Plan international training report

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Training Report
Siaya Children Assembly Leaders Workshop
Training Conducted at Care for Earth Community Centre
5th
-9th
December 2016
Training was organized By: Plan – International
Facilitation and Report Developed by: Michael Odongo –OPAD East Africa

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Table of Content
Introduction ..................................................................................................................................................4
DAY ONE:.......................................................................................................................................................5
Climate Setting..........................................................................................................................................5
Rules for the Workshop ........................................................................................................................5
Responsibilities .....................................................................................................................................5
Topic: Creative Thinking, Innovation & Problem Solving in Addressing Issues affecting Children’s Rights
in Siaya County..........................................................................................................................................5
The Tool used for Day One Training “THINKING HATS”........................................................................5
Children Question: What is Thinking Hats methodology in Debate and why should we use it as
Children Ambassadors in our Assemblies?...............................................................................................6
THE HATS...................................................................................................................................................6
WHAT EACH HAT STANDS FOR .................................................................................................................6
White Hat..............................................................................................................................................6
Yellow Hat.............................................................................................................................................7
Green Hat..............................................................................................................................................7
Black Hat ...............................................................................................................................................8
Blue Hat.................................................................................................................................................8
Red Hat..................................................................................................................................................9
HOW TO USE THINKING HAT IN A DISCUSSION......................................................................................10
Guiding Principles: ..............................................................................................................................10
DAY TWO:....................................................................................................................................................11
Recap.......................................................................................................................................................11
LEGAL FRAMEWORKS IN ADDRESSING ISSUES OF CHILDREN ................................................................11
International Instruments Addressing the Protection Of Children Rights..............................................11
NATIONAL LEGAL FRAMEWORKS............................................................................................................11
Constitution of Kenya, 2010................................................................................................................11
Children’s Act, 2001............................................................................................................................12
Penal Code Chapter 63 Laws of Kenya................................................................................................12
Sexual Offences Act 2006....................................................................................................................12
HIV & AIDS Prevention and Control Act 2006.....................................................................................13
Counter-Trafficking of Persons Act 2010............................................................................................13

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Marriage Act 2014 ..............................................................................................................................13
Protection against Domestic Violence Act 2015.................................................................................13
MORE LAWS............................................................................................................................................13
National Police Service........................................................................................................................13
Judiciary ..............................................................................................................................................14
DAY THREE: .................................................................................................................................................15
Recap.......................................................................................................................................................15
Communication and Public Speaking Skills.............................................................................................15
PHOTO GALLERY..........................................................................................................................................17
Different Group Photos...........................................................................................................................21

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Introduction
This report contains deliberations of Siaya County Children Assembly which took place at Care for The
Earth Community Centre in Bondo – Siaya County. A Three Days Capacity Building workshop used
Beneficiary Led Learning [BLL] which is the methodology that allows the learners to Pick Topics of
Discussion based on the most persuasive need. The Topics shared therefore during the three Days
Capacity Building workshop was selected by the Children leaders themselves. This was made possible by
harmonizing the Expectations of the Children during climate setting stage.
The following three Topics emerged as the most persuasive for the Children during harmonization of
Expectations.
1. From the expectation of the children leaders, it emerged that they wanted to have Skills for
Constructive engagement with their peers as leaders. This quest helps the entire team through
technical assistance from the facilitator to develop the Question that guided discussion on day
one. The Children were given time and developed their Key Question as follows “We want the
skills that can help us generate new ideas by framing constructive discussions as Children
Leaders in Our County Assembly”. The Facilitator then agreed with the children to give his
presentation on Creative Thinking, Innovation and Problem solving in addressing issues
affecting children’s rights in Siaya County to be the topic for discussion for day one. The Tool
the facilitator used in Day one Session was “THINKING HATS”
2. The Topic which emerged as the favorite for second Day was “ Looking at the legal instruments
protecting the rights of children around the world and more specifically Kenya”
3. The last but not least Topic for the third Day was “Understanding Practical Ways of
Communication, looking and the challenges, setbacks and best ways of improving Public
Speaking Skills.”
The three Days Capacity Building Workshop was financially supported by PLAN –INTERNATIONAL Bondo
office. The Facilitation and Report Development was done by Michael Odongo Ojuang from Organization
for Poverty Alleviation and Development – East Africa [OPAD-EAST AFRICA]

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DAY ONE:
Climate Setting
The workshop was brought to order by allowing the children to do self-introduction and setting the
workshop rules. The format for self-introduction was [Name, sub-county, name of the school, leadership
role within the Children Assembly and lastly Expectation.
Children leaders introduced themselves following the guideline. The team also set rules, norms for the
workshop and Responsibilities.
Rules for the Workshop
1. Start and end with a word of Prayer
2. Keep time
3. Be organized
4. Active Participation
5. Respect each other opinion
Responsibilities
The participants also set following responsibilities among themselves to help in the smooth running of 3
days training.
1. Team leader
2. Spiritual leader
3. Energizer
4. Welfare officer
Topic: Creative Thinking, Innovation & Problem Solving in Addressing Issues affecting Children’s Rights
in Siaya County
The Tool used for Day One Training “THINKING HATS”
The Facilitator took time and explained what THINKING HATS by first clarifying its origin. The facilitator
explained that the notion of six thinking hats and its technique was popularized in the book Six Thinking
Hats by (Edward De Bono 1985). It is a simple and effective system that increases productivity.
There are six metaphorical hats and each defines a certain type of thinking. You can put on or take off
one of these hats to indicate the type of thinking you are using. This putting on and taking off is
essential, because it allows you to switch from one type of thinking to another.
During the discussion the children pursue to know more about “The Thinking Hats” by asking the
Facilitator the question below.

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Children Question: What is Thinking Hats methodology in Debate and why should we use it as
Children Ambassadors in our Assemblies?
The Facilitator further explained to the Children leaders that “Thinking Hats” allow a range of different
viewpoints and perspectives to be brought into a discussion, whilst still keeping the focus on the issue at
hand. It’s a technique which can be used to encourage people to look at a topic from a number of
different perspectives, making what might be a very complex issue a stimulating focus point for
conversation. The team learns how to separate thinking into six clear functions and roles, getting them
to look at all sides of an issue. Structuring the conversation around these different viewpoints helps
avoid endless, free flowing debates around topics, and instead helps create a meaningful, focused
discussion.
The Children Leaders were informed that each “Thinking Hat” is a different theme, which indicates a
particular viewpoint. In a group setting all team members think about a topic using the range of hats,
helping them focus on the topic from each viewpoint at a time. This also helps getting contributions
from all team members. This range of viewpoints can uncover new ways to address a particularly
difficult problem, for instance by making an overly familiar issue feel ‘strange’ again, and it helps teams
to develop a shared understanding.
The principle behind the 'Six Thinking Hats' is parallel thinking which ensures that all the people in a
meeting are focused on and thinking about the same subject at the same time. In this system, thinking is
divided into six categories with each category identified with its own colored metaphorical 'thinking hat'.
THE HATS WHAT EACH HAT STANDS FOR
White Hat
White Hat
Calls for information known or needed – gathering just the facts. The white hat
covers facts, figures, data and information. Too often facts and figures are
embedded in an argument or belief. Wearing your white hat allows you to present
information in a neutral and objective way.
Questions you might ask while wearing your white hat include:
 What information do we have here?
 What information is missing?
 What information would we like to have?
 How are we going to get the information?
Key Points:
 Includes reporting and listening
 Range of accuracy.
 Assessing relevance.
 Dealing with conflicting information.
 Will not do your thinking for you.
 Separating fact from speculation.
When you put on your white hat, you focus directly on the information – what is

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available, what is needed, and how it might be obtained. Proposals, opinions,
beliefs and arguments should be put aside.
Yellow Hat
Yellow Hat
Calls for optimism, positive aspects. The yellow hat is for optimism and the logical
positive view of things. Wearing the Yellow Hat allows you to look for benefits,
feasibility and how something can be done.
Questions you might ask while wearing the Yellow Hat include:
 What are the benefits of this option?
 Why is this proposal preferable?
 What are the positive assets of this design?
 How can we make this work?
Key Points:
 Value sensitive.
 Concept sensitivity.
 Interest.
 Needs effort.
 Re-enforces creative ideas, new directions.
 May use common frames of value (competitive advantage, quality,
savings, etc).
Yellow hat thinking is a deliberate search for the positive. Benefits are not always
immediately obvious and you might have to search for them. Every creative idea
deserves some yellow hat attention.
Green Hat
Green Hat
Focuses on creativity, possibilities, alternatives and new Ideas. It is an opportunity
to express new concepts and new perceptions – lateral thinking could be used here
The green hat is specifically concerned with creating new ideas and new ways of
looking at things:
• creative thinking
• Additional alternatives
• putting forward possibilities and hypotheses
• interesting proposals
• new approaches
• provocations and changes
Typical questions include:
 Are there any other ideas here?
 Are there any additional alternatives?
 Could we do this in a different way?
 Could there be another explanation?
Key Points:
• Deliberate search for alternatives:

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- Well known or logical.
- Direct modifications or variations.
- Unique ideas.
• Also used for modifying ideas or removing faults.
• Encourage lateral thinking.
The Green Hat makes time and space available to focus on creative thinking. Even
if no creative ideas are forthcoming, the green hat asks for the creative effort.
Often green hat thinking is difficult because it goes against our habits of
recognition, judgment and criticism.
Black Hat
Black Hat
Signifies caution and critical thinking – do not overuse!
It focuses on Why something may not work [Judgment, caution and evaluation].
Wearing the black hat allows you to consider your proposals critically and logically.
The black hat is used to reflect on why a suggestion does not fit the facts, the
available experience, or the system in use.
Wearing your black hat you might consider the following:
• Costs. (This proposal would be too expensive.)
• Regulations. (I don't think that the regulations would allow … )
• Design. (This design might look nice, but it is not practical.)
• Materials. (This material would mean high maintenance.)
• Safety issues. (What about handrails?)
Key Points:
• Same information can appear under the white and Black hats.
• Don’t try to solve problems raised under the Black Hat.
• Valuable and necessary hat – be thorough and ruthless when using it.
• A serious problem if overused.
Mistakes can be disastrous. So the black hat is very valuable. It is the most used hat
and possibly the most useful hat. However, it is very easy to overuse the black hat.
Caution, used too early in the problem solving process, can easily kill creative ideas
with early negativity.
Blue Hat
Blue Hat is used to manage the thinking process. It ensures that the 'Six Thinking
Hats' guidelines are observed.
Controlling the sequence of thinking: - The blue hat is the overview or process
control. It is for organizing and controlling the thinking process so that it becomes
more productive. The blue hat is for thinking about thinking. In technical terms, the
blue hat is concerned with meta-cognition.
Wearing your blue hat, you might:
• Look not at the subject itself but at the 'thinking' about the subject.

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Blue Hat
• Set the agenda for thinking
• Suggest the next step in the thinking, " I suggest we try some green hat thinking
to get some new ideas"
• Ask for a summary, conclusion, or decision, "Could we have a summary of your
views?"
Key Points:
• Usually the role of the discussion leader.
• Could be any participant.
• Used for directing requests for different types of hats.
• Most difficult to use skillfully (takes practice!)
Red Hat
signifies feelings, hunches and intuition - the place where emotions are placed
without explanation
The red hat covers intuition, feelings, hunches and emotions. Usually, feelings and
intuition can only be introduced into a discussion if they are supported by logic.
Often, the feeling is genuine but the logic is spurious.
Wearing the red hat allows you to put forward your feelings and intuitions without
the need for justification, explanation or apology. Putting on the red hat, you
express what you feel about the project. Examples:
• My gut-feeling is that this will not work.
• I don't like the way this is being done.
• This proposal is terrible.
• My intuition tells me that prices will fall soon.
Key Points:
• Full permission to express feelings & intuition.
• Can change.
• Use to make a decision.
• Use to check a decision.
• Not supposed to be correct or logical.
• Not always reliable but an ingredient in thinking.
The red hat allows feelings to come into the discussion without pretending to be
anything else. It is always valuable to get feelings out into the open.

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HOW TO USE THINKING HAT IN A DISCUSSION
There are two ways of using the Thinking Hats:
1. Everyone ‘wears’ the same hat at the same time. Choose one of the hats and ask everyone to
contribute to the discussion from that hat’s point of view. Each of the six hats is used to discuss an issue.
2. Everyone ‘wears’ a different hat and the topic is discussed from multiple points of view. All hats need
to contribute sufficiently to the discussion. Hats can be switched around during the discussion, forcing
people to look at the issue differently. Both approaches help teams to engage in critical discussions.
The hats break up the conversation into focused parts that can be conducted one after the other,
instead of simultaneously.
There is no correct order for which hat comes first or last, but for the first few times, it may be easiest to
use the sequence as indicated on the worksheet (from factual to management). The use of these hats
may seem artificial at first, but once you go through the exercise a few times, the advantage becomes
evident.
The facilitator reminded the children that when conducting their discussion and ‘hats’ are not
appropriate for the situation they can use T-shirts, badges, or cards with the themes of the hats on them
Guiding Principles:
 Use the hats to direct attention, not to categorize existing thinking.
 Focus the thinking – only one hat at a time.
 Don’t have to use all the hats, and can use a hat more than once.
 No debate or argument - brainstorm.
 Generally begin and end with the Blue Hat.
 Red Hat generally very brief.
 Maintain a brisk time discipline (ie 3-4 minutes per hat). This forces thinkers to focus and
prevents rambling.
 If you need help to stimulate ideas or creative thinking, consider using a ‘Random Word’ (refer
last slide).

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DAY TWO:
Recap
The Day started with a word of Prayer followed by reports for leaders’ assigned duties in the workshop.
Lastly each participant shared what they learnt yesterday in day one. After the recap, the facilitator was
given the chance to take over the session.
The facilitator introduces the topic for the day which was:-
LEGAL FRAMEWORKS IN ADDRESSING ISSUES OF CHILDREN
The Facilitator shared with the children Leaders some of the History on how children were subject to
numerous abuses around the world. These types of abuses propelled the discussions at the international
levels which gave birth to different international instruments and conventions listed below:-
International Instruments Addressing the Protection Of Children Rights
 United Nations Conventions on the Right of the Child (UNCRC)
 African Charter on the Rights and Welfare of Children (ACRW)
 Optional protocol to the UNCRC on the involvement of Children in Armed Conflict
 ILO convention No. 182 Elimination of Worst Forms of Child Labour
 Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children
The Convention on the Rights of the Child is the most rapidly and widely ratified international human
rights treaty in history. The Convention changed the way children are viewed and treated – i.e., as
human beings with a distinct set of rights instead of as passive objects of care and charity. The
unprecedented acceptance of the Convention clearly shows a wide global commitment to advancing
children’s rights.
Africa is the only continent with a region-specific child rights instrument. The African Charter on the
Rights and Welfare of the Child (ACRWC) is an important tool for advancing children’s rights. While
building on the same basic principles as the UN Convention on the Rights of the Child, the AU Children’s
Charter highlights issues of special importance in the African context.
NATIONAL LEGAL FRAMEWORKS
At the National Level, Kenya has enacted several legislations that are very instrumental in protecting the
rights of children. Some of those legislations include:-
Constitution of Kenya, 2010
The Constitution at the Preamble: Affirms the country’s commitment to nurturing and protecting the
well-being of the individual, the family, communities and the Nation. It Guarantees every person the
right to freedom and security of the person, which includes the right not to be subjected to any form of
violence from either public or private sources (Article 29 (c)) and subjected to torture in any manner
whether physical or psychological (29(d)).
The Constitution also Guarantees every child the right to be protected from abuse, neglect, harmful
cultural practices, all forms of violence, inhuman treatment and punishment (Article 53 (1) (d))

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Mandates the Parliament to enact legislation providing for the protection, rights and welfare of victims
of offences (Article 50 (9)).
Chapter 4 contains bill of Rights which provides for the protection and safeguards of fundamental rights
and freedoms including those of children
Art 53 (1) provides the rights of children section (2) provides that a child’s best interests are of
paramount importance in every matter concerning the child
Children’s Act, 2001
Gives effect to the principles of the Convention on the Rights of the Child and the African Charter on the
Rights and Welfare of the Child. The Act Guarantees children (both girls and boys) the right to protection
from physical and psychological abuse, neglect and any other form of exploitation including sale,
trafficking or abduction (Section13). It protects children from female circumcision, early marriage or
other cultural rites, customs, or traditional practices which are harmful to the child’s development.
It also protects children against discrimination on any ground including sex, religion, creed, custom,
language and other status among others. It prohibits sexual exploitation of children as well as actions
that expose children to torture or cruel or inhuman treatment such as circumcision or child marriages
(Section 14).
It brings together in one law a range of issues concerning children such as:-
 Guardianship, fostering and custody, adoption, maintenance, care and protection,
 Administration of children's institutions
 Rights and responsibilities of children
 The roles of government and parents in promoting the rights of the child
Penal Code Chapter 63 Laws of Kenya
It prohibits simple assault as well as assault which results in bodily harm (Sections 250 and 251). It also
Prohibits conspiring to defile a girl, woman, boy or man and further prohibits permitting through any
means any person from having unlawful carnal knowledge of any such person (Section 157). It Creates
offences against morality and includes penalties for defilement detention of females for immoral
purposes (Section 151). It criminalizes male persons living on earnings of prostitution or soliciting and
women living on earnings of prostitution or aiding, abetting the same. It prohibits detaining a person for
the purpose of having unlawful sexual connection or in a brothel including preventing a person from
leaving by withholding their clothing or any clothing from them (Sections 162,163 and 166). It
criminalizes the spread of any infection or disease that is dangerous to life. It protects children from acts
or omissions which amount to child abuse, including:- assault, abduction, kidnapping, etc and prescribes
a penalty against any person found guilty of such offences
Sexual Offences Act 2006
Makes provision about sexual offences, their definition, prevention and the protection of all persons
from harm from unlawful sexual acts, and provides for minimum sentence for offences.

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Prohibits different types of sexual violence committed against men, women and children, including
attempted rape, rape, sexual assault, indecent acts, defilement, gang rapes, sexual harassment, child
pornography, child prostitution, child sex tourism, exploitation of prostitution, incest, deliberate
transmission of HIV including other life threatening sexually transmitted diseases, and cultural and
religious offences (Sections 3, 5, 8, 10, 20, 21, 26, and 29)
HIV & AIDS Prevention and Control Act 2006
Seek to create public awareness on causes, modes of transmission, consequences and means of
prevention and control of HIV and AIDS. Protects the rights of the infected and affected and prohibits all
forms of discrimination against PLHIV and AIDS or those perceived or suspected to have HIV and AIDS.
(Sections 31 (1) and (32))
Counter-Trafficking of Persons Act 2010
Sets out the definition of trafficking of persons and exploitation and explains particular instances of
trafficking which include acquisition of travel documents by entry and exit into the country and
particularly promotion of child trafficking.
Marriage Act 2014
Sets a mandatory minimum marriage age of 18 years for both parties to a marriage and considerers void
any marriage contracted with a person below the minimum age (Section 4)
 Identifies offences related to marriage and sets penalties
 Prohibits inducing consent to marry by coercion or fraud
 Prohibits marrying a person below 18 years
Protection against Domestic Violence Act 2015
 Recognizes domestic violence, in all its forms, is unlawful behavior
 Makes provisions to ensure that, where domestic violence occurs, there is effective legal
protection for its victims
 Empowers the police to take action against domestic violence
 Empowers the courts to make orders to protect victims of domestic violence
 Empowers the survivor and other individuals and institutions to take action against domestic
violence.
MORE LAWS
 Witness Protection Act 2006; Makes provision for the protection of witnesses in criminal and
other proceedings.
 Victim Protection Act 2014; Seeks to protect the dignity of victims through various victim
support services including health, psycho-social, legal and economic support
National Police Service
 Professional investigation of Gender Based Violence cases
 Collection and preservation of evidence/exhibits
 Maintaining chain of evidence

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 Presentation of evidence for court use
 Apprehending perpetrators
 Witness/Survivor protection
 Actively listen to the survivors
 Provide referrals to the survivors
 Escort the survivors to health facilities when necessary.
 Provide services free of charge
 Support the survivors in courts
 Maintaining confidentiality in collection of data, documents, and data analysis.
 Capacity building for police force
 Create an independent unit to address Gender Based Violence
 Preserve and escort evidence to the government chemist department for analysis and collect
the evidence submitted after analysis
 Enhance security during volatile times like electioneering period
Judiciary
 Timely trial and determination of Gender Based Violence cases
 Ensure access to justice for Gender Based Violence Survivors and victims’ is Establishment of
victim friendly courts,
 Facilitation of witness attendance by providing witness expenses,
 Maintain register for pro bono representation,
 Ensure that access to justice is expeditious.
 Physical infrastructure including accessibility of courts including GBV specific courts
 Ensure that courts are friendly to Gender Based Violence victims and survivors Maintain and
update pro bono lawyers register
 Develop compendium of laws and cases, digests.
 Provide effective sanctions and enforcement for example in event that protection order is
breached
 Ensure legal aid e.g. presence of pro bono lawyers for victims and survivors
 Ensure access Sexual Offenders registers by judges and magistrates
 Ensure the establishment of Gender Based Violence internal policies.

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DAY THREE:
Recap
The Day started with a word of Prayer followed by reports for leaders’ assigned duties in the workshop.
Lastly each participant shared what they learnt in day two. After the recap, the facilitator was given the
chance to take over the session and share about Communication and Public Speaking Skills.
Communication and Public Speaking Skills
This session was participatory. Children leaders were given task to develop a speech and give their
presentation to all the participants. This was done to help them evaluate each other’s presentation
skills, make comments and suggestions of improvement.
The children leaders did the task and came out with the following presentations.
Name and School Theme of Presentation Remarks from the Team on the
presentation
Evans Muga
Ugunja Sub County
Rangala Boys High
School
17 years
Corporal Punishment His Presentation was good. The Team
identified that he was not maintaining eye
to eye contact with the audience.
He was advised to practice making eye
contacts when giving speech or talk.
Peninah otieno
Alego Sub County
Township High School
17 years
Children living with HIV Her presentation was good, she was trying
to maintain eye contact though she was
nervous
Akoth Sarah
Gem Sub County
Nyamira Girls High
School
14 year
Restriction Against Children Her presentation was good; she did not
maintain eye contact. Her theme was so
broad and need more elaboration “the
Word Restriction was too broad”.
Meryl Awino Aluodo
Bishop Okoth Girls
Mbaga
15 years
Lack of Parental love due to
ignorance and
misunderstanding
The group agreed with her presentation
but identified that she was nervous; she
was also not maintaining eye contacts.
Ruth Akinyi
Gem Sub County
Sega Girls High School
17 years
The Rights of Disabled Children Her presentation was good. Although she
did not observe eye contact, her
presentation also revealed that when
making some speeches and appeal it is
important to do more research on what
has been done.
Hellen Arum
Bondo Sub County
Nyamonye Girls High
School
17 years
Protection of the Girl Child
from Early Marriage
Her Presentation was good, she need to
work on eye contact.
Yvette Amondi
Bondo Sub County
Child Abuse Her Presentation was good, though she
gave examples which are not relevant to

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Bridge International
Academy
15 years
Siaya County case. E.g. she gave her
presentation on Kilifi children abuse and
issue of FGM.
The team learnt that it is important to
focus in the problems affecting children
within the locality.
Jenipher Marion
Onyango
St. Mary’s Lwak Girls
High School
14 years
Defilement Her presentation is precise and straight to
the point. She was encouraged to maintain
eye contact with audience
Fidel Otieno
Ugunja Sub County
Simenya Secondary
School
16 years
Early Marriages His presentation was good researched. He
was distracted with pen and was not focus
to the audience. The team learnt that
when making speech they should not carry
so many things to the stage e.g. pen and
papers not useful.
Lilian Achieng
Gem Sub-County
Lwak Girls High School
17 years
Orphan Children Her Presentation was well researched. Like
all other presenters, she needs to work on
eye contact with the audience.
Faith Atieno Oduor
Ugenya Sub County
Lugulu Girls Secondary
School
14 years
Defilement Her presentation is precise but her voice
was low she was encouraged to talk loud
enough to be audible to her audience
Odhiambo Elifet Ouma
Ugenya Sub County
Maliera Primary School
15 years
Drug Abuse Perfect presentation. His voice was loud
enough. He was encouraged to Keep it up.
Byron Onyango
Bondo Sub County
Pap-Lela Primary School
13 years
The Role of Police in Protecting
Children’s right
His presentation was good, he had
confidence but in some areas his speech
was reproachful to police on issue of
corruption. The team therefore learnt that
when influencing those in authority to play
role, our speech or pleas should not be
reproachful.
Brian Ochieng
Odhiambo
Bondo Sub County
Gobei Primary School
16 years
Rights and Responsibilities Perfect presentation. His voice was loud
enough. He was encouraged to Keep it up.
Joseph Otumba
Rarieda Sub County
Usenge Boys High
End Violence Against Children Perfect presentation. Was encouraged to
work on his composure

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School
17 years
Ochieng Brian
Ugunja Sub County
Simenya Primary School
15 years
School Dropout among children Perfect presentation. Was encouraged to
maintain eye contact with audience
PHOTO GALLERY
Children doing a role-play of Mirror – Mirror on the wall; this was to help them understand that what
we do or give the society is what we get back. Just like our reflection on the mirror.

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The Children leaders discussed different topics ranging from what children can do to help fellow children
and what adults should do to help children whose rights are being abused.

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Children sharing their Experience as they do group work on different topics during capacity Building
Children leaders learning from Each other through Experience Sharing

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Children Role plays as an element of Communication

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Constructive Engagement for creative thinking and Problem solving
Different Group Photos
The Siaya Assembly Leaders joining 4th
form next year 2017 with their Mentors Charles and Collins
standing behind

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The Team that will be joining Secondary School Next Year 2017
A Collective Group Photo:

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