1|P age

You
uth Leadershiip
Dev
velopment forr
Reforms

PRO
OJECT REPOR
RT
January, 2011

Center for
Transformational
Leadership
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Youth Leadership Development

for Reforms

Project Report

Authors:
Bancy W. Kubutha
Kristin B. Naituli
Jennifer Martineau

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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Forward
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
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Acknowledgements
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.
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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
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List of Tables and Figures

Tables:
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 …… 47
Fig 16: Trophies and Certificates for Participating Schools ………………………………… . 48
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Acronyms and Abbreviations

ARC - 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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Executive Summary
In February, 2010, Center for Transformational Leadership (CTL) in
partnership with Center for Creative Leadership (CCL) received a grant of
USD $ 81,221 from USAID/DAI to implement a 10-month project entitled,
‘Youth Leadership Development for Reforms’. The project objectives were
three-fold; i) Help 1000 young people in the Rift Valley have a greater
appreciation for themselves and others and a greater understanding of
leadership principles; 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, and iii) Enable 1000
youth enact civic service project(s) that advance the social good and
improves relations in the community. This project involved youth from a
public university, Egerton University, Njoro Campus and 10 selected high
schools across three districts, Molo, Nakuru and Njoro.

The key activities under this project included youth mentorship and
leadership trainings, action learning program and civic engagement
programs. This report presents a comprehensive account on how these
activities were undertaken and the impact they had on youth across the
three project districts. Through trainings, some 289 youth reached
directly equipping them with leadership skills and increasing their
knowledge of the reform agenda. A further 1,950 young people were
reached through six distinct civic engagement events held throughout the
project. Through a comprehensive monitoring and evaluation strategy,
CTL and CCL captured in detail the project impacts and outcomes; a
detailed analysis of these is contained in chapter six of this report.
Notable impact in youths that participated in the project include a desire
to make a difference in their local communities, increase in self-
confidence and self-esteem, confidence to lead now, a change of attitude
towards leadership as well as increased ability to accommodate diverse
perspectives and appreciate diversity.

During the implementation process, there were interesting lessons learnt

by CTL and CCL that would be useful in implementing future projects.
Similarly, the project faced several challenges outlined in chapter seven.
Some lessons learnt include the effective change achieved through a
participatory approach, and the need for timely information to increase
youth participation in democratic processes. Some challenges faced
include interference of project activities, insufficient time for
implementation, and misrepresentation of civic events due to the 2010
referendum campaigns among others. Chapter seven of this report also
outlines recommendations for consideration in the design and
implementation of future projects for increased impact.
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Chapter 1
Project Background
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 country’s 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 “At the core of
these problems
to public goods and services. This feeling has continually been tapped by politicians to pointed out by
these two
articulate grievances about historical injustices which resonate with certain sections commissions
of the public creating an underlying climate of tension and hatred, and dramatically are deeply
ingrained
increases potential for the ignition and explosion of violence. At the core of these stereotypes,
attitudes and
problems pointed out by these two commissions are deeply ingrained stereotypes,
mindsets”
attitudes and mindsets held by the different communities living in the Rift Valley.
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These stereotypes are passed over from one generation to the other. Consequently,
“The project most youth are unable to overcome their deeply held mindsets about other
sought to
sensitize youth on communities which prevent them from seeing themselves as part of the solution to
issues that need inter-ethnic conflicts. Many young people lack a sense of grounded self identity and
to be addressed
to prevent a re- social awareness skills needed to build healthy inter-ethnic relations and to be able
occurrence of the
2007 post to appreciate diverse perspectives and cultures. They lack critical thinking and
election violence” 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 28th 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.
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Chapter 2

Recruitment 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.
“Students
ethnicity
2.1 Recruitment of University Students and Project Introduction mattered
because the
CTL approached the Dean of Students in early March to first, introduce the project, project, as an
important part of
secondly to seek his permission to work with university students and thirdly seek his the leadership
advice on the recruitment process of prospective project participants. CTL received training, included
students
support from the Dean’s office with the appointment of two staff and a student practicing
appreciation for
leader to work with CTL in the project. During the same month, CTL developed a
ethnic diversity”
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, student’s 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.
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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 school’s background, the impact
of post-election violence on the students and the ethnic combination of student’s
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 Table 2: Details of Selected High Schools

gender balance in
No. Name of School District Neighborhood
the recruitment
1. Flamingo High School Nakuru Flamingo, Bondeni, Kimathi, Shauri
process with an Yako, Ujuka, Phase II, Lumumba,
aim of building Kivumbini and Kaloleni Estates
leadership 2. Kiamaina Secondary School Nakuru Maili Sita, Heshima, Good Samaritan
capacities for and Kagoto
both female and 3. Upper Hill Secondary School Nakuru KITI, Teachers, Mawanga, White
male students House and Mchanganyiko
alike” 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
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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, school’s
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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Chapter 3
Trainings
Trainings 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 leader’s 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 leader’s 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

“It is high time
youths think
This 3-day training was delivered jointly by facilitators from CTL and CCL to a team of 80
critically in order participants. The purpose of this training was to develop mentorship skills for 80 university
to change the
status quo in students to enable them support 200 high school students in developing and implementing
leadership of
civic engagement projects in different villages/estates across the three project districts. The
this nation.”
Youth Mentorship training design borrowed heavily from CCL’s Leadership Essentials/Mentorship training
Training
Participant
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:
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“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

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 one’s 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 sustain a 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.
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3.2.2 Reform Agenda

“Reform agenda is Much emphasize was put on Kenyan’s Reform agenda as facilitators took
important to the
youths because they participants through each of the eight issues contained in the agenda.
are the future leaders
Facilitators sought to engage the participants through the following critical
and it may be easier
for them to spread questions on reforms:
and teach reform
agenda. I believe if • What is Reform Agenda and why is it Important?
they were
knowledgeable, post • What has necessitated Reforms in Kenya?
election violence
wouldn’t have • What issues does Reform Agenda seek to address?
happened”
• Is the Reform Agenda relevant to the youth? How?
Form 3 Student
Kiamaina Secondary • What can the Youth do to address issues contained in Agenda 4 Matrix?
School
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
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Table 2: Outcome of the Reform Agenda discussion

Reform Issue What the Youth can Do
Constitutional 1. Create awareness of constitutional reforms taking place in our country.
Reforms 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, 1. Campaign to sensitize youth on importance of education in order to avoid ignorance.
Inequalities 2. Volunteer in community development projects
and Regional 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
Imbalances
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 1. Sensitize the youth on the importance of vocational training.
Unemployment 2. Encourage the youth to be innovative and utilize their talents in self employment
, Poverty 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 1. Change the naming system i.e. drop the names that denote the tribe.
Cohesion & 2. Take up leadership roles in neglected areas of the economy e.g. fishing, agriculture to reduce the gap between
Integration 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.
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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, 1. Create a culture of accountability among the youth through trainings and campaigns.
Accountability 2. Develop a corporate interest for our country and avoid individualism.
and Impunity 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.

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
“I hated to
students in 10 high schools across the three project districts. The training covered key associate with
Luos, I thought
components including planning for training sessions, facilitation of dialogue among they were ill-
behaved and that
participants, time management and climate management in the room. CTL and CCL they followed
things blindly coz
facilitators helped participants understand the four tips for effective facilitations they were of their
tribe. But I have
which are: changed this
Use of space – During facilitation, participants were encouraged to utilize the space perspective.”

available to them including the classroom walls and hall ways. It is helpful to have
Form 3 Student
students sit in small groups hence organization of seating is of importance. Good Flamingo
Secondary School
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.
 19 | P a g e

Some helpful tips to remember as facilitators: i) Use all of the space available ii)

“Before the training I Figure out space ahead of time iii) Your training room is your HOME, prepare it in
was not aware of the
fact that I could do a
such a way that participants will be comfortable being in it.
lot in my position as a
Putting something in the middle – This was meant to help facilitators ‘break the
student and as an
upcoming a leader. ice’ and have participants engage in active learning through dialogue and round-
Previously I only
thought all I could do table discussions. Putting something in the middle allows facilitators to get
was wait until am out
of school and participants to OWN the learning process. Some of the ways that facilitators can
probably working for
me to initiate the involve participants and create order in the classroom are: i) Setting Norms to
change I desire to see
in my society.
create respect and order in the room ii) Use of Tools e.g. Visual Explorer,
Steadman's story
Metaphor Explorer and Values Cards to initiate dialogue around a specific issue and
about the beggar who
had been sitting on a have everyone participate iii) Storytelling to help participants relate theory with
pot of gold for so long
without even realizing practice iv) Round table discussions in small groups for inclusivity v) Democracy
it really got me
thinking and I could wall for participants to express themselves and for facilitators to capture the mood
really relate it with
my behavior as an in the room and receive feedback, and vi) Social Identity Map to help participants
individual. I was
amazed at how much
understand themselves and each other better.
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

Mentorship

Figure 5: A participant during the ToT Training

20 | P a g e
Facilitation Process – This has to do with actual delivery of knowledge to participants. “My perception
about my own
Facilitators were advised to: i) Be friendly to both their co-trainers and participants. This
abilities and
builds a community of learners ii) Create a sense of equality, treating all participants leadership skills, I
must say, did take a
without favoritism increases learning iii) Cooperation among facilitators – is a good
different turn, a
support mechanism and reflects well on them iv) Ensure that sessions are systematically positive direction so
connected – there should be a flow in the way modules follow each other. Each module to speak. I realized
that I could deliver
should build on the past modules for continuous and enhanced learning v) Engage much more beyond
participants by asking questions – think outside the box vi) Make the sessions interactive, what I had
imagined. The
not a lecture vii) Prepare flip charts ahead of facilitation. Workshop facilitation goes training of the high
beyond the classroom, as the hosts, facilitators need to take care of the participants viii) school students
proved to me that I
Hospitality – the learning environment need to be comfortable for participants hence
can manage to
organize for food and water ahead of time ix) Humility - the teacher and the student both perform much more
learn through questions and dialogue, thus both become co-creators of knowledge. beyond the confines
of the unseen
Experiential Learning – This involves physical engagement of participants through which mental walls.”
learning is achieved e.g. trust walks, blind square, move the treasure etc. It is a good and
ToT Training
effective way to ‘break the ice’ and have participants play active roles. As facilitators i) Participant
Choose appropriate exercises that will draw intended lessons well ii) Plan well for the
exercises including time allocation, logistical requirements such as ropes, blind folds etc
ahead of time iii) Prepare well for debriefs – have a set of well structured questions to
draw intended lessons from. Pre-selected topics from the Early Leadership Toolkit were
covered during this training. Participants were then paired up into inter-ethnic ToT
teams. Using the Youth Leadership Toolkit, each team prepared and presented a different
module to the rest of the group for practice and feedback.

3.3. High School Leadership Trainings “I thought Luhyas

CTL organized one-day trainings for selected 20 students in each of the 10 high schools are always
watchmen or
participating in the project. The trainings were delivered by the 20 student trainers taken cooks, Kikuyus are
thieves and they
through the training of trainers program delivered by CCL and CTL facilitators. The 20 like money than
any other thing.
trainers were paired up in twos to form 10 trainer teams. Each team was assigned one But this is not
true.”
high school. In total, 200 high school students were trained by in selected leadership
Form 3 Student
concepts including social identity, mental models and conflict resolution. The students Flamingo
were also trained on the contents of the reform agenda and the role of the youth in the Secondary School

reform process. The table below shows the names of trainer teams, schools and dates
when trainings were delivered:
 21 | P a g e

Table 3: Details of High School Trainings

“I thought that
leadership is all about No TOT TEAMS SCHOOL DISTRICT TRAINING DATES
nd
giving orders and 1 Timothy Ouma and Naomi Flamingo Secondary Nakuru 22 May, 2010
expecting them to be Chebogwen School
obeyed but now I learnt 2 Bruce Kiplagat Chemjor and Upper Hill Secondary Nakuru
nd
22 May, 2010
to respect and listen to
Winnie Wekesa School
other people’s opinions. nd
I am now able to 3 Josphat Wambugu Gachora & Kiamaina Secondary Nakuru 22 May, 2010
identify myself in the Miriam Nangila Chepkania School
th
society, I know what I 4 Lilian Jepchirchir Ng’etich & Hill Crest Secondary Nakuru 29 May, 2010
can do better and I Evalyne Wangui Njuguna School
know how to resolve a 5 David Kimutai Kirui & Racheal Njoro Central Njoro
th
5 June, 2010
conflict. I also know
Kamundia Secondary School
how to come up with a th
viable means of 6 Ouma Lucas Okuto & Charity Njoro Day Secondary Njoro 5 June, 2010
communicating.” Chepkoech Bor School
th
7 Michael Ndegwa Kung’u & Lily Kilimo High School Njoro 5 June, 2010
Form 3 Student Namarome Wanyonyi
Kiamaina Secondary 8 Morris Mwai Mukuna & Elburgon DEB Molo
th
29 May, 2010
School
Teresiah Waithera Gitau Secondary School
th
9 Samuel Jesse Kasera & Mukonyo Molo Day Secondary Molo 29 May, 2010
Angela Ndeto School
th
10 Joseph Abuga Orayo & Jerotich Mau Summit Molo 29 May, 2010
Chemjor Secondary School

Figure 4: Photos of High School Students during the High

School Students Leadership Trainings
 22 | P a g e

Chapter 4
“Since the mentors
Action Learning Program were youth like us,
they explained a lot
The action learning program can be characterized as a mentorship process that lasted for to us so we managed
to learn more. Any
a period of one month. Considering the mentor’s ethnic background, CTL paired up 80
time we came up
trained mentors to form 40 mentor teams (a list of mentor teams is contained in with an item, they
Annexes of this report). Four mentor teams were deployed in each of the 10 schools quickly helped us
develop it so as to
participating in the project with each mentor team mentoring a group of five high school make it viable”
students. The action learning program provided an opportunity for 80 trained youth
Form 3 Student
mentors to interact and support 200 high school students in i) understanding the issues Kilimo Secondary
School
contained in reform agenda, ii) identifying issues of concern in their local communities
and linking them with an issue in the reform agenda, 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. 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. It also contains highlights of mentors and mentees
experiences of the mentorship process.

4.1 Linking Mentors and Mentees

“…the mentors
This was the first activity conducted under the action learning program. Immediately
helped us to be
after the Youth Mentorship Training, CTL held a one-day meeting with the team of 80 creative and
mentors to plan logistics for the mentorship process. During this meeting, CTL created confident, they
joined in performing
mentor teams comprising two mentors from different ethnic backgrounds. CTL also and made us feel
informed all mentors of details pertaining to high school students to be mentored accepted and
acceptable”
including the name of the school, tentative high school training dates and logistical
arrangements for the coming months. CTL worked out the mechanism of linking mentors Form 2 Student
Njoro Day Secondary
with their mentees during the one day training. Mentors were requested to be present School

at the training venues on the day of training. CTL grouped high school into groups of five,
considering their ethnicity and gender, and introduced them to the mentor teams. Each
high school had at least four groups of mentees.
 23 | P a g e

4.2 Mentors activities with mentees

“…..the mentors were Mentors worked with their mentees for four consecutive weekends (Saturdays and
very supportive
because when you Sundays). The following is a synopsis of activities undertaken on a weekly basis:
passed a point Week I – Using the visual explorer tool (a deck of picture cards) to facilitate dialogue
forward, they took it
among mentees, the mentors helped mentees identify issues within their local
the right way and
modified it further to communities that are of concern to them. Mentors then helped mentees understand
show that you are
how those issues relate to an issue in the reform agenda. For instance, most mentees
good”
identified insecurity and indulgence of youth in alcohol as an issue of concern in their
Form 4 Student
Hillcrest Secondary neighborhoods. Mentors helped them understand that youth resort to crime related
School 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.
 24 | P a g e

“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
Figure 5: High School Students in a practice session in preparation Elburgon DEB
Secondary School
of civic engagement events

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 mentees

“My understanding of
Mentors reported that they noted the growth in mentees in the following: leadership has
changed through this
a. Ability to work together – Mentees level of cooperation, respect for one project, I first believed
that leadership was all
another and discipline worked well during the preparation of civic events. The about ruling the
people
students remained focused throughout the mentorship process.
and having power but
b. Ownership of the Reform Process – The mentees felt that they were also now I know it is
about serving the
part of the reform agenda and had a role to play. At first they thought it was people, listening to
their needs and
only meant for their parents and elders but they realized later that they had a guiding the people in
the right direction.
role to play. Through the project, I
learnt the qualities of
c. Self Esteem and Confidence – Compared to the start of the project, the a good leader and
what is expected of a
mentees were more confident, able to interactive and ready to contribute leader, now I believe I
can be a good leader”
constructively to the reform agenda debate by the time the project came to
Form 3 Student
completion. Flamingo Secondary
School
d. Self Discovery – There was discovery of new talents and abilities among the
students and their level of maturity rose amazingly
 25 | P a g e

“My ability to work 4.4 Leadership Development in mentors

well in a team has In their own words, the mentors described their personal growth in leadership
changed. Learning to as follows:
treat other people’s
- ‘At first I thought that I did not have the ability to work with others well
ideas as important as
mine and also
but I have realized that I can organize a group of people and have a
appreciating the discussion that will impact their lives. Now I believe that given any task to
efforts and perform, I have what it takes to do it.”
contributions made - ‘My perception of other people really changed a lot as I got to work with
by others has
people from different ethnic backgrounds. I became more comfortable
improved my ability
to work with others.”
being with them, am now able to relate with anyone regardless of their
ethnic background.’
Youth Mentor, - ‘I have come to understand and know my strengths and weaknesses in
Nakuru District leadership; 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, student’s 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 student’s
morale after the breaks.
 26 | P a g e

4.6 Lessons Learnt from Action Learning Program

“The mentors helped
- It is more effective to work with youth to effect change because they
us think outside the
are creative, energetic and willing to take the risk of going an extra box, think of what
the community
mile.
needs, what would
- Youth responded well to youthful mentors. Because of the closeness in attract the youth and
of course gave us
age, the mentorship relationship became more impactful. ideas to work on”
- Young people are not inherently tribal; it is their minds which have
Form 2 Student
been poisoned by older generations. When their consciousness about Kiamaina Secondary
School
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
 27 | P a g e

Chapter 5
“Young people need to
know about the reform
Civic Engagement
agenda because these
are issues that mostly Civic Engagement events were carried out in three focus districts to reach out
affect them and I to out-of-school youth with the message of reform agenda. CTL worked with a
believe they should be team of 80 mentors trained on youth mentorship to support and guide 200
aware of them as they
are the leaders of this
high school students in developing creative ways of communicating the reform
nation and also avoid message. The youth used skits, songs, poems, narratives and art to pass out the
being misused by reform message and challenge youth to actively participate in the reform
political leaders. The process. The government was represented in these civic events through the
issues in the reform local administration including DCs, DOs, Chiefs and Councilors. Other
agenda are very
critical, sensitive and
stakeholders who participated in Civic Events were MoSYA Representatives,
important to youth as local youth organizations and DPC representatives. The civic events have been
they are the next a great opportunity for young people to exercise their creativity, exploit their
generation with an talents and build their self confidence to speak against societal ills and show
obligation to develop their fellow youths how the issues contained in the reform agenda are relevant
this nation and so they
should be more to them as well as challenge them to actively participate in addressing the
concerned about same. Peaceful processions through settlements around the event venues saw
them.” hundreds of youths stream in to listen to the reform message. Speeches from
government representatives encouraged youths to make use of opportunities
Form 4 Student provided by the government to curb youth unemployment. In total, 6 civic
Flamingo Secondary
School 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 be
carried 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 and
poems 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.
 28 | P a g e

Figure 6: Photo showing a procession prior to a civic engagement event

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 “Young people should be
were presented by three youth groups that use art to earn a living through concerned about reform
staged drama and dances. The three groups, Makry Group, Genesis Arts and agenda, it is about their
future. The civic event
Trinity 597 are all organized membership groups, formed and led by youth
helped us have a mission
and earn a living through art. and vision for our country
and shun away from bad
These case studies were a true presentation of how the youth venture into influences/leaders who
self employment, avoid idleness and contribute positively in their are not worthy to society.
communities. In addition to these, the students challenged youth to shun Leaders are not born,
they are made. Everyone
tribalism through skits and poems. A skit that stood out with a clear message is a leader to his or
on tribalism was the one that showed how a family kicked out their house- herself and we as youths
help because she was from a different community. Later, the lady of the should try to make our
house was involved in a road accident and the same girl who she had chased country, community a
away donated blood and saved her life. The students staged a moving scene better place. Every youth
should be aware and
with a clear message on building national unity, a key issue contained in the avoid leaders who
Reform Agenda. influence them to start
violence. YES WE CAN
To reflect the role of government officials in the reform process, a skit was CHANGE THE WORLD TO
staged showing a local chief challenging the youth to think of alternative BE A BETTER PLACE.”
sources of income other than formal employment. In a different play, the Form 2 Student
students showed how youths can get off the hook of politicians who ‘use’ the Flamingo Secondary
youth to instigate violence during campaigns. Other presentations made School
included poems, songs, narratives on reform issues including transparency,
accountability and impunity, national cohesion and unity, youth employment
and poverty, land reforms and institutional reforms.
 29 | P a g e

“The project showed 5.1.2 Hillcrest Sec. School Event - This event was held on 10th July,
me that it is not
wealth or being born 2010 on Kiratina Grounds, Free Area in the out skirts of Nakuru Town. The
in a good family that
can make you a event drew a crowd of over 300 youths from Free Area, KwaMurogi,
leader but you can be
Blankets and Kiratina Estates. During the post election violence, Free Area
from anywhere even
from slums to be a was one of the estates that was seriously affected in Nakuru with deaths
responsible and
helpful leader. and burning of houses belonging to tribes perceived to be ‘enemies’
Form 4 Student recorded. The levels of youth unemployment and poverty in these areas is
Hillcrest Secondary
School 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.

Figure 7: Students from Hillcrest Secondary Presenting a Skit on Corruption

 30 | P a g e

“I thought I cannot be
5.1.3 Kiamaina Sec. School Event - This was a joint event organised and valued by a person from
hosted by mentors and students from Kiamaina and Upper Hill Secondary another community; I
Schools. Held on 4th July, 2010 on Kiamaina Sec. School grounds, the event thought my tribe was
brought together over 500 youths from Maili Sita area and its environs. The special compared to others
and I thought that my
students identified youth unemployment and poverty, corruption and tribalism home place should only be
as issues that of key concern to them in the area. In passing out the message of in Central Province. The
reform, the students presented a well thought skit that spoke against tribalism, project helped me
corruption and encouraged reconciliation among communities over the sharing overcome these mental
of scarce resources. Among other moving presentations was the poem, ‘The models. I’ve learnt how to
handle different people
Kenya we Want’ that gave a reflection of what youth want to see happen in regardless of their way of
their country; a country that is secure, politically stable, there is economic talking and many others...”
growth and people live in peace and unity. Another Swahili poem, ‘Vijana Form 1 Student
tujenge Kenya Pamoja’, called on youth to join hands and build Kenya into a Upper Hill Secondary School
better country. Other reform issues addressed in this event include
constitution, youth unemployment, national unity and transparency,
accountability and impunity.

Figure 8: Young people presenting in the Kiamaina/Upper Hill Secondary School

Speaking during the event, 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. 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.
 31 | P a g e

Figure 9: Elburgon DEB Students present a skit on corruption in the judicial system

5.1.4 Elburgon DEB Event - This event was held on 15th August, 2010. It was
hosted by Elburgon DEB Secondary School Students on Elburgon Secondary School
Play grounds located behind Talents Revival. An estimated 350 attended this event.
The students made their presentations with so much zeal and energy bringing out
the reform message in a very clear and enthusiastic way. Speaking at the event,
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 “Tribalism is an issue in
my community. There is
illegal brews and instead, indulge in productive activities. The area Assistant Chief hatred among
retaliated the same sentiments saying that majority of youths spend more time communities and there
drinking than anything else. He said that the trend is worrying the local is need to love one
another. We need to
administration. He said the rate of youths dropping out of school due to have one tribe which is
drunkenness is increasingly high. He encouraged youths to visit District Youth Kenya. Young people
Offices to get information on how they can benefit from government’s programs should keep away from
hatred and practice
such as the Youth Development Fund. love; keep away from
holding grudges with
The message that came out strongly from presentations made by high school other people and set a
good example to others
students includes corruption, youth unemployment and poverty, tribalism, by keeping away from
abortion and rape. In their view, these issues form a vicious cycle that would be violence. The more
stopped if job opportunities are created for youth to avoid idleness. They also felt young people are
reformed, the more we
that if corruption shunned, opportunities would be open to more youth hence are going to have a
improve their living standards. Responding to these, the District Officer and Chief better tomorrow.
feel that youth in the area should take education seriously. They should work hard
Form 3 Student
and complete their studies to be more competitive in the job market. The youth Elburgon DEB
also should take the initiative of accessing the right information, find creative ways Secondary School
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.
 32 | P a g e

5.1.5 Molo / Mau Summit Secondary School Event - This event was
held on 22nd August, 2010. It was jointly hosted by Molo Secondary and Mau
“In our community,
there is unemployment Summit Secondary Schools, both located within Molo Town. The event was
and this increases theft. held in Molo Stadium. CTL worked with the Youth Ministry through the Molo
I would like them to be Football Club Coach, Mr. Mucheru to bring together youth from Molo. An
provided with estimated 300 youth were in attendance during this event. Students from the
opportunities. The
two schools made interesting presentations during the event and as one of
youths can be called
together to be advised the areas that bore the brunt of post-election violence, majority of the
on how to come presentations called on locals to end tribalism, embrace peace and unity and
together as groups and celebrate their cultural diversity. Issues of injustice were also raised by the
propose what they can locals who claim that the government has dragged its feet in prosecuting
do and look for funds
those who have in the past years carried out violence related activities
from government’s
youth fund” including murder and destruction of property. Speaking at the event, the
coach encouraged locals to emulate footballers who together work in teams
Form 2 Student with an aim of scoring goals. He said the Youth Ministry is utilizing sports as a
Elburgon DEB Secondary way of building unity among locals and cubing idleness among the youth.
School
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.

Figure 10: USAID/DAI Grant Manager talks to a District Officer and Assistant Chief in
one of the civic engagement events
 33 | P a g e

5.1.6 Njoro District Civic Event – The event was held on August, 28th 2010 at “I felt happy
the Njoro AIC Church compounds. It brought together 300 youths from Njoro town, about the civic
Jawatho, Bondeni, Kenyatta, Njokerio and Egerton estates/villages. The event was event because I
hosted by students from Kilimo, Njoro Day and Njoro Central Secondary Schools. saw all the youth
Key issues of concern identified by youth in Njoro district include high crime rate, got the reform
message and they
poverty, corruption, tribalism, and drug abuse, high rate of school dropout and promised to take
youth unemployment. Students from the different schools staged plays, poems and the message to
songs calling young people to shun tribalism and take responsibility of building a others”
better future. Through a play that reflected deeply rooted corruption in
management of devolved CDF funds and another showing tribalism and corruption Form 3 Student
Njoro Central
in allocation of job opportunities, the students encouraged youth to shun Secondary School
corruption and take responsibility of reporting corrupt officials to relevant bodies
such as KACC. Speaking at the event, Njoro DO encouraged youth to take the
reform agenda seriously because it determines their future and the future of Kenya
as a Nation. 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.

Figure 11: A section of the youth that took part in the procession in Njoro town to
mobilize youth for the civic engagement event
34 | P a g e

Chapter 6

Project Outcomes and Impact

6. 1 Evaluation Process
In 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 through
the 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 Mentors
The 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 2 3 4 5
(1 to 5) Not Fairly Well Very Extremely
well well well well

I have developed a better understanding of 4.54 - - - 46% 54%

what mentorship and leadership means
I have more confidence in my ability to 4.56 - - 35% 39% 59%
mentor and lead others
I can identify my own leadership strengths 4.49 - - 7% 38% 56%
and my own development needs
I understand the importance of personal 4.63 - - 3% 32% 65%
values in mentoring others and in leadership
I can identify my own values and apply them 4.53 - 1% 1% 41% 56%
in my mentorship journey
I understand the importance of Social identity 4.64 - - 3% 31% 67%
in leading myself and mentoring others
I feel more prepared to handle challenging 4.33 - - 9% 49% 42%
situations as a mentor and leader
I feel more confident in communicating 4.40 - - 8% 45% 47%
effectively with others
I understand the concept of team building and 4.62 - - 1% 36% 63%
the importance of teamwork for mentors and
leaders
I understand the concept of meaningful 4.50 - - 5% 40% 55%
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 4.67 - - 4% 26% 71%
mentor
I can appreciate the value of trying out new 4.50 - - 4% 42% 54%
behaviors, at the risk of making mistakes, for
the benefit of learning new skills and
developing myself as a mentor and leader
I have developed more confidence in my own 4.32 - - 14% 46%
ability to succeed in life 40%
The mentorship training has encouraged me 4.56 - - 4% 60%
to seek more leadership challenges to further 36%
advance my mentoring and leadership skills
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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 evaluate
statements 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:

Table 5: Outcome of ToT Training

ToT WORKSHOP OUTCOMES Mean 1 2 3 4 5

score Not Fairly Well Very Extremel
(1 to 5) well well well y well

I have more confidence in my ability to develop 4.67 - - 5% 24 % 71 %

leadership in the youth
I can identify my own strengths and 4.57 - - 5% 33 % 62 %
development needs as a trainer/facilitator
I feel well prepared to handle challenging 3.90 - - 19 % 29 % 52 %
situations as a youth leadership
trainer/facilitator
I understand the importance of teamwork and 4.67 - - - 33 % 67 %
collaboration between the co-facilitators
involved in a particular training/workshop
I can comfortably facilitate the Reform Agenda 4.52 - - 5% 38 % 57 %
piece to a group of 20 high school students
I understand strategies to prevent and resolve 4.50 - - 14 % 42 % 43%
potential conflict
I feel confident that I can significantly enhance 4.85 - - 10 % 19 % 71 %
the leadership capacities of the youth
I can appreciate the value of trying out new 4.57 - - - 43 % 57 %
behaviors, at the risk of making mistakes, 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 4.57 - - 5% 33 % 62 %
the reform agenda is, why it is important, and
how it is relevant to the youth
I have developed more confidence in my own 4.52 - 5% - 10 % 85 %
ability to succeed in life
The ToT training has encouraged me to seek 4.67 5% - - 14 % 81 %
more leadership challenges to further advance
my trainer and facilitator skills
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6.2.3. High School Evaluation

Similarly, 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 ran
smoothly 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:

Table 6: Outcome of High School Trainings

HIGH SCHOOL WORKSHOP OUTCOMES Mean 1 2 3 4 5

Score Not Fairly Well Very Extremely
(1 to 5) well well well well

I have developed a better understanding of what leadership - 1% 5% 21% 73%

4.65
means
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 - - 7% 25% 68%
4.61
community where we live & in our school
I now understand that I can develop my own leadership skills - 1% 6% 28% 66%
4.58
further
I can identify my own leadership strengths and my development - 1% 13% 32% 54%
4.39
needs
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 tribal 1% 1% 3% 20% 76%
4.70
violence in Kenya
I understand how the issues in the reform agenda are important to 1% 1% 4% 31% 63%
4.54
young people
I can play an active role in creating awareness on one or more 1% 1% 8% 28% 62%
issues in the reform agenda among young people where I live and 4.51
in school
I understand what the youth can do to address one or more issues 1% 3% 10% 34% 53%
4.35
in the reform agenda
I can explain to my friends how young people can participate in 1% 1% 3% 17% 79%
4.71
avoiding repeated tribal violence from happening
I understand that my attitudes and habits (habitudes) about money 1% 1% 10% 27% 61%
issues will influence my life goals and how successful I will be in 4.48
achieving those goals
I feel more confident in communicating effectively with my fellow - - 6% 30% 63%
4.57
students and teachers
I understand the importance of working well together as a team - - 5% 14% 81%
4.75
for leadership success
I have developed more confidence in my own ability to be - - 6% 21% 73%
4.67
successful in life
The training has encouraged me to seek more leadership - - 5% 21% 75%
4.71
challenges to order to become a better leader
38 | P a g e

6.2.3. 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. 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 THEIR

COMMUNITIES

6.3.1 High Schools

On October 28, the lead evaluator and project director visited three of the high
schools involved in the initiative – Kilimo Secondary, Njoro Central Secondary, and
“I felt happy
Kiamaina Secondary. At each school, we met with the students who had about the civic
participated in the program and were able to interview adults at two of the event because I
schools. The meetings with students took place inside a classroom at each school; saw all the youth
got the reform
the interviews with adults occurred either in the Principal’s office (Njoro Central) message and they
or a teacher workroom (Kiamaina). promised to take
the message to
The interviews and focus groups focused on what the students had learned as a others”

result of participating in the training, what they were doing differently as Form 3 Student
individuals, how the school and community benefited from their participation, Njoro Central
Secondary School
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 Faced

In 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)
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6.3.1.2 Students as Leaders

“We learnt to become today’s and tomorrow’s leaders” was a common thread we
heard from the high school students. The realization that they are not only the
leaders of tomorrow but the leaders of today was striking for the students. As
leaders 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. 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
“Students attitudes held by many youth and adults.
realized that
youth were used Students repeatedly spoke of how important coexistence is to building national
by politicians cohesion, and that they have a deeper understanding of how the differences
during the post between themselves and other students can be valuable by bringing diversity to a
election violence community. They realized that youth were used by politicians during the post
and that by using election violence. Using their talents, young people can be engaged in productive
the talent of
activities to change their communities and the country. Such activities include
young people,
planting trees, planning of progress projects, and utilizing their talents to encourage
they can be
other youth to engage in constructive activities.
engaged in
productive ways Social identity was another theme that was clearly learned. Students told us that
to change their
they now understand that they can “appreciate my given, core, and chosen
communities and
attributes” as well as those of others. Rather than using mental models that all
the country”
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 to
learn 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.
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 have
“High school
learned that leaders must love those that they lead in order to effectively students want to
influence them. educate their
families and
others on reform
6.3.1.3. The Civic Engagement Events issues. They
The high school students with whom we met were very animated when they intend to explain
spoke of the work they’d done in their communities through the civic the reform
engagement events. As noted in Chapter V, the events were planned and agenda to the
illiterate in their
implemented by the high school students who participated in the training. In communities”
our focus groups, they spoke of the songs, skits, presentations, and dances that
they’d shared with other youth in the community. Through these various
presentations, the messages shared were of tribalism – how discrimination
creates 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 Community

As 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 and
on 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 be
corrupt.
 41 | P a g e

6.3.2 Egerton University

In 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 the
second primarily of those trained as mentors.

6.3.2.1 Students as Leaders

In 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
“I better or senior leaders. Perhaps due to the extreme violence and its effects that they
understand myself have experienced at the hands of adults who use youth to carry out their deeds,
and others; I have these students are committed to creating a different Kenya from the one in which
examined my they currently live. In their own words, the students have learned the following
mental models. about themselves as leaders:
For example, • I better understand myself and others; I have examined my mental models.
tribalism – I have
For example, tribalism – I have now stopped labeling others.
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.
Project participant • In class, some of my classmates weren’t agreeing on a project; I brought
Egerton University them together
• Anger gave us the courage to speak in the past. Now, we can separate the
problem 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 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. 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 wasn’t there – we must create the environment so
that people can find their creativity.
 42 | P a g e

• Students must own the work, advance it, and feel congratulated for doing so.
• The environment of schools is that students fear and revere their teachers;
they must feel more comfortable expressing themselves. “We let the
students know
• Parents are also a stumbling block; they don’t support students talents – focus
that we would
so much on school and academic performance.
learn from each
• At the beginning of the program, we spent a great deal of time in bonding other, just as
sessions. By the end of the program, students were talking a lot with each our trainers had
other. done for us.”
• We let the students know that we would learn from each other, just as our
Project
trainers had done for us.
Participant
• On the weekends, there are too many idle people; we decided a rally would be Egerton Student
the best way to draw them. We wanted to diversify who we were reaching, so
the high school students reached out widely within their communities for the
civic engagement events. A large percentage of those who attended were
non-students.

6.3.2.3. 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, in addition to nine university
student leaders. That is, the university community gained at least one group
focused on leadership in the university (“Champions of Leadership”), founded by
participants in this program. Other indications of broader impact on the university
community include:
• The establishment of a chapter of Students in Free Enterprise. The group’s
constitution was being revised at the time of the focus groups, and there
were 15 members.
• Regarding university elections – now we realize the importance of voting
and have mobilized other voters; people are voting today; this will
influence us in the future.
• We realize the need to foster what we really want – cannot keep quiet and
blame those we voted in for problems we face.
• Initially, the definition of a leader was someone who exploits others; the
norm was to do some things in school but we don’t know the implications;
mentorship – brought these issues into the perspective, now we see things
differently.
• Lessons from the project should be a part of our curriculum; it should start
in Primary school as “clay is easier to twist when it is soft.”
• In schools, there are students from different tribes; parents share
stereotypes; if students realize the stereotypes are wrong, they will realize
they are only in our minds and are not necessarily the truth.
• We are already seeing each other as one group
43 | P a g e

6.3.2.4 Headlines

During the focus groups, the lead evaluator asked the ToTs and mentors to look 2-
3 years into the future and share thoughts or “headlines” about what their lives
will be like at that time. Their headlines included:
• There has been a paradigm shift – the way we think about other
communities has changed.
• There will be tens of thousands of leaders trained by our mentors and
trainers.
• The Nobel Peace Prize will be given for this program. We will bring the
issue of tribalism in Kenya to a halt; our institutions will no longer run on
tribalism; we have national and international cohesion.
• The youth are no longer idle. They are using their gold – their talents – and
everyone is doing well. They are creating jobs versus waiting for jobs to
come to them.
• We will change the mental model of not having a woman as president.
First in Kenya, then other countries. We will start at home.
• All first and second year students at Egerton University will receive
leadership development training.
• Leadership will be defined beyond financial terms – it will be about service.
• We will see that in the long term, we are one tribe.

6.3.2.5 Summery of Project Impact

In summary, 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,
students report that they were able to overcome stereotypes they held
about others

Increased interest in national issues, students realized that the nation does
not belong to politicians but to all citizens

New talent – project exposed student’s talents in drama, writing,
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
 44 | P a g e

6.4 Final Presentations

This event was held on Saturday, October 30,2010 at Nakuru’s Nyayo Gardens. 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. The event also played host to 10 high
school teachers and three high school principals. Also present were government officials from
Njoro, Molo and Nakuru Districts as well youth representatives from the three districts including
Generation Arts Group, Makry Group, The Nicolas Harmonies, Jawatho Youth Group,
Taekwondo Group, Salsa Dancers among others. Besides the crowd of over 300 people drawn
from high schools and university, the event drew a crowd of over 200 members of public.

6.4.1 Highlight of Day’s Activities

6.4.1.1 The Procession
The event started with a peaceful procession from the Railway Station. It was a captivating
moment when a group of over 300 youth from different ethnic backgrounds made their way
through the town, bringing to a halt the activities in the busy Kenyatta Avenue and other streets.
The youth had fliers and placards with messages of peace and love, they approached individuals
inviting them to the event. In the procession was a pickup with speakers mounted on it, it was
used for music and announcing the event to town residents. The team of 2 MCs made public
announcements inviting people to the event and making highlights of the reform agenda, its
importance and the need for the youth to play an active role in the reform project. These
announcements continued throughout the procession and culminated to the start of the event
at the Nyayo Gardens.

Figure 12: Youths participating in a procession that culminated to the final

presentations event at Nyayo Gardens, Nakuru Town
 45 | P a g e

6.4.1.2 The Presentations

Throughout the event, high schools students shared the message of leadership,
“It is better to
bring Kenyans reform, and peace. Elburgon DEB performed a skit on corruption and injustice,
together; girls, Njoro Central did a song “It’s time for a Change” - a rap/dance combination they
boys, men, and created. Kiamaina Secondary performed “Milky Way” - a song which they wrote
women. We with words including “We’ll sing for youth; we’ll sing for Kenya. They’re praying
need to for Kenya – for the people everywhere; show them all we care.” Njoro Day
celebrate the shared a skit that depicted the very negative impact that occurs when kids don’t
victory of get funding for university due to the corruption of adults – it results in them being
peace” involved in crime. Kilimo performed a song and dance that communicated “Say
no to corruption. Bring people together. We like to live in peace.”
Mentees
Representative
Njoro Day Apart from presentations from high school students, the event was graced by
Secondary experienced musicians and drama groups. Makry theatre group presented a
School Swahili choral verse on domestic violence, education, rape and unfair judicial
system. Genesis Arts Creation presented an action drama on corruption. Music
presentations were made by the guest artist, Alphabet and the Nicolas Harmonies
Group. The Salsa group presented a dance and the Taekwondo group captivated
the crowd with a taekwondo show.

Figure 13: Photos showing different groups making

presentations during the final presentations event
 46 | P a g e

6.4.1.3 Highlight of Speeches

“For the first time, Mr. Macharia representing the high school teachers said “it is nice to be young.
the campaigns We need to celebrate our youth. Youth are now transformed, informed, and
and elections were directed – as opposed to misinformed and misdirected as they were in the post
de-ethicized…. This
election violence of 2007. They have promised that they will have the will not to
is a sign for our
repeat what happened in 2007. By 2015 we will see a transformed Kenya. Just
country; we should
as we burn ourselves by picking up a hot pan without first putting on hot mitts,
emulate this and
people without vision react to crisis. We must prepare for crisis so that we do
stop looking at
not react as we did in 2007. Please be mindful of what you have learned
ourselves as tribes
but as Kenyans.
through this project, you will transform this Kenya to what you like.”
Youth, you must
preach and Mr. Ndegwa, Principal, Njoro DEB Secondary School spoke on behalf of the
practice this head teachers. He told the students “This project is a noble idea. Spread what
message” you have been taught.” He said that peace keeping should start with youths as
they are the ones who are misused by politicians to perpetrate violence. He
Dean of Students urged youths to retain the values imparted on them by the project. He added
Egerton University that he would not wish what happed in 2007 to recur again, he pointed out that
it was important for people to co-exist despite their tribal differences.

Judy Kyenze, spoke on behalf of the mentors. She said “this was an opportunity
of a lifetime. Everybody learned. One part of this universe we are capable of
changing is ourselves. Change has to begin with self order to change our country
for the better.”

Figure 14: The Dean of Students, Egerton University (above) and the
Mentees Representative speaking during the final presentations event
 47 | P a g e

Elizabeth, a high school student spoke to the gathered crowd. She said “It is better to bring
Kenyans together; girls, boys, men, and women. We need to celebrate the victory of peace.
We have suffered, and youth were used. My prayer, my hope is to spread this message to
youths outside the area – youths reaching youth.”

Dr. Kibet, the Dean of Students from Egerton University attributed the peaceful student
elections held on the previous day, prior day to final presentations event. He said “we are
beginning to see signs of fruits from this project. For example, yesterday’s SUEU elections.
For the first time, the campaigns and elections were de-ethicized, not along tribal lines. In
the past, there was always a tendency to be tribal. In 2005, two groups fought each other
with stones. This is a sign for our country; we should emulate this and stop looking at
ourselves as tribes but as Kenyans. Youth, 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. 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. “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. He was quick to point out that the solution to our problems lies within us. The
youth should focus on whatever they do best through education and talents. The new
constitution is, to a great extent, in favor of the youth and change is inevitable. The
government recognizes that youth participation in governance is critical. It is because of this
that the government is, in the near future, establishing a National Youth Council (NYC). The
Council will comprise youths elected from all over the country and it will take care of youth’s
rights.

“The new
constitution is, to a
great extent, in
favor of the youth
and change is
inevitable. The
government
recognizes that
youth participation
in governance is
critical.”

District Officer,
Bahati Division

Figure 15: The District Officer addressing the crowd during the final
presentations
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Professor Naituli shared “It is humbling to see what is happening today. You are the
leaders of today. The objectives of the project have been accomplished.” 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, they never suggested
what government could do. Similarly, he strongly suggested that the “youth of today
develop the vision necessary to take a chance and solve problems. We encourage
you to take total responsibility and offer yourselves as candidates in the next
elections“

6.4.1.4 Project Closing Ceremony

After all was said and done, a brief closing ceremony was carried out. It involved
appreciation of all players who made the project a success. CTL and CCL issued
certificates of participation to Egerton University and each of the 10 high schools.
Certificates of participation were also issued to all high school students, high school
lead teachers who worked closely with the students during the project period.
University students, both mentors and ToTs received certificates of participation as
well. In appreciating the school and university administrations for allowing CTL and
CCL to run the project in their institutions, CTL and CCL issued each institution with a
trophy.

Figure 16: Trophies and framed certificates issues to institutions that participated
in the project
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Chapter 7

Challenges, Lessons Learnt

& Recommendations
The project presented learning opportunities as well as challenges for both CTL
and CCL. The implementing partners gained from both challenges and
opportunities during the project period. This chapter presents a synopsis of the
challenges faced, lessons learnt and recommendations for future work to bridge
the gaps identified.

7.1 Challenges Experienced

a. Time Constraints
The project duration was 10 months. 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. 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.

b. 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, the project fell short of providing practical solutions to this problem.
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, the project did not offer practical
ways of empowering youth economically such as developing their business skills,
providing initial business capital and awareness creation on YDF and C-YES fund
access. It was noted that the greatest challenge to youth enterprise was access to
initial capital, which was not addressed by this process limiting the practicability
of the reform agenda on issues of youth unemployment and poverty.

c. 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. 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.
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d. Lack of Cooperation
In some schools, the lead teachers were not cooperative leading to strained
relationships between CTL and those schools. Though CTL staff managed to
resolve conflicts that arose in most of the schools, this did not work out in one of
the schools. The school dropped out of the project towards the end of the
project though the students insisted on participating in the final presentations.
They received the trophy and certificate on behalf of the school’s administration.

f. Action learning Program Interference

The action learning program was interfered by routine school programs such as
examinations schedule, absence of students for various reasons such as being
sent home for school fees. During the month of July, the MoEST shifted school
closing dates to late July as opposed to the usual month of August. This had an
impact on the project because end of term examinations started earlier than
expected halting planned project activities.

g. 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. 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. This meant that
we had to select colors carefully when printing publicity materials to avoid
misinterpretation. Due to a increase in public rallies by both the President and
Prime Minister to drum up support for the New Constitution, 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.

h. Misrepresentation of Civic Events

Due to the political atmosphere in the country at the time, civic engagement
events were often confused for constitution campaign rallies. It was a challenge
separating the two because in the civic engagement events, the message on
constitution was also echoed as constitutional reforms is one of the issues in the
reform agenda.

7.2 Lessons Learnt

a. Audience Participation
To drive the message of reforms effectively to public audience, it is important to
ensure their active participation. Through dance competitions, raffle prizes and
reform quizzes, 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.
Also, allowing for presentations from local youth groups made the audience gain
ownership of the civic engagement events.
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b. Youth Participation in National Issues

“The knowledge of CTL and CCL learnt that young people desire to participate in issues of national
the reform issues
concern but they are not sure how to do that. At the grassroots, it was evident
made youths realize
that they can play a that many knew about the signing of the National Accord and the power
more active role in sharing arrangement in the coalition government. However, majority of youth
the reform process were not aware of the four agendas outlined in the National Accord.
in their own small Constitutional reform was most popular among the reform issues listed under
ways and positively
the reform agenda. Young people were not aware of the other reform issues.
influence those
around them. We However, we learnt that the knowledge of the reform issues made youths
realized that lack of realize that they can play a more active role in the reform process in their own
information on small ways and positively influence those around them. We realized that lack
issues of national of information on issues of national concern limits youth active participation in
concern limits youth
the same.
active participation
in the same.’

c. Effective change through Participatory Approach

CTL and CCL implemented the project in a very participatory manner. After the
mentorship and training of trainers programs, CTL and CCL’s more involved in
providing support and advice to the trained mentors and trainers. Throughout
the high school trainings, action learning program and civic engagement
events, the mentors and trainers were at the forefront in implementing the
project. We learnt that active participation of youth in the project led to
personal and corporate growth, a deeper knowledge of self, improvement in
their level of creativity and innovation, acquisition of crucial life skills e.g.
critical thinking skills, self esteem and confidence, 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. We
realized that through active participation in the project, the youth were able to
change their perception of what leadership really is, through practice they
realized the leaders that lie within them.

d. Uniqueness of youth needs depending on geographical areas

CTL and CCL noted that youth needs are distinct and differ depending on
geographical areas. For instance, the issue of tribalism weighed heavily on
youths in Molo and Elburgon area than in Nakuru Town area. Though youth
unemployment and poverty were cross-cutting issues in all the three project
districts, 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. We noted other
issues that concern the youth in Elburgon include overindulgence in alcohol,
an issue that was emphasized by area Assistant Chief. Other issues include
rape, abortion, early pregnancies and HIV/AIDS. 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. In Kiamaina area, youths
joining militia gangs was one of the greatest concerns raised.
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e. Liberation resulting from self knowledge

CTL and CCL learnt that the understanding and appreciation of given, chosen and
core attributes has a positive impact on the attitudes and perceptions of young
people both at a personal and corporate level. 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. Self
knowledge gave them the confidence to explore their hidden talents and
abilities; we witnessed the birth of new dreams for better lives and an increased
desire and efforts to make a difference in the society. 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.

f. Youth Mentorship - ‘Youth reaching Youth’

The action learning and the civic engagement programs involved youth reaching
youth with the reform message. Through these programs, CTL and CCL learnt
that there was more impact when youth mentored youth as opposed to adults
mentoring youths. 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.
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. More youth initiatives have stemmed from the project including:
- 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, they
trained members of the Red Cross Club.
- 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
- Leadership trainings at grassroots and schools – ToTs are now taking
their trainings back to their local towns. In June, 2010, a team of 5 ToTs
trained 35 youths drawn from high schools, public institutions and local
youth organizations in Kisii Town. ToTs continue to reach out to high
schools e.g. training of 30 prefects from Naivasha Girls Secondary School
- 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. 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
-
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g. Need for Role Modeling

In most schools, CTL and CCL learnt that high school students felt accepted when
university students reached out to them, they shared their fears and challenges with
them freely, details that were not within the project framework. We noted that
most high school students are kept in touch with their mentors beyond the
mentorship period. 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. While the
national political scene rarely presents good role models in terms of leadership,
youth are in search of people who can mentor and help them grow in their
leadership ability.

7.3 Recommendations
a. Sensitization on Youth Economic Empowerment Opportunities
Though the government run YDF program is relatively popular among youth,
majority of them are not aware of the C-YES program. 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.

b. 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. To enable them build successful business
enterprise, there is need to empower them with business skills. Both YDF and C-YES
programs require fund applicants to be in groups. Youths need capacity building in
self-help group formation including registration processes, group dynamics and
benefits for them to prepare and take advantage of economic empowerment
opportunities available to them. CTL and CCL recommend capacity building,
especially for out-of-school youth in entrepreneurial, organizational leadership and
employability skills.

c. Leadership Clubs
CTL and CCL recommend the setting up of leadership clubs in both high schools and
university. These clubs will serve the purpose of unifying youth these institutions,
tapping into their creativity and innovation energy, creating conducive environment
for continuous discovery, development and exploitation of their talents/abilities and
enhancing their participation in decision making 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.

d. 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, 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, reform agenda and youth mentorship to
enable them support youths in the established leadership clubs.
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ANNEXES
LIST OF PARTICIPANTS

HIGH SCHOOL STUDENTS

NAKURU DISTRICT (TOTAL = 81)

UPPERHILL SECONDARY SCHOOL KIAMAINA SECONDARY SCHOOL FLAMINGO SECONDARY SCHOOL HILLCREST SECONDARY SCHOOL

1. ETHEL LINDA OMONDI ROSE WAITHERA VICTOR OKONG’O TERRY KIARIE

2. PETER CHEGE ANNE WANGUI KALEI PETER EKENO JUSTINE JANE WANJIRU
3. FAITH ACHIENG’ KAUNDA ISAAC MWANGI SALMA NALOTU JACQUILINE CHEPCHIRCHIR
4. ROSE MARY NYAWIRA JAMES NJOROGE THOMAS MAZIRI DOUGLAS MULI
5. LINDA N. EKIRAPA JOHN KIMANI JOSEPH INYANJE SAMUEL GUTU
6. VIVIAN NYAMBURA KIMANI JANE KINGA HELLEN KATHAMBI JOHN NJENGA
7. JAMES MAKORI CONSOLATA NJERI DOUGALS MASINDE STEPHEN NJOROGE
8. MESHACK KIPROTICH KIBET ERICK WAWERU IBRAHIM GICHUKI JENNIFFER WAMBUI
9. MARYLINE LESINGIRAN ESTHER NDUTA SOPHIA AKOTH SAMUEL KANGI
10. SYLIVIA KHISA JANE WAMBUI GRACE OMURUNGA NGINA MASEKA
11. LYDIAH KHAMATI TEREISAH WANJIRU GEORGE ORWA MIRIAM NYAMBURA
12. KIBOR RUTH JECINTA WANJIRU MARGRATE NYAMBURA JAMES MAINA
13. JULIA GATHONI SANDRA NJERI JOAN MUHONJA JOHN MWANGI
14. BRIAN LIDWAJI MALCOLM MWANGI ALLAN OFULA JOHN WARUI
15. DAMARIS WANGARE MARGARET WAMBUI BINYANYA FREDRICK NATHAN MUTA
16. BEATRICE NABWIRE JANE KIARIE EVANS KAMAU MBUGUA RUTH NYAMBURA
17. YUSUF TWAHIR TIPIS PETER TERESIA NGUYO GEORGE NDUNG’U
18. FRANCIS WAWERU HENRY AKUNDA ANNE KARANJA
19. MAURICE MWANGI PAUL KIMANI JAMES KAROKI
20. ANTHONY GATHO JANE MWANGI JOSPHAT NGUGI
21. MICHAEL KARIUKI LEAKEY KAMAU
22. STEPHEN NJUGUNA
23 VICTOR KOSKEI
NJORO DISTRICT (TOTAL = 63)

NJORO CENTRAL SECONDARY SCH NJORO DAY SECONDARY SCH KILIMO SECONDARY SCH

1. MARGARET A. OSUJI RUTH WAMBUI LYDIA OKELLO

2. MONNAH WAMBUI ELIZABETH KAMBARA CAUDENCIA N. MOGESA
3. NANCY ATIENO SHEM ONYANGO KIONGO FRANCIS
4. CHEBET FANCY LOISE WANJIRU KAMAU ABDIH MAYYAO ADAN
5. MARGARET W. GACHAHI JANE WANJIRU ONYANGO KELVIN
6. BERITA ADISI WILLIAM NDEGWA KHADIJAH IBRAHIM
7. JOHN MWANIKI BEATRICE CHEPNG’ENO ANTHONY GICHORE
8. COLLINS MUIRURI MAINA PETER MAINA ANTONY
9. EDWIN TOO KELVIN KAMAU VINCENT JOHN
10. JOSEPH ANYIMBA DANIEL NJOROGE DOROTHY MOGESA
11. DAVID IRUNGU JOHN RUIRU CAROLYNE KARANJA
12. HELLEN MUTHONI ERIC NAMUTALI NATHAN KAMURI
13. SPLINE BOCHERE FRANCIS KAMAU JOYCE MUREU
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14. PETER NJOROGE HASHIM MOHAMMED VICTOR MAKAU

15. JOEL SAMBASI DORCAS NDUTA MWANGI DOUGLAS
16. RAJAB IBRAHIM JEMIMAH MWIHAKI STEPHEN AKALA
17. SUSAN APEM JOHN KARANJA MILTON OWINO
18. GODFREY MANG’ONG’O VINCENT WAFULA OPIYO TABITHA
19. KAMAU PETER MARY MUTHONI KEVIN CHIRCHIR
20. ZEINAB NASTEHO SALOME WACU
21. STEPHEN KARANJA
22. JOHN OLOO
MOLO DISTRICT (TOTAL =64)

ELBURGON DEB MOLO DAY SECONDARY SCHOOL MAU SUMMIT SECONDARY SCHOOL

1. THOMAS WAINAINA VIOLET MIHADI VINCENT KOECH

2. ROSEMARY W. WAMBUGU SYLIVIA MLOMA KOSGEI BENJAMIN KIRUI
3. ODIWOUR PETER BERNARD ANYONA DENNIS LEIMPIAN
4. WAFULA N. JANE EVANGELINE N. SIMIYU FLOSY CHEMUNYAN
5. MERCYMARY WANGARI MUIRURI W. YVONNE EVERLYNE CHERONOH
6. MARGARET KIMANI VIOLET DEIZU MARION WITAMBERA
7. MICHAEL MACHARIA DINAH KEMUNTO JOB OTISO
8. OCHIENG’ A THOMAS EVANS NJOROGE ANTONY WAKUBWA
9. ERICK OKOTH BENSON GICHIA PIUS SIELE
10. PAUL WAMUI JAMES MWANGI ELIZABETH NANGOITE
11. VERONICAH WANGARI TERESIA NJOKI KARIMI ERICK NGENO
12. LEAH NDUTA IRENE MUMBI JOHN UGE KAMAU
13. LILIAN NJERI THUO CECILIA NDIRANGU PAUL NG’ANG’A
14. TIMOTHY MATHU SHEM ANYONA SAMUEL LOKUI
15. MAUREEN AKINYI N. ENOS MUTONYI BENJAMIN KIRUI
16. BETH WANJIRU MARY KENUNTO MIRIAM NJERI
17. DAVID KARIUKI MONICAH WAIRIMU ELIZABETH KAMAU
18. PETER WAWERU STELLAH LOMURIA LYDIA MORAA
19. SARAH MUIGAI DORCAS BARASA LUCY KAMAU
20 GRACE WANJIRU NELSON IGHANJI BEATRICE KEEMA
21. DAVID JOHN ZACKY GITAU
22. MONICAH MUTHONI
23. FRANCIS MWANGI
EGERTON UNIVERSITY STUDENTS (TOTAL = 84)
NAKURU DISTRICT NJORO DISTRICT MOLO DISTRICT STUDENT UNION LEADERS
1. WYCLIFF ONYALO JOSEPH NJOGU KANYALU TERESIAH WAITHERA GITAU BARSOGET EDWIN
2. JOSPHAT W. GACHORA TIMOTHY OUMA ODIPO KAMUNDIA RACHEL WANJIKU CHELANGAT CHARLOTTE
3. LILIAN CHEPCHIRCHIR SAMUEL KASERA JOHN MWANGI KIGUTHI ABUBAKAR OMAR
4. JUDY MBUTHIA WINNIE WEKESA KIPLANG’AT JOHN NGE’ENO LAMECK OKOTH
5. CALEB ONDIRE ANGELA M. NDETO DAVID KIMUTAI KIRUI WAMBUA D. MWANZIA
6. JOSEPH NGARUIYA MICHAEL MBATA ABUGA ORAYO JOSEPH KEVIN ODHIAMBO
7. JOSEPH MBURU SARAH MUCHIRI STEPHEN KAGECHU WAIHUNI DUNCAN MUIRU
8. PHYLIS AKURU EPURE MUTUKU J. MWANTHI JOSHUA NDIGA MAJONI EDMOND
9. LILY NAMAROME SARAH KAURI CHARLES KASERA OTIENO LAWRENCE
10. DAMARIS W. NDUNG’U FRIDA KIRITO MUTHIRU MACHIO ALEX KANGE
11. PETER RONO ODHIAMBO R. ODERO NICHOLAS K. BII
12. PAUL KAMAU NJUGUNA OGENDO ROBER OUKO MARY MWELU
13. NAOMI GITHINJI ODHIAMBO ERIC OCHIENG MICHAEL KUNG’U
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14 JULIET OCHOLLA BOAZ NGOJE OWINO NYABIRA BEN CHRISTOPHER

15. NAOMI CHEBWOGEN BEATRICE N. KWOMA CHEMJOR JEROTICH
16. PATRICK ODENGO OMANYA JUDY NGINA KYENZE LEAH MUIGAI
17. JOHN ROBERT OWIT ELIJA OTIENO GAA LUCAS OUMA OKUTO
18. REGINA WANGARI MARY W. NDUNG’U VICTOR OCHIENG’ MALLELAH
19. STEPHEN KARIUKI MARY NYAMBURA KURIA KAGIA SAMUEL MBERE
20 SOSPTER KIMANI WANJOHI NAOMI N. THIONG’O CHARITY CHEPKOECH BOR
21. RYAN MASILA MWANZUI ELIJAH ONGERI BIGOGO KARIUKI RAHAB
22. HUMPHREY MUSUNGU MORRIS MWAI MUKUNA
23. ERIC MUTUGI PAUL NJENGA KIARIE
24. ANNE WAMBUI MUREITHI BERNARD ODHIAMBO OJUKA
25 BRUCE KEPLAGAT CHEMJOR
26 WANGUI E. NJUGUNA
27 FAITH MURACIA
28 JOSEPH OLEMBO WERE

SKIT - BY ELBURGON DEB SECONDARY SCHOOL

(THEME: Corruption, Impunity, a slow justice system, poverty)

The scene opens with a horrible and pathetically financially stressed family, discussion
about the cause of poverty in their family. The bread winner (Mr. Masubuko) of the
family has just returned from work/casual labour from one of the affluent families in
the area, where the family position is used as a tool for oppression to the poor.

The wife (Mrs. 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. The young girl
had just dropped out of school due to poverty. The young girl secures the job for a
salary of Kshs. 800 per month, which is much needed by her family.

After a few working days while doing menial tasks at the rich man’s house, the rich
man returns unexpectedly from work and rapes the house help, an action witnessed
by one of the gardener’s. The gardener reports the matter to the girl’s family and the
matter is forwarded to police/court by the parents.

On the first hearing of the case, at the court the case is adjourned for 18 months for no
apparent reason. Within this time the young girl delivers a baby boy. The rich man
with the help of his lawyer bribes the judge and the witness, the gardener disappears
mysteriously.

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. Mr.
Masumbuko is then sentenced to serve a jail term of five years, for false allegations.
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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, Molo or
Nakuru Districts?
Are you available in the months of June, July
and August?
If your answer to these questions is ‘YES’, you are the person we are looking for.
PLEASE PLAN TO ATTEND OUR MEETING ON 25TH AND 26TH MARCH, 2010 AT
B3
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