| dc.description.abstract | Since 1963, this study looked at the role of civil society organizations in advancing democratic education in Kisumu County's rural districts. Although this group comprised the majority of individuals in Kisumu County, little is known about the effects of democratic education on them. Civil societies have been involved in democratic education in the County since independence, using a variety of methods and strategies. However, these interventions appear to have had limited positive effects on the level of democratic awareness in rural areas, owing to the difficulty of achieving and maintaining 'deep-seated' democratic values such as political tolerance. The purpose of this study was to look into the activities of civil society organizations in promoting democratic education, to assess how democratic education encouraged citizens to participate in politics, and to look into the challenges civil society organizations faced in providing democratic education in Kisumu County's rural areas. The research was significant in that it highlighted the role of democratic education in the promotion of democratic principles, knowledge, and political consciousness among the general people. It was important in increasing the inclusion of rural inhabitants in empowerment as democratic participants and for practitioners who wanted information about the level of civic consciousness among rural citizens. The study was led by the Social Capital Theory, which said that a network of civil society and citizen organizations served to sustain civil society and community interactions in a way that fostered citizen trust and collaboration, as well as a high degree of civic engagement and participation (Newton, 2001). Four rural constituencies (Nyakach, Seme, Muhoroni, and Nyando), five political parties (ODM, KANU, Ford Kenya, Amani Congress, and Wiper party), six civil societies, County Assemblies delegates, and six CBOs were chosen using purposive sampling. From the 18 wards in the County constituency, a purposive sample technique was also utilized to pick 5 wards (West Seme, East Kano, Ombeyi, North Nyakach and South West Nyakach). Key informant interview guide, focus group discussion guide, archival documents, and observation list were among the research instruments. Members of County Assemblies, Local Church Leaders, Clan Elders, Party Officials, Civil Society Officials, and Community Based Organization Officials were interviewed using an interview guide. The National Archives and government records provided archival information. Secondary information was acquired from a variety of sources. The data was analyzed using thematic data analysis, and the results were presented in a narrative format. The study found that civil society organizations and government agencies, particularly the Independent Electoral and Boundary Commission, provided democratic education to Kisumu County's rural residents through activities such as awareness raising, lobbying, advocacy, training, capacity building, and peace reconciliation via seminars, confrontational approaches, church sermons, workshops, and the use of the media. Citizens were able to develop an interest in not only local community concerns, but also national affairs, thanks to democratic education programs. The quest of justice was aided, as was the internalization of the constitution. Lack of funds, political interference, donor conditionality, competition among organizations for donor funding in project activities, and high expectations from participants were some of the major challenges that CSOs faced in promoting political awareness and democratic knowledge in Kisumu County's rural constituencies. Given the importance of democratic education to Kenya's political and democratic development agenda, the study recommended that democratic education be made available to all citizens through public meetings, workshops, and the media throughout the country, as it played a key role in fostering good governance at all levels. The study concluded that participatory approaches should be employed, the trainer should be educated and fascinating and multiple exposures to democratic sessions should be encouraged in order to achieve effective democratic education. Furthermore, CSOs should be provided with an enabling atmosphere in which to develop. | en_US |