Coe Civic Education Manual

8/9/2019 Coe Civic Education Manual

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MANUALfor Civic Education

Proposed Constitution of Kenya

F A C I L I T A T O R S

Committee of Expertson Constitutional Review


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MANUALfor Civic Education

Proposed Constitution of Kenya

FACIL I TATORS


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Consultants


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ContentsForeword 4

About the Manual 6

Acknowledgenemts 8

Sec tion One

Institutional expec tations 13

Sec tion Two


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When the Committee of Experts (CoE) was tasked to unlo

that would ultimately pave way for a new constitution, iby extension included bequeathing Kenyans a long-dra

is therefore incumbent upon every Kenyan to take note of the spirit

espoused in the Proposed Constitution.

To appreciate the shift from old to new and acknowledge the adjustm

constitution Kenyans have hoped for over the years, it is necessary to

comparison between the current and the proposed law. Whereas in t

Constitution sovereignty is placed on the Republic, thus limiting the

Foreword


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K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R SK A TI B A M P YA , K EN Y A M O J A FA C IL ITA O RS

The structures of governance in the Proposed Constitution will take

to the people and involve them in determining the course of their de

providing for transparency as well as better checks and balances in th

public affairs. In addition, ownership of property, and the right to p

benefit from ones efforts has been streamlined in the proposed law. T

the end of unfair distribution of wealth. Besides, both personal and c

property are protected in the proposed law.

As opposed to the current Constitution, the proposed law provides fo

political parties with a national character and capacity to unite Keny


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C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E WS O N C O N S TI TU TI O N A L R EV I E WO M M I TTE E O F EX P E

About the Manual

This manual is meant to aid educators who have already be

use and are conversant with contents of the handbook andConstitution, as well as the process. It is intended to guide

delivering civic education for the Proposed Constitution of Kenya,

The manual contains information on how to conduct civic educati

sessions are fitted in one day 5-hour schedule. However, the educatuse their discretion in managing time, especially when available tim

the 5 hours recommended. In the event that time is limited, the ed

able to repackage content to fit available time. The manual, therefo

tips on how to maximize on opportunities.


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K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R SK A TI B A M P YA , K EN Y A M O J A FA C IL ITA O RS

The manual is organized into sections.

Section one deals with:

institutional expectations of educators i.e. standards, code of con

adult learning principles.

communication techniques.

planning and organization of civic education activities.

methodology and delivery techniques.

evaluation.

Section two deals with techniques of handling call-ins and invitation

These techniques will equip educators who participate in fora a not


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Acknowledgement

T

he Manual, Handbook and Curriculum on Civic Education on

Constitution are the handiwork of team effort. It has definitely

burning of midnight oil, thought and skill. The current look an

Handbook is indeed a fine mosaic of valuable expertise. I am therefore

content herein, will speak to all Kenyans, and inform them on the Propo

of the referendum.

For a great job done within record time, I wish to thank the Committee Members Bobby Mkangi, Dr. Chaloka Beyani, Abdirashid Abdullahi an

Murray, for both setting the tempo of this document, and finding time t

thereof. Without the leadership and dedication of CoEs Deputy Direct

Education, Mobilization and Outreach department (CMO), Veronica N


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My special gratitude goes to the team of consultants who domesticated ter

technical data to give the Handbook a wider value in the public arena. Thwomen worked tirelessly and in harmony, to bring to life CoEs dream.

I am also indebted to the development partners and the Government Mini

walked with the CoE and ultimately made it possible for the production of

In particular, I am thankful to the Coordination Liaison Office team, unde

Amb. Nana Effah-Apenteng, through which the various development part

the UNDP-Kenya basket fund and the Ministry of Justice, for their invalua

Thank you CoE members of staff, for without your dedicated efforts in yo

designations, this Handbook would not have seen the light of day.

A constitution is only made once in a lifetime! I urge Kenyans to particip

in the making of their Constitution.


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Do:

uphold credibility and dignity that would enable you to command the respe disseminate accurate information and correct any erroneous notions promp

use simple and clear language ensuring you are audible to each of your trai

be sensitive to cultural values and beliefs while engaging in fair and balance

activities that foster and encourage mutual understanding.

Professional training and facilitation operates on the understanding that:

The undertaking is bound to a set of universal rules and regulations.

Effective training and facilitation takes place within an atmosphere governed

of ethics.

Professional training and facilitation succeeds best when pursued in good tast

intentions.

Below is a set of dos and donts for trainers/facilitators.

Code of Conduc t for Tra iners and Fac ilita tors


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acknowledge sources and purposes of all information disseminated to the p

protect confidential information where disclosure of information may affec

keep time.

end sessions with breaks and fun activities.

Do:

Dont:

use confidential information gained as a result of professional activities for

not represent conflicting or competing interests.

receive undisclosed gifts or payments for professional services from other th

guarantee results on issues beyond your capacity or authority.

do guesswork; seek clarification whenever in doubt of the content of your r

dress provocatively or indecently.


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C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W


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K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S

11Section OneInstitutional expeAdult lea rning

Communication


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1Section one

Standards and Code o f

Conduct

To facilitate sessions tailored to the needs of

the participants, the educator needs to do

the following:

Read the entire Proposed Constitution,the Curriculum and the Handbook in

advance. During the training sessions,

explain the content to the participants

without reading out, although you can

Collect other refere

you may need for tspeakers are requir

are invited well in a

been properly brief

Take the participanobjectives of each

The manual antici

the participants. In

feedback.

The manual has po

should come from

answers do not com

responses to the lea


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Have a Question Box available

throughout. Encourage participantsto write any questions they may have.

Encourage them to ask all kinds of

questions. Make sure you read the

questions in the Question Box daily, and

address their concerns promptly and

appropriately.

The ground rules:

As you begin to conduct civic education,

you will discover that the sessions often

provoke discussions of sensitive or personal

topics, which may derail the objective. Have

Confidentiality

Personal information s

shall not be discussed e

Respect

Respect other peoples

experiences.

Openness

Be open and honest w

peoples private lives; wsituations as examples,

names.

Non-judgmental


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Anonymity

It is okay to ask questions anonymously if

necessary.

Acceptance

It is okay to feel uncomfortable when talkingabout sensitive topics.

There may be other ground rules the group will want

to develop. If possible, let the rules come from the

group, perhaps after you have given an example of aground rule. You can always add those not suggested

by the participants.

Tra ining and Co

Methods

Any educational activi

exercise. While some m

communication are eff

This section looks at soand techniques of com

training methods that

educators in their work


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The five integral components of a complete communication process are:

The Communication Proc ess

Communication is a process of interaction,

involving two or more parties through

which information is p

responded to, using a vboth verbal and non-v

MESSAGE MEDIUM RECIPIENSOURCE


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The following model represents the various

components:

Source: Civic educator.

Message/

Content: History of the current

Constitution.

Medium: Drama, lecture, and posters.

Recipient: Male and female participants.

Feedback: Discussions linking weaknesses

in the current Constitution to

challenges in governance.

Qualities of a G

Communicator

When communication

context, the buck stops

which case, the trainer

think through and planprocess. For some, effe

comes easily because o

For others, it is a skill w

consciously developed

an effective communic

the characteristics belo


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Communication skills

Good listening skills

Provision o f feed bac k

Audibility

Confidence

Tone va riation

Use of simp le language

Fluency

Confirmation

Methods of comm unication

Use o f ap p rop ria te a nd va ried

channels

Use of exam p les, illustrations and

other visua ls

Use of p rove rbs, anec dote s, id iom

etc.

Inter-personal skills

Use of b od y langua ge

Eye c ontac t

Rapp ort with the aud ienc e

Sensitivity to gender, rac e,

religion, culture, politics etc.

Trust in o ther peo p les ab ilities Friend liness (no t threa tening to

audience)

Patience

Content of communication

Brief and to the point

Choice of wo rds ap prop ria te to

the c ontext

Deep knowledg e o f the subject

Clea r message

Personal

App rop

dressin

Confid

Clear h

d raw in

Organisa

Prepar

Prop er

Flexibil

Plannin

particip


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Princ ip les of Ad ult Learning

In planning for adult learning, one

has to bear in mind that adults are

characteristically:

sensitive.

independent-minded.

proud and averse to embarrassment.

knowledgeable.

experienced.

opinionated.

set in behavior patterns.

Cond itions Idea

Learning

In the above regard, it

learn best when:

involved and intere

training is beneficia

they are respected.

there is good timin

challenged.

not just lectured.

they are comfortab

learning activities a


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Partic ipa tory Method s

For adult learning to be effective and useful,

the use of participatory methods of training

is strongly advised. Such methods are

characterized by:

democratic treatment of all ideas.

participant-centeredness.

belief in peoples knowledge and

abilities.

collective memory.

informality.

flexibility.

Some obvious advanta

methods are:

there is an element

them.

peoples knowledge

pooled.

complicated topics

they are illustrative

But they:

are time consuming

can be disorderly if


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Remember people learn:

1% through taste, 2% through touch,

and 3% through smell.

11% through hearing, 83% through

sight, and what we remember.

10% of what we read, 20% of what we

hear, and 30% of what we see.

50% of what we see and hear, 80% of

what we say, and 90% of what we say

and do.

The above revelations

things, i.e:

1. a multi-media appr

communication is n

emphasis being on

2. an experiential app

indispensable, give

when the learner sa


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Persona lity Typ es

In any learning environment, you are

likely to encounter the following learner

personality types:

Reflectors-are not satisfied with

one perspective and always look for

alternatives. They can lead to generation

of novel and creative ways of doing

things.

Activists-plunge into action forimmediate results. They are driven to

act and believe that the end justifies the

means.

Pragmatists-are

apply and experimdo not fear failure

learning experienc

Jokers-do not take

are pre-occupied w Silent ones-are q

be ignored since th

information.

Blockers-think thand will not allow o

For them, there is n

Know-it-all-give

time and dominate


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Experiment Learning

While your role as an educator is crucial,

creating the learning experience is

ultimately a group responsibility. To make

this education successful, involve the

participants in their own education. The funof working together with people is learning

how much you can learn from them!

Here are some tips for conducting session

activities:

read the unit and activities in the manual

thoroughly until you feel comfortable

with them.

if possible, do a dry-run before starting

consider the learni

activity or use quesdiscussion.

arrange the room a

the session, so you

hanging signs, newchairs.

keep an eye on the

is sufficient time fo

remember, civic edis in the process of

learning takes plac


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Pre-workshop questionna ire

Give the participants a pre-session

questionnaire (or source expectations)

to determine what they anticipate the

education to be about. During the final

evaluation of the workshop, find out if ithas met the participants expectations. An

example of a pre-workshop questionnaire is

provided. Analyze the questionnaire during

the workshop and share the feedback with

the participants.

Games and exercises are a part of civic

education. These games and exercises speed

up and enhance the amount and the quality

Also, ask the participan

games and exercises. Cand exercises that the p

comfortable with.


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Introductions

Introductions are geared towards increasing

the participants knowledge of each other.

This is important because a workshop

is composed of people from different

The following are shor

useful methods of con

Cobweb

Participants form a cir

ball of string, yam or c

to say their name, occu

expectations and their

they hold the end of th

or pass the ball to anot

receiver introduces thethe ball to another per

until all participants ar

a cobweb. The variatio

involves disentangling


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Mutual interview

Divide the group into pairs of people whodo not know each other well. Each person

takes a sheet of newsprint and a marker.

They ask spontaneous questions and write

down information on each other for about

5 - 10 minutes. When each person has been

interviewed, participants stand in pairs in

front of the entire group and present each

other, describing what they have learned

about their partner, for less than threeminutes per person. Encourage participants

to further share their hobbies, experiences,

vision or their experience in civic education.

two minutes to look ar

try to get everyones nacover their nametags a

to try and name everyo

three or four volunteer

This is a good exercise

The nam e gam e

At the beginning of a

participants to stand in

their hands. As they clof one person and con

a person hears their na

out another persons n

throughout. Do this un


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Energizers

The purpose of energizers is to animatethe participants and motivate them for

the next session; reach a higher level of

concentration for the next activity or when

transiting from a purely intellectual activity

to a more practical one. Energizers must

be well prepared, instructions given clearly

and quickly executed. Their use depends

entirely on the kind of group, the setting

and the mood of the group. An experiencedfacilitator should be able to decide when to

apply each game.

Fishbowl

the people from the in

partner from the outerthe other their problem

This continues until al

listened to their partne

is useful for stimulating

thoughts on a specific

Life boa t

The Participants stand

circle. Let them imaginsinking ship and have f

their number. Ask them

of 3,5 or 6 in 5 second

of a group will drown


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The mail

Participants and facilitators sit in a circleon an exact number of chairs minus one. A

person (perhaps you, to begin with) stands

and announces - for example - that they

have a letter for all those wearing black

shoes. Participants wearing black shoes will

then change seats and the person with the

letter will rush to any empty seat. The one

who is left without a seat will then stand

in the middle and repeat the exercise.This exercise forces people to observe and

discover things about fellow learners.

Bang

The participants standperson calls out a num

order. However, every

a number divisible by

person says bang-inst

they fail to do so, they

exercise stimulates con


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Key Princ ip les

In summary, the key principles to observe as an educator

Know the audienc e. What is their background? What a

bringing into the learning situation?

Know fac tors that can affec t lea rning.

Establish rapport.

Choose appropriate and effec tive methods.

Proc eed from the known to the unknown.

Prepare well and be read y to troub le-shoot.


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22Section TwoTechniquesSpecific Tec hniques

Activities


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2Section Two

Spec ific techniques

Read the following and make properinterpretation(s). Ensure you try out

some of the techniques so that they

become common knowledge to you.

Civic education employs a variety of

techniques, some of which you may not be

familiar with. Do not be afraid to try new

In the end, the educato

determine the most apdifferent audiences.

Transmission M

one way passage of

lecture, dictation, netc.

Experiential Me

the participant to a

behavioral lessons

drawn without pre

e.g. games, role pla

surveys etc.

Heuristic Metho


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Creative Methods: facilitate

generation of new designs, insights,and perceptions and explore individual

potential through drama, drawing,

sculpturing, creative writing etc.

Critical Methods: require analysis,

evaluation, re-arrangement, application

of criteria and distinctions through

debates, diagrams, critical discussions,

essays etc.

The following techniques, sampled below,

belong to more than one method.

Lecture is the d

information fromreceiver without

The Lecture method i

of information deliver

(resource person). A leimpart knowledge or in

effective, a lecture allo

between the facilitator

a traditional and popu

information.


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Steps in Using the lec ture

1. Preparation

This includes:

Choice of topic Research and note making. Organization of the information.

Preparation of handouts and other learningaids

Budgeting of the time.

2. Delivery of the lecture

Introduction of topic: highlight major issuesto be covered.

Present lecture.

Conclude by:

Strengths

It is time saving; indisseminated fast.

Provides more info

short period of tim

It is structured.

It is appropriate fo

groups.

I is appropriate for

It allows for individ

The learner does n

The presenter mai

K A TI B A M P YA K EN Y A M O J A FA C I L I TA TO R S


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It is cost-effective i.e. not many resources

required. It is good for introduction of new

information and presenting facts.

It is more appropriate for adults than

children because of attention span.

Limitations

It is teacher-centered.

There is no individual attention given to

the learner.

There is limited interaction.

There is little time given for discussion.

It can be monoton

because of dependmedium only.

Participants have n

(apart from walkin

It depends on audiif too long, concen

It can be diversiona

It can intimidate th

submissiveness.

The lecturer does n

learners.

How to Improve the



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Regulate speed of delivery to allow note

taking.

Include visual aids to highlight key

points.

Assign participants some short tasks.

Break down into smaller presentations.

Be friendly.

Use humor.

Divide topic betwthan one

Back up lecture

Allow time for ques

Observe audience

and act on feedb

K A TI B A M P YA K EN Y A M O J A FA C I L I TA TO R S


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Visuals refer to items that appeal

to our sense of sight. They can beprojected (e.g. overhead transparencies

and slides) or non-projected

(e.g. pictures, slides, posters).

Steps in Using Visua ls

Secure or prepare well in advance.

Choose relevant topic to use with.

Set up in an appropriate place.

Use aids at appropriate times making

sure you give participants time to see

and understand them.

Explain or discuss the content of the aid.

Advantages

It is time saving onstimulates discussio

It is often captivatin

It enhances creativ

It enhances critical

analysis.

It reinforces oral co

It is decorative of t

It is memorable.

It enhances concen

comprehension.



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It can be expensive if many materialsare required. It demands creativity tomake ones own.

It can be time-consuming especially inthe selection and making of materials.

How to Improve

Ensure that the visual aids are

appropriate.

Encourage participants to practice what

they have seen.

Use locally available materials to make

the aids.

Audio-visuals re

equipment to tranthrough a combi

and sound e.g.film

conferen

Steps in Using Audio

Determine topic an

audio-visual aids.

Select, secure and p

well in advance.

Test the materials i

layout.

Study the material



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Give participants time to see and

understand them. Explain or discuss the content of the aid.

Summarise.

Pack up and store safely.

Advantages

It arouses interest and stimulates

discussion.

It breaks monotony and appeals to morethan one sense and to emotions as well.

It reinforces theoretical learning.

It brings the field into the classroom. It

It simulates reality

convincing and goo

Disadvantages

It is time consumin

It can distract and

It is difficult to use

electricity is not av

special equipment

It may not be effec

language difficultie

It can be difficult to

sensitive or fragile.

Its initial costs can



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How to Improve

Set a task for participants to focus theirattention as they watch. Ensure it is

culturally sensitive.

Provide a structure for feedback.

Update the information withadditional input. Provide handouts that

summarizethe information.

Examples of these are: practical

demonstrations, field work, case studies andindividual or group projects.

A case is a real

illustrate certaiproblems and the

examine relatio

variables, open ro

lead to logical

A case can be presente

namely: oral (narration

visual (pictures, slides)

(video,fi

lm).

Steps in Using a Cas

Choose a case that

subject matter.



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Design tasks for participants on the case.

Allow participants to go through thecase individually and/or in groups.

Guide plenary discussion of issues from

the case.

Summarise and de-brief.

Strengths of the Case Study Method

It is easy to relate to.

It is illustrative of reality.

It triggers critical thinking.

It contains lessons to learn.

It is problem-solving in nature.

It can be presented

It is useful for discuourselves in a non-

It can be created/c

Limitations of the Ca

It may not be repre

relevant variables.

It can be misinterp

It can be personali

It is time consumin

complicated.

It can lead to specu



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Charac teristic s of a Good Case

It should:

be relevant and applicable, short and to

the point.

contain lessons i.e. is didactic.

present variables.

lead to discussion.

be easy to present in different forms.

offer suffi

cient information. be interesting.

not be too technical.

Demonstrations r

real life and practic

the voting process i

Steps in Using Demo

Choose a relevant

Use budget time.

Consider size of yo

Secure required m Set up a demonstra

necessary applianc

Rehearse the demo



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Monitor as participants practice.

Draw conclusions with the involvementof participants.

Dismantle and pack up.

Advantages

It builds confidence through practice

and can be fun and participatory.

It shows actual difficulties.

It uses available materials. It is memorable.

It can allow creativity.

It arouses interest.

Disadvantages

It requires a lot of

It may humiliate a

it might be mistake

It could require a l

How to Improve

Ensure participant

groups; the smaller

Ask participants to Instruct carefully a

Assign group leade

Back-up with hand



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Examples of creative methods are:

drama;

song and dance;

drawing;

sculptures and models; games;

stories and

role play.

Role play refers t

illustrative dramata specific

Steps in Using a Role

Choose relevant to Discuss the topic a

line and a short scr

Divide roles among

Rehearse the play.

The role play shou

10 minutes.

De-role and de-bri



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Disadvantages of Us

It is time consumin

It may sometimes f

message if poorly p

People are initially unwilling to play, wsuccess.

It may be taken for Players run the risk

playacting labels anproper de-roling is

It can be misinterp

It is prone to trivia

Ad vantages of Using the Role Play

It enhances memory. It enhances participation.

It is cheap.

It explores peoples creativity and

imagination.

It enhances understanding. It focuses on specific problems.

It combines learning with fun hencebreaks monotony.

It is useful for exploring complicated,

controversial and sensitive issues.



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How to Improve

Allocate enough time for development,rehearsal, presentation and discussion.

De-role participants to avoid stigma.

De-brief to draw relevant lessons.

Debates refer to s

participants are req

opposing viewpoin

the form of pro-co

scenes, value cl

Steps in Using Deba

Choose a relevant

carefully.

Divide participants Give clear instructi

Allow groups time

Hold debate and co



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Advantages

It generates many ideas.

It is participatory.

It is lively, interesting and breaks

monotony. It is challenging and

constructive.

It is memorable.

It enhances critical abilities.

It can improve oral communication skills

and reduce inhibitions.

Its spontaneous responses reveal

participants true-self.

It enhances team building

It can be superficia

It may not be conc

It can lead to feelin

may be personalise

How to Improve

Ensure careful cho

motion.

Provide motion in

participants to rese

In de-briefing, disti

and opinion.

Structure carefully.



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Group work refers to the

involvement of participants

organised in small groups to

discuss and prepare presentations

based on their discussion.

Steps in Using Group Work

Determine tasks for each group and

instruct carefully.

Divide participants into manageablegroups (about 5-8 members is optimal).

Ensure appropriate spatial arrangementsfor the group work and presentation.

Give groups ample time to go through

groups will present

plenary and allow Allow responses fro

Summarise the ide

Advantages

Enhances participa

Allows the quieter

Allows participants

practice and apply

Enables gathering ideas.

Contributes to team



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Reduces domination by individuals and

devolves responsibility from facilitator.

Disadvantages

It is time consuming.

Consensus is not always easy to reach in

a group with diverse views. Participation

of some is limited if information is too

technical.

Some group members take a back seat

especially when it comes to presentation.

It does not work well when the group

is too large and can suppress individual

creativity.

How to Improve

Clearly specify task

Differentiate group

groups are doing th

Regulate group siz

During presentatio

ideas that may hav

group.



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Disc ussion p oints

This means talking with learners aboutwhat they experienced during the session.

A review allows you to assess and reinforce

learning. It also allows learners to ask

questions. It may include summarizing what

was said and drawing the groups attention

to key points and issues. Ensure you review

any session that may seem to cause conflict.

The following questi

What did we just d

What was the obje

How did you feel

session?

What did you lear

Do you still have a

Did you learn to dWhat can we do to

session?



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Team Fac ilita tion

Civic education is often more fun andless stressful when more than one person

conducts the training sessions.

Advantages of team training:

It enhances learning.

It increases the positive impact of

trainers.

It balances process and content. The trainers complement each other.

It breaks monotony.

Discuss what you e

group.

Divide tasks by day

Share beforehand y

strengthen one ano

Discuss how to evawhole training even

Discuss how to inte

sessions.

Discuss how to ensgroup control etc.

Agree on how to o

problems in the co



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Meet at the end of the day to review

progress and plan ahead.

Appreciate each others views.

Respect one another.

Agree to disagree positively.

Do not undermine co-trainers.

Develop each others skills.

Listen to the unsaid messages.

Evaluate and de-brief together.

Give feedback to one another after

sessions.

Share your feelings.

Ac tua l Tra ining

The training event fallphases namely:

The introductory s

started),

The substantive se

and

The evaluation (ge

points on each of t

Getting Sta rted

Depending on the ava

complete introductory



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explain the methodology to be used.

familiarise participants with one anotherby including ice-breaking exercises.

distribute workshop resources

to participants and assign them

responsibilities. explain and establish the boundaries and

norms.

The SessionIn the active execution of a session,

there is interaction between and among

the following key elements: participants,

varied training events

are critical for the succ

Content

Have thorough kno

subject.

Deliver in a logical

Preparation

Have resource mat

Carefully plan the

Budget the time so

overloaded or unde

Plan participation.



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Attitude

Be ready to learn from participants. Be patient.

Approaches

Use real life examples to reinforce

learning.

Ensure proper use and management of

space.

Understand the participants.

Be creative and flexible.

Write down important content.

Take advantage of experienced

Communica tion skil

Be aware of inapp Talk to people not

Use visual and oth

appropriately.

Clarify abbreviatio

A void vague quest

Games and Exerc ise

In doing participatory of games and exercise

There are various gam

can be used. The educ

games and exercises fr



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Ice -breakers: to break barriers and

make participants feel comfortable with

one another.

Warm-ups: undertaken in the morning

to get participants prepared mentally

and physically.

Energizers: done as interludes

to sustain energy levels and break

monotony.

Communication games: to illustrate

aspects of communication.

Games for creativity: to bring out

participants potentialities.

Team building exercises: to create

of gender dimensio

affect our lives.

Games for fun.

Problem-solving

demonstrate appro

problems and whagroup tries to do it

Games for relax

meditation.

Perception gamto show how and w

interpret things the

Games for confl

t d t i



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Games for ending an event: to re-

emphasize the purpose of the event and

create a sense of continuity.

A good ga me or exerc ise bears the

following qualities:

Involves everyone in the group. Helps advance the group process.

Creates group synergy.

Creates a conducive atmosphere for

participation and learning.

Provides a common ground for group

experience.

Enhances the democratic spirit of

Is adaptable to diff

contexts.

Usable with a wide

Is gender-sensitive.

Is culturally approp

Breaks monotony.

Caution

When using games

they should not tak

serious business of

they should be slot



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Ending

During and at the end of every trainingevent, evaluation should be conducted. The

evaluation can focus on different aspects and

can be done using different methods. Some

key areas of focus in evaluation include:

extent to which objectives have been

achieved.

what participants liked most or least in

the content and process. the appropriateness of methods used.

facilitation skills.

duration of the event.

competencies deve

can participants do

training.

overall organizatioaccommodation, fo

management, adeq

resources used, tran

Some popular meth

are:

Mood meter-a vi

faces expressing dif

against which parti

level of satisfaction

each days work. It



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The flash-a one word/phrase

expression on the event.

Pre-test and post-tests- gauge what

changes have occurred in participants

knowledge, skills and attitudes as a result

of the training event.

Self critiques-participants assess

themselves against a set criteria.

Daily evaluation-committee which

collects views and suggestions from other

participants.

Feedback board-participants post

their comments in the course of the

training.

have specific o

indicate exactl

evaluated; be p

be simple and

forward for ea

administration

synthesis of re

creative;

be open and ho

instant results

Whatever the met

evaluation needs t



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Short Notice/ Limited Time

Content Delivery

The delivery of the Proposed Constitution

content will often be done in situations

that educators will be invited to makepresentations. Many of these situations

are characterised by limited time, little

knowledge of the audience, the event

purpose, and the audience expectations. An

event of this nature requires the educator

to be extremely sensitive and careful about

many things.

Preparation

Have the entire conyour finger tips.

Prepare talking poi

different small card

be numbered, or ueach talking point

Time each talking

in all talking points

frame.

Always have with y

material i.e. the Pr

the Hand Book, M



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Use your presentations during your

self made-long time trainings as

experiments, to help you in timing,

content catch up, interest of participants,

etc.

Do dry-runs as part of practice.

Mind your body and physical frame.

Get to the venue a little bit earlier

than the actual time. It helps you to

acclimatize, build confidence, tidy up,

and makes the organizers at ease.

Presentation

Introduce yourself

you are. Where you

appointing organiz

organization does.

Acknowledge the i

Explain the purpos

Present a summary

present. This helps

expectations of the

use titles of the talk

Get back to the tal

the other.



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A Summary Guide

Statement on what a constitution is andwhy it is important.

Statement on where we got our

constitution from and what has

happened to it over time.

The current Constitution, its weaknesses

and the justification for a new one.

Past attempts to review the Constitutionup to where we are now.

The Proposed Con

i. Initialfirstfive chrest of the Constit

individual and peo

ii. The structures.

Functions of the n

Functions of devol

The referendum an



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33Section ThreeDelivery TopicsIntroduction

Sessions



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Objectives

Introduce yourself and your intention.

iii. Relate what you ar

happening country

Session Objectives

To enable the parti

the session (s).

To enable the educ

participants expec

3Section Three

Session 1:Introd uc tion a nd Bac kground Information



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To enable the participants appreciate

and understand what a constitution is

and why it is necessary.

To help participants understand how

constitutions are made.

To help participants understand what

has gone into the constitution making

process.

To enable the parti

what is required of

all the sessions.

To let the educator

introduce themselv

To enable the parti

the session.



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Session 1: Introduc tion and Background Information

Identify the o rga ns and desc ribe the

proc ess of the Proposed Constitution.

Connec t the need for change to the

constitutional history.

Indicate the weaknesses in the c urrent

Constitution.

Outline what the proc ess expec ts of

them.

Objective

Content

The o rgans and their roles in the review

process.

Meaning and importance of

- Conferences

- Commissions/com

- Parliament, etc .

Constitution ma king

elements/ landma rksand c olonial).

Independence Cons

- Background

- Ma in features/ Prov

- Amendments.

The c urrent Constitut

- Ma in provisions

- Challenges

- Need for change.

Att t d f



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Session 2: The Proposed Constitution

Objec tive Content

Explain the found ation and the

ove rall framework of the Proposed

Constitution.

Explain the extent to which theProposed Constitution departs from

the current Constitution.

Identify the potential benefits the

Proposed Constitution has for the

people.

The foundation o

Constitution.

The set p rinc iple

proposes to ac hThe p ream ble, so

suprema cy of th

National Values.

The Rep ub lic .



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Objective

Content

Session 4: Bill of Session 3: Citizenship

Explain c itizenship a nd ways of

becoming a Kenyan c itizen.

Explain how c itizenship c an be lost.

State the rights and ob ligations of

citizens.

Objective

Content

Expla in and de

rights are.

State why hum

Explain how thimp lemented

Show the limita

List the rights a

freedoms prov

Constitution. Prior c itizenship status

Birth

- Born of both or either of the pa rents

who are c itizens by b irth.

- 8 year child of unknown pa rentage

found in Kenya .

Definition of hu

Imp ortanc e o f

rights.



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Session 5: Land

App rec iate land as property and

subjec t to property rights.

Identify different land tenure/ ownership

arrangements.

Apprec iate that ad ditional leg islation

will be d one to take care of land use

questions.

Objective

Content

Land be longs to the peop le

collectively.

Interest on land classified as:

- Public land

- Comm unity land

Objective

Content

Session 6: Elec tio

define need and

know e lec tion s

know voter requ

General elec tio

involve.

- Timing of gen

- All offices to belections.

Voter registratio

Voter eligib ility.

IEBC



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Session 7: Politic a l Parties

Explain what po litical parties are.

Outline the role of politica l parties.

Explain what is required of politicalparties.

Explain how po litical pa rties are

funded.

Objective

Content

Definition of political parties.

Forma tion and registration of politica l

parties.

Role of political pa rties.

Objective

Content

Session 8: The Nati

Desc ribe a nd a

system of gover

structure.

Desc ribe the rol

gove rnment an

Exp lain the relat

struc tures and t

Discuss the rela

ba lances betwe

Principles of go

Role o f Governm



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Session 9: Parliament

Expla in the p urpose a nd need for two

chambers of Parliament.

Identify the number, the processes and

the need for various categ ories andPlaye rs in the two Houses.

Illustrate the processes used by the two

chambers of Parliament.

Objective

Content

The two Houses.

Composition.

Eligibility.

Electoral b oundary/ qua lification

Session 10: Exe

Expla in and ap

composition a

Executive.

Exp lain and doc cupancy of

the Exec utive.

Objective

Content

Offices within

Roles, oc cupa

The President- functions- election- eligibility

ass mption



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Objective

Content

Session 12: Pub lSession 11: Jud ic iary

Explain and discuss the p rinc iples of

the judic ial system.

Describe the c ourt system.

identify court Levels.

Objective

Content

Discuss and e

pub lic service

exp lain the va

pub lic service

Judic ial func tions/ authority.

Structure/ leve ls of courts.

Func tions of each level.

Relationship b etween the levels.

The tribuna ls.

The trial p roc esses

Nature o f pub

Applica tion of

Lea dership an

Conduc t of pu



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Objective

Content

Session 14: Other NSession 13: Nationa l Financ e

Identify the source of national

government revenue.

Exp lain the princ iples of Public

Finance.

Objective

Content

Explain how constitut

are established and

Desc ribe the func tion

and Independent Offi

Sources of nationa l gove rnment

revenue.

The Consolidated Fund.

National annual estimates and

budget approval processes.

Expend iture c ontrols and a udit.

The Attorney Genera

Direc tor o f Public Pro

National Security Ser

Controller of Budget. Auditor-General.

Commissions

- Kenya National

Human Rights and

E lit

-

-



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Objective

Content

Session 16: CouSession 15: Devolved Governments

Explain the princ iples of devolution.

Explain the structures and functions of

the counties.

Explain elec tion proc esses and how

county p ositions are filled.

Objective

Content

Explain the es

of the county

The purpose a nd justification/rationale

of county governments.

Structure of counties.

Func tions of c ounties.

Overlap ping functions be tween the

Composition o

Qualifications

Role of the as

County legisla

legislation.



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Objective

Session 18: CountiSession 17: County Executive

Explain the establishment of the

county executive committee.

Objective

Content

Explain the role o

service.

Identify the sourc

counties.

Composition.

The county governor/deputy

governor.

i) role

ii) election

iii) vacancy/removal.

Content

County staffing .

Sources of county

Share of the natio

Management of

Controls and aud



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Objective

Content

Session 20: AmSession 19: Transition

Identify areas of transition.

Exp lain transition p roc esses and

activities.

Objective

Content

Explain how th

amended in f

Governanc e until 2012 elec tions.

Leg islation to be ma de.

Judic ial p rocesses.

Provinc ial Administration.

Local Authorities.

Meaning of am

Sources for am

Constitution.

- Parliament

- Pop ular init

- Referendum



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Session 21: Referendum

Expla in the need for the peop les

pa rtic ipation in Constitution mak ing.

Discuss the referendum question.

Discuss the referendum proc ess.

Objective

Content

Definition of a referendum.

Differenc e between a referendum a ndelections.

Conduc t of the referendum.

Date of the referendum.

Th lli

Notes


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COMMITTEE OF EXPERTS ON C ONSTITUTIONA L REVIEW

Delta House Waiyaki Way, Westland s

P.O. Box 8703 00200 Nairobi

Tel: 020 444 32 14/15/ 16, 252 7152; Fax: 020 444 32 11/ 252 6959

info@co ekenya.go .ke


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www.coekenya.go.ke

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