Committee of Experts

on Constitutional Review

Proposed Constitution of Kenya

FACILITATORS

MANUAL for Civic Education

Proposed Constitution of Kenya

FACILITATORS
MANUAL for Civic Education
 Consultants
Gideon Ochanda Content Developer/Lead Consultant
Ngari Gituku Message Developer
Clara Momanyi Translation - English to Kiswahili
John Nyagah Illustrations
Lilian Ohayo Graphic Design and Layout

© Committee of Experts 2010

Contents
Foreword 4

About the Manual 6

Acknowledgenemts 8

Section One
Institutional expectations 13

Section Two
Techniques 31

Section Three
Delivery Topics 63

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 Foreword

W
hen the Committee of Experts (CoE) was tasked to unlock the process
that would ultimately pave way for a new constitution, its mandate
by extension included bequeathing Kenyans a long-drawn dream. It
is therefore incumbent upon every Kenyan to take note of the spirit and letter
espoused in the Proposed Constitution.

To appreciate the shift from old to new and acknowledge the adjustments to the
constitution Kenyans have hoped for over the years, it is necessary to make a quick
comparison between the current and the proposed law. Whereas in the current
Constitution sovereignty is placed on the Republic, thus limiting the rights of
individuals, in the proposed law, sovereignty belongs to the people. The benefits of
this shift guarantee that Kenyans will enjoy a wider range of rights once the new
law becomes effective.

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The structures of governance in the Proposed Constitution will take power closer
to the people and involve them in determining the course of their destiny whilst
providing for transparency as well as better checks and balances in the conduct of
public affairs. In addition, ownership of property, and the right to prosper and
benefit from one’s efforts has been streamlined in the proposed law. This will mark
the end of unfair distribution of wealth. Besides, both personal and communal
property are protected in the proposed law.

As opposed to the current Constitution, the proposed law provides for stronger
political parties with a national character and capacity to unite Kenyans. The new
law also contains provisions made for greater dialogue and participation of wananchi.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

About the Manual

T
his manual is meant to aid educators who have already been trained on its
use and are conversant with contents of the handbook and the Proposed
Constitution, as well as the process. It is intended to guide educators in
delivering civic education for the Proposed Constitution of Kenya, 2010.

The manual contains information on how to conduct civic education sessions. The
sessions are fitted in one day 5-hour schedule. However, the educators are advised to
use their discretion in managing time, especially when available time is more than
the 5 hours recommended. In the event that time is limited, the educator must be
able to repackage content to fit available time. The manual, therefore, has provided
tips on how to maximize on opportunities.

The manual provides preliminaries of what is expected of civic educators,

particularly on standards and code of conduct. It also provides for standard
principles applicable in adult learning situations, and communication techniques.

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The manual is organized into sections.

Section one deals with:

„ institutional expectations of educators i.e. standards, code of conduct.

„ 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 on short notice.
These techniques will equip educators who participate in fora a not necessarily
organized by them.

Section three contains delivery topics treated as sessions. The sessions correspond to
the curriculum topics and sub-topics.

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 Acknowledgement

T
he Manual, Handbook and Curriculum on Civic Education on the Proposed
Constitution are the handiwork of team effort. It has definitely taken quite some
burning of midnight oil, thought and skill. The current look and tone of this
Handbook is indeed a fine mosaic of valuable expertise. I am therefore confident that the
content herein, will speak to all Kenyans, and inform them on the Proposed Constitution ahead
of the referendum.

For a great job done within record time, I wish to thank the Committee of Experts, specifically
Members Bobby Mkangi, Dr. Chaloka Beyani, Abdirashid Abdullahi and Prof. Christina
Murray, for both setting the tempo of this document, and finding time to moderate the content
thereof. Without the leadership and dedication of CoE’s Deputy Director in charge of Civic
Education, Mobilization and Outreach department (CMO), Veronica Nduva; Programme
Officer, Ida Rob; and all the CMO staff, this effort would not have borne such fruit. I applaud
the technical support offered by the legal drafters, Gad Awuonda, Peter Musyimi and Gicheru
Ndoria, who ensured the technical soundness and clarity of the document. Special gratitude
goes to Maureen Mhando for her dedicated and meticulous editing of all the civic education
reference materials.
8
My special gratitude goes to the team of consultants who domesticated terms and kneaded
technical data to give the Handbook a wider value in the public arena. This team of men and
women worked tirelessly and in harmony, to bring to life CoE’s dream.

I am also indebted to the development partners and the Government Ministries who have
walked with the CoE and ultimately made it possible for the production of this Handbook.
In particular, I am thankful to the Coordination Liaison Office team, under the leadership of
Amb. Nana Effah-Apenteng, through which the various development partners contributed to
the UNDP-Kenya basket fund and the Ministry of Justice, for their invaluable contribution.

Thank you CoE members of staff, for without your dedicated efforts in your various
designations, this Handbook would not have seen the light of day.

A constitution is only made once in a lifetime! I urge Kenyans to participate with knowledge,
in the making of their Constitution.

Katiba Mpya, Kenya Moja!

Dr. Ekuru Aukot,

Director,
Committee of Experts on Constitutional Review.
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 Code of Conduct for Trainers and Facilitators

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 by a well defined code
of ethics.
„ Professional training and facilitation succeeds best when pursued in good taste and with noble
intentions.

Below is a set of do’s and don’ts for trainers/facilitators.

Do:
„ uphold credibility and dignity that would enable you to command the respect of your audience.
„ disseminate accurate information and correct any erroneous notions promptly.
„ use simple and clear language ensuring you are audible to each of your trainees.
„ be sensitive to cultural values and beliefs while engaging in fair and balanced communication
activities that foster and encourage mutual understanding.
„ observe ground rules e.g. keeping your phone away during training sessions.
„ acknowledge effort and good work from your audience. This encourages participation.
„ give every trainee equal attention and space; be impartial.
„ engage trainees in an atmosphere where they will be comfortable.

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Do:
„ acknowledge sources and purposes of all information disseminated to the public.
„ protect confidential information where disclosure of information may affect the welfare of others.
„ keep time.
„ end sessions with breaks and fun activities.

Don’t:
„ use confidential information gained as a result of professional activities for personal benefit and do
not represent conflicting or competing interests.
„ receive undisclosed gifts or payments for professional services from other than from your employer.
„ guarantee results on issues beyond your capacity or authority.
„ do guesswork; seek clarification whenever in doubt of the content of your references.
„ dress provocatively or indecently.
„ address trainees anonymously; memorize some of their names if not all.
„ monopolize the show; make your sessions interactive.
„ use indecent jokes and examples.
„ personalize anything.

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1
Section One
Institutional expectations
Adult learning

Communication

Civic education
activities

Methodology

Evaluation

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1
Section one
Standards and Code of
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
make occassional reference and selective
read outs to enhance your credibility.
„ Read the suggestions for conducting
education activities and group discussion
question points.
14
„ Collect other reference materials that
you may need for the session(s). If guest
speakers are required, make sure they
are invited well in advance and have
been properly briefed.
„ Take the participants through the
objectives of each unit.
„ The manual anticipates response from
the participants. In the absence of
feedback.
„ The manual has possible responses that
should come from participants. If those
answers do not come from them, present
responses to the learners for their
consideration as directed.
„ To conduct sessions, an educator
requires pens, handouts, a board, chalk
or newsprint, markers, manila cards,
masking tape, extra paper, scissors, etc.
 KATIBA MPYA, KENYA MOJA
„ Have a ‘Question Box’ available
throughout. Encourage participants
to 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
a set of appropriate ground rules written on
newsprint and hanged on the wall during
the workshop. These rules include:
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
Confidentiality
Personal information shared in the group
shall not be discussed elsewhere.
Respect
Respect other people’s opinions and
experiences.
Openness
Be open and honest without exposing other
people’s private lives; when using general
situations as examples, avoid mentioning
names.
Non-judgmental
Do not judge or criticize others even when
you do not agree with their opinion.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Anonymity Training and Communication

It is okay to ask questions anonymously if
necessary.
Acceptance
It is okay to feel uncomfortable when talking
about 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 a
ground rule. You can always add those not suggested
by the participants.
Methods
Any educational activity is a communication
exercise. While some methods of
communication are effective, others are not.
This section looks at some key components
and techniques of communication and
training methods that can aid civic
educators in their work.

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The Communication Process which information is passed, received and

Communication is a process of interaction, responded to, using a variety of channels,
involving two or more parties through both verbal and non-verbal.

The five integral components of a complete communication process are:

SOURCE MESSAGE MEDIUM RECIPIENT FEEDBACK

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

The following model represents the various Qualities of a Good

components: Communicator
Source: Civic educator. When communication fails in a training
context, the buck stops with the trainer. In
Message/
which case, the trainer needs to consciously
Content: History of the current
think through and plan the communication
Constitution.
process. For some, effective communication
Medium: Drama, lecture, and posters. comes easily because of innate abilities.
For others, it is a skill which has to be
Recipient: Male and female participants.
consciously developed. Whichever the case,
Feedback: Discussions linking weaknesses an effective communicator exhibits some of
in the current Constitution to the characteristics below.
challenges in governance.

No communication is complete without feedback

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Communication skills Inter-personal skills Personal presentation

„ Good listening skills „ Use of body language „ Appropriate and respectable
„ Provision of feedback „ Eye contact dressing

„ Audibility „ Rapport with the audience „ Confidence and relaxation

„ Confidence „ Sensitivity to gender, race, „ Clear hand writing and

„ Tone variation religion, culture, politics etc. drawing skills

„ Use of simple language „ Trust in other people’s abilities

„ Fluency „ Friendliness (not threatening to

audience)
„ Confirmation
„ Patience

Methods of communication Content of communication Organisation

„ Use of appropriate and varied
channels
„ Use of examples, illustrations and
other visuals
„ Use of proverbs, anecdotes, idiom
etc.
„ Use of humour but maintaining a
balance with substance
„ Use of drama
„ Brief and to the point
„ Choice of words appropriate to
the context
„ Deep knowledge of the subject
„ Clear message
„ Attitude
„ Openness to learning
„ Interest in the subject and
conviction
„ Respect for participants’ ability
„ Preparedness
„ Proper time management
„ Flexibility
„ Planning for and allowing
participation
„ Creative use of local environment
„ Ability to think on the feet

Remember that the greatest medium a communicator has

is his/her own voice, face and body 19
 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
Principles of Adult 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.
„ embedded in certain attitudes.
„ shaped by their cultural
backgrounds.
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Conditions Ideal for Adult
Learning
In the above regard, it is implied that adults
learn best when:
„ involved and interested.
„ training is beneficial.
„ they are respected.
„ there is good timing.
„ challenged.
„ not just lectured.
„ they are comfortable and feel safe,
learning activities are varied, and they
have freedom.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Participatory Methods Some obvious advantages of participatory

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 people’s knowledge and
abilities.
„ collective memory.
„ informality.
„ flexibility.
„ creation of group synergy.
„ enhancement of interaction.
„ learning by doing.
methods are:
„ there is an element of enjoyment in
them.
„ people’s knowledge and experiences are
pooled.
„ complicated topics are simplified
„ they are illustrative.
But they:
„ are time consuming.
„ can be disorderly if not structured.
„ may fail if not properly chosen and used.
„ can dilute and trivialize serious issues.

Participatory methods are also useful

because they engage more than one of our senses.
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Remember people learn: The above revelations underscore two

„ 1% through taste, 2% through touch,
and 3% through smell.
„ 11% through hearing, 83% through
sight, and what we remember.
things, i.e:
1. a multi-media approach to
communication is necessary, with
emphasis being on hearing and seeing.

„ 10% of what we read, 20% of what we 2. an experiential approach to training is

hear, and 30% of what we see. indispensable, given that memory is best
when the learner says and does things.
„ 50% of what we see and hear, 80% of
what we say, and 90% of what we say
and do.

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 KATIBA MPYA, KENYA MOJA
Personality Types
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 for
immediate results. They are driven to
act and believe that the end justifies the
means.
„ Theorists-seek to fit everything into
existing paradigms of knowledge. They
provide the stuff that energize activists.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ Pragmatists-are problem-solving,
apply and experiment with ideas. They
do not fear failure and take it as a
learning experience.
„ Jokers-do not take things seriously and
are pre-occupied with creating mirth.
„ Silent ones-are quiet and could easily
be ignored since they do not volunteer
information.
„ Blockers-think their ideas are the best
and will not allow others to share theirs.
For them, there is nothing new anyway.
„ Know-it-all-give all the answers all the
time and dominate.
Individuals are not either one or the other.
The educator needs to be aware of the
personality types, how they can affect a
training event and how to utilize their
approaches and capabilities.
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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 fun
of 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
a session.
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„ consider the learning points of the
activity or use questions to trigger
discussion.
„ arrange the room ahead of time to suit
the session, so you do not waste time
hanging signs, newsprint or moving
chairs.
„ keep an eye on the clock to ensure there
is sufficient time for all the activities.
„ remember, civic education is fun and it
is in the process of this experience, that
learning takes place.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Pre-workshop questionnaire Also, ask the participants for their ideas on

games and exercises. Choose the games
Give the participants a pre-session
and exercises that the participants will be
questionnaire (or source expectations)
comfortable with.
to determine what they anticipate the
education to be about. During the final
evaluation of the workshop, find out if it
has 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
of interaction in the group. They can be
done just before the start of or during a
session, or after a tea break or lunch, or
just before the end of the day’s sessions.

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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
backgrounds. However, introductions are
also useful when learners know each other
but wish to probe deeper.
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The following are short descriptions of some
useful methods of conducting introductions:
Cobweb
Participants form a circle. One is given a
ball of string, yam or cord and is asked
to say their name, occupation,workshop
expectations and their likes or dislikes. Next,
they hold the end of the string and throw-
or pass the ball to another participant. The
receiver introduces themselves, then passes
the ball to another person.This goes on
until all participants are interwoven into
a cobweb. The variation of this exercise
involves disentangling the cobweb in the
reverse order in which it was formed.
 KATIBA MPYA, KENYA MOJA
Mutual interview
Divide the group into pairs of people who
do 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 three
minutes per person. Encourage participants
to further share their hobbies, experiences,
vision or their experience in civic education.
Who am I?
Ask the participants to write their names on
masking tape and stick it on their clothes.
Tell participants to stand in a circle, with
everyone wearing their nametag. Give them
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
two minutes to look around the circle and
try to get everyone’s name. Then have them
cover their nametags and ask one of them
to try and name everyone in the circle. Give
three or four volunteers a chance to do this.
This is a good exercise for morning sessions.
The name game
At the beginning of a workshop, ask
participants to stand in a circle and clap
their hands. As they clap, call out the name
of one person and continue clapping. When
a person hears their name, they have to call
out another person’s name. Continue to clap
throughout. Do this until everyone has had
a chance to have their name called out. This
is a good game for the afternoon sessions,
when the participants have heard several
new names, but may still be unsure of who
is who.
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Energizers
The purpose of energizers is to animate
the 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 experienced
facilitator should be able to decide when to
apply each game.
Fishbowl
Divide the participants into two equal
groups, forming an outer and inner circle,
with everyone facing the inside. Start to sing
or clap and make the two circles move in
opposite directions. Stop the music and get
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the people from the inner circle to face a
partner from the outer circle. Each will tell
the other their problems and give advice.
This continues until all participants have
listened to their partners. The technique
is useful for stimulating an exchange of
thoughts on a specific topic.
Life boat
The Participants stand and form a loose
circle. Let them imagine they are in a
sinking ship and have fewer lifeboats than
their number. Ask them to form groups
of 3,5 or 6 in 5 seconds. Those not part
of a group will ‘drown’. Continue with
this exercise until there is only one group
left. This exercise allows people to interact
with each other, make quick decisions and
therefore become less inhibited.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

The mail Bang

Participants and facilitators sit in a circle The participants stand in a circle and each
on an exact number of chairs minus one. A person calls out a number in numerical
person (perhaps you, to begin with) stands order. However, every time they come to
and announces - for example - that they a number divisible by 3, e.g 12, the next
have a letter for all those wearing black person says ‘bang’-instead of the number. If
shoes. Participants wearing black shoes will they fail to do so, they are eliminated. This
then change seats and the person ‘with the exercise stimulates concentration.
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.

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Key Principles
In summary, the key principles to observe as an educator are:
„ Know the audience. What is their background? What are they
bringing into the learning situation?

„ Know factors that can affect learning.

„ Establish rapport.

„ Choose appropriate and effective methods.

„ Proceed from the known to the unknown.

„ Prepare well and be ready to trouble-shoot.

„ Expect the unexpected.

„ Think on your feet.

„ Exercise respect all the time.

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2
Section Two
Techniques
Specific Techniques

Activities

Short Notice/Limited Time

Content Delivery

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2
Section Two
Specific techniques
Read the following and make proper
interpretation(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
techniques.
This section focuses on different training
techniques, their definition, illustration,
advantages, disadvantages and application.
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In the end, the educator will be able to
determine the most appropriate method for
different audiences.
„ Transmission Methods: usually, a
one way passage of information through
lecture, dictation, narration, text reading
etc.
„ Experiential Methods: they expose
the participant to a process out of which
behavioral lessons and conclusions are
drawn without predictability of results
e.g. games, role plays, case studies, field
surveys etc.
„ Heuristic Methods: also called
Discovery Methods, where the learner
finds information through library
research, field visits, individual projects
etc.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

„ Creative Methods: facilitate Lecture is the delivery of verbal

generation of new designs, insights, information from the source to the
and perceptions and explore individual receiver without much interaction.
potential through drama, drawing,
sculpturing, creative writing etc. The Lecture method is an orderly presentation
of information delivered by an individual
„ Critical Methods: require analysis,
(resource person). A lecture can be used to
evaluation, re-arrangement, application
impart knowledge or introduce skills. To be
of criteria and distinctions through
effective, a lecture allows for an exchange
debates, diagrams, critical discussions,
between the facilitator and the learners. It is
essays etc.
a traditional and popular method of relaying
information.
The following techniques, sampled below,
belong to more than one method.

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Steps in Using the lecture Strengths

1. Preparation „ It is time saving; information is
This includes: disseminated fast.
• Choice of topic „ Provides more information within a
• Research and note making. short period of time.
• Organization of the information.
• Preparation of handouts and other learning „ It is structured.
aids
„ It is appropriate for cross-cultural
• Budgeting of the time.
groups.

2. Delivery of the lecture „ I is appropriate for large groups.

• Introduction of topic: highlight major issues „ It allows for individual note taking.
to be covered. „ The learner does not feel invaded.
• Present lecture.
• Conclude by: „ The presenter maintains control.
- Summarizing main points of the lecture „ There is scope for use of visual and
- Providing references to audience for
audio-visual aids.
more information. Indicating topic for
next lecture. „ It enables the use of one specialist to
- Issuing handouts. reach a larger group of people.

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 KATIBA MPYA, KENYA MOJA
„ 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 is sometimes difficult to know if the
audience is following.
„ There is limited feedback to trainer from
audience.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ It can be monotonous and boring
because of dependence on the oral
medium only.
„ Participants have no say and control
(apart from walking out).
„ It depends on audience’s attention span.
if too long, concentration fades.
„ It can be diversionary and petty.
„ It can intimidate the learner into
submissiveness.
„ The lecturer does not benefit from the
learners.
How to Improve the Lecture:
„ Thorough preparation.
„ Proper time budgeting for content to be
covered.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

„ Regulate speed of delivery to allow note

taking. Divide topic between/among more
than one lecturer.
„ Include visual aids to highlight key Back up lecture with handouts.
points.
„ Assign participants some short tasks.
„ Break down into smaller presentations.
„ Be friendly.
Allow time for questions and answers
„ Use humor.

Observe audience to gauge reaction

and act on feedback being given.

36
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Visuals refer to items that appeal Advantages

to our sense of sight. They can be
projected (e.g. overhead transparencies
and slides) or non-projected
(e.g. pictures, slides, posters).
Steps in Using Visuals
„ 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.
„ Summarise.
„ Remove and keep safely.
„ It is time saving on explanations. It
stimulates discussion.
„ It is often captivating.
„ It enhances creativity
„ It enhances critical thinking and
analysis.
„ It reinforces oral communication.
„ It is decorative of training space.
„ It is memorable.
„ It enhances concentration, attention and
comprehension.
Disadvantages
„ It may not be appropriate for all groups;
It can be misinterpreted.
„ Materials are not always easy to find.

37
 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
„ It can be expensive if many materials
are required. It demands creativity to
make ones own.
„ It can be time-consuming especially in
the 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.
38
Audio-visuals refer to electronic
equipment to transmit information
through a combination of image
and sound e.g. films, videos, video
conferencing etc.
Steps in Using Audio-visuals
„ Determine topic and the need to use
audio-visual aids.
„ Select, secure and prepare equipment
well in advance.
„ Test the materials in training site and
layout.
„ Study the materials thoroughly before
use.
„ Design objectives to be achieved and
tasks for participants.
„ Brief participants on topic.
 KATIBA MPYA, KENYA MOJA
„ 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 more
than one sense and to emotions as well.
„ It reinforces theoretical learning.
„ It brings the field into the classroom. It
can lead to group discussion.
„ It can be used with different groups
e.g. literate as well as illiterate. It is
memorable.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ It simulates reality and therefore it is
convincing and good for sensitization.
Disadvantages
„ It is time consuming to set up.
„ It can distract and be mistaken for fun.
„ It is difficult to use in settings where
electricity is not available. It may require
special equipment not easily available.
„ It may not be effective because of
language difficulties among participants.
It can be difficult to transport if bulky,
sensitive or fragile.
„ It’s initial costs can be prohibitive.
„ It may require expertise to operate and
repair.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
How to Improve
„ Set a task for participants to focus their
attention as they watch. Ensure it is
culturally sensitive.
„ Provide a structure for feedback.
„ Update the information with
additional input. Provide handouts that
summarizethe information.
Examples of these are: practical
demonstrations, field work, case studies and
individual or group projects.
40
A case is a real life situation to
illustrate certain facts, analyse
problems and their consequences,
examine relationships among
variables, open room for debate and
lead to logical conclusions.
A case can be presented in different forms
namely: oral (narration, drama), written,
visual (pictures, slides) and audio-visual
(video, film).
Steps in Using a Case
„ Choose a case that is relevant to the
subject matter.
„ Understand the case thoroughly.
„ Design objectives of using the case e.g
what lessons do you want your trainees
to draw?
 KATIBA MPYA, KENYA MOJA
„ Design tasks for participants on the case.
„ Allow participants to go through the
case 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 allows for diverse views.
„ It is memorable.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ It can be presented in different forms.
„ It is useful for discussing things about
ourselves in a non-threatening way.
„ It can be created/composed.
Limitations of the Case Study Method
„ It may not be representative of all the
relevant variables.
„ It can be misinterpreted.
„ It can be personalized.
„ It is time consuming if long and
complicated.
„ It can lead to speculation if some
information is missing. Getting good
cases is not easy.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
Characteristics 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 sufficient information.
„ be interesting.
„ not be too technical.
42
Demonstrations refer to the use of a
real life and practical illustrations e.g.
the voting process in a polling station.
Steps in Using Demonstrations
„ Choose a relevant topic.
„ Use budget time.
„ Consider size of your group.
„ Secure required materials.
„ Set up a demonstration site and test all
necessary appliances.
„ Rehearse the demonstration.
„ Briefly explain to participants the topic,
materials, process and expected results.
„ Demonstrate.
„ Assign participants tasks to practice.
 KATIBA MPYA, KENYA MOJA
„ Monitor as participants practice.
„ Draw conclusions with the involvement
of 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.
„ It breaks monotony of theory and is
challenging and motivating.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
Disadvantages
„ It requires a lot of time and is costly.
„ It may humiliate and embarrass if it fails
it might be mistaken for fun.
„ It could require a lot of space.
How to Improve
„ Ensure participants are in manageable
groups; the smaller the better.
„ Ask participants to read on topic earlier.
„ Instruct carefully and clearly.
„ Assign group leaders.
„ Back-up with handouts.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Examples of creative methods are: Role play refers to the use of short
„ drama; illustrative dramatic scenes exploring
a specific element.
„ song and dance;
„ drawing; Steps in Using a Role Play
„ sculptures and models; „ Choose relevant topic or theme.
„ games; „ Discuss the topic and develop a story
line and a short script.
„ stories and
„ Divide roles among group members.
„ role play.
„ Rehearse the play.
„ The role play should not last more than
10 minutes.
„ De-role and de-brief to return
characters to their real identities and
draw lessons.

44
 KATIBA MPYA, KENYA MOJA
Advantages of Using the Role Play
„ It enhances memory.
„ It enhances participation.
„ It is cheap.
„ It explores people’s creativity and
imagination.
„ It enhances understanding.
„ It focuses on specific problems.
„ It combines learning with fun hence
breaks monotony.
„ It is useful for exploring complicated,
controversial and sensitive issues.
„ It enhances team work.
„ It can be used with any group-literate or
otherwise, adults, children etc.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
Disadvantages of Using the Role Play
„ It is time consuming.
„ It may sometimes fail to convey the
message if poorly planned and executed.
„ People are initially inhibited and
unwilling to play, which can affect
success.
„ It may be taken for fun value only.
„ Players run the risk of sticking with their
playacting labels and characters unless
proper de-roling is done.
„ It can be misinterpreted.
„ It is prone to trivialize issues.
„ It may be irrelevant and diversionary.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

How to Improve Debates refer to situations where

participants are required to articulate
„ Allocate enough time for development,
opposing viewpoints. This can be in
rehearsal, presentation and discussion. the form of pro-contra debates, trial
„ De-role participants to avoid stigma. scenes, value clarification etc.

„ De-brief to draw relevant lessons.

Steps in Using Debates

„ Choose a relevant motion and word it
carefully.
„ Divide participants into groups.
„ Give clear instructions.
„ Allow groups time to generate points.
„ Hold debate and collect ideas.
„ De-brief and summarise.

46
 KATIBA MPYA, KENYA MOJA
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.
Disadvantages
„ It can lead to conflict.
„ It can be misleading if not well de-
briefed and is time consuming.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ It can be superficial.
„ It may not be conclusive.
„ It can lead to feelings of humiliation or
may be personalised.
How to Improve
„ Ensure careful choice and wording of
motion.
„ Provide motion in advance, for
participants to research on if necessary.
„ In de-briefing, distinguish between fact
and opinion.
„ Structure carefully.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
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 manageable
groups (about 5-8 members is optimal).
„ Ensure appropriate spatial arrangements
for the group work and presentation.
Give groups ample time to go through
tasks.
„ Monitor the progress of groups and
adjust time if necessary. Clarify how
48
groups will present their results to the
plenary and allow for reporting back.
„ Allow responses from the plenary
„ Summarise the ideas presented.
Advantages
„ Enhances participation.
„ Allows the quieter participants to share.
„ Allows participants opportunity to
practice and apply new knowledge.
„ Enables gathering of a cross-section of
ideas.
„ Contributes to team building support
from others and ice breaking. Has
element of fun and is motivating.
„ Enables coverage of different topics
simultaneously hence time saving.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

„ Reduces domination by individuals and How to Improve

devolves responsibility from facilitator. „ Clearly specify task and time.
Disadvantages „ Differentiate group tasks i.e. not all
„ It is time consuming. groups are doing the same thing.

„ Consensus is not always easy to reach in „ Regulate group sizes.

a group with diverse views. Participation „ During presentations, allow for input of
of some is limited if information is too ideas that may have been missed by the
technical. group.
„ 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.
„ May not necessarily lead to participation
and team building.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Discussion points The following questions are useful:

This means talking with learners about What did we just do?
what they experienced during the session.
What was the objective?
A review allows you to assess and reinforce
learning. It also allows learners to ask How did you feel about this
questions. It may include summarizing what session?
was said and drawing the groups’ attention
What did you learn?
to key points and issues. Ensure you review
any session that may seem to cause conflict. Do you still have any questions?

Did you learn to do anything new?

What can we do to improve this

session?

You will find some specific

questions for discussion points
under each unit in this manual.

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 KATIBA MPYA, KENYA MOJA
Team Facilitation
Civic education is often more fun and
less 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.
When training in a team, the following are
important guidelines:
„ Broadly agree on topics, programme
and methodology.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ Discuss what you expect of the target
group.
„ Divide tasks by day and session.
„ Share beforehand your lesson plans to
strengthen one another.
„ Discuss how to evaluate the day and the
whole training event.
„ Discuss how to intervene in each other’s
sessions.
„ Discuss how to ensure participation,
group control etc.
„ Agree on how to overcome teething
problems in the course.
„ Alternate to create breathing space.
„ Touch base all the time.
„ Support one another all the time and do
not try to overshadow each other.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
„ Meet at the end of the day to review
progress and plan ahead.
„ Appreciate each other’s views.
„ Respect one another.
„ Agree to disagree positively.
„ Do not undermine co-trainers.
„ Develop each other’s skills.
„ Listen to the unsaid messages.
„ Evaluate and de-brief together.
„ Give feedback to one another after
sessions.
„ Share your feelings.
„ Be open to co-trainers.
52
Actual Training Event
The training event falls into three major
phases namely:
„ The introductory sessions (getting
started),
„ The substantive sessions (getting going)
and
„ The evaluation (getting finished). A few
points on each of the stages:
Getting Started
Depending on the availability of time, a
complete introductory session should:
„ introduce participants & facilitators.
„ state the objectives of training.
„ outline and harmonize participants’
expectations fears, and objectives.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

„ explain the methodology to be used. varied training events shows the following
„ familiarise participants with one another are critical for the success of a session:
by including ice-breaking exercises.
Content
„ distribute workshop resources
„ Have thorough knowledge of the
to participants and assign them
subject.
responsibilities.
„ Deliver in a logical sequence.
„ explain and establish the boundaries and
norms. Preparation
„ Have resource materials ready.
The Session „ Carefully plan the introduction.
In the active execution of a session, „ Budget the time so the session is not
there is interaction between and among overloaded or under-loaded.
the following key elements: participants,
„ Plan participation.
facilitator, information, time and space
(indoor and outdoor and all that it contains). „ Plan time for questions and answers.
The delivery must therefore systematically
balance this interaction for achievement
of the session objectives. Experience from

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
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
participants and those with specialised
knowledge and skills.
54
Communication skills
„ Be aware of inappropriate mannerisms.
„ Talk to people not at people.
„ Use visual and other learning aids
appropriately.
„ Clarify abbreviations used.
„ A void vague questions.
Games and Exercises
In doing participatory training, the use
of games and exercises is very important.
There are various games and exercises that
can be used. The educator can learn these
games and exercises from participating in
different group events and from manuals.
The games and exercises can be categorized
as:
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

„ Ice -breakers: to break barriers and of gender dimensions and how they
make participants feel comfortable with affect our lives.
one another.
„ Games for fun.
„ Warm-ups: undertaken in the morning
„ Problem-solving games: to
to get participants prepared mentally
demonstrate approaches to tackling
and physically.
problems and what happens when a
„ Energizers: done as interludes group tries to do it together.
to sustain energy levels and break
„ Games for relaxation and
monotony.
meditation.
„ Communication games: to illustrate
„ Perception games and exercises:
aspects of communication.
to show how and why people look at and
„ Games for creativity: to bring out interpret things the way they do.
participants’ potentialities.
„ Games for conflict management:
„ Team building exercises: to create to reduce tensions and resolve
a sense of togetherness and eliminate disagreements.
unhealthy competition and conflict.
„ Games for evaluation: to provide
„ Gender sensitization games and feedback on the value of the training.
exercises: to make participants aware

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
„ Games for ending an event: to re-
emphasize the purpose of the event and
create a sense of continuity.
A good game or exercise 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
participatory processes.
„ Reduces monopolization.
„ Has elements of fun, surprise and
novelty.
56
„ Is adaptable to different socio-cultural
contexts.
„ Usable with a wide variety of groups.
„ Is gender-sensitive.
„ Is culturally appropriate
„ Breaks monotony.
Caution
When using games and exercises:
„ they should not take precedence over the
serious business of the workshop.
„ they should be slotted in
judiciously,bearing in mind the time of
the day and the intended effect.
„ there should be a purpose in using them.
„ instructions should be clearly stated.
 KATIBA MPYA, KENYA MOJA
Ending
During and at the end of every training
event, 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.
„ level of participation.
„ overall usefulness.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ competencies developed i.e. what
can participants do as a result of the
training.
„ overall organization and logistics e.g.
accommodation, food, venue, time
management, adequacy of learning
resources used, transportation etc.
Some popular methods of evaluation
are:
„ Mood meter-a visualized chart with
faces expressing different emotions
against which participants mark their
level of satisfaction at the end of
each day’s work. It helps to gauge the
atmosphere of the workshop.
„ Rating-achievement of objectives,
realization of expectations and reduction
of fears on a scale.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

„ The flash-a one word/phrase Whatever the method used, the

expression on the event. evaluation needs to:
„ Pre-test and post-tests- gauge what
changes have occurred in participants’ „ have specific objectives and
indicate exactly what is to be
knowledge, skills and attitudes as a result
evaluated; be participatory;
of the training event.
„ Self critiques-participants assess „ be simple and straight-
themselves against a set criteria. forward for ease of
administration and
„ Daily evaluation-committee which synthesis of results; be
collects views and suggestions from other creative;
participants.
„ Feedback board-participants post „ be open and honest; produce
their comments in the course of the instant results; and
training.
„ capture information
„ Written questionnaire. quantitatively and
qualitatively.

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 KATIBA MPYA, KENYA MOJA
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 make
presentations. 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.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
Preparation
„ Have the entire content information at
your finger tips.
„ Prepare talking points and have them in
different small cards. The cards should
be numbered, or use different colours for
each talking point card.
„ Time each talking point to help you fit
in all talking points in the overall time
frame.
„ Always have with you all the resource
material i.e. the Proposed Constitution,
the Hand Book, Manual and
Curriculum.
„ Catalogue the frequently asked questions
and cumulate responses. In fact, the
short presentations can easily be shaped
along the frequently asked questions.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
„ 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
„ Know the amount of time given.
„ Quickly fill your mind frame/talking
notes to the time frame.
60
„ Introduce yourself very well. Who
you are. Where you are from i.e. the
appointing organization and what the
organization does.
„ Acknowledge the invitation.
„ Explain the purpose of your presence
„ Present a summary of what you want to
present. This helps to raise anxiety and
expectations of the audience. You can
use titles of the talking points to do this.
„ Get back to the talking points one after
the other.
„ Check on the time after every talking
point.
 KATIBA MPYA, KENYA MOJA
A Summary Guide
„ Statement on what a constitution is and
why 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 Constitution
up to where we are now.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ The Proposed Constitution
i. Initial first five chapters as a basis for the
rest of the Constitution. The place of the
individual and peoples sovereignty.
ii. The structures.
„ Functions of the national government.
„ Functions of devolved governments.
„ The referendum and after.
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 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

3
Section Three
Delivery Topics
Introduction

Sessions

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

3
Section Three

Session 1:
Introduction and Background Information

iii. Relate what you are doing with what is

happening countrywide.

Session Objectives
„ To enable the participants warm up to
the session (s).
Objectives
„ To enable the educator build up
Introduce yourself and your intention.
participants’ expectations.
i. Give your name and title.
„ To enable the educator present the
ii. State why you are there. background to the core presentations.

64
 KATIBA MPYA, KENYA MOJA
„ 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.
– FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N
„ To enable the participants understand
what is required of them at the end of
all the sessions.
„ To let the educator(s) adequately
introduce themselves and their intention.
„ To enable the participants warm up to
the session.
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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Session 1: Introduction and Background Information

Objective
„ Identify the organs and describe the
process of the Proposed Constitution.
„ Connect the need for change to the
constitutional history.
„ Indicate the weaknesses in the current
Constitution.
„ Outline what the process expects of
them.
Content
„ The organs and their roles in the review
process.
„ Meaning and importance of
Constitutions.
„ Constitution making processes i.e.
through
- Constituent Assemblies
- Conferences
- Commissions/committees
- Parliament, etc.
„ Constitution making in Kenya – main
elements/landmarks (pre- colonial
and colonial).
„ Independence Constitution
- Background
- Main features/Provisions.
- Amendments.
„ The current Constitution
- Main provisions
- Challenges
- Need for change.
„ Attempted reform processes.
„ The current position
- The Proposed Constitution.
„ The purpose of this civic education.

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 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Session 2: The Proposed Constitution

Objective Content
„ Explain the foundation and the „ The foundation of the Proposed
overall framework of the Proposed Constitution.
Constitution.
„ The set principles and what it
„ Explain the extent to which the proposes to achieve.
Proposed Constitution departs from The preamble, sovereignty,
the current Constitution. supremacy of the Constitution,
National Values.
„ Identify the potential benefits the
Proposed Constitution has for the „ The Republic.
people.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
Session 3: Citizenship
Objective
„ Explain citizenship and ways of
becoming a Kenyan citizen.
„ Explain how citizenship can be lost.
„ State the rights and obligations of
citizens.
Content
„ Prior citizenship status
„ Birth
- Born of both or either of the parents
who are citizens by birth.
- 8 year child of unknown parentage
found in Kenya.
„ Registration and criteria.
„ Dual citizenship.
„ Rights of citizens.
„ Obligations and responsibilities of
citizens.
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Session 4: Bill of Rights
Objective
„ Explain and describe what human
rights are.
„ State why human rights are important.
„ Explain how the bill of rights is applied,
implemented and enforced.
„ Show the limitations to rights.
„ List the rights and fundamental
freedoms provided in the Proposed
Constitution.
Content
„ Definition of human rights.
„ Importance of recognition of human
rights.
„ Application.
„ Implementation and enforcement.
„ Limitations.
„ Rights and fundamental freedoms
citations.
„ National Human Rights Commission.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Session 5: Land Session 6: Elections

Objective
„ Appreciate land as property and
subject to property rights.
„ Identify different land tenure/ownership
arrangements.
Objective
„ define need and purpose of elections.
„ know election schedules.
„ know voter requirements.

„ Appreciate that additional legislation

Content
will be done to take care of land use
questions. „ General elections and what they
involve.
Content - Timing of general elections.
- All offices to be filled through
„ Land belongs to the people
elections.
collectively.
„ Voter registration.
„ Interest on land classified as:
- Public land „ Voter eligibility.
- Community land „ IEBC.
- Private land.
„ Subsequent land legislations.
- To be done by Parliament
- To look at issues of land use.
„ National Land Commission.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
Session 7: Political Parties
Objective
„ Explain what political parties are.
„ Outline the role of political parties.
„ Explain what is required of political
parties.
„ Explain how political parties are
funded.
Content
„ Definition of political parties.
„ Formation and registration of political
parties.
„ Role of political parties.
„ Funding of political parties.
„ IEBC role with regards to political
parties.
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Session 8: The National Government
Objective
„ Describe and appreciate the overall
system of government, functions and
structure.
„ Describe the role of national
government and its structures.
„ Explain the relationship between the
structures and the people.
„ Discuss the relationship, checks and
balances between the structures.
Content
„ Principles of governance.
„ Role of Government.
„ Overall structures of Government.
„ The national government structures.
„ Role of the national government.
 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Session 9: Parliament Session 10: Executive

Objective Objective
„ Explain the purpose and need for two „ Explain and appreciate the
chambers of Parliament. composition and functions of the
Executive.
„ Identify the number, the processes and
the need for various categories and „ Explain and discuss the roles and
Players in the two Houses. occupancy of individual offices under
the Executive.
„ Illustrate the processes used by the two
chambers of Parliament. Content
Content „ Offices within the Executive.

„ The two Houses. „ Roles, occupancy and exit.

„ Composition. „ The President

- functions
„ Eligibility. - election
- eligibility
„ Electoral boundary/qualification - assumption of office
criteria. - vacancy and/or removal.
„ Role of each House. „ The Deputy President.

„ Relationship between the two Houses. „ The Cabinet.

„ Conduct of business in each House. „ The Cabinet Secretaries.

„ Principal Secretaries.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Session 11: Judiciary Session 12: Public Service

Objective Objective
„ Explain and discuss the principles of „ Discuss and explain the role of national
the judicial system. public service.
„ Describe the court system. „ explain the values and principles of
public service.
„ identify court Levels.

Content Content
„ Judicial functions/authority. „ Nature of public service.

„ Structure/levels of courts. „ Application of values and principles.

„ Functions of each level. „ Leadership and integrity.

„ Relationship between the levels. „ Conduct of public officers.

„ The tribunals.

„ The trial processes.

„ Rights of the accused.

„ Judicial staffing and recruitment of

judges.

„ Judicial Service Commission.

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 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Session 13: National Finance Session 14: Other Nat. Ins. Offices
Objective Objective
„ Identify the source of national „ Explain how constitutional and State offices
government revenue. are established and protected.
„ Explain the principles of Public „ Describe the functions of the Commissions
Finance. and Independent Offices.
Content
Content „ The Attorney General.
„ Sources of national government „ Director of Public Prosecutions.
revenue. „ National Security Services
„ The Consolidated Fund. „ Controller of Budget.
„ Auditor-General.
„ National annual estimates and
budget approval processes. „ Commissions
- Kenya National - Judicial Service.
„ Expenditure controls and audit.
Human Rights and - Revenue Allocation.
Equality. - Public Service.
- National Land. - Salaries and
- Independent Remuneration.
Electoral and - Teachers Service.
Boundaries. - National Police
- Parliamentary Service.
Service.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Session 15: Devolved Governments Session 16: County Assembly

Objective
„ Explain the principles of devolution.
„ Explain the structures and functions of
the counties.
„ Explain election processes and how
county positions are filled.
Content
Objective
„ Explain the establishment and nature
of the county assembly.
Content
„ Composition of the assembly.
„ Qualifications for election.

„ The purpose and justification/rationale „ Role of the assembly.

of county governments.
„ County legislation and national
„ Structure of counties. legislation.
„ Functions of counties.
„ Overlapping functions between the
national government and counties
„ The counties.

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 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Session 17: County Executive Session 18: Counties Public Serv.

Objective Objective
„ Explain the establishment of the „ Explain the role of county public
county executive committee. service.
„ Identify the sources of finance for
Content counties.

„ Composition. Content
„ The county governor/deputy
governor. „ County staffing.
i) role „ Sources of county revenue.
ii) election
„ Share of the national revenue.
iii) vacancy/removal.
„ Management of county finance.

„ Controls and audit.

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 COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW

Session 19: Transition Session 20: Ammendments

Objective Objective
„ Identify areas of transition. „ Explain how the Constitution can be
amended in future.
„ Explain transition processes and
activities.

Content Content
„ Governance until 2012 elections. „ Meaning of amendments.

„ Legislation to be made. „ Sources for amending the

Constitution.
„ Judicial processes.
- Parliament
„ Provincial Administration. - Popular initiative
- Referendum
„ Local Authorities.

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 KATIBA MPYA, KENYA MOJA – FA C I L I TAT O R S M A N U A L F O R C I V I C E D U C AT I O N

Session 21: Referendum

Objective

„ Explain the need for the people’s

participation in Constitution making.
„ Discuss the referendum question.
„ Discuss the referendum process.

Content
„ Definition of a referendum.
„ Difference between a referendum and
elections.
„ Conduct of the referendum.
„ Date of the referendum.
„ The polling process.
„ The promulgation of the Constitution if
‘Yes’.

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COMMITTEE OF EXPERTS ON CONSTITUTIONAL REVIEW
Delta House Waiyaki Way, Westlands
P.O. Box 8703 00200 Nairobi
Tel: 020 444 32 14/15/16, 252 7152; Fax: 020 444 32 11/ 252 6959
info@coekenya.go.ke

www.coekenya.go.ke