CTL Final Report

8/6/2019 CTL Final Report

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Yo

De

PR

Center for

Transformational

Leadership

th Leadershi

elopment foReforms

JECT REPORJanuary, 2011

p

T


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Youth Leadership Development

for Reforms

Authors:Bancy W. Kubutha

Kristin B. Naituli

Jennifer Martineau

Project Report

Disclaimer:This project has been made possible by the generous support of the American People through United

States Agency for International Development (USAID). The content of this report is the responsibility

of Center for Transformational Leadership and Center for Creative Leadership and does not

necessarily reflect the views of USAID or the United States Government.


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For the past two decades, Kenya this has had a history of inter-ethnic violence, often eruptingfollowing general elections. The worst violence is the one experienced in 2007/8 that, according

to the Waki Commission Report, 2008 left over 1000 people dead and hundreds of thousands

more displaced from their homes. The political stalemate that Kenya found herself in following

the 2007 disputed elections necessitated addressing of long standing issues that were the root

cause of inter-ethnic violence. It was for this reason that a team appointed to resolve the

2007/8 political stalemate identified the eight key reform issues that need to be addressed to

avoid a re-occurrence of inter-ethnic violence in Kenya. These issues are contained in the

Agenda 4 (also known as the reform agenda) of the National Accord.

Youth awareness of the reform agenda and their consecutive participation in the same is criticalif Kenya is to reap the fruits of a successful reform process. The reasons for this are three-fold

i) The youth comprise over 50% of Kenyas current population hence for effective change to

take place, their involvement is critical ii) Youth are the main beneficiaries of successful reform

process because they are young and have their whole future ahead and iii) They are the group

that politicians often take advantage of in instigating violence related activities, as was the case

in 2007/8. This makes the youth an important group to target and ensure that they

understand, find relevance and actively participate in the reform process.

Leadership development is crucial in empowering youth towards increasing their participation

in democratic processes, particularly in the reform agenda. Among other skills, leadership

development equips youth with good communication, decision making, critical thinking and

problem solving skills. They learn to appreciate and accommodate diverse views and

perspectives, to prevent conflict from occurring, to manage and resolve conflict constructively

when it occurs. Coupled with leadership, youth mentorship is one of the most effective ways to

develop and maintain positive and helpful relationships as well as instill positive values,

attitudes and behavior in young people. The youth leadership development for reforms project

utilized both leadership development and mentorship as avenues of sensitizing and engaging

youth in the reform process.

Bancy W. Kubutha

Center for Transformational Leadership

Forward


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The Youth Leadership Development for Reforms Project was implemented jointly by CTL and CCL. We would like to acknowledge the support of several

entities without whose support this project would not have been a success.

We wish to acknowledge and appreciate the financial support and advice that

we received from USAID/DAI. We are also grateful for the network contacts that

USAID/DAI staff provided to ensure that we were able to hold public events.

Our sincere gratitude goes to the Provincial Administration, especially the

District Commissioners in Nakuru North, Nakuru, Molo and Njoro Districts. Thank

you for finding relevance in this project and honoring our invitations to civicengagement events. We thank the Kenya Police for granting us permits to hold

public events across the three project districts. We appreciate the Ministry of

Sports and Youth Affairs for honoring our invitations and creating awareness on

governments efforts to address issues affecting youth during civic engagement

events.

We are especially thankful to Egerton University, Dean of Students Office, for

finding value in this project and providing an opportunity for students to

participate in it. We appreciate the continuous support we received while

working with the team of 80 university students and 9 Student Union Leaders

throughout the project implementation period.

Special thanks go to all the High School Principals, Deputy Principals and Lead

Teachers in the 10 high schools that participated in this project. Thank you for

allowing us to work with high school students, for dedicating weekends to work

with us and for heeding to our requests to use school facilities when need arose.

We are greatly indebted to the team of 80 university students for their

commitment and energy without which this project would not have had an

impact across the three project districts. We are grateful to the ToTs who

stepped out of their comfort zone to deliver leadership and the reform agendatrainings to high school students for the first time. We are proud of them for

confronting their fears to make positive impact in their communities.

We acknowledge and appreciate the critical role played by the over 200 high

school students in packaging and delivering the reform message to over 2000

out of school youth through civic engagement events. We are proud of them for

believing in themselves and stepping up and out to make a difference in the lives

of others.

Acknowledgements


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Table of ContentsForward 3

Acknowledgements .. 4

List of Tables and Figures ... 6

Acronyms and Abbreviations .... 7

Executive Summary .... 8

Chapter 1: Project Background ... 9

Chapter 2: Recruitment Process . 11Recruitment of University Students and Project Introduction .... 11

Selection of High Schools and Project Introduction ....... 12

Recruitment of High School Students . 13

Chapter 3:Trainings ............ 14

Leadership Development Training for Student Union Leaders 14

Youth Mentorship Training Program ........ 14

Training of Trainers Program .... 18

High School Leadership Trainings ... 20

Chapter 4:Action Learning Program . 22

Linking Mentors to Mentees ... 22

Mentors activities with mentees ... 23

Mentorship experiences . 24

Leadership Development in mentees ..... 24

Leadership Development in mentors . 25

Challenges faced in Action Learning Program .. 25

Lessons Learnt from Action Learning Program ... 26

Chapter 5:Civic Engagement.... 27Reports from Specific Civic Events .. 27

Flamingo Secondary Event .... 27

Hillcrest Secondary Event 29

Kiamaina/Upper hill Secondary Event . 30

Elburgon DEB Secondary Event .. 31

Molo/Mau Summit Secondary Event .. 32

Njoro District Civic Event 33

Chapter 6:Project Outcomes and Impact 34Evaluation Process ... 34

Evaluation Results ........ 34

Egerton University Mentors . 34

Egerton University Training of Trainers (ToTs) ... 36

High School Evaluation ... 37

Impact on Students, Schools and their Communities .... 38

Students as Leaders .. 39

The Civic Engagement Events ..... 40

Impact on the University Community ..... 42

Headlines ..... 43

Summary of Project Impact .. 43

Final Presentations .... 44

Highlights of Final presentations Activities ... 44

The Procession.. 44

The Presentations 45

Highlights of Speeches . 46

Project Closing Ceremony ... 48

Chapter 7:Challenges, Lessons Learnt and Recommendations 49Challenges Faced . 49

Lessons Learnt .. 50

Recommendations .. 53

Chapter 8: Annexes .. 54


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List of Tables and FiguresTables:Table 1: Details of Selected High Schools .... 12

Table 2: Outcome of the Reform Agenda discussion ... 17

Table 3: Details of High School Trainings .. 21

Table 4: Outcomes of Youth mentorship Training .......... 35

Table 5: Outcomes of ToT Training . 36

Table 6: Outcomes of High school Trainings . 37

Figures:

Fig 1: A section of Participants during the Mentorship Training 15

Fig 2: A Group Discussion on Reform Agenda during the mentorship training. 16

Fig 3: A participant concentrates during the ToT training 19

Fig 4: High School Students Photos during the Leadership Trainings. 21

Fig 5: A Practice Session in Preparation for Civic Engagement Event .... 24

Fig 6: Photo Showing a Procession Prior to a Civic Engagement Event .. 28

Fig 7: Students from Hillcrest Secondary Presenting a Skit on Corruption... 29

Fig 8: A Presentation at the Kiamaina/Upperhill Secondary Event .. 30

Fig 9: Elburgon DEB Students present a skit on Corruption ..... 31

Fig10: USAID/DAI Grant Manager Talks to a DO and Asst. Chief 32

Fig 11: A procession in Njoro town to mobilize youth for a civic event . 33

Fig 12: Youth Participating in a Procession in Nakuru Town . 44

Fig 13: Photos of different Groups Making Presentations in the Final Event . 45

Fig 14: The Dean of Students speaking during the Final Presentation Event . 46

Fig 15: A District Officer Addressing the Crowd during the Final Presentation 47Fig 16: Trophies and Certificates for Participating Schools . 48


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Acronyms and AbbreviationsARC - Agricultural Research Center

CCL - Center for Creative Leadership

CDF - Constituency Development Fund

CTL - Center for Transformational Leadership

C-YES - Constituency Youth Enterprise Scheme

DAI - Development Alternative Incorporation

DC - District Commissioner

DO - District Officer

DPC - District Peace Committee

KACC - Kenya Anti-Corruption Commission

MoEST - Ministry of Education, Science and Technology

MoSYA - Ministry of Sports and Youth Affairs

NYC - National Youth Council

SUEU - Student Union of Egerton University

ToT - Training of Trainers, used when referring to student trainers

USAID - United States Agency for International Development

YDF - Youth Development Fund


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Chapter 1

Kenya has had a history of divisive politics that revolve primarily around ethnic

allegiances. This has led to inter-ethnic conflicts that have subsequently erupted

following general elections in the past. After the 2007 elections, a wave of violence

rocked the country. Areas that bore the brunt of this violence include Nakuru,

Naivasha, Eldoret and Molo in the Rift Valley Province. Members of certain tribes

were evicted from their homes and sent back to their ancestral land. The violence

was characterized by murder, sexual assaults and rampant destruction of property

because of perceived ethnic or political affiliations of the victims. According to the

Waki Commission Report, 2008 ethnic polarization is one of the causes of the violence

that rocked Kenya following the 2007 disputed elections. The violence-related

activities were mostly carried out by young people. Kenya is currently experiencing a

youth bulge as over 50% of the countrys population is aged between 15 years and 35

years of age.

This increasing problem of a growing youth population has led to the growth of

militias and gangs that have become an easy target for political elites to instigate

violence. This has led to increased presence of institutionalized extra-state violence

during and after elections and is a pattern that continued to increase up through the

2007 elections. The Akiwumi report showed that recurrent violence in parts of the

Rift Valley are caused by ambitions of certain communities to recover what they lost

when the European settlers forcibly acquired their ancestral land, the desire to

remove members of other communities settled in the Rift Valley province, political

and ethnic loyalty and perceived historical marginalization arising from perceived

inequities concerning the allocation of land and other national resources and access

to public goods and services. This feeling has continually been tapped by politicians to

articulate grievances about historical injustices which resonate with certain sections

of the public creating an underlying climate of tension and hatred, and dramatically

increases potential for the ignition and explosion of violence. At the core of these

problems pointed out by these two commissions are deeply ingrained stereotypes,

attitudes and mindsets held by the different communities living in the Rift Valley.

Project Background

At the core of

these problems

pointed out by

these two

commissions

are deeply

ingrained

stereotypes,

attitudes and

mindsets


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These stereotypes are passed over from one generation to the other. Consequently,

most youth are unable to overcome their deeply held mindsets about other

communities which prevent them from seeing themselves as part of the solution to

inter-ethnic conflicts. Many young people lack a sense of grounded self identity and

social awareness skills needed to build healthy inter-ethnic relations and to be able

to appreciate diverse perspectives and cultures. They lack critical thinking and

decision making skills needed to overcome susceptibility to external influence and

are unable to critically reflect on the potential ripple effect of their decisions and

actions. The 2007 post-election violence formed the threshold for the Youth

Leadership Development for Reforms project. It brought into perspective the

contents of the National Accord negotiated by representatives of the two

contending political parties in the 2007 general elections and signed by both

President Mwai Kibaki and Prime Minister Raila Odinga on 28 th February, 2008 to

establish the Coalition Government.

The project sought to sensitize youth on issues that need to be addressed to

prevent a re-occurrence of the 2007 post election violence as contained in the

Agenda 4 (Reform Agenda) of the National Accord as well as boost their

participation in addressing reform issues such as constitutional reforms, national

cohesion, youth unemployment and transparency and accountability. In addition,

the project sought to help youth overcome ethnic stereotyping in their

communities, mitigate inter-ethnic conflicts, have a greater appreciation for

themselves and others and gain a greater understanding of leadership principles.

The project

sought to

sensitize youth on

issues that need

to be addressed

to prevent a re-

occurrence of the

2007 post

election violence


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Chapter 2Recruitment Process

To achieve the set project objectives, there was need to recruit youth to participate

in the project from all the three districts. The recruitment process was conducted in

three levels. These levels were recruitment of university students, selection of 10

high schools and recruitment of 20 high school students in each school. CTL worked

closely with the Dean of Students office in the recruitment of university students and

high school Principals to recruit students in the high schools. This chapter of the

report describes in details how CTL went about the recruitment process at all levels.

2.1 Recruitment of University Students and Project Introduction

CTL approached the Dean of Students in early March to first, introduce the project,

secondly to seek his permission to work with university students and thirdly seek his

advice on the recruitment process of prospective project participants. CTL received

support from the Deans office with the appointment of two staff and a student

leader to work with CTL in the project. During the same month, CTL developed a

comprehensive poster inviting university students from Egerton University, Njoro

Campus, to attend a recruitment meeting. 127 students turned up for the meeting

where they filled a selection questionnaire prepared in advance by CTL. The

questionnaire was designed to provide CTL with critical information including

personal details, past leadership experience, students motivation to participate in

the project and previous engagement in civic activities.

CTL selected a group of 80 students based on their home-location, ethnic

background, gender and availability during August break. The criterion of home-

location was necessary because of the project area factor (Njoro, Molo and Nakuru

Districts) hence students needed to be residents of these particular districts.

Students ethnicity mattered because the project, as an important part of the

leadership training, included students practicing appreciation for ethnic diversity by

collaborating in inter-ethnic teams during the action learning program. The ethnic

aspect was also necessitated by the need to create harmony and mitigate future

inter-ethnic conflicts involving youth.

Studentsethnicity

mattered

because the

project, as an

important part of

the leadership

training, included

students

practicing

appreciation for

ethnic diversity


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No. Name of School District Neighborhood

1. Flamingo High School Nakuru Flamingo, Bondeni, Kimathi, Shauri

Yako, Ujuka, Phase II, Lumumba,

Kivumbini and Kaloleni Estates

2. Kiamaina Secondary School Nakuru Maili Sita, Heshima, Good Samaritan

and Kagoto

3. Upper Hill Secondary School Nakuru KITI, Teachers, Mawanga, WhiteHouse and Mchanganyiko

4. Hill Crest Secondary School Nakuru Free Area, Nakuru Blankets, and

Kiratina

5. Njoro Central Secondary School Njoro Jawatho, Njoro Town, Kenyatta

6. Njoro Day Secondary School Njoro Sunrise - Kenyatta, Naishi,

Kiptangich

7. Kilimo Secondary School Njoro Belbur, Njokerio, Okilgei

8. Molo Day Secondary School Molo Molo Township, Motto

9. Mau Summit Secondary School Molo Tayari, Mau Summit, Total,

Mutirithia, Sirikwa

10. Elburgon DEB Secondary School Molo Turi, Elburgon Township, Kawaura

The need to include women in finding solutions to social problems was critical hence CTL

considered gender balance in the recruitment process with an aim of building leadership

capacities for both female and male students alike. Out of the 80 university students

selected to participate in the project, CTL, using the same criteria selected a group of 20

students who would go through a training of trainers program as explained later in

Chapter 3 of this report.

2.2 Selection of High Schools and Project Introduction

CTL selected 10 high schools across the three project districts. Field visits were carried

out by CTL staff to identify the schools. During these visits, the staff held meetings with

head teachers in prospective schools to understand the schools background, the impact

of post-election violence on the students and the ethnic combination of students

population in these schools. The criterion used by CTL in the selection process

considered two main things, location and classification of the schools. CTL preferred

public schools over private schools due to the fact that public schools draw their student

population from middle and low income families. The location of the school with respect

to severity of violence related activities experienced in 2007/2008 was very critical and

so CTL selected schools that are located within neighborhoods that were hot spots

during the post election violence. Based on information received from the school

principals, 10 high schools distributed across Njoro, Molo and Nakuru districts, as shown

in the table below, were selected:

CTL considered

gender balance in

the recruitment

process with an

aim of building

leadership

capacities for

both female andmale students

alike

Table 2: Details of Selected High Schools


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CTL introduced the project to selected high schools using official letters. The

letters provided details on the project including project title, duration, schools

participation and project activities to be undertaken. Once the school principals

agreed to the project, they appointed a lead teacher to work with CTL in the

project implementation.

2.3 Recruitment of High School Students

After project introduction, the head teachers in selected schools appointed a

lead teacher to work with CTL throughout the project. The lead teachers

worked closely with CTL in the student selection process. CTL used the following

criteria in selection of high school students:

a. Gender balance: the selected group of students must comprise 50%

male and 50% female

b. Inter-ethnicity: Selected students must represent different ethnic

communities in Kenya

c. Availability: Selected students must be available in the months of

June, July and August to carry out civic engagements during

weekends.

d. Training: Students must be willing and available to participate in a 1-

day leadership training in the month of May, 2010

e. Home-location: Students home areas must be in Njoro, Molo or

Nakuru Districts

f. Participation: The students must be willing to work with University

students to design and implement a civic engagement project in

their villages/estates

Based on this criterion, each school selected a group of 20 students who

participated in the project.


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TrainingsChapter 3Trainings were a key component of the Youth Leadership Development for Reforms Project.

The leadership training for Student Union Leaders marked the start of the project in March,

2010. In May, 2010, CTL and CCL partnered to deliver the Youth Mentorship and Training of

Trainers programs. These trainings were followed by High School Leadership Trainings

conducted by a team of 20 trainers. CTL and CCL used practical and interactive tools in

delivery of these trainings. Techniques used in trainings included group discussions,

dialogue, experiential activities and storytelling. To capture real time feedback from

training participants, facilitators set up a democracy wall at the back of the classroom

where participants posted feedback in five main classifications namely, I Felt, I

Discovered, I Learnt, I Noticed and I would like to Suggest. At the conclusion of each

training workshop the participants were provided with more opportunities to

present feedback as workshop evaluation forms were filled. This chapter presents

details about the four training programs undertaken during the project.

3.1 Leadership Development Training for Student Union Leaders

This was a two-day training delivered by CTL consultants to a team of 9 SUEU leaders with

an aim of strengthening their leadership capacities. Conducted at ARC hotel in Egerton

University, the training focused on enhancing the student leaders understanding of

leadership, increase their self awareness and social skills, build their capacity to

accommodate diverse views and perspectives, build their conflict mitigation and resolution

skills and improve their communication skills. Further, this training was designed to boost

student leaders understanding of the reform agenda, make meaning of the reform issues

and their relevance to the youth as well as explore the role of youth in the reform process.

3.2 Youth Mentorship Training Program

This 3-day training was delivered jointly by facilitators from CTL and CCL to a team of 80

participants. The purpose of this training was to develop mentorship skills for 80 university

students to enable them support 200 high school students in developing and implementing

civic engagement projects in different villages/estates across the three project districts. The

training design borrowed heavily from CCLs Leadership Essentials/Mentorship training

developed to help leaders and mentors at all levels understand and unlock their leadership

potential. The content of this training may be classified into three sub-sections:

It is high time

youths think

critically in order

to change the

status quo in

leadership of

this nation.

Youth Mentorship

Training

Participant


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3.2.1 Leadership Concepts

The students were taught essential elements of leadership and key drivers of

leadership development combined with the attributes of good mentorship. Tools

and techniques for acquiring deeper self-insight and discovering ones own

leadership strengths and challenges were used. Using the head, heart and

feet model, facilitators helped participants gain a deeper understanding and

feeling of the mentorship task ahead as their minds were taken back to high

school days describing what high school students are thinking, feeling and

doing. This exercise resonated very well with the participants and built their

empathy skills needed to build and sustaina mentorship relationship. Through

the SBI model, the students received techniques for giving and receiving

meaningful feedback. Understanding and empathy for the Mentee was practiced

through specific mentorship sessions. Mental models and the need to test every

negative stereotype about other communities or persons towards building

national cohesion were emphasized to raise participants consciousness.

As a young

person, I should

influence others

positively and

make them

appreciate the

need for reform

issues

Youth Mentorship

Training

Participant

Figure 3: A section of participants during the Youth Mentorship Training


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3.2.2 Reform Agenda

Much emphasize was put on Kenyans Reform agenda as facilitators took

participants through each of the eight issues contained in the agenda.Facilitators sought to engage the participants through the following critical

questions on reforms:

What is Reform Agenda and why is it Important?

What has necessitated Reforms in Kenya?

What issues does Reform Agenda seek to address?

Is the Reform Agenda relevant to the youth? How?

What can the Youth do to address issues contained in Agenda 4 Matrix?

Through group discussions, participants brainstormed on the role of the youth

in the reform process and practical ways in which they can actively participate

in the reform process. The discussion revolved around 5 reform issues. The

following is a summary of group discussion output on the role of youth in the reform

process:

Figure 4: Participants discussing Reform Agenda in a group during the Youth Mentorship

Training

Reform agenda is

important to the

youths because theyare the future leaders

and it may be easier

for them to spread

and teach reform

agenda. I believe if

they were

knowledgeable, post

election violence

wouldnt have

happened

Form 3 Student

Kiamaina Secondary

School


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Reform Issue What the Youth can DoConstitutional

Reforms

1. Create awareness of constitutional reforms taking place in our country.

2. Create awareness about the importance of voting.3. Vote for or against the new constitution.

4. Critiquing the leaders opinions.

5. Hold forums and discuss issues of constitution.

6. Register as voters.

7. Sensitize and encourage others to register as voters.

8. Refuse bribes during campaigns.

9. Preach and maintain peace during campaigns and voting process for the constitution.

10. Help public overcome negative mental models about constitutional reforms.

11. Be part of civic education process.

12. Encourage other citizens to vote especially the victims of post election violence.

13. Take initiative of collecting and distributing copies of the draft constitution to each and every citizen.

14. Actively participate in the referendum process by taking clerical positions.

15. Learn to appreciate the democratic views of others.

16. Encourage other youths to participate in civic workshops.17. Take the initiative to go to their villages, read and interpret the contents of the draft constitution to the

illiterate people in the rural areas.

Poverty,

Inequalities

and Regional

Imbalances

1. Campaign to sensitize youth on importance of education in order to avoid ignorance.

2. Volunteer in community development projects

3. Engage in co-curricular activities to avoid idleness and social crimes.

4. Establish modern communication methods so that whenever there is a vacancy, the youths are aware. This

problem is due to the fact that youths lack access to information

5. Encourage youth to set up businesses in less developed areas

6. Sensitize youth to reduce crime rate to increase investment (create a conducive environment for investors)

7. Register as voters to actively participate in elections to produce best leaders to advocate for more job creation

by the government.

8. Youth should revert to blue collar jobs instead of only aspiring for white collar job.

9. Educate farmers on modern farming methods to improve production and reduce the cost of production.

Youth

Unemployment

, Poverty

1. Sensitize the youth on the importance of vocational training.

2. Encourage the youth to be innovative and utilize their talents in self employment

3. Be opportunistic and solicit/grab all opportunities which are available in their locality

4. Form self help groups and utilizing the youth fund.

5. Come together and pool funds to initiate various lucrative projects that can generate income and provide self

employment

6. Help fellow youth overcome the negative mental model that only white collar jobs e.g. management is for

learned should be changed and all jobs including farming should be viewed with due respect.

7. The youth can demand for the education system in Kenya to be more practical rather than theoretical and

exam oriented.

8. The youth who are learned should encourage the rest to follow suit in order to get qualifications for the jobs

they desire.

9. Selflessness among the youth should be encouraged.

10.

Enroll in youth polytechnics and encourage other youths to do so.

11. Family planning education should be enhanced to reduce population rate.

12. Start-up self help groups to put into use their entrepreneurial skills and recreational facilities like sports

competition for talent development.

13. The NYS (National Youth Service) should be made compulsory by the government so that every young person

can have access to vocational and technical training after completion of their secondary education.

National

Cohesion &

Integration

1. Change the naming system i.e. drop the names that denote the tribe.

2. Take up leadership roles in neglected areas of the economy e.g. fishing, agriculture to reduce the gap between

the rich and the poor.

3. Participate in community service activities to bring different people together e.g. tree planting & clean ups.

4. Using religious forums to create awareness on importance of unity among different tribes.

5. Encourage networking among youths e.g. face book.

6. Organize sporting activities among youth from different tribes and educate each other on national issues.

7. Enlighten the youth about their rights.

Table 2: Outcome of the Reform Agenda discussion


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8. Youth forums to discuss national cohesion issues

9. Exchange visits for inter-tribal interactions

10. Cross-cultural interactions should be encouraged e.g. through marriage, recreational activities e.t.c.

11.

Youths to encourage use of national language by being role models.

12. Participate in civic education to help people overcome negative mental models about other tribes.

Transparency,

Accountability

and Impunity

1. Create a culture of accountability among the youth through trainings and campaigns.

2. Develop a corporate interest for our country and avoid individualism.

3. Encourage youths to be involved in modification of the informal sector (Jua kali) to create employment.

4. Decision making Supporting and sensitizing fellow youths to fight corruption at a personal level

5. Encourage fellow youths to join development centers.

6. Pooling funds and managing them for sustainable project.

7. Lobbying and campaigning against impunity by the power of the VOTE.

8. Sensitize others on their rights to information on the countries affairs.

9. Finalization and implementation of the information bills, through open advocacy & awareness creation to

youths.

10. Incorporate discussions on good governance, transparency and accountability capacity through youth forums

and discussions

11. To avoid corruption during elections of leaders.12. Foster a culture of good leadership and law abiding citizenship.

3.2.3 Conflict Resolution

Through experiential exercises, sessions on conflict mitigation and management

helped participants understand how distorted information, lack of information,

stereotypes and blowing up small issues can ignite violence in our communities.

Sharing the tips for constructive conflict, facilitators prepared participants to sensitize

and motivate their mentees and peers on the importance of the reform process, and

the active leadership role the youth need to play in this process thus helping to

safeguard a future of stability, peace and prosperity for Kenya.

I hated to

associate with

Luos, I thought

they were ill-

behaved and that

they followed

things blindly coz

they were of their

tribe. But I have

changed this

perspective.

Form 3 Student

Flamingo

Secondary School

3.3 Training of Trainers Program

This was a 3-day program delivered to 20 university students to equip them with

facilitation skills to enable them to deliver leadership trainings to 200 high school

students in 10 high schools across the three project districts. The training covered key

components including planning for training sessions, facilitation of dialogue among

participants, time management and climate management in the room. CTL and CCL

facilitators helped participants understand the four tips for effective facilitations

which are:

Use of space During facilitation, participants were encouraged to utilize the space

available to them including the classroom walls and hall ways. It is helpful to have

students sit in small groups hence organization of seating is of importance. Good

facilitators figure out the sitting arrangements ahead of the training time. Facilitators

were encouraged to freely move through the classroom, this helps maintain close

connection with training participants.


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

Figure out space ahead of time iii) Your training room is your HOME, prepare it in

such a way that participants will be comfortable being in it.Putting something in the middle This was meant to help facilitators break the

ice and have participants engage in active learning through dialogue and round-

table discussions. Putting something in the middle allows facilitators to get

participants to OWN the learning process. Some of the ways that facilitators can

involve participants and create order in the classroom are: i) Setting Norms to

create respect and order in the room ii) Use of Tools e.g. Visual Explorer,

Metaphor Explorer and Values Cards to initiate dialogue around a specific issue and

have everyone participate iii) Storytelling to help participants relate theory with

practice iv) Round table discussions in small groups for inclusivity v) Democracy

wall for participants to express themselves and for facilitators to capture the mood

in the room and receive feedback, and vi) Social Identity Map to help participants

understand themselves and each other better.

Before the training I

was not aware of the

fact that I could do alot in my position as a

student and as an

upcoming a leader.

Previously I only

thought all I could do

was wait until am out

of school and

probably working for

me to initiate the

change I desire to see

in my society.

Steadman's story

about the beggar who

had been sitting on apot of gold for so long

without even realizing

it really got me

thinking and I could

really relate it with

my behavior as an

individual. I was

amazed at how much

potential there was

within me but I just

had never even

discovered it myself.

My thinking has been

broadened, am no

longer just thinking of

completing my

studies and getting a

job, but am also now

looking at myself as a

resource to my peers

and the society as a

whole

Mentorship and ToT

Training Participant

Figure 5: A participant during the ToT Training


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No TOT TEAMS SCHOOL DISTRICT TRAINING DATES

1 Timothy Ouma and Naomi

Chebogwen

Flamingo Secondary

School

Nakuru 22nd

May, 2010

2 Bruce Kiplagat Chemjor and

Winnie Wekesa

Upper Hill Secondary

School

Nakuru 22nd

May, 2010

3 Josphat Wambugu Gachora &

Miriam Nangila Chepkania

Kiamaina Secondary

School

Nakuru 22nd

May, 2010

4 Lilian Jepchirchir Ngetich &

Evalyne Wangui Njuguna

Hill Crest Secondary

School

Nakuru 29th

May, 2010

5 David Kimutai Kirui & Racheal

Kamundia

Njoro Central

Secondary School

Njoro 5th

June, 2010

6 Ouma Lucas Okuto & Charity

Chepkoech Bor

Njoro Day Secondary

School

Njoro 5th

June, 2010

7 Michael Ndegwa Kungu & Lily

Namarome Wanyonyi

Kilimo High School Njoro 5th

June, 2010

8 Morris Mwai Mukuna &

Teresiah Waithera Gitau

Elburgon DEB

Secondary School

Molo 29th

May, 2010

9 Samuel Jesse Kasera & Mukonyo

Angela Ndeto

Molo Day Secondary

School

Molo 29th

May, 2010

10 Joseph Abuga Orayo & Jerotich

Chemjor

Mau Summit

Secondary School

Molo 29th

May, 2010

I thought that

leadership is all aboutgiving orders and

expecting them to be

obeyed but now I learnt

to respect and listen to

other peoples opinions.

I am now able to

identify myself in the

society, I know what I

can do better and I

know how to resolve a

conflict. I also know

how to come up with a

viable means of

communicating.

Form 3 Student

Kiamaina Secondary

School

Table 3: Details of High School Trainings

Figure 4: Photos of High School Students during the High

School Students Leadership Trainings


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4.2 Mentors activities with menteesMentors worked with their mentees for four consecutive weekends (Saturdays and

Sundays). The following is a synopsis of activities undertaken on a weekly basis:

Week I Using the visual explorer tool (a deck of picture cards) to facilitate dialogue

among mentees, the mentors helped mentees identify issues within their local

communities that are of concern to them. Mentors then helped mentees understand

how those issues relate to an issue in the reform agenda. For instance, most mentees

identified insecurity and indulgence of youth in alcohol as an issue of concern in their

neighborhoods. Mentors helped them understand that youth resort to crime related

activities due to idleness, poverty and lack of jobs. This is contained in the reform

agenda as poverty and youth unemployment. During this week, mentors helped

mentees brainstorm on the role of youth in addressing issues identified as of concern

to them in their community and began to put together ideas to be packaged for

communication to the target audience.

Week II Mentors supported mentees in identifying ways of packaging the reform

message. In this week, mentees started writing skits, songs, dance, coral verses,

narratives and poems aimed at sensitizing youth on the reform agenda as well as

calling them into active participation in the reform process. Mentees packaged these

messages in diverse languages including English, Swahili and local languages to

ensure the reform message would be passed on to the target audience. Practice

sessions also began during this week.

Week III This week was characterized by practice sessions. Mentors supported

mentees to polish up their presentations. They helped them enhance coherence in

their actions, movements, tone of voice to ensure better and clear passage of the

reform message to their audience. Due to shortage of time, mentees organized their

own meetings during the week to practice more on their presentations.

Week IV Civic engagement events were conducted during this week. Activities

included organizing high school students for presentations, preparation of event

programs, notifying and acquiring relevant permits, conducting public processions

and running of the main events. CTL held meetings with mentors ahead of civic

engagement events to plan for event logistics and allocate specific duties to mentors

to ensure success of these events.

..the mentors were

very supportive

because when youpassed a point

forward, they took it

the right way and

modified it further to

show that you are

good

Form 4 Student

Hillcrest Secondary

School


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4.2 Mentorship Experiences

Both mentors and mentees experienced growth at different levels through the

action learning program. In their feedback to CTL and CCL, mentors and

mentees strongly expressed individual and collective growth in the following

areas:

4.3 Leadership Development in menteesMentors reported that they noted the growth in mentees in the following:

a. Ability to work together Mentees level of cooperation, respect for one

another and discipline worked well during the preparation of civic events. The

students remained focused throughout the mentorship process.

b. Ownership of the Reform Process The mentees felt that they were also

part of the reform agenda and had a role to play. At first they thought it was

only meant for their parents and elders but they realized later that they had a

role to play.

c. Self Esteem and Confidence Compared to the start of the project, the

mentees were more confident, able to interactive and ready to contribute

constructively to the reform agenda debate by the time the project came to

completion.

d. Self Discovery There was discovery of new talents and abilities among the

students and their level of maturity rose amazingly

The mentors were

lively, I loved their

attitude towards the

project; how they

were ready to help us

with the issues we

face and their

understanding made

me want to share my

thoughts with others

and develop a caring

attitude.

Form 3 Student

Elburgon DEBSecondary School

My understanding of

leadership has

changed through this

project, I first believed

that leadership was all

about ruling the

people

and having power but

now I know it is

about serving the

people, listening to

their needs and

guiding the people in

the right direction.Through the project, I

learnt the qualities of

a good leader and

what is expected of a

leader, now I believe I

can be a good leader

Form 3 Student

Flamingo Secondary

School

Figure 5: High School Students in a practice session in preparationof civic engagement events


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4.4 Leadership Development in mentors

In their own words, the mentors described their personal growth in leadership

as follows:- At first I thought that I did not have the ability to work with others well

but I have realized that I can organize a group of people and have a

discussion that will impact their lives. Now I believe that given any task to

perform, I have what it takes to do it.

- My perception of other people really changed a lot as I got to work with

people from different ethnic backgrounds. I became more comfortable

being with them, am now able to relate with anyone regardless of their

ethnic background.

- I have come to understand and know my strengths and weaknesses inleadership; I have also learnt how to bring people to see things in a more

objective way

- I did learn that leadership does not have anything to do with positions but

rather taking responsibility at an individual level and good leaders are not

necessarily rulers but servants

4.5 Challenges faced in the Action Learning Program

The following challenges were experienced while carrying out the action

learning program:a. Duration of mentorship The time allocated for mentorship was not

sufficient considering that mentors and mentees only met during

weekends. School programs could not allow for mid-week meetings hence

reducing time significantly.

b. Venue Using school classrooms was not convenient as they were not

always accessible.

c. In some schools, students confidence levels were not high hence there

was need for more time and more interactions to build confidence to the

required levels.d. Interference of project activities by school or national programs such as

end term exams and the August 2010 referendum causing long breaks

between the meetings of mentors and mentees. This necessitated

recapping on issues discussed before the break and raising of students

morale after the breaks.

My ability to work

well in a team has

changed. Learning totreat other peoples

ideas as important as

mine and also

appreciating the

efforts and

contributions made

by others has

improved my ability

to work with others.

Youth Mentor,

Nakuru District


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The mentors helped

us think outside the

box, think of what

the community

needs, what would

attract the youth and

of course gave us

ideas to work on

Form 2 Student

Kiamaina Secondary

School

4.6 Lessons Learnt from Action Learning Program

- It is more effective to work with youth to effect change because they

are creative, energetic and willing to take the risk of going an extra

mile.

- Youth responded well to youthful mentors. Because of the closeness in

age, the mentorship relationship became more impactful.

- Young people are not inherently tribal; it is their minds which have

been poisoned by older generations. When their consciousness about

stereotypes is raised, they are able to think beyond ethnic lines.

- Young people have creative solutions to societal problems, they have

potential that if tapped can bring real change in society.

- Youths have a lot of talent and potential to be creative and innovative

as reflected in their ability to come up with activities and make

presentations during civic engagement events.

- A grounded knowledge of self builds self and collective confidence

causing young people to work well in teams and achieve more


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Civic Engagement

Chapter 5

Civic Engagement events were carried out in three focus districts to reach out

to out-of-school youth with the message of reform agenda. CTL worked with a

team of 80 mentors trained on youth mentorship to support and guide 200

high school students in developing creative ways of communicating the reform

message. The youth used skits, songs, poems, narratives and art to pass out the

reform message and challenge youth to actively participate in the reform

process. The government was represented in these civic events through the

local administration including DCs, DOs, Chiefs and Councilors. Other

stakeholders who participated in Civic Events were MoSYA Representatives,

local youth organizations and DPC representatives. The civic events have beena great opportunity for young people to exercise their creativity, exploit their

talents and build their self confidence to speak against societal ills and show

their fellow youths how the issues contained in the reform agenda are relevant

to them as well as challenge them to actively participate in addressing the

same. Peaceful processions through settlements around the event venues saw

hundreds of youths stream in to listen to the reform message. Speeches from

government representatives encouraged youths to make use of opportunities

provided by the government to curb youth unemployment. In total, 6 civic

events were carried out across the three districts. Through civic engagement

events, the project reached a total of 1950 youths with the reform message i.e.1000 in Nakuru District, 300 in Njoro District and 650 in Molo District. CTL

worked with mentors to issue raffle tickets to event attendees. This made it

easy to know the number of youths attending the civic engagement events.

5.1 Reports from Specific Civic Events:

5.1.1. Flamingo Sec. School Event - This was the first civic event to becarried out and reached out to an estimated 200 youths. The event was held in

Menengai Social Hall within Nakuru town on 26th

June, 2010 and showcased

creative presentations staged by a group of 20 enthusiastic students from

Flamingo Sec. School. Presentations were mostly in the form of skits, songs andpoems that were both informative and a call-to action for youth to participate

in the reform process. The event drew youths from surrounding estates

including Bondeni, Kivumbini, Shauri Yako, Manyani, Kaloleni, Flamingo and

Phase II Estates. During the 2007/2008 post election violence, these estates

were among the areas that bore the brunt of violence with youths blocking

roads and sending members of minority tribes packing in Nakuru Town. The

issues that are of concern to the youth in these areas are first and foremost

youth unemployment, the rate of youth unemployment is very high in these

estates and due to idleness, they spend time indulging in alcohol drinking and

drugs.

Young people need to

know about the reformagenda because these

are issues that mostly

affect them and I

believe they should be

aware of them as they

are the leaders of this

nation and also avoid

being misused by

political leaders. The

issues in the reform

agenda are very

critical, sensitive and

important to youth as

they are the next

generation with an

obligation to develop

this nation and so they

should be more

concerned about

them.

Form 4 Student

Flamingo Secondary

School


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With the rate of youth unemployment high, there are insecurity and poverty

concerns. The presentations made by the students called youth to shun

tribalism, corruption and violence, and instead utilize their unique talents

and gifts to make a living through self employment. Salma, one of the

students showcased how she utilizes her artistic talent to make a living by

decorating brides through drawings. Other self employment case studies

were presented by three youth groups that use art to earn a living through

staged drama and dances. The three groups, Makry Group, Genesis Arts and

Trinity 597 are all organized membership groups, formed and led by youthand earn a living through art.

These case studies were a true presentation of how the youth venture into

self employment, avoid idleness and contribute positively in their

communities. In addition to these, the students challenged youth to shun

tribalism through skits and poems. A skit that stood out with a clear message

on tribalism was the one that showed how a family kicked out their house-

help because she was from a different community. Later, the lady of the

house was involved in a road accident and the same girl who she had chased

away donated blood and saved her life. The students staged a moving scene

with a clear message on building national unity, a key issue contained in the

Reform Agenda.

To reflect the role of government officials in the reform process, a skit was

staged showing a local chief challenging the youth to think of alternative

sources of income other than formal employment. In a different play, the

students showed how youths can get off the hook of politicians who use the

youth to instigate violence during campaigns. Other presentations made

included poems, songs, narratives on reform issues including transparency,

accountabilityand impunity, national cohesion and unity, youth employment

and poverty, land reforms and institutional reforms.

Young people should be

concerned about reform

agenda, it is about their

future. The civic eventhelped us have a mission

and vision for our country

and shun away from bad

influences/leaders who

are not worthy to society.

Leaders are not born,

they are made. Everyone

is a leader to his or

herself and we as youths

should try to make our

country, community a

better place. Every youth

should be aware andavoid leaders who

influence them to start

violence. YES WE CAN

CHANGE THE WORLD TO

BE A BETTER PLACE.

Form 2 Student

Flamingo Secondary

School

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


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5.1.2 Hillcrest Sec. School Event - This event was held on 10th July,

2010 on Kiratina Grounds, Free Area in the out skirts of Nakuru Town. The

event drew a crowd of over 300 youths from Free Area, KwaMurogi,

Blankets and Kiratina Estates. During the post election violence, Free Area

was one of the estates that was seriously affected in Nakuru with deaths

and burning of houses belonging to tribes perceived to be enemies

recorded. The levels of youth unemployment and poverty in these areas is

very high leading to a rise in cases of insecurity and youth indulging in

drunkenness as pointed out by students from Hillcrest Sec. School who

identified insecurity, youth unemployment, corruption, tribalism and

poverty as issues that are of great concern to them. Presentations made by

high school students focused mainly on how tribalism and corruption in

according job opportunities affects the youth. In a well staged play, the

students showed how well educated youths opt to join militia gangs to earn

a living after experiencing frustrations in the job market as bosses prefer to

employ less qualified staff either because they belong to their own tribe or

can afford bribes. The play proceeded to show how youths can reach out to

their fellow frustrated youths and help them regain hope by forming

themselves into formal groups, identify sources of capital such as the youth

development fund and pursue business ideas that would enable them live

decent lives hence improve their living standards. Other presentations

made during this event called on the youths to shun corruption and

embrace positive values that will move the country forward.

The project showed

me that it is not

wealth or being born

in a good family thatcan make you a

leader but you can be

from anywhere even

from slums to be a

responsible and

helpful leader.

Form 4 Student

Hillcrest Secondary

School

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


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I thought I cannot be

valued by a person from

another community; I

thought my tribe was

special compared to othersand I thought that my

home place should only be

in Central Province. The

project helped me

overcome these mental

models. Ive learnt how to

handle different people

regardless of their way of

talking and many others...

Form 1 Student

Upper Hill Secondary School

5.1.3 Kiamaina Sec. School Event - This was a joint event organised andhosted by mentors and students from Kiamaina and Upper Hill Secondary

Schools. Held on 4th

July, 2010 on Kiamaina Sec. School grounds, the event

brought together over 500 youths from Maili Sita area and its environs. Thestudents identified youth unemployment and poverty, corruption and tribalism

as issues that of key concern to them in the area. In passing out the message of

reform, the students presented a well thought skit that spoke against tribalism,

corruption and encouraged reconciliation among communities over the sharing

of scarce resources. Among other moving presentations was the poem, The

Kenya we Want that gave a reflection of what youth want to see happen in

their country; a country that is secure, politically stable, there is economic

growth and people live in peace and unity. Another Swahili poem, Vijana

tujenge Kenya Pamoja, called on youth to join hands and build Kenya into a

better country. Other reform issues addressed in this event includeconstitution, youth unemployment, national unity and transparency,

accountability and impunity.

Speaking during the event, the District Officer for Nakuru North District

encouraged the youth to form groups, develop business ideas and apply forfunding from the Youth Development Fund through the Ministry for Youth

Affairs towards reducing youth unemployment rate. In addition, the DO

informed youths of government efforts to help youth access job

opportunities overseas. The Divisional Youth Officer for Bahati Division said

her office is open and ready to support youth and encouraged them to visit

her office for advice on how to access funding from the Youth Fund and

access job opportunities through initiatives such as Kazi Kwa Vijana. The

District Commissioner encouraged CTL, CCL and USAID to continue working

with the youth to sensitize them of opportunities availed by the government.

He appreciated the leadership training delivered to the 20 high school

students in Kiamaina Secondary School and said his office supports initiatives

that add value to youths.

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


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5.1.5 Molo / Mau Summit Secondary School Event - This event washeld on 22

ndAugust, 2010. It was jointly hosted by Molo Secondary and Mau

Summit Secondary Schools, both located within Molo Town. The event washeld in Molo Stadium. CTL worked with the Youth Ministry through the Molo

Football Club Coach, Mr. Mucheru to bring together youth from Molo. An

estimated 300 youth were in attendance during this event. Students from the

two schools made interesting presentations during the event and as one of

the areas that bore the brunt of post-election violence, majority of the

presentations called on locals to end tribalism, embrace peace and unity and

celebrate their cultural diversity. Issues of injustice were also raised by the

locals who claim that the government has dragged its feet in prosecuting

those who have in the past years carried out violence related activities

including murder and destruction of property. Speaking at the event, the

coach encouraged locals to emulate footballers who together work in teams

with an aim of scoring goals. He said the Youth Ministry is utilizing sports as a

way of building unity among locals and cubing idleness among the youth.

Youth unemployment and poverty is also an issue of concern in the area. The

youth were encouraged to shun incitement by politicians and instead utilize

their gifts and talents to build a better future for themselves.

In our community,

there is unemployment

and this increases theft.

I would like them to be

provided with

opportunities. The

youths can be called

together to be advised

on how to come

together as groups and

propose what they can

do and look for funds

from governments

youth fund

Form 2 Student

Elburgon DEB Secondary

School

Figure 10: USAID/DAI Grant Manager talks to a District Officer and Assistant Chief in

one of the civic engagement events


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5.1.6 Njoro District Civic Event The event was held on August, 28th 2010 atthe Njoro AIC Church compounds. It brought together 300 youths from Njoro town,

Jawatho, Bondeni, Kenyatta, Njokerio and Egerton estates/villages. The event was

hosted by students from Kilimo, Njoro Day and Njoro Central Secondary Schools.

Key issues of concern identified by youth in Njoro district include high crime rate,

poverty, corruption, tribalism, and drug abuse, high rate of school dropout and

youth unemployment. Students from the different schools staged plays, poems and

songs calling young people to shun tribalism and take responsibility of building a

better future. Through a play that reflected deeply rooted corruption in

management of devolved CDF funds and another showing tribalism and corruption

in allocation of job opportunities, the students encouraged youth to shun

corruption and take responsibility of reporting corrupt officials to relevant bodies

such as KACC. Speaking at the event, Njoro DO encouraged youth to take thereform agenda seriously because it determines their future and the future of Kenya

as a Nation. DAIs grant manager echoed these sentiments in her speech and

encouraged youth to actively participate in the process and promote peace in their

communities.

Figure 11: A section of the youth that took part in the procession in Njoro town to

mobilize youth for the civic engagement event

I felt happy

about the civicevent because I

saw all the youth

got the reform

message and they

promised to take

the message to

others

Form 3 Student

Njoro Central

SecondarySchool


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Project Outcomes and Impact

Chapter 6

6. 1 Evaluation ProcessIn order to monitor the success of the program, CTL and CCL Evaluation team worked

together to design and implement a system that monitored and evaluated project

impacts. The formative evaluation utilized the end of program surveys (EOP) at the

end of each training component including i) Train the Trainer Program (University

students) ii) Youth Mentorship Training Program,(University students) iii) Leadership

Development for University Student Union Leaders Program and iv) High School

Students Leadership Trainings. The project evaluation measured both short term and

long term impacts expected from participation in the project activities. In October,

CTL and CCL conducted follow-up and evaluation meetings for University Students

(student union leaders, ToT trainers, and mentors). In November, evaluation focus

groups were conducted at Egerton University and in high schools where high school

students with support of youth mentors set up and facilitated civic engagement

events.

In addition to the tangible outcomes collected at the school and community level

(such as number of youths trained in leadership, number of youths reached throughthe youth mentoring program), the impact evaluations were designed to capture a)

knowledge of effective leadership capabilities and practices, b) changes in leadership

behaviors, c) changes in mental models, beliefs, attitudes, and stereotypes held about

members of other ethnic communities d) improved awareness and understanding of

the Reform process in Kenya, and d) lessons learnt through the inter-ethnic leadership

and mentorship program.

6.2 EVALUATION RESULTS

6.2.1 Egerton University MentorsThe eighty mentors reported a very high level of satisfaction with the workshops they

experienced. Based on evaluation survey results, ninety-six percent indicated that

their perspective on the process of mentorship and leadership changed. As part of

the post-program evaluation survey, mentors were asked to evaluate the extent to

which the intended outcomes of the workshop were met. On a 1-5 rating scale (with

5 being the most positive rating), their responses appear below. These are very high,

ranging from 4.32 to 4.67 as reflected in the table below:


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Table 4: Outcome of Youth Mentorship Training

MENTOR WORKSHOP OUTCOMES Mean

Score(1 to 5)

1Not

well

2Fairly

well

3Well

4Very

well

5Extremely

well

I have developed a better understanding of

what mentorship and leadership means

4.54 - - - 46% 54%

I have more confidence in my ability to

mentor and lead others

4.56 - - 35% 39% 59%

I can identify my own leadership strengths

and my own development needs

4.49 - - 7% 38% 56%

I understand the importance of personal

values in mentoring others and in leadership

4.63 - - 3% 32% 65%

I can identify my own values and apply them

in my mentorship journey

4.53 - 1% 1% 41% 56%

I understand the importance of Social identity

in leading myself and mentoring others

4.64 - - 3% 31% 67%

I feel more prepared to handle challenging

situations as a mentor and leader

4.33 - - 9% 49% 42%

I feel more confident in communicating

effectively with others

4.40 - - 8% 45% 47%

I understand the concept of team building and

the importance of teamwork for mentors andleaders

4.62 - - 1% 36% 63%

I understand the concept of meaningful

feedback (SBI-model: Situation Behavior

Impact) and the importance of giving and

receiving meaningful feedback in mentorship

and leadership

4.50 - - 5% 40% 55%

I can enhance the leadership skills of those I

mentor

4.67 - - 4% 26% 71%

I can appreciate the value of trying out new

behaviors, at the risk of making mistakes, for

the benefit of learning new skills and

developing myself as a mentor and leader

4.50 - - 4% 42% 54%

I have developed more confidence in my own

ability to succeed in life

4.32 - - 14%

40%

46%

The mentorship training has encouraged me

to seek more leadership challenges to further

advance my mentoring and leadership skills

4.56 - - 4%

36%

60%


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Table 5: Outcome of ToT Training

ToT WORKSHOP OUTCOMES Mean

score

(1 to 5)

1

Notwell

2

Fairlywell

3

Well

4

Verywell

5

Extremely well

I have more confidence in my ability to develop

leadership in the youth

4.67 - - 5 % 24 % 71 %

I can identify my own strengths and

development needs as a trainer/facilitator

4.57 - - 5 % 33 % 62 %

I feel well prepared to handle challenging

situations as a youth leadership

trainer/facilitator

3.90 - - 19 % 29 % 52 %

I understand the importance of teamwork and

collaboration between the co-facilitators

involved in a particular training/workshop

4.67 - - - 33 % 67 %

I can comfortably facilitate the Reform Agenda

piece to a group of 20 high school students

4.52 - - 5 % 38 % 57 %

I understand strategies to prevent and resolve

potential conflict

4.50 - - 14 % 42 % 43%

I feel confident that I can significantly enhance

the leadership capacities of the youth

4.85 - - 10 % 19 % 71 %

I can appreciate the value of trying out new

behaviors, at the risk of making mistakes, for

the benefit of learning new skills and

developing myself as a leadership trainer and

facilitator

4.57 - - - 43 % 57 %

I am able to help the students understand what

the reform agenda is, why it is important, andhow it is relevant to the youth

4.57 - - 5 % 33 % 62 %

I have developed more confidence in my own

ability to succeed in life

4.52 - 5 % - 10 % 85 %

The ToT training has encouraged me to seek

more leadership challenges to further advance

my trainer and facilitator skills

4.67 5 % - - 14 % 81 %

6.2.2 Egerton University Training of Trainers (ToTs)Just as was true of the mentors, the ToT participants completed a post-workshop survey

consisting of scales and open-ended questions covering numerous items on the ToT

workshops overall performance and workshop outcomes. When asked to evaluatestatements about the intended outcomes of the workshop on a scale of 1 to 5, responses

indicated that the ToTs largely agreed that the program met its intended outcomes, with

average ratings ranging from 3.90 to 4.85 as reflected on the table below:


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Table 6: Outcome of High School Trainings

HIGH SCHOOL WORKSHOP OUTCOMES Mean

Score

(1 to 5)

1

Not

well

2

Fairly

well

3

Well

4

Very

well

5

Extremely

well

I have developed a better understanding of what leadership

means4.65

- 1% 5% 21% 73%

I have more confidence in my ability to be a role-model and leader 4.66 - - 5% 23% 71%

I now understand my role as a leader in creating a better

community where we live & in our school4.61

- - 7% 25% 68%

I now understand that I can develop my own leadership skills

further4.58

- 1% 6% 28% 66%

I can identify my own leadership strengths and my development

needs4.39

- 1% 13% 32% 54%

I now understand what it means to reform 4.54 2% 1% 9% 18% 70%

I understand what reform agenda means 4.53 1% 2% 8% 22% 68%

I think young people can do something to stop the return of tribalviolence in Kenya

4.70 1% 1% 3% 20% 76%

I understand how the issues in the reform agenda are important to

young people4.54

1% 1% 4% 31% 63%

I can play an active role in creating awareness on one or more

issues in the reform agenda among young people where I live and

in school

4.51

1% 1% 8% 28% 62%

I understand what the youth can do to address one or more issues

in the reform agenda4.35

1% 3% 10% 34% 53%

I can explain to my friends how young people can participate in

avoiding repeated tribal violence from happening4.71

1% 1% 3% 17% 79%

I understand that my attitudes and habits (habitudes) about money

issues will influence my life goals and how successful I will be inachieving those goals

4.48

1% 1% 10% 27% 61%

I feel more confident in communicating effectively with my fellow

students and teachers4.57

- - 6% 30% 63%

I understand the importance of working well together as a team

for leadership success4.75

- - 5% 14% 81%

I have developed more confidence in my own ability to be

successful in life4.67

- - 6% 21% 73%

The training has encouraged me to seek more leadership

challenges to order to become a better leader4.71

- - 5% 21% 75%

6.2.3. High School EvaluationSimilarly, the high school students were asked to evaluate the program on a series of objectives

regarding its performance. The overall ratings for these objectives ranged from 4.44 to 4.77.

This assessment indicates that high school students largely agreed that the workshop ransmoothly and met their needs. High school students also evaluated the intended outcomes of

the workshop. Their average ratings ranged from 4.35 to 4.75, indicating that the workshop

achieved its intended outcomes for impact as reflected in the table below:


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6.2.3. High School EvaluationWe also asked the high school students to indicate where they thought theyd be

most likely to use the leadership concepts they were taught. They were able to

select as many of the options as applied. Their responses were:In School: 86%

At Home: 43%

With my Friends: 62%

Other: 58%

When examples were provided for the Other response, students primarily

indicated at church, in my community or village.

6.3 IMPACT ON STUDENTS, SCHOOLS AND THEIRCOMMUNITIES

6.3.1 High SchoolsOn October 28, the lead evaluator and project director visited three of the high

schools involved in the initiative Kilimo Secondary, Njoro Central Secondary, and

Kiamaina Secondary. At each school, we met with the students who had

participated in the program and were able to interview adults at two of the

schools. The meetings with students took place inside a classroom at each school;

the interviews with adults occurred either in the Principals office (Njoro Central)

or a teacher workroom (Kiamaina).

The interviews and focus groups focused on what the students had learned as a

result of participating in the training, what they were doing differently as

individuals, how the school and community benefited from their participation,

and the opportunities they see in the future due to having participated. Similar

questions were asked with the principal from Njoro Central and the teacher from

Kiamaina.

6.3.1.1 Challenges FacedIn each group, we asked about the specific challenges faced by youth in their area.

Common challenges include: Insecurity

Corruption

Tribalism

Lack of self control

Poverty

Peer pressure negative influence from others

Emotions changes in body causing student to be more emotional.

Helping others overcome these challenges by being role models (have

control over our emotions)

I felt happy

about the civic

event because I

saw all the youth

got the reform

message and they

promised to take

the message to

others

Form 3 Student

Njoro Central

SecondarySchool


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6.3.1.2 Students as LeadersWe learnt to become todays and tomorrows leaders was a common thread we

heard from the high school students. The realization that they are not only the

leaders of tomorrow but the leaders of today was striking for the students. Asleaders of today, the students resonated significantly with the mental models

component of the program. In each school, students shared stories illustrating how

they were able to see themselves and others differently as leaders as a result of the

training. For example, we heard many times that the students now understand

people from tribes other than their own differently than in the past. Where they

previously had automatically believed the stereotypes of other tribes, they now

understand that the mental models they have learned are not necessarily true.

They have learned to question the truths spoken by adults and think of people as

individuals and Kenyans first, rather than as members of other tribes. Thisawakening of awareness motivated the students to understand themselves to be

leaders of today who must work from this point forward to change the stereotypical

attitudes held by many youth and adults.

Students repeatedly spoke of how important coexistence is to building national

cohesion, and that they have a deeper understanding of how the differences

between themselves and other students can be valuable by bringing diversity to a

community. They realized that youth were used by politicians during the post

election violence. Using their talents, young people can be engaged in productive

activities to change their communities and the country. Such activities include

planting trees, planning of progress projects, and utilizing their talents to encourage

other youth to engage in constructive activities.

Social identity was another theme that was clearly learned. Students told us that

they now understand that they can appreciate my given, core, and chosen

attributes as well as those of others. Rather than using mental models that all

people have chosen to be who they are, they learned that people are given some

aspects of their identity (e.g., into which tribe they were born) and can choose

others (e.g., whether they spend their time idle, work hard in school, or begin tolearn a trade).

Another common theme was that students have built more confidence and

understanding of their abilities and role in leading others. They spoke of leading in

terms of helping others understand something by understanding others first. One

of the students used the metaphor of a mirror, saying, It is like a mirror I can see

myself in others and learn about how I am through others. Transparency is

important we must be open and frank with each other, and help others do that.

They have learned to socialize with others by taking time to understand them rather

than making judgments about others.

Students

realized that

youth were used

by politicians

during the post

election violence

and that by using

the talent of

young people,

they can be

engaged in

productive ways

to change their

communitiesand

the country


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Students also see themselves as being better able to cope with the challenges

that they face their courage and self-confidence keeps them going. They have

learned that leaders must love those that they lead in order to effectively

influence them.

6.3.1.3. The Civic Engagement EventsThe high school students with whom we met were very animated when they

spoke of the work theyd done in their communities through the civic

engagement events. As noted in Chapter V, the events were planned and

implemented by the high school students who participated in the training. In

our focus groups, they spoke of the songs, skits, presentations, and dances that

theyd shared with other youth in the community. Through these various

presentations, the messages shared were of tribalism how discriminationcreates anger, leading to violence and, corruption. They encouraged youths to

pursue self employment such as by making items such as mats and sculptures.

After the events, some of the high school students met with the youths who

attended their events these youths report wanting more of these types of

events. The community youth have been sharing the message to others

through their church groups and in their villages.

6.3.1.4 Impact on the School or CommunityAs we spoke with the high school students, it was clear that their motivation

from the program is to continue to have an influence on their communities andon society, especially through the reform agenda. They intend to do so through

finishing school and gaining self-employment; maximizing the use of resources

they have available to them. They want to educate their families and others on

reform issues. In particular, they intend to explain the reform agenda to the

illiterate in their communities, through educative entertainment seminars for

youth and the use of posters around the community that would include

messages such as youth for change, new Kenya, and no corruption. These

posters will use both words and pictures to communicate the message to the

illiterate.

There was a great deal of energy for spreading the message by organizing

additional events, drawing students from other schools into the events, and

writing educative songs about positive change.

The students also have a growing passion for filling leadership positions with

other youths who are educated and not corrupt. They plan to run for

constitutional leadership positions, pursue law degrees to become judges and

help realize justice for the poor in their society, and take responsibility for

reporting injustice and corruption. They shared with us that they refuse to becorrupt.

High school

students want toeducate their

families and

others on reform

issues. They

intend to explain

the reform

agenda to the

illiterate in their

communities


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6.3.2 Egerton UniversityIn addition to focus groups and interviews at three of the high schools, the lead

evaluator also held focus groups with two groups of Egerton University students.

The first was primarily composed of students who were trained as ToTs and thesecond primarily of those trained as mentors.

6.3.2.1 Students as LeadersIn each group, the level of awareness demonstrated by the university students

regarding their own leadership capabilities and responsibilities was profound to

the lead evaluator. Having worked with many youth and senior level groups over

a career spanning 20 years, the level of accountability these students

communicate feeling is significantly higher than the typical group of either youth

or senior leaders. Perhaps due to the extreme violence and its effects that they

have experienced at the hands of adults who use youth to carry out their deeds,these students are committed to creating a different Kenya from the one in which

they currently live. In their own words, the students have learned the following

about themselves as leaders:

I better understand myself and others; I have examined my mental models.

For example, tribalism I have now stopped labeling others.

I am asked by others to help with conflict resolution.

I am now able to speak up when I see something happening that is wrong.

In class, some of my classmates werent agreeing on a project; I brought

them together

Anger gave us the courage to speak in the past. Now, we can separate theproblem from the emotion wait until the anger passes to deal with the

problem.

Know yourself first, Believe you are leaders and Lead now.

We have abilities and talents within us we need to feel empowerment in

order to let those abilities and talents come out.

6.3.2.2 Impact on the High SchoolsTheir experiences in working with the high school students challenged them and

caused them to understand the impact that a small group of youth can have on a

community. Again, in their words, they describe their experience in working with

the high school groups:

The challenge in high school is with the education system itself. It is designed

to pump knowledge at you. There is no time to reflect or give back what we

have learned.

Mentoring is two-way

We had to ask about their challenges and link to them to the reform agenda.

Issues identified include Insecurity, Drug use/abuse, Youth unemployment,

Poverty, Ethnicity, Corruption and Cults

There is a trickle-down effect good leaders create more good leaders

The creative level needed wasnt there we must create the environment sothat people can find their creativity.

I better

understand myselfand others; I have

examined my

mental models.

For example,

tribalism I have

now stopped

labeling others.

Project participant

Egerton University

CTL Final Report

Documents

Transcript of CTL Final Report