leadership development training. we have national and international cohesion. • We will see that in the long term. our institutions will no longer run on tribalism. • The Nobel Peace Prize will be given for this program.2. composing songs etc Build team spirit among youth Students discovered their ability to make a difference in their own communities Improved relationships between youth from different communities .43 | P a g e 6. • There will be tens of thousands of leaders trained by our mentors and trainers.
6. bringing to a halt the activities in the busy Kenyatta Avenue and other streets. Makry Group. The Nicolas Harmonies.1 Highlight of Day’s Activities 6. These announcements continued throughout the procession and culminated to the start of the event at the Nyayo Gardens.4 Final Presentations This event was held on Saturday. its importance and the need for the youth to play an active role in the reform project.1 The Procession The event started with a peaceful procession from the Railway Station. they approached individuals inviting them to the event. it was used for music and announcing the event to town residents. Nakuru Town . Also present were government officials from Njoro. The youth had fliers and placards with messages of peace and love. The event also played host to 10 high school teachers and three high school principals.4. It was a captivating moment when a group of over 300 youth from different ethnic backgrounds made their way through the town. Molo and Nakuru Districts as well youth representatives from the three districts including Generation Arts Group. Besides the crowd of over 300 people drawn from high schools and university. Figure 12: Youths participating in a procession that culminated to the final presentations event at Nyayo Gardens. In the procession was a pickup with speakers mounted on it. Jawatho Youth Group.44 | P a g e 6. The event brought together 80 university students who had served as mentors and ToTs and 200 high school students from all 10 participating high schools.2010 at Nakuru’s Nyayo Gardens.4. The team of 2 MCs made public announcements inviting people to the event and making highlights of the reform agenda. Taekwondo Group. the event drew a crowd of over 200 members of public.1. Salsa Dancers among others. October 30.
Makry theatre group presented a Swahili choral verse on domestic violence. men. They’re praying for Kenya – for the people everywhere. high schools students shared the message of leadership. Kilimo performed a song and dance that communicated “Say no to corruption. Alphabet and the Nicolas Harmonies Group. Njoro Central did a song “It’s time for a Change” . reform. education. Genesis Arts Creation presented an action drama on corruption. boys. Kiamaina Secondary performed “Milky Way” .a rap/dance combination they created.1. show them all we care. We like to live in peace. and peace. girls.a song which they wrote with words including “We’ll sing for youth. and women.” Apart from presentations from high school students. the event was graced by experienced musicians and drama groups. Music presentations were made by the guest artist. We need to celebrate the victory of peace” Mentees Representative Njoro Day Secondary School Throughout the event. rape and unfair judicial system. Figure 13: Photos showing different groups making presentations during the final presentations event . Elburgon DEB performed a skit on corruption and injustice.” Njoro Day shared a skit that depicted the very negative impact that occurs when kids don’t get funding for university due to the corruption of adults – it results in them being involved in crime.4.45 | P a g e 6.2 The Presentations “It is better to bring Kenyans together. we’ll sing for Kenya. Bring people together. The Salsa group presented a dance and the Taekwondo group captivated the crowd with a taekwondo show.
This is a sign for our country. you must preach and practice this message” Dean of Students Egerton University Mr. Principal. Njoro DEB Secondary School spoke on behalf of the head teachers. Macharia representing the high school teachers said “it is nice to be young. the campaigns and elections were de-ethicized…. He added that he would not wish what happed in 2007 to recur again. Youth. Please be mindful of what you have learned through this project. He told the students “This project is a noble idea.” He said that peace keeping should start with youths as they are the ones who are misused by politicians to perpetrate violence. he pointed out that it was important for people to co-exist despite their tribal differences. and directed – as opposed to misinformed and misdirected as they were in the post election violence of 2007. They have promised that they will have the will not to repeat what happened in 2007. Youth are now transformed. We must prepare for crisis so that we do not react as we did in 2007.3 Highlight of Speeches “For the first time. spoke on behalf of the mentors. people without vision react to crisis. informed.” Mr. Spread what you have been taught.” Figure 14: The Dean of Students. Just as we burn ourselves by picking up a hot pan without first putting on hot mitts. We need to celebrate our youth.4. Judy Kyenze. He urged youths to retain the values imparted on them by the project. One part of this universe we are capable of changing is ourselves. She said “this was an opportunity of a lifetime. Everybody learned. Ndegwa. Change has to begin with self order to change our country for the better. By 2015 we will see a transformed Kenya. we should emulate this and stop looking at ourselves as tribes but as Kenyans. Egerton University (above) and the Mentees Representative speaking during the final presentations event .1. you will transform this Kenya to what you like.46 | P a g e 6.
For the first time. It is because of this that the government is. For example. He pointed out that the 80 students who were trained had made a significant impact especially in leadership and change in tribalism and requested USAID to upscale the project to reach more youth. and women. we should emulate this and stop looking at ourselves as tribes but as Kenyans. In the past. My prayer. men. in the near future. in favor of the youth and change is inevitable. In 2005. you must preach and practice this message – that we must be de-ethicized in our actions” He thanked CTL and CCL for the training and urged people to preach peace and act as one.47 | P a g e Elizabeth. to a great extent. “What will we be able to accomplish if we train another 300 students and reach more secondary schools?” The District Officer – Bahati division The DO said that the youth population was the largest and they were the backbone of the economy. in favor of the youth and change is inevitable. prior day to final presentations event. “The new constitution is.” District Officer. there was always a tendency to be tribal. The government recognizes that youth participation in governance is critical. girls. and youth were used. He said “we are beginning to see signs of fruits from this project. The government recognizes that youth participation in governance is critical. The youth should focus on whatever they do best through education and talents. a high school student spoke to the gathered crowd. Youth. yesterday’s SUEU elections. the Dean of Students from Egerton University attributed the peaceful student elections held on the previous day. He was quick to point out that the solution to our problems lies within us.” Dr. Kibet. establishing a National Youth Council (NYC). Bahati Division Figure 15: The District Officer addressing the crowd during the final presentations . two groups fought each other with stones. We need to celebrate the victory of peace. We have suffered. The new constitution is. boys. The Council will comprise youths elected from all over the country and it will take care of youth’s rights. my hope is to spread this message to youths outside the area – youths reaching youth. not along tribal lines. the campaigns and elections were de-ethicized. This is a sign for our country. She said “It is better to bring Kenyans together. to a great extent.
It involved appreciation of all players who made the project a success. We encourage you to take total responsibility and offer yourselves as candidates in the next elections“ 6. high school lead teachers who worked closely with the students during the project period.4 Project Closing Ceremony After all was said and done. CTL and CCL issued each institution with a trophy. he strongly suggested that the “youth of today develop the vision necessary to take a chance and solve problems. a brief closing ceremony was carried out. The objectives of the project have been accomplished. You are the leaders of today.48 | P a g e Professor Naituli shared “It is humbling to see what is happening today.” He told the students and audience a story about talking with students in a primary school in Sweden. When he asked the students what THEY could do. CTL and CCL issued certificates of participation to Egerton University and each of the 10 high schools. University students. In appreciating the school and university administrations for allowing CTL and CCL to run the project in their institutions.1. they never suggested what government could do. Similarly. Figure 16: Trophies and framed certificates issues to institutions that participated in the project . Certificates of participation were also issued to all high school students.4. both mentors and ToTs received certificates of participation as well.
49 | P a g e Chapter 7 Challenges. Practicability of the Reform Message on Youth Unemployment One of the key youth concerns noted across the three districts is the high rate of unemployment and poverty. Though this is an issue contained in the reform agenda. This was a challenge especially for the action learning program that required more time to allow for more bonding and impact between mentees and their mentors. High Expectations This was a challenge in the sense that project participants particularly university students and a good number of high school teachers had high monetary expectations in terms of rewards and allowances than the project could offer. which was not addressed by this process limiting the practicability of the reform agenda on issues of youth unemployment and poverty. Though the project encouraged the youth to utilize their talents and skills in creating self-employment and enterprise building as way of addressing youth unemployment as well as sensitizing them on government efforts to address youth unemployment through YDF and C-YES. Time Constraints The project duration was 10 months. the project did not offer practical ways of empowering youth economically such as developing their business skills. This chapter presents a synopsis of the challenges faced. lessons learnt and recommendations for future work to bridge the gaps identified. It was noted that the greatest challenge to youth enterprise was access to initial capital. The implementing partners gained from both challenges and opportunities during the project period. The one month period within which each mentor team worked with their mentees was quite short noting that they were able to work together only during weekends. . providing initial business capital and awareness creation on YDF and C-YES fund access. Lessons Learnt & Recommendations The project presented learning opportunities as well as challenges for both CTL and CCL. b. The stereotype that a USAID funded project has a lot of funds in its disposal was difficult to change and it consumed time as CTL worked hard to explain the financial situation to these groups and bring their expectations to manageable levels. c.1 Challenges Experienced a. 7. the project fell short of providing practical solutions to this problem.
This had a significant impact on the project as political temperatures went up and the public associated colors ‘green’ and ‘red’ to ‘YES’ and ‘NO’ respectively. civic engagement events were often confused for constitution campaign rallies. . it is important to ensure their active participation. Timing for Civic Engagement Events The civic engagement happened at a time when Kenya was preparing for a referendum that saw the passing of a new constitution. It was a challenge separating the two because in the civic engagement events. They received the trophy and certificate on behalf of the school’s administration. allowing for presentations from local youth groups made the audience gain ownership of the civic engagement events. Lack of Cooperation In some schools. this did not work out in one of the schools. h. 7.50 | P a g e d. g. absence of students for various reasons such as being sent home for school fees. This had an impact on the project because end of term examinations started earlier than expected halting planned project activities. Also. our planned civic events colliding with such rallies failed to get permission from the police and provincial administration as all state security machinery was directed to presidential rallies. Due to a increase in public rallies by both the President and Prime Minister to drum up support for the New Constitution. the message on constitution was also echoed as constitutional reforms is one of the issues in the reform agenda. raffle prizes and reform quizzes. Though CTL staff managed to resolve conflicts that arose in most of the schools. This meant that we had to select colors carefully when printing publicity materials to avoid misinterpretation. f. Action learning Program Interference The action learning program was interfered by routine school programs such as examinations schedule.2 Lessons Learnt a. Audience Participation To drive the message of reforms effectively to public audience. we learnt that the audience paid more attention and stayed on to the end of the event because they were active participants in those events. Through dance competitions. During the month of July. The school dropped out of the project towards the end of the project though the students insisted on participating in the final presentations. the MoEST shifted school closing dates to late July as opposed to the usual month of August. the lead teachers were not cooperative leading to strained relationships between CTL and those schools. Misrepresentation of Civic Events Due to the political atmosphere in the country at the time.
d.’ b. CTL and CCL’s more involved in providing support and advice to the trained mentors and trainers. In Kiamaina area. Constitutional reform was most popular among the reform issues listed under the reform agenda. Young people were not aware of the other reform issues. We realized that lack of information on issues of national concern limits youth active participation in the same. a deeper knowledge of self. critical thinking skills. However. We learnt that active participation of youth in the project led to personal and corporate growth. abortion. However. youths joining militia gangs was one of the greatest concerns raised. an issue that was emphasized by area Assistant Chief. the youth were able to change their perception of what leadership really is. acquisition of crucial life skills e.51 | P a g e “The knowledge of the reform issues made youths realize that they can play a more active role in the reform process in their own small ways and positively influence those around them. through practice they realized the leaders that lie within them. the mentors and trainers were at the forefront in implementing the project. We noted other issues that concern the youth in Elburgon include overindulgence in alcohol. the issue of tribalism weighed heavily on youths in Molo and Elburgon area than in Nakuru Town area. ownership of the project and a broader understanding of issues in the community and the role of the youth in changing that which is not right in their own communities. majority of youth were not aware of the four agendas outlined in the National Accord. At the grassroots. c. This differed with issues raised in other areas such as Free Area where insecurity and drug abuse were ranked high on the list of issues affecting youth. self esteem and confidence. For instance. early pregnancies and HIV/AIDS. Throughout the high school trainings.g. improvement in their level of creativity and innovation. action learning program and civic engagement events. After the mentorship and training of trainers programs. We realized that through active participation in the project. We realized that lack of information on issues of national concern limits youth active participation in the same. . Uniqueness of youth needs depending on geographical areas CTL and CCL noted that youth needs are distinct and differ depending on geographical areas. we learnt that the knowledge of the reform issues made youths realize that they can play a more active role in the reform process in their own small ways and positively influence those around them. Youth Participation in National Issues CTL and CCL learnt that young people desire to participate in issues of national concern but they are not sure how to do that. it was evident that many knew about the signing of the National Accord and the power sharing arrangement in the coalition government. Other issues include rape. they were more evident in Elburgon town where many youths are jobless and a sense of hopelessness hovers after the closure of sawmills that were a source of livelihood for many families in the area. Effective change through Participatory Approach CTL and CCL implemented the project in a very participatory manner. Though youth unemployment and poverty were cross-cutting issues in all the three project districts.
Self knowledge gave them the confidence to explore their hidden talents and abilities. Through these programs. This was because the project model made it possible for youth from different backgrounds to interact with each other hence it was easy for them to relate and feel free with each other because of closeness in age.‘Youth reaching Youth’ The action learning and the civic engagement programs involved youth reaching youth with the reform message.g.Training of 1st and 4th Year Students in Egerton University on Leadership Students taken through the ToT program under the project have trained over 100 university students on leadership. in a separate occasion. Liberation resulting from self knowledge CTL and CCL learnt that the understanding and appreciation of given. . In June.Establishment of Leadership Clubs – Both University and High School Students have expressed desire to establish Leadership Clubs in their institutions for continuous learning and growth. CTL and CCL learnt that there was more impact when youth mentored youth as opposed to adults mentoring youths. We heard numerous testimonies on how the understanding of self liberated the thoughts of youth enabling them to step out of their fears and doubts to undertake new assignments. Egerton University students have already received a go ahead from the Dean of Students Office to register a leadership club aimed at reaching more students with Leadership training - . Youth Mentorship . they trained members of the Red Cross Club. f. training of 30 prefects from Naivasha Girls Secondary School . Both university and high school students have already started reaching out to more youth in their schools and villages through trainings and public events to help them understand basic leadership concepts and the reform agenda.Leadership trainings at grassroots and schools – ToTs are now taking their trainings back to their local towns. 2010. public institutions and local youth organizations in Kisii Town.52 | P a g e e. we witnessed the birth of new dreams for better lives and an increased desire and efforts to make a difference in the society. Youths identified with each other better as well as listened to each other more because they spoke the same language and identified well with each other’s needs. ToTs continue to reach out to high schools e.Sensitization of High School Students on Reform Agenda – Participating students in 2 High Schools (Kilimo and Njoro Central) have sensitized entire student community in their respective schools on reform agenda reaching over 550 in-school youth . chosen and core attributes has a positive impact on the attitudes and perceptions of young people both at a personal and corporate level. a team of 5 ToTs trained 35 youths drawn from high schools. More youth initiatives have stemmed from the project including: .
CTL and CCL recommends sensitization of youth on the YDF and C-YES funds and application procedures towards increasing their access to government funding programs available for financing of youth-led initiatives. reform agenda and youth mentorship to enable them support youths in the established leadership clubs. it did not build the capacity of teachers on the same issues. CTL and CCL recommend the training of high school lead teachers on leadership concepts. there is need to empower them with business skills. Training of high school teachers The just concluded project focused more on building the capacity of youths in high schools and university on leadership and reform agenda.3 Recommendations a. organizational leadership and employability skills. Both YDF and C-YES programs require fund applicants to be in groups. Leadership Clubs CTL and CCL recommend the setting up of leadership clubs in both high schools and university. Youths need capacity building in self-help group formation including registration processes. The clubs will also ensure that the information and knowledge shared and learnt through this project is passed on to more youth ensuring project continuity beyond the project period. These clubs will serve the purpose of unifying youth these institutions. tapping into their creativity and innovation energy. Capacity Building of Youth on Business Skills Youths need to be empowered economically to enable them create jobs and reduce the rate of youth unemployment. especially for out-of-school youth in entrepreneurial. youth are in search of people who can mentor and help them grow in their leadership ability. CTL and CCL learnt that high school students felt accepted when university students reached out to them.53 | P a g e g. development and exploitation of their talents/abilities and enhancing their participation in decision making processes. This reflected the need for mentoring and role modeling for youths as they grow by those that have gone ahead of them but within the same age bracket to overcome the challenges they face in their day to day life. Need for Role Modeling In most schools. 7. We noted that most high school students are kept in touch with their mentors beyond the mentorship period. d. creating conducive environment for continuous discovery. c. CTL and CCL recommend capacity building. b. To enable them build successful business enterprise. . they shared their fears and challenges with them freely. group dynamics and benefits for them to prepare and take advantage of economic empowerment opportunities available to them. majority of them are not aware of the C-YES program. While the national political scene rarely presents good role models in terms of leadership. details that were not within the project framework. Sensitization on Youth Economic Empowerment Opportunities Though the government run YDF program is relatively popular among youth.
11. 5. 7. 8. 9. 16. 6. 4. 10. MARGARET A. 2. 15. 17. 19. 13. 6. 13. MOGESA KIONGO FRANCIS ABDIH MAYYAO ADAN ONYANGO KELVIN KHADIJAH IBRAHIM ANTHONY GICHORE MAINA ANTONY VINCENT JOHN DOROTHY MOGESA CAROLYNE KARANJA NATHAN KAMURI JOYCE MUREU . 23 ETHEL LINDA OMONDI PETER CHEGE FAITH ACHIENG’ KAUNDA ROSE MARY NYAWIRA LINDA N. 20. 4.54 | P a g e ANNEXES LIST OF PARTICIPANTS HIGH SCHOOL STUDENTS NAKURU DISTRICT (TOTAL = 81) UPPERHILL SECONDARY SCHOOL KIAMAINA SECONDARY SCHOOL FLAMINGO SECONDARY SCHOOL HILLCREST SECONDARY SCHOOL 1. 18. 3. 12. 11. EKIRAPA VIVIAN NYAMBURA KIMANI JAMES MAKORI MESHACK KIPROTICH KIBET MARYLINE LESINGIRAN SYLIVIA KHISA LYDIAH KHAMATI KIBOR RUTH JULIA GATHONI BRIAN LIDWAJI DAMARIS WANGARE BEATRICE NABWIRE YUSUF TWAHIR ROSE WAITHERA ANNE WANGUI ISAAC MWANGI JAMES NJOROGE JOHN KIMANI JANE KINGA CONSOLATA NJERI ERICK WAWERU ESTHER NDUTA JANE WAMBUI TEREISAH WANJIRU JECINTA WANJIRU SANDRA NJERI MALCOLM MWANGI MARGARET WAMBUI JANE KIARIE TIPIS PETER FRANCIS WAWERU MAURICE MWANGI ANTHONY GATHO VICTOR OKONG’O KALEI PETER EKENO JUSTINE SALMA NALOTU THOMAS MAZIRI JOSEPH INYANJE HELLEN KATHAMBI DOUGALS MASINDE IBRAHIM GICHUKI SOPHIA AKOTH GRACE OMURUNGA GEORGE ORWA MARGRATE NYAMBURA JOAN MUHONJA ALLAN OFULA BINYANYA FREDRICK EVANS KAMAU MBUGUA TERESIA NGUYO HENRY AKUNDA PAUL KIMANI JANE MWANGI MICHAEL KARIUKI STEPHEN NJUGUNA VICTOR KOSKEI TERRY KIARIE JANE WANJIRU JACQUILINE CHEPCHIRCHIR DOUGLAS MULI SAMUEL GUTU JOHN NJENGA STEPHEN NJOROGE JENNIFFER WAMBUI SAMUEL KANGI NGINA MASEKA MIRIAM NYAMBURA JAMES MAINA JOHN MWANGI JOHN WARUI NATHAN MUTA RUTH NYAMBURA GEORGE NDUNG’U ANNE KARANJA JAMES KAROKI JOSPHAT NGUGI LEAKEY KAMAU NJORO DISTRICT (TOTAL = 63) NJORO CENTRAL SECONDARY SCH NJORO DAY SECONDARY SCH KILIMO SECONDARY SCH 1. 5. 8. 9. 2. GACHAHI BERITA ADISI JOHN MWANIKI COLLINS MUIRURI EDWIN TOO JOSEPH ANYIMBA DAVID IRUNGU HELLEN MUTHONI SPLINE BOCHERE RUTH WAMBUI ELIZABETH KAMBARA SHEM ONYANGO LOISE WANJIRU KAMAU JANE WANJIRU WILLIAM NDEGWA BEATRICE CHEPNG’ENO MAINA PETER KELVIN KAMAU DANIEL NJOROGE JOHN RUIRU ERIC NAMUTALI FRANCIS KAMAU LYDIA OKELLO CAUDENCIA N. 10. 7. 12. 21. OSUJI MONNAH WAMBUI NANCY ATIENO CHEBET FANCY MARGARET W. 22. 14. 3.
16. WAMBUGU ODIWOUR PETER WAFULA N. 7. EGERTON UNIVERSITY STUDENTS (TOTAL = 84) NJORO DISTRICT MOLO DISTRICT JOSEPH NJOGU KANYALU TERESIAH WAITHERA GITAU TIMOTHY OUMA ODIPO KAMUNDIA RACHEL WANJIKU SAMUEL KASERA JOHN MWANGI KIGUTHI WINNIE WEKESA KIPLANG’AT JOHN NGE’ENO ANGELA M. 4. 8. 23. ODERO NICHOLAS K. 18. 9. 15. 5. 5. JANE MERCYMARY WANGARI MARGARET KIMANI MICHAEL MACHARIA OCHIENG’ A THOMAS ERICK OKOTH PAUL WAMUI VERONICAH WANGARI LEAH NDUTA LILIAN NJERI THUO TIMOTHY MATHU MAUREEN AKINYI N. MWANTHI JOSHUA NDIGA SARAH KAURI CHARLES KASERA OTIENO LAWRENCE FRIDA KIRITO MUTHIRU MACHIO ALEX KANGE ODHIAMBO R. BETH WANJIRU DAVID KARIUKI PETER WAWERU SARAH MUIGAI GRACE WANJIRU DAVID JOHN MONICAH MUTHONI FRANCIS MWANGI NAKURU DISTRICT WYCLIFF ONYALO JOSPHAT W. 15. 14. 7. 13. 12. SIMIYU MUIRURI W. 16. 21. 8. 19. 2. PETER NJOROGE JOEL SAMBASI RAJAB IBRAHIM SUSAN APEM GODFREY MANG’ONG’O KAMAU PETER ZEINAB NASTEHO HASHIM MOHAMMED DORCAS NDUTA JEMIMAH MWIHAKI JOHN KARANJA VINCENT WAFULA MARY MUTHONI VICTOR MAKAU MWANGI DOUGLAS STEPHEN AKALA MILTON OWINO OPIYO TABITHA KEVIN CHIRCHIR SALOME WACU STEPHEN KARANJA JOHN OLOO MOLO DISTRICT (TOTAL =64) MAU SUMMIT SECONDARY SCHOOL ELBURGON DEB MOLO DAY SECONDARY SCHOOL 1. 12. NDETO DAVID KIMUTAI KIRUI MICHAEL MBATA ABUGA ORAYO JOSEPH SARAH MUCHIRI STEPHEN KAGECHU WAIHUNI MUTUKU J. 3. 20. 9. GACHORA LILIAN CHEPCHIRCHIR JUDY MBUTHIA CALEB ONDIRE JOSEPH NGARUIYA JOSEPH MBURU PHYLIS AKURU EPURE LILY NAMAROME DAMARIS W. 18. 10. 6. 2. BII OGENDO ROBER OUKO MARY MWELU ODHIAMBO ERIC OCHIENG MICHAEL KUNG’U STUDENT UNION LEADERS BARSOGET EDWIN CHELANGAT CHARLOTTE ABUBAKAR OMAR LAMECK OKOTH WAMBUA D. 17. THOMAS WAINAINA ROSEMARY W. 10. MWANZIA KEVIN ODHIAMBO DUNCAN MUIRU MAJONI EDMOND . 13. 11. 19. NDUNG’U PETER RONO PAUL KAMAU NJUGUNA NAOMI GITHINJI VIOLET MIHADI SYLIVIA MLOMA KOSGEI BERNARD ANYONA EVANGELINE N. 17. YVONNE VIOLET DEIZU DINAH KEMUNTO EVANS NJOROGE BENSON GICHIA JAMES MWANGI TERESIA NJOKI KARIMI IRENE MUMBI CECILIA NDIRANGU SHEM ANYONA ENOS MUTONYI MARY KENUNTO MONICAH WAIRIMU STELLAH LOMURIA DORCAS BARASA NELSON IGHANJI VINCENT KOECH BENJAMIN KIRUI DENNIS LEIMPIAN FLOSY CHEMUNYAN EVERLYNE CHERONOH MARION WITAMBERA JOB OTISO ANTONY WAKUBWA PIUS SIELE ELIZABETH NANGOITE ERICK NGENO JOHN UGE KAMAU PAUL NG’ANG’A SAMUEL LOKUI BENJAMIN KIRUI MIRIAM NJERI ELIZABETH KAMAU LYDIA MORAA LUCY KAMAU BEATRICE KEEMA ZACKY GITAU 1. 20 21. 11. 22. 6.55 | P a g e 14. 22. 4. 3.
Mr. 16. the gardener disappears mysteriously. THIONG’O ELIJAH ONGERI BIGOGO NYABIRA BEN CHRISTOPHER CHEMJOR JEROTICH LEAH MUIGAI LUCAS OUMA OKUTO VICTOR OCHIENG’ MALLELAH KAGIA SAMUEL MBERE CHARITY CHEPKOECH BOR KARIUKI RAHAB MORRIS MWAI MUKUNA PAUL NJENGA KIARIE BERNARD ODHIAMBO OJUKA SKIT . 24. 19. 22. Masumbuko) comes up with the idea that their daughter accompany her father and be employed as a house help at the rich man’s house. NDUNG’U MARY NYAMBURA KURIA NAOMI N. 18. 800 per month. NJUGUNA FAITH MURACIA JOSEPH OLEMBO WERE BOAZ NGOJE OWINO BEATRICE N. which is much needed by her family. Within this time the young girl delivers a baby boy. Masubuko) of the family has just returned from work/casual labour from one of the affluent families in the area. for false allegations. an action witnessed by one of the gardener’s. After a few working days while doing menial tasks at the rich man’s house. The rich man with the help of his lawyer bribes the judge and the witness. poverty) The scene opens with a horrible and pathetically financially stressed family. 25 26 27 28 JULIET OCHOLLA NAOMI CHEBWOGEN PATRICK ODENGO OMANYA JOHN ROBERT OWIT REGINA WANGARI STEPHEN KARIUKI SOSPTER KIMANI WANJOHI RYAN MASILA MWANZUI HUMPHREY MUSUNGU ERIC MUTUGI ANNE WAMBUI MUREITHI BRUCE KEPLAGAT CHEMJOR WANGUI E. the rich man returns unexpectedly from work and rapes the house help. Masumbuko is then sentenced to serve a jail term of five years. 23. KWOMA JUDY NGINA KYENZE ELIJA OTIENO GAA MARY W. Impunity. The gardener reports the matter to the girl’s family and the matter is forwarded to police/court by the parents. The wife (Mrs. The young girl had just dropped out of school due to poverty. On the first hearing of the case. at the court the case is adjourned for 18 months for no apparent reason. 17. discussion about the cause of poverty in their family. where the family position is used as a tool for oppression to the poor. a slow justice system. On the second hearing the case is twisted and it turns out that the allegations were lies from the poor family with the intention of extorting money from the rich man. The young girl secures the job for a salary of Kshs. . The bread winner (Mr.56 | P a g e 14 15. 20 21.BY ELBURGON DEB SECONDARY SCHOOL (THEME: Corruption.
57 | P a g e University Students Recruitment Poster Self and Social Growth Opportunities! Are you a 2nd or 3rd Year Student? Do you find joy in Adding Value to Others? Do you Value Relationships? Are you good in Public Speaking? Are you looking for Opportunities to further Develop your Presentation Skills? Would you like to Invest in others through Mentoring? Are you Creative and Outgoing? Do personal growth opportunities matter to you more than a pay cheque? Are you Patriotic? Would you like to promote Nationhood by Unifying Kenyans? Is your home area located in Njoro. you are the person we are looking for. Molo or Nakuru Districts? Are you available in the months of June. PLEASE PLAN TO ATTEND OUR MEETING ON 25TH AND 26TH MARCH. 2010 AT B3 . July and August? If your answer to these questions is ‘YES’.
58 | P a g e .
59 | P a g e .
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue reading from where you left off, or restart the preview.