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The Institute for Development Studies (IDS), University of Nairobi, with funding from the Hivos Southern Africa Regional SRHR Fund, undertook a research project that focused on the

The Institute for Development Studies (IDS), University of Nairobi, and three other collaborating institutions were awarded a two-year grant (2020-2022) by Carnegie Corporation of New York titled 'Decentralisation, inclusive citizenship, and the governing elites in Africa and the Arab Region.' The Project<

The Institute for Development Studies (IDS), University of Nairobi is implementing a multidisciplinary and multiregional research project on critical challenges that are appearing across traditionally defined regions. The Project titled "For transregional research on decentralization, inclusive citizenship and governing elites in Africa and the Arab region"  is funded by the Carnegie Corporation of New York.

The Conference on Kenya’s Good Governance Moment, At Home, Regionally and Globally was organised by Wilton Park and the Institute for Development Studies (IDS), University of Nairobi, with the support of the Foreign, Commonwealth, and Development Office (FCDO) in Kenya. This virtual meeting was held on two separate days; Monday 15 and Friday 19 March 2021, from 1030-1330 GMT/1330-1630 EAT.

Kenya’s devolved system seeks to strengthen service delivery by localizing public participation in policy and legislative processes. However, this objective assumes the existence of high levels of civic competence and citizens’ ability to correctly attribute responsibility to different tiers of government. This raises an important question: What do Kenyans know about devolution and its implications for access to government services, public participation, inter-governmental division of labour, and subnational politicians’ performance?

The main goal of this research was to determine what Kenyan university students know about climate change in Kenya and the personal mitigation actions they were prepared to take. Additionally, the study was to establish what influences their knowledge about climate change, and about the knowledge on environmental benefits had on the environmental-friendly behaviours they were willing to adopt. The research shows that the more students know about climate change, the more actions they also do at present.