Download - Coe Civic Education Manual
-
8/9/2019 Coe Civic Education Manual
1/84
MANUALfor Civic Education
Proposed Constitution of Kenya
F A C I L I T A T O R S
Committee of Expertson Constitutional Review
-
8/9/2019 Coe Civic Education Manual
2/84
-
8/9/2019 Coe Civic Education Manual
3/84
MANUALfor Civic Education
Proposed Constitution of Kenya
FACIL I TATORS
-
8/9/2019 Coe Civic Education Manual
4/84
Consultants
-
8/9/2019 Coe Civic Education Manual
5/84
ContentsForeword 4
About the Manual 6
Acknowledgenemts 8
Sec tion One
Institutional expec tations 13
Sec tion Two
-
8/9/2019 Coe Civic Education Manual
6/84
When the Committee of Experts (CoE) was tasked to unlo
that would ultimately pave way for a new constitution, iby extension included bequeathing Kenyans a long-dra
is therefore incumbent upon every Kenyan to take note of the spirit
espoused in the Proposed Constitution.
To appreciate the shift from old to new and acknowledge the adjustm
constitution Kenyans have hoped for over the years, it is necessary to
comparison between the current and the proposed law. Whereas in t
Constitution sovereignty is placed on the Republic, thus limiting the
Foreword
-
8/9/2019 Coe Civic Education Manual
7/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R SK A TI B A M P YA , K EN Y A M O J A FA C IL ITA O RS
The structures of governance in the Proposed Constitution will take
to the people and involve them in determining the course of their de
providing for transparency as well as better checks and balances in th
public affairs. In addition, ownership of property, and the right to p
benefit from ones efforts has been streamlined in the proposed law. T
the end of unfair distribution of wealth. Besides, both personal and c
property are protected in the proposed law.
As opposed to the current Constitution, the proposed law provides fo
political parties with a national character and capacity to unite Keny
-
8/9/2019 Coe Civic Education Manual
8/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E WS O N C O N S TI TU TI O N A L R EV I E WO M M I TTE E O F EX P E
About the Manual
This manual is meant to aid educators who have already be
use and are conversant with contents of the handbook andConstitution, as well as the process. It is intended to guide
delivering civic education for the Proposed Constitution of Kenya,
The manual contains information on how to conduct civic educati
sessions are fitted in one day 5-hour schedule. However, the educatuse their discretion in managing time, especially when available tim
the 5 hours recommended. In the event that time is limited, the ed
able to repackage content to fit available time. The manual, therefo
tips on how to maximize on opportunities.
-
8/9/2019 Coe Civic Education Manual
9/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R SK A TI B A M P YA , K EN Y A M O J A FA C IL ITA O RS
The manual is organized into sections.
Section one deals with:
institutional expectations of educators i.e. standards, code of con
adult learning principles.
communication techniques.
planning and organization of civic education activities.
methodology and delivery techniques.
evaluation.
Section two deals with techniques of handling call-ins and invitation
These techniques will equip educators who participate in fora a not
-
8/9/2019 Coe Civic Education Manual
10/84
Acknowledgement
T
he Manual, Handbook and Curriculum on Civic Education on
Constitution are the handiwork of team effort. It has definitely
burning of midnight oil, thought and skill. The current look an
Handbook is indeed a fine mosaic of valuable expertise. I am therefore
content herein, will speak to all Kenyans, and inform them on the Propo
of the referendum.
For a great job done within record time, I wish to thank the Committee Members Bobby Mkangi, Dr. Chaloka Beyani, Abdirashid Abdullahi an
Murray, for both setting the tempo of this document, and finding time t
thereof. Without the leadership and dedication of CoEs Deputy Direct
Education, Mobilization and Outreach department (CMO), Veronica N
-
8/9/2019 Coe Civic Education Manual
11/84
My special gratitude goes to the team of consultants who domesticated ter
technical data to give the Handbook a wider value in the public arena. Thwomen worked tirelessly and in harmony, to bring to life CoEs dream.
I am also indebted to the development partners and the Government Mini
walked with the CoE and ultimately made it possible for the production of
In particular, I am thankful to the Coordination Liaison Office team, unde
Amb. Nana Effah-Apenteng, through which the various development part
the UNDP-Kenya basket fund and the Ministry of Justice, for their invalua
Thank you CoE members of staff, for without your dedicated efforts in yo
designations, this Handbook would not have seen the light of day.
A constitution is only made once in a lifetime! I urge Kenyans to particip
in the making of their Constitution.
-
8/9/2019 Coe Civic Education Manual
12/84
Do:
uphold credibility and dignity that would enable you to command the respe disseminate accurate information and correct any erroneous notions promp
use simple and clear language ensuring you are audible to each of your trai
be sensitive to cultural values and beliefs while engaging in fair and balance
activities that foster and encourage mutual understanding.
Professional training and facilitation operates on the understanding that:
The undertaking is bound to a set of universal rules and regulations.
Effective training and facilitation takes place within an atmosphere governed
of ethics.
Professional training and facilitation succeeds best when pursued in good tast
intentions.
Below is a set of dos and donts for trainers/facilitators.
Code of Conduc t for Tra iners and Fac ilita tors
-
8/9/2019 Coe Civic Education Manual
13/84
acknowledge sources and purposes of all information disseminated to the p
protect confidential information where disclosure of information may affec
keep time.
end sessions with breaks and fun activities.
Do:
Dont:
use confidential information gained as a result of professional activities for
not represent conflicting or competing interests.
receive undisclosed gifts or payments for professional services from other th
guarantee results on issues beyond your capacity or authority.
do guesswork; seek clarification whenever in doubt of the content of your r
dress provocatively or indecently.
-
8/9/2019 Coe Civic Education Manual
14/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
15/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
11Section OneInstitutional expeAdult lea rning
Communication
-
8/9/2019 Coe Civic Education Manual
16/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
1Section one
Standards and Code o f
Conduct
To facilitate sessions tailored to the needs of
the participants, the educator needs to do
the following:
Read the entire Proposed Constitution,the Curriculum and the Handbook in
advance. During the training sessions,
explain the content to the participants
without reading out, although you can
Collect other refere
you may need for tspeakers are requir
are invited well in a
been properly brief
Take the participanobjectives of each
The manual antici
the participants. In
feedback.
The manual has po
should come from
answers do not com
responses to the lea
-
8/9/2019 Coe Civic Education Manual
17/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Have a Question Box available
throughout. Encourage participantsto write any questions they may have.
Encourage them to ask all kinds of
questions. Make sure you read the
questions in the Question Box daily, and
address their concerns promptly and
appropriately.
The ground rules:
As you begin to conduct civic education,
you will discover that the sessions often
provoke discussions of sensitive or personal
topics, which may derail the objective. Have
Confidentiality
Personal information s
shall not be discussed e
Respect
Respect other peoples
experiences.
Openness
Be open and honest w
peoples private lives; wsituations as examples,
names.
Non-judgmental
-
8/9/2019 Coe Civic Education Manual
18/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Anonymity
It is okay to ask questions anonymously if
necessary.
Acceptance
It is okay to feel uncomfortable when talkingabout sensitive topics.
There may be other ground rules the group will want
to develop. If possible, let the rules come from the
group, perhaps after you have given an example of aground rule. You can always add those not suggested
by the participants.
Tra ining and Co
Methods
Any educational activi
exercise. While some m
communication are eff
This section looks at soand techniques of com
training methods that
educators in their work
-
8/9/2019 Coe Civic Education Manual
19/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
The five integral components of a complete communication process are:
The Communication Proc ess
Communication is a process of interaction,
involving two or more parties through
which information is p
responded to, using a vboth verbal and non-v
MESSAGE MEDIUM RECIPIENSOURCE
-
8/9/2019 Coe Civic Education Manual
20/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
The following model represents the various
components:
Source: Civic educator.
Message/
Content: History of the current
Constitution.
Medium: Drama, lecture, and posters.
Recipient: Male and female participants.
Feedback: Discussions linking weaknesses
in the current Constitution to
challenges in governance.
Qualities of a G
Communicator
When communication
context, the buck stops
which case, the trainer
think through and planprocess. For some, effe
comes easily because o
For others, it is a skill w
consciously developed
an effective communic
the characteristics belo
-
8/9/2019 Coe Civic Education Manual
21/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Communication skills
Good listening skills
Provision o f feed bac k
Audibility
Confidence
Tone va riation
Use of simp le language
Fluency
Confirmation
Methods of comm unication
Use o f ap p rop ria te a nd va ried
channels
Use of exam p les, illustrations and
other visua ls
Use of p rove rbs, anec dote s, id iom
etc.
Inter-personal skills
Use of b od y langua ge
Eye c ontac t
Rapp ort with the aud ienc e
Sensitivity to gender, rac e,
religion, culture, politics etc.
Trust in o ther peo p les ab ilities Friend liness (no t threa tening to
audience)
Patience
Content of communication
Brief and to the point
Choice of wo rds ap prop ria te to
the c ontext
Deep knowledg e o f the subject
Clea r message
Personal
App rop
dressin
Confid
Clear h
d raw in
Organisa
Prepar
Prop er
Flexibil
Plannin
particip
-
8/9/2019 Coe Civic Education Manual
22/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Princ ip les of Ad ult Learning
In planning for adult learning, one
has to bear in mind that adults are
characteristically:
sensitive.
independent-minded.
proud and averse to embarrassment.
knowledgeable.
experienced.
opinionated.
set in behavior patterns.
Cond itions Idea
Learning
In the above regard, it
learn best when:
involved and intere
training is beneficia
they are respected.
there is good timin
challenged.
not just lectured.
they are comfortab
learning activities a
-
8/9/2019 Coe Civic Education Manual
23/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Partic ipa tory Method s
For adult learning to be effective and useful,
the use of participatory methods of training
is strongly advised. Such methods are
characterized by:
democratic treatment of all ideas.
participant-centeredness.
belief in peoples knowledge and
abilities.
collective memory.
informality.
flexibility.
Some obvious advanta
methods are:
there is an element
them.
peoples knowledge
pooled.
complicated topics
they are illustrative
But they:
are time consuming
can be disorderly if
-
8/9/2019 Coe Civic Education Manual
24/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Remember people learn:
1% through taste, 2% through touch,
and 3% through smell.
11% through hearing, 83% through
sight, and what we remember.
10% of what we read, 20% of what we
hear, and 30% of what we see.
50% of what we see and hear, 80% of
what we say, and 90% of what we say
and do.
The above revelations
things, i.e:
1. a multi-media appr
communication is n
emphasis being on
2. an experiential app
indispensable, give
when the learner sa
-
8/9/2019 Coe Civic Education Manual
25/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Persona lity Typ es
In any learning environment, you are
likely to encounter the following learner
personality types:
Reflectors-are not satisfied with
one perspective and always look for
alternatives. They can lead to generation
of novel and creative ways of doing
things.
Activists-plunge into action forimmediate results. They are driven to
act and believe that the end justifies the
means.
Pragmatists-are
apply and experimdo not fear failure
learning experienc
Jokers-do not take
are pre-occupied w Silent ones-are q
be ignored since th
information.
Blockers-think thand will not allow o
For them, there is n
Know-it-all-give
time and dominate
-
8/9/2019 Coe Civic Education Manual
26/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Experiment Learning
While your role as an educator is crucial,
creating the learning experience is
ultimately a group responsibility. To make
this education successful, involve the
participants in their own education. The funof working together with people is learning
how much you can learn from them!
Here are some tips for conducting session
activities:
read the unit and activities in the manual
thoroughly until you feel comfortable
with them.
if possible, do a dry-run before starting
consider the learni
activity or use quesdiscussion.
arrange the room a
the session, so you
hanging signs, newchairs.
keep an eye on the
is sufficient time fo
remember, civic edis in the process of
learning takes plac
-
8/9/2019 Coe Civic Education Manual
27/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Pre-workshop questionna ire
Give the participants a pre-session
questionnaire (or source expectations)
to determine what they anticipate the
education to be about. During the final
evaluation of the workshop, find out if ithas met the participants expectations. An
example of a pre-workshop questionnaire is
provided. Analyze the questionnaire during
the workshop and share the feedback with
the participants.
Games and exercises are a part of civic
education. These games and exercises speed
up and enhance the amount and the quality
Also, ask the participan
games and exercises. Cand exercises that the p
comfortable with.
-
8/9/2019 Coe Civic Education Manual
28/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Introductions
Introductions are geared towards increasing
the participants knowledge of each other.
This is important because a workshop
is composed of people from different
The following are shor
useful methods of con
Cobweb
Participants form a cir
ball of string, yam or c
to say their name, occu
expectations and their
they hold the end of th
or pass the ball to anot
receiver introduces thethe ball to another per
until all participants ar
a cobweb. The variatio
involves disentangling
-
8/9/2019 Coe Civic Education Manual
29/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Mutual interview
Divide the group into pairs of people whodo not know each other well. Each person
takes a sheet of newsprint and a marker.
They ask spontaneous questions and write
down information on each other for about
5 - 10 minutes. When each person has been
interviewed, participants stand in pairs in
front of the entire group and present each
other, describing what they have learned
about their partner, for less than threeminutes per person. Encourage participants
to further share their hobbies, experiences,
vision or their experience in civic education.
two minutes to look ar
try to get everyones nacover their nametags a
to try and name everyo
three or four volunteer
This is a good exercise
The nam e gam e
At the beginning of a
participants to stand in
their hands. As they clof one person and con
a person hears their na
out another persons n
throughout. Do this un
-
8/9/2019 Coe Civic Education Manual
30/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Energizers
The purpose of energizers is to animatethe participants and motivate them for
the next session; reach a higher level of
concentration for the next activity or when
transiting from a purely intellectual activity
to a more practical one. Energizers must
be well prepared, instructions given clearly
and quickly executed. Their use depends
entirely on the kind of group, the setting
and the mood of the group. An experiencedfacilitator should be able to decide when to
apply each game.
Fishbowl
the people from the in
partner from the outerthe other their problem
This continues until al
listened to their partne
is useful for stimulating
thoughts on a specific
Life boa t
The Participants stand
circle. Let them imaginsinking ship and have f
their number. Ask them
of 3,5 or 6 in 5 second
of a group will drown
-
8/9/2019 Coe Civic Education Manual
31/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
The mail
Participants and facilitators sit in a circleon an exact number of chairs minus one. A
person (perhaps you, to begin with) stands
and announces - for example - that they
have a letter for all those wearing black
shoes. Participants wearing black shoes will
then change seats and the person with the
letter will rush to any empty seat. The one
who is left without a seat will then stand
in the middle and repeat the exercise.This exercise forces people to observe and
discover things about fellow learners.
Bang
The participants standperson calls out a num
order. However, every
a number divisible by
person says bang-inst
they fail to do so, they
exercise stimulates con
-
8/9/2019 Coe Civic Education Manual
32/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Key Princ ip les
In summary, the key principles to observe as an educator
Know the audienc e. What is their background? What a
bringing into the learning situation?
Know fac tors that can affec t lea rning.
Establish rapport.
Choose appropriate and effec tive methods.
Proc eed from the known to the unknown.
Prepare well and be read y to troub le-shoot.
-
8/9/2019 Coe Civic Education Manual
33/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
22Section TwoTechniquesSpecific Tec hniques
Activities
-
8/9/2019 Coe Civic Education Manual
34/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
2Section Two
Spec ific techniques
Read the following and make properinterpretation(s). Ensure you try out
some of the techniques so that they
become common knowledge to you.
Civic education employs a variety of
techniques, some of which you may not be
familiar with. Do not be afraid to try new
In the end, the educato
determine the most apdifferent audiences.
Transmission M
one way passage of
lecture, dictation, netc.
Experiential Me
the participant to a
behavioral lessons
drawn without pre
e.g. games, role pla
surveys etc.
Heuristic Metho
-
8/9/2019 Coe Civic Education Manual
35/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Creative Methods: facilitate
generation of new designs, insights,and perceptions and explore individual
potential through drama, drawing,
sculpturing, creative writing etc.
Critical Methods: require analysis,
evaluation, re-arrangement, application
of criteria and distinctions through
debates, diagrams, critical discussions,
essays etc.
The following techniques, sampled below,
belong to more than one method.
Lecture is the d
information fromreceiver without
The Lecture method i
of information deliver
(resource person). A leimpart knowledge or in
effective, a lecture allo
between the facilitator
a traditional and popu
information.
-
8/9/2019 Coe Civic Education Manual
36/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Steps in Using the lec ture
1. Preparation
This includes:
Choice of topic Research and note making. Organization of the information.
Preparation of handouts and other learningaids
Budgeting of the time.
2. Delivery of the lecture
Introduction of topic: highlight major issuesto be covered.
Present lecture.
Conclude by:
Strengths
It is time saving; indisseminated fast.
Provides more info
short period of tim
It is structured.
It is appropriate fo
groups.
I is appropriate for
It allows for individ
The learner does n
The presenter mai
K A TI B A M P YA K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
37/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
It is cost-effective i.e. not many resources
required. It is good for introduction of new
information and presenting facts.
It is more appropriate for adults than
children because of attention span.
Limitations
It is teacher-centered.
There is no individual attention given to
the learner.
There is limited interaction.
There is little time given for discussion.
It can be monoton
because of dependmedium only.
Participants have n
(apart from walkin
It depends on audiif too long, concen
It can be diversiona
It can intimidate th
submissiveness.
The lecturer does n
learners.
How to Improve the
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
38/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
Regulate speed of delivery to allow note
taking.
Include visual aids to highlight key
points.
Assign participants some short tasks.
Break down into smaller presentations.
Be friendly.
Use humor.
Divide topic betwthan one
Back up lecture
Allow time for ques
Observe audience
and act on feedb
K A TI B A M P YA K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
39/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Visuals refer to items that appeal
to our sense of sight. They can beprojected (e.g. overhead transparencies
and slides) or non-projected
(e.g. pictures, slides, posters).
Steps in Using Visua ls
Secure or prepare well in advance.
Choose relevant topic to use with.
Set up in an appropriate place.
Use aids at appropriate times making
sure you give participants time to see
and understand them.
Explain or discuss the content of the aid.
Advantages
It is time saving onstimulates discussio
It is often captivatin
It enhances creativ
It enhances critical
analysis.
It reinforces oral co
It is decorative of t
It is memorable.
It enhances concen
comprehension.
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
40/84
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
It can be expensive if many materialsare required. It demands creativity tomake ones own.
It can be time-consuming especially inthe selection and making of materials.
How to Improve
Ensure that the visual aids are
appropriate.
Encourage participants to practice what
they have seen.
Use locally available materials to make
the aids.
Audio-visuals re
equipment to tranthrough a combi
and sound e.g.film
conferen
Steps in Using Audio
Determine topic an
audio-visual aids.
Select, secure and p
well in advance.
Test the materials i
layout.
Study the material
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
41/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
Give participants time to see and
understand them. Explain or discuss the content of the aid.
Summarise.
Pack up and store safely.
Advantages
It arouses interest and stimulates
discussion.
It breaks monotony and appeals to morethan one sense and to emotions as well.
It reinforces theoretical learning.
It brings the field into the classroom. It
It simulates reality
convincing and goo
Disadvantages
It is time consumin
It can distract and
It is difficult to use
electricity is not av
special equipment
It may not be effec
language difficultie
It can be difficult to
sensitive or fragile.
Its initial costs can
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
42/84
How to Improve
Set a task for participants to focus theirattention as they watch. Ensure it is
culturally sensitive.
Provide a structure for feedback.
Update the information withadditional input. Provide handouts that
summarizethe information.
Examples of these are: practical
demonstrations, field work, case studies andindividual or group projects.
A case is a real
illustrate certaiproblems and the
examine relatio
variables, open ro
lead to logical
A case can be presente
namely: oral (narration
visual (pictures, slides)
(video,fi
lm).
Steps in Using a Cas
Choose a case that
subject matter.
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
43/84
Design tasks for participants on the case.
Allow participants to go through thecase individually and/or in groups.
Guide plenary discussion of issues from
the case.
Summarise and de-brief.
Strengths of the Case Study Method
It is easy to relate to.
It is illustrative of reality.
It triggers critical thinking.
It contains lessons to learn.
It is problem-solving in nature.
It can be presented
It is useful for discuourselves in a non-
It can be created/c
Limitations of the Ca
It may not be repre
relevant variables.
It can be misinterp
It can be personali
It is time consumin
complicated.
It can lead to specu
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
44/84
Charac teristic s of a Good Case
It should:
be relevant and applicable, short and to
the point.
contain lessons i.e. is didactic.
present variables.
lead to discussion.
be easy to present in different forms.
offer suffi
cient information. be interesting.
not be too technical.
Demonstrations r
real life and practic
the voting process i
Steps in Using Demo
Choose a relevant
Use budget time.
Consider size of yo
Secure required m Set up a demonstra
necessary applianc
Rehearse the demo
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
45/84
Monitor as participants practice.
Draw conclusions with the involvementof participants.
Dismantle and pack up.
Advantages
It builds confidence through practice
and can be fun and participatory.
It shows actual difficulties.
It uses available materials. It is memorable.
It can allow creativity.
It arouses interest.
Disadvantages
It requires a lot of
It may humiliate a
it might be mistake
It could require a l
How to Improve
Ensure participant
groups; the smaller
Ask participants to Instruct carefully a
Assign group leade
Back-up with hand
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
46/84
Examples of creative methods are:
drama;
song and dance;
drawing;
sculptures and models; games;
stories and
role play.
Role play refers t
illustrative dramata specific
Steps in Using a Role
Choose relevant to Discuss the topic a
line and a short scr
Divide roles among
Rehearse the play.
The role play shou
10 minutes.
De-role and de-bri
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
47/84
Disadvantages of Us
It is time consumin
It may sometimes f
message if poorly p
People are initially unwilling to play, wsuccess.
It may be taken for Players run the risk
playacting labels anproper de-roling is
It can be misinterp
It is prone to trivia
Ad vantages of Using the Role Play
It enhances memory. It enhances participation.
It is cheap.
It explores peoples creativity and
imagination.
It enhances understanding. It focuses on specific problems.
It combines learning with fun hencebreaks monotony.
It is useful for exploring complicated,
controversial and sensitive issues.
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
48/84
How to Improve
Allocate enough time for development,rehearsal, presentation and discussion.
De-role participants to avoid stigma.
De-brief to draw relevant lessons.
Debates refer to s
participants are req
opposing viewpoin
the form of pro-co
scenes, value cl
Steps in Using Deba
Choose a relevant
carefully.
Divide participants Give clear instructi
Allow groups time
Hold debate and co
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
49/84
Advantages
It generates many ideas.
It is participatory.
It is lively, interesting and breaks
monotony. It is challenging and
constructive.
It is memorable.
It enhances critical abilities.
It can improve oral communication skills
and reduce inhibitions.
Its spontaneous responses reveal
participants true-self.
It enhances team building
It can be superficia
It may not be conc
It can lead to feelin
may be personalise
How to Improve
Ensure careful cho
motion.
Provide motion in
participants to rese
In de-briefing, disti
and opinion.
Structure carefully.
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
50/84
Group work refers to the
involvement of participants
organised in small groups to
discuss and prepare presentations
based on their discussion.
Steps in Using Group Work
Determine tasks for each group and
instruct carefully.
Divide participants into manageablegroups (about 5-8 members is optimal).
Ensure appropriate spatial arrangementsfor the group work and presentation.
Give groups ample time to go through
groups will present
plenary and allow Allow responses fro
Summarise the ide
Advantages
Enhances participa
Allows the quieter
Allows participants
practice and apply
Enables gathering ideas.
Contributes to team
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
51/84
Reduces domination by individuals and
devolves responsibility from facilitator.
Disadvantages
It is time consuming.
Consensus is not always easy to reach in
a group with diverse views. Participation
of some is limited if information is too
technical.
Some group members take a back seat
especially when it comes to presentation.
It does not work well when the group
is too large and can suppress individual
creativity.
How to Improve
Clearly specify task
Differentiate group
groups are doing th
Regulate group siz
During presentatio
ideas that may hav
group.
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
52/84
Disc ussion p oints
This means talking with learners aboutwhat they experienced during the session.
A review allows you to assess and reinforce
learning. It also allows learners to ask
questions. It may include summarizing what
was said and drawing the groups attention
to key points and issues. Ensure you review
any session that may seem to cause conflict.
The following questi
What did we just d
What was the obje
How did you feel
session?
What did you lear
Do you still have a
Did you learn to dWhat can we do to
session?
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
53/84
Team Fac ilita tion
Civic education is often more fun andless stressful when more than one person
conducts the training sessions.
Advantages of team training:
It enhances learning.
It increases the positive impact of
trainers.
It balances process and content. The trainers complement each other.
It breaks monotony.
Discuss what you e
group.
Divide tasks by day
Share beforehand y
strengthen one ano
Discuss how to evawhole training even
Discuss how to inte
sessions.
Discuss how to ensgroup control etc.
Agree on how to o
problems in the co
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
54/84
Meet at the end of the day to review
progress and plan ahead.
Appreciate each others views.
Respect one another.
Agree to disagree positively.
Do not undermine co-trainers.
Develop each others skills.
Listen to the unsaid messages.
Evaluate and de-brief together.
Give feedback to one another after
sessions.
Share your feelings.
Ac tua l Tra ining
The training event fallphases namely:
The introductory s
started),
The substantive se
and
The evaluation (ge
points on each of t
Getting Sta rted
Depending on the ava
complete introductory
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
55/84
explain the methodology to be used.
familiarise participants with one anotherby including ice-breaking exercises.
distribute workshop resources
to participants and assign them
responsibilities. explain and establish the boundaries and
norms.
The SessionIn the active execution of a session,
there is interaction between and among
the following key elements: participants,
varied training events
are critical for the succ
Content
Have thorough kno
subject.
Deliver in a logical
Preparation
Have resource mat
Carefully plan the
Budget the time so
overloaded or unde
Plan participation.
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
56/84
Attitude
Be ready to learn from participants. Be patient.
Approaches
Use real life examples to reinforce
learning.
Ensure proper use and management of
space.
Understand the participants.
Be creative and flexible.
Write down important content.
Take advantage of experienced
Communica tion skil
Be aware of inapp Talk to people not
Use visual and oth
appropriately.
Clarify abbreviatio
A void vague quest
Games and Exerc ise
In doing participatory of games and exercise
There are various gam
can be used. The educ
games and exercises fr
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
57/84
Ice -breakers: to break barriers and
make participants feel comfortable with
one another.
Warm-ups: undertaken in the morning
to get participants prepared mentally
and physically.
Energizers: done as interludes
to sustain energy levels and break
monotony.
Communication games: to illustrate
aspects of communication.
Games for creativity: to bring out
participants potentialities.
Team building exercises: to create
of gender dimensio
affect our lives.
Games for fun.
Problem-solving
demonstrate appro
problems and whagroup tries to do it
Games for relax
meditation.
Perception gamto show how and w
interpret things the
Games for confl
t d t i
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
58/84
Games for ending an event: to re-
emphasize the purpose of the event and
create a sense of continuity.
A good ga me or exerc ise bears the
following qualities:
Involves everyone in the group. Helps advance the group process.
Creates group synergy.
Creates a conducive atmosphere for
participation and learning.
Provides a common ground for group
experience.
Enhances the democratic spirit of
Is adaptable to diff
contexts.
Usable with a wide
Is gender-sensitive.
Is culturally approp
Breaks monotony.
Caution
When using games
they should not tak
serious business of
they should be slot
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
59/84
Ending
During and at the end of every trainingevent, evaluation should be conducted. The
evaluation can focus on different aspects and
can be done using different methods. Some
key areas of focus in evaluation include:
extent to which objectives have been
achieved.
what participants liked most or least in
the content and process. the appropriateness of methods used.
facilitation skills.
duration of the event.
competencies deve
can participants do
training.
overall organizatioaccommodation, fo
management, adeq
resources used, tran
Some popular meth
are:
Mood meter-a vi
faces expressing dif
against which parti
level of satisfaction
each days work. It
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
60/84
The flash-a one word/phrase
expression on the event.
Pre-test and post-tests- gauge what
changes have occurred in participants
knowledge, skills and attitudes as a result
of the training event.
Self critiques-participants assess
themselves against a set criteria.
Daily evaluation-committee which
collects views and suggestions from other
participants.
Feedback board-participants post
their comments in the course of the
training.
have specific o
indicate exactl
evaluated; be p
be simple and
forward for ea
administration
synthesis of re
creative;
be open and ho
instant results
Whatever the met
evaluation needs t
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
61/84
Short Notice/ Limited Time
Content Delivery
The delivery of the Proposed Constitution
content will often be done in situations
that educators will be invited to makepresentations. Many of these situations
are characterised by limited time, little
knowledge of the audience, the event
purpose, and the audience expectations. An
event of this nature requires the educator
to be extremely sensitive and careful about
many things.
Preparation
Have the entire conyour finger tips.
Prepare talking poi
different small card
be numbered, or ueach talking point
Time each talking
in all talking points
frame.
Always have with y
material i.e. the Pr
the Hand Book, M
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
62/84
Use your presentations during your
self made-long time trainings as
experiments, to help you in timing,
content catch up, interest of participants,
etc.
Do dry-runs as part of practice.
Mind your body and physical frame.
Get to the venue a little bit earlier
than the actual time. It helps you to
acclimatize, build confidence, tidy up,
and makes the organizers at ease.
Presentation
Introduce yourself
you are. Where you
appointing organiz
organization does.
Acknowledge the i
Explain the purpos
Present a summary
present. This helps
expectations of the
use titles of the talk
Get back to the tal
the other.
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
63/84
A Summary Guide
Statement on what a constitution is andwhy it is important.
Statement on where we got our
constitution from and what has
happened to it over time.
The current Constitution, its weaknesses
and the justification for a new one.
Past attempts to review the Constitutionup to where we are now.
The Proposed Con
i. Initialfirstfive chrest of the Constit
individual and peo
ii. The structures.
Functions of the n
Functions of devol
The referendum an
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
64/84
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
65/84
33Section ThreeDelivery TopicsIntroduction
Sessions
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
66/84
Objectives
Introduce yourself and your intention.
iii. Relate what you ar
happening country
Session Objectives
To enable the parti
the session (s).
To enable the educ
participants expec
3Section Three
Session 1:Introd uc tion a nd Bac kground Information
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
67/84
To enable the participants appreciate
and understand what a constitution is
and why it is necessary.
To help participants understand how
constitutions are made.
To help participants understand what
has gone into the constitution making
process.
To enable the parti
what is required of
all the sessions.
To let the educator
introduce themselv
To enable the parti
the session.
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
68/84
Session 1: Introduc tion and Background Information
Identify the o rga ns and desc ribe the
proc ess of the Proposed Constitution.
Connec t the need for change to the
constitutional history.
Indicate the weaknesses in the c urrent
Constitution.
Outline what the proc ess expec ts of
them.
Objective
Content
The o rgans and their roles in the review
process.
Meaning and importance of
- Conferences
- Commissions/com
- Parliament, etc .
Constitution ma king
elements/ landma rksand c olonial).
Independence Cons
- Background
- Ma in features/ Prov
- Amendments.
The c urrent Constitut
- Ma in provisions
- Challenges
- Need for change.
Att t d f
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
69/84
Session 2: The Proposed Constitution
Objec tive Content
Explain the found ation and the
ove rall framework of the Proposed
Constitution.
Explain the extent to which theProposed Constitution departs from
the current Constitution.
Identify the potential benefits the
Proposed Constitution has for the
people.
The foundation o
Constitution.
The set p rinc iple
proposes to ac hThe p ream ble, so
suprema cy of th
National Values.
The Rep ub lic .
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
70/84
Objective
Content
Session 4: Bill of Session 3: Citizenship
Explain c itizenship a nd ways of
becoming a Kenyan c itizen.
Explain how c itizenship c an be lost.
State the rights and ob ligations of
citizens.
Objective
Content
Expla in and de
rights are.
State why hum
Explain how thimp lemented
Show the limita
List the rights a
freedoms prov
Constitution. Prior c itizenship status
Birth
- Born of both or either of the pa rents
who are c itizens by b irth.
- 8 year child of unknown pa rentage
found in Kenya .
Definition of hu
Imp ortanc e o f
rights.
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
71/84
Session 5: Land
App rec iate land as property and
subjec t to property rights.
Identify different land tenure/ ownership
arrangements.
Apprec iate that ad ditional leg islation
will be d one to take care of land use
questions.
Objective
Content
Land be longs to the peop le
collectively.
Interest on land classified as:
- Public land
- Comm unity land
Objective
Content
Session 6: Elec tio
define need and
know e lec tion s
know voter requ
General elec tio
involve.
- Timing of gen
- All offices to belections.
Voter registratio
Voter eligib ility.
IEBC
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
72/84
Session 7: Politic a l Parties
Explain what po litical parties are.
Outline the role of politica l parties.
Explain what is required of politicalparties.
Explain how po litical pa rties are
funded.
Objective
Content
Definition of political parties.
Forma tion and registration of politica l
parties.
Role of political pa rties.
Objective
Content
Session 8: The Nati
Desc ribe a nd a
system of gover
structure.
Desc ribe the rol
gove rnment an
Exp lain the relat
struc tures and t
Discuss the rela
ba lances betwe
Principles of go
Role o f Governm
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
73/84
Session 9: Parliament
Expla in the p urpose a nd need for two
chambers of Parliament.
Identify the number, the processes and
the need for various categ ories andPlaye rs in the two Houses.
Illustrate the processes used by the two
chambers of Parliament.
Objective
Content
The two Houses.
Composition.
Eligibility.
Electoral b oundary/ qua lification
Session 10: Exe
Expla in and ap
composition a
Executive.
Exp lain and doc cupancy of
the Exec utive.
Objective
Content
Offices within
Roles, oc cupa
The President- functions- election- eligibility
ass mption
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
74/84
Objective
Content
Session 12: Pub lSession 11: Jud ic iary
Explain and discuss the p rinc iples of
the judic ial system.
Describe the c ourt system.
identify court Levels.
Objective
Content
Discuss and e
pub lic service
exp lain the va
pub lic service
Judic ial func tions/ authority.
Structure/ leve ls of courts.
Func tions of each level.
Relationship b etween the levels.
The tribuna ls.
The trial p roc esses
Nature o f pub
Applica tion of
Lea dership an
Conduc t of pu
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
75/84
Objective
Content
Session 14: Other NSession 13: Nationa l Financ e
Identify the source of national
government revenue.
Exp lain the princ iples of Public
Finance.
Objective
Content
Explain how constitut
are established and
Desc ribe the func tion
and Independent Offi
Sources of nationa l gove rnment
revenue.
The Consolidated Fund.
National annual estimates and
budget approval processes.
Expend iture c ontrols and a udit.
The Attorney Genera
Direc tor o f Public Pro
National Security Ser
Controller of Budget. Auditor-General.
Commissions
- Kenya National
Human Rights and
E lit
-
-
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
76/84
Objective
Content
Session 16: CouSession 15: Devolved Governments
Explain the princ iples of devolution.
Explain the structures and functions of
the counties.
Explain elec tion proc esses and how
county p ositions are filled.
Objective
Content
Explain the es
of the county
The purpose a nd justification/rationale
of county governments.
Structure of counties.
Func tions of c ounties.
Overlap ping functions be tween the
Composition o
Qualifications
Role of the as
County legisla
legislation.
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
77/84
Objective
Session 18: CountiSession 17: County Executive
Explain the establishment of the
county executive committee.
Objective
Content
Explain the role o
service.
Identify the sourc
counties.
Composition.
The county governor/deputy
governor.
i) role
ii) election
iii) vacancy/removal.
Content
County staffing .
Sources of county
Share of the natio
Management of
Controls and aud
C O M M I TTE E O F EX P ER TS O N C O N S TI TU TI O N A L R EV I E W
-
8/9/2019 Coe Civic Education Manual
78/84
Objective
Content
Session 20: AmSession 19: Transition
Identify areas of transition.
Exp lain transition p roc esses and
activities.
Objective
Content
Explain how th
amended in f
Governanc e until 2012 elec tions.
Leg islation to be ma de.
Judic ial p rocesses.
Provinc ial Administration.
Local Authorities.
Meaning of am
Sources for am
Constitution.
- Parliament
- Pop ular init
- Referendum
K A TI B A M P YA , K EN Y A M O J A FA C I L I TA TO R S
-
8/9/2019 Coe Civic Education Manual
79/84
Session 21: Referendum
Expla in the need for the peop les
pa rtic ipation in Constitution mak ing.
Discuss the referendum question.
Discuss the referendum proc ess.
Objective
Content
Definition of a referendum.
Differenc e between a referendum a ndelections.
Conduc t of the referendum.
Date of the referendum.
Th lli
Notes
-
8/9/2019 Coe Civic Education Manual
80/84
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Notes
-
8/9/2019 Coe Civic Education Manual
81/84
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Notes
-
8/9/2019 Coe Civic Education Manual
82/84
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
-
8/9/2019 Coe Civic Education Manual
83/84
COMMITTEE OF EXPERTS ON C ONSTITUTIONA L REVIEW
Delta House Waiyaki Way, Westland s
P.O. Box 8703 00200 Nairobi
Tel: 020 444 32 14/15/ 16, 252 7152; Fax: 020 444 32 11/ 252 6959
info@co ekenya.go .ke
-
8/9/2019 Coe Civic Education Manual
84/84
www.coekenya.go.ke