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Yo
De
PR
Center for
Transformational
Leadership
th Leadershi
elopment foReforms
JECT REPORJanuary, 2011
p
T
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Youth Leadership Development
for Reforms
Authors:Bancy W. Kubutha
Kristin B. Naituli
Jennifer Martineau
Project Report
Disclaimer: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.
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For the past two decades, Kenya this has had a history of inter-ethnic violence, often eruptingfollowing 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 criticalif 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 Kenyas 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
Forward
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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 civicengagement 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
governments 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 ToTs who
stepped out of their comfort zone to deliver leadership and the reform agendatrainings 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.
Acknowledgements
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Table of ContentsForward 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 . 11Recruitment 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.... 27Reports 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 34Evaluation 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 presentations Activities ... 44
The Procession.. 44
The Presentations 45
Highlights of Speeches . 46
Project Closing Ceremony ... 48
Chapter 7:Challenges, Lessons Learnt and Recommendations 49Challenges Faced . 49
Lessons Learnt .. 50
Recommendations .. 53
Chapter 8: Annexes .. 54
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List of Tables and FiguresTables:Table 1: Details of Selected High Schools .... 12
Table 2: Outcome of the Reform Agenda discussion ... 17
Table 3: Details of High School Trainings .. 21
Table 4: Outcomes of Youth mentorship Training .......... 35
Table 5: Outcomes of ToT Training . 36
Table 6: Outcomes of High school Trainings . 37
Figures:
Fig 1: A section of Participants during the Mentorship Training 15
Fig 2: A Group Discussion on Reform Agenda during the mentorship training. 16
Fig 3: A participant concentrates during the ToT training 19
Fig 4: High School Students Photos during the Leadership Trainings. 21
Fig 5: A Practice Session in Preparation for Civic Engagement Event .... 24
Fig 6: Photo Showing a Procession Prior to a Civic Engagement Event .. 28
Fig 7: Students from Hillcrest Secondary Presenting a Skit on Corruption... 29
Fig 8: A Presentation at the Kiamaina/Upperhill Secondary Event .. 30
Fig 9: Elburgon DEB Students present a skit on Corruption ..... 31
Fig10: USAID/DAI Grant Manager Talks to a DO and Asst. Chief 32
Fig 11: A procession in Njoro town to mobilize youth for a civic event . 33
Fig 12: Youth Participating in a Procession in Nakuru Town . 44
Fig 13: Photos of different Groups Making Presentations in the Final Event . 45
Fig 14: The Dean of Students speaking during the Final Presentation Event . 46
Fig 15: A District Officer Addressing the Crowd during the Final Presentation 47Fig 16: Trophies and Certificates for Participating Schools . 48
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Acronyms and AbbreviationsARC - Agricultural Research Center
CCL - Center for Creative Leadership
CDF - Constituency Development Fund
CTL - Center for Transformational Leadership
C-YES - Constituency Youth Enterprise Scheme
DAI - Development Alternative Incorporation
DC - District Commissioner
DO - District Officer
DPC - District Peace Committee
KACC - Kenya Anti-Corruption Commission
MoEST - Ministry of Education, Science and Technology
MoSYA - Ministry of Sports and Youth Affairs
NYC - National Youth Council
SUEU - Student Union of Egerton University
ToT - Training of Trainers, used when referring to student trainers
USAID - United States Agency for International Development
YDF - Youth Development Fund
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Chapter 1
Kenya has had a history of divisive politics that revolve primarily around ethnic
allegiances. This has led to inter-ethnic conflicts that have subsequently erupted
following general elections in the past. After the 2007 elections, a wave of violence
rocked the country. Areas that bore the brunt of this violence include Nakuru,
Naivasha, Eldoret and Molo in the Rift Valley Province. Members of certain tribes
were evicted from their homes and sent back to their ancestral land. The violence
was characterized by murder, sexual assaults and rampant destruction of property
because of perceived ethnic or political affiliations of the victims. 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. Kenya is currently experiencing a
youth bulge as over 50% of the countrys population is aged between 15 years and 35
years of age.
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. 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. 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, the desire to
remove members of other communities settled in the Rift Valley province, 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. 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, and dramatically
increases potential for the ignition and explosion of violence. At the core of these
problems pointed out by these two commissions are deeply ingrained stereotypes,
attitudes and mindsets held by the different communities living in the Rift Valley.
Project Background
At the core of
these problems
pointed out by
these two
commissions
are deeply
ingrained
stereotypes,
attitudes and
mindsets
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These stereotypes are passed over from one generation to the other. Consequently,
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. 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. 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. The 2007 post-election violence formed the threshold for the Youth
Leadership Development for Reforms project. 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 28 th February, 2008 to
establish the Coalition Government.
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, national
cohesion, youth unemployment and transparency and accountability. In addition,
the project sought to help youth overcome ethnic stereotyping in their
communities, mitigate inter-ethnic conflicts, have a greater appreciation for
themselves and others and gain a greater understanding of leadership principles.
The project
sought to
sensitize youth on
issues that need
to be addressed
to prevent a re-
occurrence of the
2007 post
election violence
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Chapter 2Recruitment Process
To achieve the set project objectives, there was need to recruit youth to participate
in the project from all the three districts. The recruitment process was conducted in
three levels. These levels were recruitment of university students, selection of 10
high schools and recruitment of 20 high school students in each school. 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. This chapter of the
report describes in details how CTL went about the recruitment process at all levels.
2.1 Recruitment of University Students and Project Introduction
CTL approached the Dean of Students in early March to first, introduce the project,
secondly to seek his permission to work with university students and thirdly seek his
advice on the recruitment process of prospective project participants. CTL received
support from the Deans office with the appointment of two staff and a student
leader to work with CTL in the project. During the same month, CTL developed a
comprehensive poster inviting university students from Egerton University, Njoro
Campus, to attend a recruitment meeting. 127 students turned up for the meeting
where they filled a selection questionnaire prepared in advance by CTL. The
questionnaire was designed to provide CTL with critical information including
personal details, past leadership experience, students motivation to participate in
the project and previous engagement in civic activities.
CTL selected a group of 80 students based on their home-location, ethnic
background, gender and availability during August break. The criterion of home-
location was necessary because of the project area factor (Njoro, Molo and Nakuru
Districts) hence students needed to be residents of these particular districts.
Students ethnicity mattered because the project, as an important part of the
leadership training, included students practicing appreciation for ethnic diversity by
collaborating in inter-ethnic teams during the action learning program. The ethnic
aspect was also necessitated by the need to create harmony and mitigate future
inter-ethnic conflicts involving youth.
Studentsethnicity
mattered
because the
project, as an
important part of
the leadership
training, included
students
practicing
appreciation for
ethnic diversity
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No. Name of School District Neighborhood
1. Flamingo High School Nakuru Flamingo, Bondeni, Kimathi, Shauri
Yako, Ujuka, Phase II, Lumumba,
Kivumbini and Kaloleni Estates
2. Kiamaina Secondary School Nakuru Maili Sita, Heshima, Good Samaritan
and Kagoto
3. Upper Hill Secondary School Nakuru KITI, Teachers, Mawanga, WhiteHouse and Mchanganyiko
4. Hill Crest Secondary School Nakuru Free Area, Nakuru Blankets, and
Kiratina
5. Njoro Central Secondary School Njoro Jawatho, Njoro Town, Kenyatta
6. Njoro Day Secondary School Njoro Sunrise - Kenyatta, Naishi,
Kiptangich
7. Kilimo Secondary School Njoro Belbur, Njokerio, Okilgei
8. Molo Day Secondary School Molo Molo Township, Motto
9. Mau Summit Secondary School Molo Tayari, Mau Summit, Total,
Mutirithia, Sirikwa
10. Elburgon DEB Secondary School Molo Turi, Elburgon Township, Kawaura
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. Out of the 80 university students
selected to participate in the project, CTL, 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.
2.2 Selection of High Schools and Project Introduction
CTL selected 10 high schools across the three project districts. Field visits were carried
out by CTL staff to identify the schools. During these visits, the staff held meetings with
head teachers in prospective schools to understand the schools background, the impact
of post-election violence on the students and the ethnic combination of students
population in these schools. The criterion used by CTL in the selection process
considered two main things, location and classification of the schools. CTL preferred
public schools over private schools due to the fact that public schools draw their student
population from middle and low income families. 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. Based on information received from the school
principals, 10 high schools distributed across Njoro, Molo and Nakuru districts, 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 andmale students
alike
Table 2: Details of Selected High Schools
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CTL introduced the project to selected high schools using official letters. The
letters provided details on the project including project title, duration, schools
participation and project activities to be undertaken. Once the school principals
agreed to the project, they appointed a lead teacher to work with CTL in the
project implementation.
2.3 Recruitment of High School Students
After project introduction, the head teachers in selected schools appointed a
lead teacher to work with CTL throughout the project. The lead teachers
worked closely with CTL in the student selection process. CTL used the following
criteria in selection of high school students:
a. Gender balance: the selected group of students must comprise 50%
male and 50% female
b. Inter-ethnicity: Selected students must represent different ethnic
communities in Kenya
c. Availability: Selected students must be available in the months of
June, July and August to carry out civic engagements during
weekends.
d. Training: Students must be willing and available to participate in a 1-
day leadership training in the month of May, 2010
e. Home-location: Students home areas must be in Njoro, Molo or
Nakuru Districts
f. 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, each school selected a group of 20 students who
participated in the project.
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TrainingsChapter 3Trainings were a key component of the Youth Leadership Development for Reforms Project.
The leadership training for Student Union Leaders marked the start of the project in March,
2010. In May, 2010, CTL and CCL partnered to deliver the Youth Mentorship and Training of
Trainers programs. These trainings were followed by High School Leadership Trainings
conducted by a team of 20 trainers. CTL and CCL used practical and interactive tools in
delivery of these trainings. Techniques used in trainings included group discussions,
dialogue, experiential activities and storytelling. To capture real time feedback from
training participants, facilitators set up a democracy wall at the back of the classroom
where participants posted feedback in five main classifications namely, I Felt, I
Discovered, I Learnt, I Noticed and I would like to Suggest. 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.
3.1 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. Conducted at ARC hotel in Egerton
University, the training focused on enhancing the student leaders understanding of
leadership, increase their self awareness and social skills, build their capacity to
accommodate diverse views and perspectives, build their conflict mitigation and resolution
skills and improve their communication skills. Further, this training was designed to boost
student leaders understanding of the reform agenda, make meaning of the reform issues
and their relevance to the youth as well as explore the role of youth in the reform process.
3.2 Youth Mentorship Training Program
This 3-day training was delivered jointly by facilitators from CTL and CCL to a team of 80
participants. 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. The
training design borrowed heavily from CCLs Leadership Essentials/Mentorship training
developed to help leaders and mentors at all levels understand and unlock their leadership
potential. The content of this training may be classified into three sub-sections:
It is high time
youths think
critically in order
to change the
status quo in
leadership of
this nation.
Youth Mentorship
Training
Participant
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3.2.1 Leadership Concepts
The students were taught essential elements of leadership and key drivers of
leadership development combined with the attributes of good mentorship. Tools
and techniques for acquiring deeper self-insight and discovering ones own
leadership strengths and challenges were used. Using the head, heart and
feet model, 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, feeling and
doing. This exercise resonated very well with the participants and built their
empathy skills needed to build and sustaina mentorship relationship. Through
the SBI model, the students received techniques for giving and receiving
meaningful feedback. Understanding and empathy for the Mentee was practiced
through specific mentorship sessions. 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.
As a young
person, 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
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3.2.2 Reform Agenda
Much emphasize was put on Kenyans Reform agenda as facilitators took
participants through each of the eight issues contained in the agenda.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, 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. The discussion revolved around 5 reform issues. 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
Reform agenda is
important to the
youths because theyare the future leaders
and it may be easier
for them to spread
and teach reform
agenda. I believe if
they were
knowledgeable, post
election violence
wouldnt have
happened
Form 3 Student
Kiamaina Secondary
School
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Reform Issue What the Youth can DoConstitutional
Reforms
1. Create awareness of constitutional reforms taking place in our country.
2. Create awareness about the importance of voting.3. Vote for or against the new constitution.
4. Critiquing the leaders opinions.
5. Hold forums and discuss issues of constitution.
6. Register as voters.
7. Sensitize and encourage others to register as voters.
8. Refuse bribes during campaigns.
9. Preach and maintain peace during campaigns and voting process for the constitution.
10. Help public overcome negative mental models about constitutional reforms.
11. Be part of civic education process.
12. Encourage other citizens to vote especially the victims of post election violence.
13. Take initiative of collecting and distributing copies of the draft constitution to each and every citizen.
14. Actively participate in the referendum process by taking clerical positions.
15. Learn to appreciate the democratic views of others.
16. Encourage other youths to participate in civic workshops.17. Take the initiative to go to their villages, read and interpret the contents of the draft constitution to the
illiterate people in the rural areas.
Poverty,
Inequalities
and Regional
Imbalances
1. Campaign to sensitize youth on importance of education in order to avoid ignorance.
2. Volunteer in community development projects
3. Engage in co-curricular activities to avoid idleness and social crimes.
4. Establish modern communication methods so that whenever there is a vacancy, the youths are aware. This
problem is due to the fact that youths lack access to information
5. Encourage youth to set up businesses in less developed areas
6. Sensitize youth to reduce crime rate to increase investment (create a conducive environment for investors)
7. Register as voters to actively participate in elections to produce best leaders to advocate for more job creation
by the government.
8. Youth should revert to blue collar jobs instead of only aspiring for white collar job.
9. Educate farmers on modern farming methods to improve production and reduce the cost of production.
Youth
Unemployment
, Poverty
1. Sensitize the youth on the importance of vocational training.
2. Encourage the youth to be innovative and utilize their talents in self employment
3. Be opportunistic and solicit/grab all opportunities which are available in their locality
4. Form self help groups and utilizing the youth fund.
5. Come together and pool funds to initiate various lucrative projects that can generate income and provide self
employment
6. Help fellow youth overcome the negative mental model that only white collar jobs e.g. management is for
learned should be changed and all jobs including farming should be viewed with due respect.
7. The youth can demand for the education system in Kenya to be more practical rather than theoretical and
exam oriented.
8. The youth who are learned should encourage the rest to follow suit in order to get qualifications for the jobs
they desire.
9. Selflessness among the youth should be encouraged.
10.
Enroll in youth polytechnics and encourage other youths to do so.
11. Family planning education should be enhanced to reduce population rate.
12. Start-up self help groups to put into use their entrepreneurial skills and recreational facilities like sports
competition for talent development.
13. 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.
National
Cohesion &
Integration
1. Change the naming system i.e. drop the names that denote the tribe.
2. Take up leadership roles in neglected areas of the economy e.g. fishing, agriculture to reduce the gap between
the rich and the poor.
3. Participate in community service activities to bring different people together e.g. tree planting & clean ups.
4. Using religious forums to create awareness on importance of unity among different tribes.
5. Encourage networking among youths e.g. face book.
6. Organize sporting activities among youth from different tribes and educate each other on national issues.
7. Enlighten the youth about their rights.
Table 2: Outcome of the Reform Agenda discussion
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8. Youth forums to discuss national cohesion issues
9. Exchange visits for inter-tribal interactions
10. Cross-cultural interactions should be encouraged e.g. through marriage, recreational activities e.t.c.
11.
Youths to encourage use of national language by being role models.
12. Participate in civic education to help people overcome negative mental models about other tribes.
Transparency,
Accountability
and Impunity
1. Create a culture of accountability among the youth through trainings and campaigns.
2. Develop a corporate interest for our country and avoid individualism.
3. Encourage youths to be involved in modification of the informal sector (Jua kali) to create employment.
4. Decision making Supporting and sensitizing fellow youths to fight corruption at a personal level
5. Encourage fellow youths to join development centers.
6. Pooling funds and managing them for sustainable project.
7. Lobbying and campaigning against impunity by the power of the VOTE.
8. Sensitize others on their rights to information on the countries affairs.
9. Finalization and implementation of the information bills, through open advocacy & awareness creation to
youths.
10. Incorporate discussions on good governance, transparency and accountability capacity through youth forums
and discussions
11. To avoid corruption during elections of leaders.12. Foster a culture of good leadership and law abiding citizenship.
3.2.3 Conflict Resolution
Through experiential exercises, sessions on conflict mitigation and management
helped participants understand how distorted information, lack of information,
stereotypes and blowing up small issues can ignite violence in our communities.
Sharing the tips for constructive conflict, facilitators prepared participants to sensitize
and motivate their mentees and peers on the importance of the reform process, and
the active leadership role the youth need to play in this process thus helping to
safeguard a future of stability, peace and prosperity for Kenya.
I hated to
associate with
Luos, I thought
they were ill-
behaved and that
they followed
things blindly coz
they were of their
tribe. But I have
changed this
perspective.
Form 3 Student
Flamingo
Secondary School
3.3 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. The training covered key
components including planning for training sessions, facilitation of dialogue among
participants, time management and climate management in the room. CTL and CCL
facilitators helped participants understand the four tips for effective facilitations
which are:
Use of space During facilitation, participants were encouraged to utilize the space
available to them including the classroom walls and hall ways. It is helpful to have
students sit in small groups hence organization of seating is of importance. Good
facilitators figure out the sitting arrangements ahead of the training time. Facilitators
were encouraged to freely move through the classroom, this helps maintain close
connection with training participants.
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Some helpful tips to remember as facilitators: i) Use all of the space available ii)
Figure out space ahead of time iii) Your training room is your HOME, prepare it in
such a way that participants will be comfortable being in it.Putting something in the middle This was meant to help facilitators break the
ice and have participants engage in active learning through dialogue and round-
table discussions. Putting something in the middle allows facilitators to get
participants to OWN the learning process. 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. Visual Explorer,
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, and vi) Social Identity Map to help participants
understand themselves and each other better.
Before the training I
was not aware of the
fact that I could do alot in my position as a
student and as an
upcoming a leader.
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.
Steadman's story
about the beggar who
had been sitting on apot 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. I was
amazed at how much
potential there was
within me but I just
had never even
discovered it myself.
My thinking has been
broadened, am no
longer just thinking of
completing my
studies and getting a
job, 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 5: A participant during the ToT Training
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No TOT TEAMS SCHOOL DISTRICT TRAINING DATES
1 Timothy Ouma and Naomi
Chebogwen
Flamingo Secondary
School
Nakuru 22nd
May, 2010
2 Bruce Kiplagat Chemjor and
Winnie Wekesa
Upper Hill Secondary
School
Nakuru 22nd
May, 2010
3 Josphat Wambugu Gachora &
Miriam Nangila Chepkania
Kiamaina Secondary
School
Nakuru 22nd
May, 2010
4 Lilian Jepchirchir Ngetich &
Evalyne Wangui Njuguna
Hill Crest Secondary
School
Nakuru 29th
May, 2010
5 David Kimutai Kirui & Racheal
Kamundia
Njoro Central
Secondary School
Njoro 5th
June, 2010
6 Ouma Lucas Okuto & Charity
Chepkoech Bor
Njoro Day Secondary
School
Njoro 5th
June, 2010
7 Michael Ndegwa Kungu & Lily
Namarome Wanyonyi
Kilimo High School Njoro 5th
June, 2010
8 Morris Mwai Mukuna &
Teresiah Waithera Gitau
Elburgon DEB
Secondary School
Molo 29th
May, 2010
9 Samuel Jesse Kasera & Mukonyo
Angela Ndeto
Molo Day Secondary
School
Molo 29th
May, 2010
10 Joseph Abuga Orayo & Jerotich
Chemjor
Mau Summit
Secondary School
Molo 29th
May, 2010
I thought that
leadership is all aboutgiving orders and
expecting them to be
obeyed but now I learnt
to respect and listen to
other peoples opinions.
I am now able to
identify myself in the
society, I know what I
can do better and I
know how to resolve a
conflict. I also know
how to come up with a
viable means of
communicating.
Form 3 Student
Kiamaina Secondary
School
Table 3: Details of High School Trainings
Figure 4: Photos of High School Students during the High
School Students Leadership Trainings
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4.2 Mentors activities with menteesMentors worked with their mentees for four consecutive weekends (Saturdays and
Sundays). 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, the mentors helped mentees identify issues within their local
communities that are of concern to them. Mentors then helped mentees understand
how those issues relate to an issue in the reform agenda. For instance, 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, poverty and lack of jobs. This is contained in the reform
agenda as poverty and youth unemployment. During this week, 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.
Week II Mentors supported mentees in identifying ways of packaging the reform
message. In this week, mentees started writing skits, songs, dance, coral verses,
narratives and poems aimed at sensitizing youth on the reform agenda as well as
calling them into active participation in the reform process. Mentees packaged these
messages in diverse languages including English, Swahili and local languages to
ensure the reform message would be passed on to the target audience. Practice
sessions also began during this week.
Week III This week was characterized by practice sessions. Mentors supported
mentees to polish up their presentations. They helped them enhance coherence in
their actions, movements, tone of voice to ensure better and clear passage of the
reform message to their audience. Due to shortage of time, mentees organized their
own meetings during the week to practice more on their presentations.
Week IV Civic engagement events were conducted during this week. Activities
included organizing high school students for presentations, preparation of event
programs, notifying and acquiring relevant permits, conducting public processions
and running of the main events. 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.
..the mentors were
very supportive
because when youpassed a point
forward, they took it
the right way and
modified it further to
show that you are
good
Form 4 Student
Hillcrest Secondary
School
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4.2 Mentorship Experiences
Both mentors and mentees experienced growth at different levels through the
action learning program. In their feedback to CTL and CCL, mentors and
mentees strongly expressed individual and collective growth in the following
areas:
4.3 Leadership Development in menteesMentors reported that they noted the growth in mentees in the following:
a. Ability to work together Mentees level of cooperation, respect for one
another and discipline worked well during the preparation of civic events. The
students remained focused throughout the mentorship process.
b. Ownership of the Reform Process The mentees felt that they were also
part of the reform agenda and had a role to play. At first they thought it was
only meant for their parents and elders but they realized later that they had a
role to play.
c. Self Esteem and Confidence Compared to the start of the project, the
mentees were more confident, able to interactive and ready to contribute
constructively to the reform agenda debate by the time the project came to
completion.
d. Self Discovery There was discovery of new talents and abilities among the
students and their level of maturity rose amazingly
The mentors were
lively, I loved their
attitude towards the
project; 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.
Form 3 Student
Elburgon DEBSecondary School
My understanding of
leadership has
changed through this
project, I first believed
that leadership was all
about ruling the
people
and having power but
now I know it is
about serving the
people, listening to
their needs and
guiding the people in
the right direction.Through the project, I
learnt the qualities of
a good leader and
what is expected of a
leader, now I believe I
can be a good leader
Form 3 Student
Flamingo Secondary
School
Figure 5: High School Students in a practice session in preparationof civic engagement events
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4.4 Leadership Development in mentors
In their own words, the mentors described their personal growth in leadership
as follows:- 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. Now I believe that given any task to
perform, I have what it takes to do it.
- My perception of other people really changed a lot as I got to work with
people from different ethnic backgrounds. I became more comfortable
being with them, am now able to relate with anyone regardless of their
ethnic background.
- I have come to understand and know my strengths and weaknesses inleadership; I have also learnt how to bring people to see things in a more
objective way
- 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
4.5 Challenges faced in the Action Learning Program
The following challenges were experienced while carrying out the action
learning program:a. Duration of mentorship The time allocated for mentorship was not
sufficient considering that mentors and mentees only met during
weekends. School programs could not allow for mid-week meetings hence
reducing time significantly.
b. Venue Using school classrooms was not convenient as they were not
always accessible.
c. In some schools, students confidence levels were not high hence there
was need for more time and more interactions to build confidence to the
required levels.d. 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. This necessitated
recapping on issues discussed before the break and raising of students
morale after the breaks.
My ability to work
well in a team has
changed. Learning totreat other peoples
ideas as important as
mine and also
appreciating the
efforts and
contributions made
by others has
improved my ability
to work with others.
Youth Mentor,
Nakuru District
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The mentors helped
us think outside the
box, think of what
the community
needs, what would
attract the youth and
of course gave us
ideas to work on
Form 2 Student
Kiamaina Secondary
School
4.6 Lessons Learnt from Action Learning Program
- It is more effective to work with youth to effect change because they
are creative, energetic and willing to take the risk of going an extra
mile.
- Youth responded well to youthful mentors. Because of the closeness in
age, the mentorship relationship became more impactful.
- Young people are not inherently tribal; it is their minds which have
been poisoned by older generations. When their consciousness about
stereotypes is raised, they are able to think beyond ethnic lines.
- Young people have creative solutions to societal problems, they have
potential that if tapped can bring real change in society.
- 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.
- A grounded knowledge of self builds self and collective confidence
causing young people to work well in teams and achieve more
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Civic Engagement
Chapter 5
Civic Engagement events were carried out in three focus districts to reach out
to out-of-school youth with the message of reform agenda. 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. The youth used skits, songs, poems, narratives and art to pass out the
reform message and challenge youth to actively participate in the reform
process. The government was represented in these civic events through the
local administration including DCs, DOs, Chiefs and Councilors. Other
stakeholders who participated in Civic Events were MoSYA Representatives,
local youth organizations and DPC representatives. The civic events have beena great opportunity for young people to exercise their creativity, 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. Peaceful processions through settlements around the event venues saw
hundreds of youths stream in to listen to the reform message. Speeches from
government representatives encouraged youths to make use of opportunities
provided by the government to curb youth unemployment. In total, 6 civic
events were carried out across the three districts. Through civic engagement
events, the project reached a total of 1950 youths with the reform message i.e.1000 in Nakuru District, 300 in Njoro District and 650 in Molo District. CTL
worked with mentors to issue raffle tickets to event attendees. This made it
easy to know the number of youths attending the civic engagement events.
5.1 Reports from Specific Civic Events:
5.1.1. Flamingo Sec. School Event - This was the first civic event to becarried out and reached out to an estimated 200 youths. The event was held in
Menengai Social Hall within Nakuru town on 26th
June, 2010 and showcased
creative presentations staged by a group of 20 enthusiastic students from
Flamingo Sec. School. Presentations were mostly in the form of skits, songs andpoems that were both informative and a call-to action for youth to participate
in the reform process. The event drew youths from surrounding estates
including Bondeni, Kivumbini, Shauri Yako, Manyani, Kaloleni, Flamingo and
Phase II Estates. During the 2007/2008 post election violence, 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. The
issues that are of concern to the youth in these areas are first and foremost
youth unemployment, the rate of youth unemployment is very high in these
estates and due to idleness, they spend time indulging in alcohol drinking and
drugs.
Young people need to
know about the reformagenda 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. The
issues in the reform
agenda are very
critical, 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.
Form 4 Student
Flamingo Secondary
School
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With the rate of youth unemployment high, there are insecurity and poverty
concerns. The presentations made by the students called youth to shun
tribalism, corruption and violence, and instead utilize their unique talents
and gifts to make a living through self employment. Salma, one of the
students showcased how she utilizes her artistic talent to make a living by
decorating brides through drawings. Other self employment case studies
were presented by three youth groups that use art to earn a living through
staged drama and dances. The three groups, Makry Group, Genesis Arts and
Trinity 597 are all organized membership groups, formed and led by youthand earn a living through art.
These case studies were a true presentation of how the youth venture into
self employment, avoid idleness and contribute positively in their
communities. In addition to these, the students challenged youth to shun
tribalism through skits and poems. A skit that stood out with a clear message
on tribalism was the one that showed how a family kicked out their house-
help because she was from a different community. Later, 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. The students staged a moving scene
with a clear message on building national unity, a key issue contained in the
Reform Agenda.
To reflect the role of government officials in the reform process, 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, the
students showed how youths can get off the hook of politicians who use the
youth to instigate violence during campaigns. Other presentations made
included poems, songs, narratives on reform issues including transparency,
accountabilityand impunity, national cohesion and unity, youth employment
and poverty, land reforms and institutional reforms.
Young people should be
concerned about reform
agenda, it is about their
future. The civic eventhelped us have a mission
and vision for our country
and shun away from bad
influences/leaders who
are not worthy to society.
Leaders are not born,
they are made. Everyone
is a leader to his or
herself and we as youths
should try to make our
country, community a
better place. Every youth
should be aware andavoid leaders who
influence them to start
violence. YES WE CAN
CHANGE THE WORLD TO
BE A BETTER PLACE.
Form 2 Student
Flamingo Secondary
School
Figure 6: Photo showing a procession prior to a civic engagement event
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5.1.2 Hillcrest Sec. School Event - This event was held on 10th July,
2010 on Kiratina Grounds, Free Area in the out skirts of Nakuru Town. The
event drew a crowd of over 300 youths from Free Area, KwaMurogi,
Blankets and Kiratina Estates. During the post election violence, 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. 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. School who
identified insecurity, youth unemployment, corruption, tribalism and
poverty as issues that are of great concern to them. Presentations made by
high school students focused mainly on how tribalism and corruption in
according job opportunities affects the youth. 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. 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, 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. Other presentations
made during this event called on the youths to shun corruption and
embrace positive values that will move the country forward.
The project showed
me that it is not
wealth or being born
in a good family thatcan make you a
leader but you can be
from anywhere even
from slums to be a
responsible and
helpful leader.
Form 4 Student
Hillcrest Secondary
School
Figure 7: Students from Hillcrest Secondary Presenting a Skit on Corruption
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I thought I cannot be
valued by a person from
another community; I
thought my tribe was
special compared to othersand I thought that my
home place should only be
in Central Province. The
project helped me
overcome these mental
models. Ive learnt how to
handle different people
regardless of their way of
talking and many others...
Form 1 Student
Upper Hill Secondary School
5.1.3 Kiamaina Sec. School Event - This was a joint event organised andhosted by mentors and students from Kiamaina and Upper Hill Secondary
Schools. Held on 4th
July, 2010 on Kiamaina Sec. School grounds, the event
brought together over 500 youths from Maili Sita area and its environs. Thestudents identified youth unemployment and poverty, corruption and tribalism
as issues that of key concern to them in the area. In passing out the message of
reform, the students presented a well thought skit that spoke against tribalism,
corruption and encouraged reconciliation among communities over the sharing
of scarce resources. Among other moving presentations was the poem, The
Kenya we Want that gave a reflection of what youth want to see happen in
their country; a country that is secure, politically stable, there is economic
growth and people live in peace and unity. Another Swahili poem, Vijana
tujenge Kenya Pamoja, called on youth to join hands and build Kenya into a
better country. Other reform issues addressed in this event includeconstitution, youth unemployment, national unity and transparency,
accountability and impunity.
Speaking during the event, the District Officer for Nakuru North District
encouraged the youth to form groups, develop business ideas and apply forfunding from the Youth Development Fund through the Ministry for Youth
Affairs towards reducing youth unemployment rate. In addition, the DO
informed youths of government efforts to help youth access job
opportunities overseas. 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. The
District Commissioner encouraged CTL, CCL and USAID to continue working
with the youth to sensitize them of opportunities availed by the government.
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.
Figure 8: Young people presenting in the Kiamaina/Upper Hill Secondary School
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5.1.5 Molo / Mau Summit Secondary School Event - This event washeld on 22
ndAugust, 2010. It was jointly hosted by Molo Secondary and Mau
Summit Secondary Schools, both located within Molo Town. The event washeld in Molo Stadium. CTL worked with the Youth Ministry through the Molo
Football Club Coach, Mr. Mucheru to bring together youth from Molo. An
estimated 300 youth were in attendance during this event. 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, majority of the
presentations called on locals to end tribalism, embrace peace and unity and
celebrate their cultural diversity. 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. Speaking at the event, the
coach encouraged locals to emulate footballers who together work in teams
with an aim of scoring goals. He said the Youth Ministry is utilizing sports as a
way of building unity among locals and cubing idleness among the youth.
Youth unemployment and poverty is also an issue of concern in the area. The
youth were encouraged to shun incitement by politicians and instead utilize
their gifts and talents to build a better future for themselves.
In our community,
there is unemployment
and this increases theft.
I would like them to be
provided with
opportunities. 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 governments
youth fund
Form 2 Student
Elburgon DEB Secondary
School
Figure 10: USAID/DAI Grant Manager talks to a District Officer and Assistant Chief in
one of the civic engagement events
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5.1.6 Njoro District Civic Event The event was held on August, 28th 2010 atthe Njoro AIC Church compounds. It brought together 300 youths from Njoro town,
Jawatho, Bondeni, Kenyatta, Njokerio and Egerton estates/villages. The event was
hosted by students from Kilimo, Njoro Day and Njoro Central Secondary Schools.
Key issues of concern identified by youth in Njoro district include high crime rate,
poverty, corruption, tribalism, and drug abuse, high rate of school dropout and
youth unemployment. Students from the different schools staged plays, poems and
songs calling young people to shun tribalism and take responsibility of building a
better future. 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, the students encouraged youth to shun
corruption and take responsibility of reporting corrupt officials to relevant bodies
such as KACC. Speaking at the event, Njoro DO encouraged youth to take thereform agenda seriously because it determines their future and the future of Kenya
as a Nation. DAIs grant manager echoed these sentiments in her speech and
encouraged youth to actively participate in the process and promote peace in their
communities.
Figure 11: A section of the youth that took part in the procession in Njoro town to
mobilize youth for the civic engagement event
I felt happy
about the civicevent because I
saw all the youth
got the reform
message and they
promised to take
the message to
others
Form 3 Student
Njoro Central
SecondarySchool
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Project Outcomes and Impact
Chapter 6
6. 1 Evaluation ProcessIn order to monitor the success of the program, CTL and CCL Evaluation team worked
together to design and implement a system that monitored and evaluated project
impacts. 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,(University students) iii) Leadership
Development for University Student Union Leaders Program and iv) High School
Students Leadership Trainings. The project evaluation measured both short term and
long term impacts expected from participation in the project activities. In October,
CTL and CCL conducted follow-up and evaluation meetings for University Students
(student union leaders, ToT trainers, and mentors). In November, 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 addition to the tangible outcomes collected at the school and community level
(such as number of youths trained in leadership, number of youths reached throughthe youth mentoring program), the impact evaluations were designed to capture a)
knowledge of effective leadership capabilities and practices, b) changes in leadership
behaviors, c) changes in mental models, beliefs, attitudes, and stereotypes held about
members of other ethnic communities d) improved awareness and understanding of
the Reform process in Kenya, and d) lessons learnt through the inter-ethnic leadership
and mentorship program.
6.2 EVALUATION RESULTS
6.2.1 Egerton University MentorsThe eighty mentors reported a very high level of satisfaction with the workshops they
experienced. Based on evaluation survey results, ninety-six percent indicated that
their perspective on the process of mentorship and leadership changed. As part of
the post-program evaluation survey, mentors were asked to evaluate the extent to
which the intended outcomes of the workshop were met. On a 1-5 rating scale (with
5 being the most positive rating), their responses appear below. These are very high,
ranging from 4.32 to 4.67 as reflected in the table below:
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Table 4: Outcome of Youth Mentorship Training
MENTOR WORKSHOP OUTCOMES Mean
Score(1 to 5)
1Not
well
2Fairly
well
3Well
4Very
well
5Extremely
well
I have developed a better understanding of
what mentorship and leadership means
4.54 - - - 46% 54%
I have more confidence in my ability to
mentor and lead others
4.56 - - 35% 39% 59%
I can identify my own leadership strengths
and my own development needs
4.49 - - 7% 38% 56%
I understand the importance of personal
values in mentoring others and in leadership
4.63 - - 3% 32% 65%
I can identify my own values and apply them
in my mentorship journey
4.53 - 1% 1% 41% 56%
I understand the importance of Social identity
in leading myself and mentoring others
4.64 - - 3% 31% 67%
I feel more prepared to handle challenging
situations as a mentor and leader
4.33 - - 9% 49% 42%
I feel more confident in communicating
effectively with others
4.40 - - 8% 45% 47%
I understand the concept of team building and
the importance of teamwork for mentors andleaders
4.62 - - 1% 36% 63%
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
4.50 - - 5% 40% 55%
I can enhance the leadership skills of those I
mentor
4.67 - - 4% 26% 71%
I can appreciate the value of trying out new
behaviors, at the risk of making mistakes, for
the benefit of learning new skills and
developing myself as a mentor and leader
4.50 - - 4% 42% 54%
I have developed more confidence in my own
ability to succeed in life
4.32 - - 14%
40%
46%
The mentorship training has encouraged me
to seek more leadership challenges to further
advance my mentoring and leadership skills
4.56 - - 4%
36%
60%
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Table 5: Outcome of ToT Training
ToT WORKSHOP OUTCOMES Mean
score
(1 to 5)
1
Notwell
2
Fairlywell
3
Well
4
Verywell
5
Extremely well
I have more confidence in my ability to develop
leadership in the youth
4.67 - - 5 % 24 % 71 %
I can identify my own strengths and
development needs as a trainer/facilitator
4.57 - - 5 % 33 % 62 %
I feel well prepared to handle challenging
situations as a youth leadership
trainer/facilitator
3.90 - - 19 % 29 % 52 %
I understand the importance of teamwork and
collaboration between the co-facilitators
involved in a particular training/workshop
4.67 - - - 33 % 67 %
I can comfortably facilitate the Reform Agenda
piece to a group of 20 high school students
4.52 - - 5 % 38 % 57 %
I understand strategies to prevent and resolve
potential conflict
4.50 - - 14 % 42 % 43%
I feel confident that I can significantly enhance
the leadership capacities of the youth
4.85 - - 10 % 19 % 71 %
I can appreciate the value of trying out new
behaviors, at the risk of making mistakes, for
the benefit of learning new skills and
developing myself as a leadership trainer and
facilitator
4.57 - - - 43 % 57 %
I am able to help the students understand what
the reform agenda is, why it is important, andhow it is relevant to the youth
4.57 - - 5 % 33 % 62 %
I have developed more confidence in my own
ability to succeed in life
4.52 - 5 % - 10 % 85 %
The ToT training has encouraged me to seek
more leadership challenges to further advance
my trainer and facilitator skills
4.67 5 % - - 14 % 81 %
6.2.2 Egerton University Training of Trainers (ToTs)Just as was true of the mentors, 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. When asked to evaluatestatements about the intended outcomes of the workshop on a scale of 1 to 5, responses
indicated that the ToTs largely agreed that the program met its intended outcomes, with
average ratings ranging from 3.90 to 4.85 as reflected on the table below:
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Table 6: Outcome of High School Trainings
HIGH SCHOOL 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 leadership
means4.65
- 1% 5% 21% 73%
I have more confidence in my ability to be a role-model and leader 4.66 - - 5% 23% 71%
I now understand my role as a leader in creating a better
community where we live & in our school4.61
- - 7% 25% 68%
I now understand that I can develop my own leadership skills
further4.58
- 1% 6% 28% 66%
I can identify my own leadership strengths and my development
needs4.39
- 1% 13% 32% 54%
I now understand what it means to reform 4.54 2% 1% 9% 18% 70%
I understand what reform agenda means 4.53 1% 2% 8% 22% 68%
I think young people can do something to stop the return of tribalviolence in Kenya
4.70 1% 1% 3% 20% 76%
I understand how the issues in the reform agenda are important to
young people4.54
1% 1% 4% 31% 63%
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
4.51
1% 1% 8% 28% 62%
I understand what the youth can do to address one or more issues
in the reform agenda4.35
1% 3% 10% 34% 53%
I can explain to my friends how young people can participate in
avoiding repeated tribal violence from happening4.71
1% 1% 3% 17% 79%
I understand that my attitudes and habits (habitudes) about money
issues will influence my life goals and how successful I will be inachieving those goals
4.48
1% 1% 10% 27% 61%
I feel more confident in communicating effectively with my fellow
students and teachers4.57
- - 6% 30% 63%
I understand the importance of working well together as a team
for leadership success4.75
- - 5% 14% 81%
I have developed more confidence in my own ability to be
successful in life4.67
- - 6% 21% 73%
The training has encouraged me to seek more leadership
challenges to order to become a better leader4.71
- - 5% 21% 75%
6.2.3. High School EvaluationSimilarly, the high school students were asked to evaluate the program on a series of objectives
regarding its performance. The overall ratings for these objectives ranged from 4.44 to 4.77.
This assessment indicates that high school students largely agreed that the workshop ransmoothly and met their needs. High school students also evaluated the intended outcomes of
the workshop. Their average ratings ranged from 4.35 to 4.75, indicating that the workshop
achieved its intended outcomes for impact as reflected in the table below:
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6.2.3. High School EvaluationWe also asked the high school students to indicate where they thought theyd be
most likely to use the leadership concepts they were taught. They were able to
select as many of the options as applied. Their responses were:In School: 86%
At Home: 43%
With my Friends: 62%
Other: 58%
When examples were provided for the Other response, students primarily
indicated at church, in my community or village.
6.3 IMPACT ON STUDENTS, SCHOOLS AND THEIRCOMMUNITIES
6.3.1 High SchoolsOn October 28, the lead evaluator and project director visited three of the high
schools involved in the initiative Kilimo Secondary, Njoro Central Secondary, and
Kiamaina Secondary. At each school, we met with the students who had
participated in the program and were able to interview adults at two of the
schools. The meetings with students took place inside a classroom at each school;
the interviews with adults occurred either in the Principals office (Njoro Central)
or a teacher workroom (Kiamaina).
The interviews and focus groups focused on what the students had learned as a
result of participating in the training, what they were doing differently as
individuals, how the school and community benefited from their participation,
and the opportunities they see in the future due to having participated. Similar
questions were asked with the principal from Njoro Central and the teacher from
Kiamaina.
6.3.1.1 Challenges FacedIn each group, we asked about the specific challenges faced by youth in their area.
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.
Helping others overcome these challenges by being role models (have
control over our emotions)
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
SecondarySchool
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6.3.1.2 Students as LeadersWe learnt to become todays and tomorrows leaders was a common thread we
heard from the high school students. The realization that they are not only the
leaders of tomorrow but the leaders of today was striking for the students. Asleaders of today, the students resonated significantly with the mental models
component of the program. In each school, students shared stories illustrating how
they were able to see themselves and others differently as leaders as a result of the
training. For example, we heard many times that the students now understand
people from tribes other than their own differently than in the past. Where they
previously had automatically believed the stereotypes of other tribes, they now
understand that the mental models they have learned are not necessarily true.
They have learned to question the truths spoken by adults and think of people as
individuals and Kenyans first, rather than as members of other tribes. Thisawakening 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.
Students repeatedly spoke of how important coexistence is to building national
cohesion, 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 realized that youth were used by politicians during the post
election violence. Using their talents, young people can be engaged in productive
activities to change their communities and the country. Such activities include
planting trees, planning of progress projects, and utilizing their talents to encourage
other youth to engage in constructive activities.
Social identity was another theme that was clearly learned. Students told us that
they now understand that they can appreciate my given, core, and chosen
attributes as well as those of others. Rather than using mental models that all
people have chosen to be who they are, they learned that people are given some
aspects of their identity (e.g., into which tribe they were born) and can choose
others (e.g., whether they spend their time idle, work hard in school, or begin tolearn a trade).
Another common theme was that students have built more confidence and
understanding of their abilities and role in leading others. They spoke of leading in
terms of helping others understand something by understanding others first. One
of the students used the metaphor of a mirror, saying, It is like a mirror I can see
myself in others and learn about how I am through others. Transparency is
important we must be open and frank with each other, and help others do that.
They have learned to socialize with others by taking time to understand them rather
than making judgments about others.
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
communitiesand
the country
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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 have
learned that leaders must love those that they lead in order to effectively
influence them.
6.3.1.3. The Civic Engagement EventsThe high school students with whom we met were very animated when they
spoke of the work theyd done in their communities through the civic
engagement events. As noted in Chapter V, the events were planned and
implemented by the high school students who participated in the training. In
our focus groups, they spoke of the songs, skits, presentations, and dances that
theyd shared with other youth in the community. Through these various
presentations, the messages shared were of tribalism how discriminationcreates anger, leading to violence and, corruption. They encouraged youths to
pursue self employment such as by making items such as mats and sculptures.
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. The community youth have been sharing the message to others
through their church groups and in their villages.
6.3.1.4 Impact on the School or CommunityAs we spoke with the high school students, it was clear that their motivation
from the program is to continue to have an influence on their communities andon society, especially through the reform agenda. They intend to do so through
finishing school and gaining self-employment; maximizing the use of resources
they have available to them. They want to educate their families and others on
reform issues. In particular, they intend to explain the reform agenda to the
illiterate in their communities, through educative entertainment seminars for
youth and the use of posters around the community that would include
messages such as youth for change, new Kenya, and no corruption. These
posters will use both words and pictures to communicate the message to the
illiterate.
There was a great deal of energy for spreading the message by organizing
additional events, drawing students from other schools into the events, and
writing educative songs about positive change.
The students also have a growing passion for filling leadership positions with
other youths who are educated and not corrupt. They plan to run for
constitutional leadership positions, pursue law degrees to become judges and
help realize justice for the poor in their society, and take responsibility for
reporting injustice and corruption. They shared with us that they refuse to becorrupt.
High school
students want toeducate their
families and
others on reform
issues. They
intend to explain
the reform
agenda to the
illiterate in their
communities
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6.3.2 Egerton UniversityIn addition to focus groups and interviews at three of the high schools, the lead
evaluator also held focus groups with two groups of Egerton University students.
The first was primarily composed of students who were trained as ToTs and thesecond primarily of those trained as mentors.
6.3.2.1 Students as LeadersIn each group, the level of awareness demonstrated by the university students
regarding their own leadership capabilities and responsibilities was profound to
the lead evaluator. Having worked with many youth and senior level groups over
a career spanning 20 years, the level of accountability these students
communicate feeling is significantly higher than the typical group of either youth
or senior leaders. 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,these students are committed to creating a different Kenya from the one in which
they currently live. In their own words, the students have learned the following
about themselves as leaders:
I better understand myself and others; I have examined my mental models.
For example, tribalism I have now stopped labeling others.
I am asked by others to help with conflict resolution.
I am now able to speak up when I see something happening that is wrong.
In class, some of my classmates werent agreeing on a project; I brought
them together
Anger gave us the courage to speak in the past. Now, we can separate theproblem from the emotion wait until the anger passes to deal with the
problem.
Know yourself first, Believe you are leaders and Lead now.
We have abilities and talents within us we need to feel empowerment in
order to let those abilities and talents come out.
6.3.2.2 Impact on the High SchoolsTheir 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. Again, in their words, they describe their experience in working with
the high school groups:
The challenge in high school is with the education system itself. It is designed
to pump knowledge at you. There is no time to reflect or give back what we
have learned.
Mentoring is two-way
We had to ask about their challenges and link to them to the reform agenda.
Issues identified include Insecurity, Drug use/abuse, Youth unemployment,
Poverty, Ethnicity, Corruption and Cults
There is a trickle-down effect good leaders create more good leaders
The creative level needed wasnt there we must create the environment sothat people can find their creativity.
I better
understand myselfand others; I have
examined my
mental models.
For example,
tribalism I have
now stopped
labeling others.
Project participant
Egerton University
8