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This article briefly expounds on the historical background of a famous Russian named Catherine II, and the way she transformed the Russian empire through her reign.

Background of Catherine the Great

Catherine II, also known as Catherine the Great was born in Stettin, Pomerania, Prussia on 2nd May 1729 as daughter to Christian August – Prince of Anhalt-Zerbst. She received her education chiefly from a French governess and from tutors (Reddaway, 1997). She reigned as Empress of Russia from 9th July 1762 after the assassination of her husband, Peter III, just after the end of the Seven Years’ War until her death on 17th November 1796 (Rodger, 2005).

Under her direct governing, the Russian Empire expanded, improved its administration, and continued to modernize along Western European lines. Catherine’s rule re-vitalized Russia, which grew stronger than ever and became recognized as one of the great powers of Europe. She had successes in foreign policy and oversaw sometimes brutal reprisals in the wake of rebellion – most notably Pugachev’s Rebellion (Isabel, 1979). Catherine the great was a legendary figure.

Catherine, throughout her long reign, took many lovers, often elevating them to high positions for as long as they held her interest, and then pensioning them off with large estates and gifts of serfs. The percentage of state money spent on the court increased from 10.4% in 1767 to 11.4% in 1781 to 13.5% in 1795.Just as the church supported her hoping to get their land back, Catherine bought the support of the Bureaucracy by making promotion up the 14 ranks automatic after a certain time period, regardless of position or merit. Thus, the bureaucracy was populated with time servers (Reddaway, 1931).

Reign of Catherine the Great (1762-1796)

Catherine II (Russian), also known as Catherine the Great reigned as Empress of Russia from 9th July 1762 after the assassination of her husband, Peter III, just after the end of the Seven Years’ War until her death on 17th November 1796. She was thirty-three years old when she ascended the Russian throne. She had survived a loveless marriage, in which “ambition alone sustained her” (Hans, 1961). Ignored by her husband, Peter III, she dedicated her time to learning the Russian language, studying the writings of the philosophies, and adapting cleverly to her new environment skills which constitute important aspects of her reign.

During her reign, Catherine extended the borders of the Russian Empire in south reion and west region to absorb New Russia, Crimea, Northern Caucasus, Right-Bank Ukraine, Belarus, Lithuania, and Courland. The main two powers were the Ottoman Empire and the Polish–Lithuanian Commonwealth. She added some 200,000 miles² (approximately 518,000 km²) to Russian territory.

Catherine agreed to a commercial treaty with Great Britain in 1766, but stopped as soon a s she realized there will full military alliance. Although she could see the benefits of Britain’s friendship, she was wary of Britain’s increased power following their victory in the Seven Years War, which threatened the European Balance of Power.

Catherine annexed the Crimea in 1783, nearly nine years after the Crimean Khanate had gained nominal independence, which had been guaranteed by Russia, from the Ottoman Empire. As a result of her first war against the Turks, the palace of the Crimean khans passed into the hands of the Russians. In 1786, Catherine conducted a triumphal procession in the Crimea, which helped provoke the next Russo-Turkish War.The Ottomans re-started hostilities in the second Russo-Turkish War (1787–1792). This war proved catastrophic for the Ottomans and ended with the Treaty of Jassy (1792), which legitimized the Russian claim to the Crimea and granted the Yedisan region to Russia.

From 1788 to 1790 Russia fought in the Russo-Swedish War against Sweden, a conflict that was fueled by her cousin, King Gustav III of Sweden. He expected to overtake the Russian armies still engaged in war against the Ottoman Turks and hoped to strike Saint Petersburg directly. But Russia’s Baltic Fleet checked the Royal Swedish navy in a tied battle off Hogland (July 1788), and the Swedish army failed to advance. After the decisive defeat of the Russian fleet at the Battle of Svensksund in 1790, the parties signed the Treaty of Värälä on 14th August 1790 returning all conquered territories to their respective owners and confirming the Treaty of Abo. Peace was ensued for 20 years, which was aided by the assassination of Gustav III in 1792.

References

Rodger A.M (2005) Command of the Ocean: A Naval History of Britain, 1649–1815, London, p.328

Isabel M. (1979) the Foundation of the Russian Educational System by Catherine II, Slavonic and East European Review: 369-395

Reddaway, W. F. (1931) Documents of Catherine the Great, The Correspondence with Voltaire and the Instruction of 1767 in the English Text of 1768, Cambridge University Press, (England), (Reprint (1971)

Hans, N. (1961) Dumaresq, Brown and Some Early Educational Projects of Catherine II”, Slavonic and East European Review: pg 229-235

This article briefly expounds on the historical background of a famous Russian named Catherine II, and the way she transformed the Russian empire through her reign.

Background of Catherine the Great

Catherine II, also known as Catherine the Great was born in Stettin, Pomerania, Prussia on 2nd May 1729 as daughter to Christian August – Prince of Anhalt-Zerbst. She received her education chiefly from a French governess and from tutors (Reddaway, 1997). She reigned as Empress of Russia from 9th July 1762 after the assassination of her husband, Peter III, just after the end of the Seven Years’ War until her death on 17th November 1796 (Rodger, 2005).

Under her direct governing, the Russian Empire expanded, improved its administration, and continued to modernize along Western European lines. Catherine’s rule re-vitalized Russia, which grew stronger than ever and became recognized as one of the great powers of Europe. She had successes in foreign policy and oversaw sometimes brutal reprisals in the wake of rebellion – most notably Pugachev’s Rebellion (Isabel, 1979). Catherine the great was a legendary figure.

Catherine, throughout her long reign, took many lovers, often elevating them to high positions for as long as they held her interest, and then pensioning them off with large estates and gifts of serfs. The percentage of state money spent on the court increased from 10.4% in 1767 to 11.4% in 1781 to 13.5% in 1795.Just as the church supported her hoping to get their land back, Catherine bought the support of the Bureaucracy by making promotion up the 14 ranks automatic after a certain time period, regardless of position or merit. Thus, the bureaucracy was populated with time servers (Reddaway, 1931).

Reign of Catherine the Great (1762-1796)

Catherine II (Russian), also known as Catherine the Great reigned as Empress of Russia from 9th July 1762 after the assassination of her husband, Peter III, just after the end of the Seven Years’ War until her death on 17th November 1796. She was thirty-three years old when she ascended the Russian throne. She had survived a loveless marriage, in which “ambition alone sustained her” (Hans, 1961). Ignored by her husband, Peter III, she dedicated her time to learning the Russian language, studying the writings of the philosophies, and adapting cleverly to her new environment skills which constitute important aspects of her reign.

During her reign, Catherine extended the borders of the Russian Empire in south reion and west region to absorb New Russia, Crimea, Northern Caucasus, Right-Bank Ukraine, Belarus, Lithuania, and Courland. The main two powers were the Ottoman Empire and the Polish–Lithuanian Commonwealth. She added some 200,000 miles² (approximately 518,000 km²) to Russian territory.

Catherine agreed to a commercial treaty with Great Britain in 1766, but stopped as soon a s she realized there will full military alliance. Although she could see the benefits of Britain’s friendship, she was wary of Britain’s increased power following their victory in the Seven Years War, which threatened the European Balance of Power.

Catherine annexed the Crimea in 1783, nearly nine years after the Crimean Khanate had gained nominal independence, which had been guaranteed by Russia, from the Ottoman Empire. As a result of her first war against the Turks, the palace of the Crimean khans passed into the hands of the Russians. In 1786, Catherine conducted a triumphal procession in the Crimea, which helped provoke the next Russo-Turkish War.The Ottomans re-started hostilities in the second Russo-Turkish War (1787–1792). This war proved catastrophic for the Ottomans and ended with the Treaty of Jassy (1792), which legitimized the Russian claim to the Crimea and granted the Yedisan region to Russia.

From 1788 to 1790 Russia fought in the Russo-Swedish War against Sweden, a conflict that was fueled by her cousin, King Gustav III of Sweden. He expected to overtake the Russian armies still engaged in war against the Ottoman Turks and hoped to strike Saint Petersburg directly. But Russia’s Baltic Fleet checked the Royal Swedish navy in a tied battle off Hogland (July 1788), and the Swedish army failed to advance. After the decisive defeat of the Russian fleet at the Battle of Svensksund in 1790, the parties signed the Treaty of Värälä on 14th August 1790 returning all conquered territories to their respective owners and confirming the Treaty of Abo. Peace was ensued for 20 years, which was aided by the assassination of Gustav III in 1792.

References

Rodger A.M (2005) Command of the Ocean: A Naval History of Britain, 1649–1815, London, p.328

Isabel M. (1979) the Foundation of the Russian Educational System by Catherine II, Slavonic and East European Review: 369-395

Reddaway, W. F. (1931) Documents of Catherine the Great, The Correspondence with Voltaire and the Instruction of 1767 in the English Text of 1768, Cambridge University Press, (England), (Reprint (1971)

Hans, N. (1961) Dumaresq, Brown and Some Early Educational Projects of Catherine II”, Slavonic and East European Review: pg 229-235

Catherine the great had a number of achievements during her reign. This article highlights two key achievements, namely promotion of education in Russia and provision of health care to the Russians.

Promotion of education in Russia

The Establishment of the Moscow Foundling Home (Moscow Orphanage) was the first attempt at achieving that goal. It was charged with admitting destitute and illegitimate children in order to educate them in any way the state deemed fit. After reviewing the report wrote by Dr. John Brown about the commission’s problems and suggestions for education and social reforms in Russia. She argued that in a democratic country, education ought to be under the state control and based on an education code.  She then placed great emphasis on proper and effectual education of the both sexes.

After the establishment of Moscow Foundling Home, Catherine established the Smolny Institute for Noble Girls to educate females. The Smolny Institute emerged as the first of its kind in Russia. At first the Institute only admitted young girls of the noble elite, but eventually it began to admit girls of high intelligent and high educational potentials as well. The girls that attended the Smolny Institute were often accused of being ignorant of anything that went on in the world outside the walls of the Smolny buildings. At the Institute, enforcement of strict discipline was emphasized to its philosophy. Running and games were forbidden and the building was kept particularly cold because it was believed that too much warmth was harmful to the developing body, just like excess play (Raeff, 1972).

During the years 1768-1774, there was no progress made in setting up a national school system. However, Catherine herself continued to investigate educational theory and practice in other countries. She made many educational reforms especially through remodeling of the Cadet Corps 1766 which initiated many educational reforms. School then began to take children from a very young age and educate them until the age of 21. The curriculum was broadened from the professional military curriculum to include the sciences, philosophy, ethics, history and international law (Klier, 1976).

She also strictly reviewed religious education. At first, she attempted to revise clerical studies, proposing a reform of religious schools. This reform never progressed beyond the planning stages… She transformed the clergy from a group that wielded great power over the Russian government and its people to a segregated community forced to depend on the state for compensation (Hosking, 1997).

Provision of health care to the Russians

One of Catherine’s first contributions towards forming an enlightened nation was to create a system of hospitals. She also started a medical college to provide health care for her people (Isabel, 1979). Although Russia lacked medical science to reach a respected position, as many other countries had did, methods of administering medical knowledge had to be imposed. In attempts to alleviate this, Catherine funded the TownHospital at St. Petersburg, the St. Petersburg House for Lunatics, and the FoundlingHospital. She also popularized vaccinations. The Empress donated money to fund the TownHospital at St. Petersburg, where poor were admitted without payment (Simon, 2009). Upon admittance, they were shaved, bathed, and put in tidy dress. The hospital consisted of 300 well spread beds with curtains and a professor of electricity who was permanently employed to relieve diseases. Likewise, the St. Petersburg House for Lunatics was constructed, which became renowned for its gentle treatment (Hans, 1961).

References

Hosking, G. (1997) Russia: People and Empire, 1552-1917,HarvardUniversity Press, 231.

Simon, D. (2009) Catherine the Great,New York: HarperCollins, pg 130.

Hans, N. (1961) Dumaresq, Brown and Some Early Educational Projects of Catherine II”, Slavonic and East European Review: pg 229-235.

Hosking, G. (1997) Russia: People and Empire, 1552-1917,HarvardUniversity Press,           231.

Raeff, M. (1972) Catherine the Great: A Profile. New York: Hill and Wang, 293-297.

Catherine the great had a number of achievements during her reign. This article highlights two key achievements, namely promotion of education in Russia and provision of health care to the Russians.

Promotion of education in Russia

The Establishment of the Moscow Foundling Home (Moscow Orphanage) was the first attempt at achieving that goal. It was charged with admitting destitute and illegitimate children in order to educate them in any way the state deemed fit. After reviewing the report wrote by Dr. John Brown about the commission’s problems and suggestions for education and social reforms in Russia. She argued that in a democratic country, education ought to be under the state control and based on an education code.  She then placed great emphasis on proper and effectual education of the both sexes.

After the establishment of Moscow Foundling Home, Catherine established the Smolny Institute for Noble Girls to educate females. The Smolny Institute emerged as the first of its kind in Russia. At first the Institute only admitted young girls of the noble elite, but eventually it began to admit girls of high intelligent and high educational potentials as well. The girls that attended the Smolny Institute were often accused of being ignorant of anything that went on in the world outside the walls of the Smolny buildings. At the Institute, enforcement of strict discipline was emphasized to its philosophy. Running and games were forbidden and the building was kept particularly cold because it was believed that too much warmth was harmful to the developing body, just like excess play (Raeff, 1972).

During the years 1768-1774, there was no progress made in setting up a national school system. However, Catherine herself continued to investigate educational theory and practice in other countries. She made many educational reforms especially through remodeling of the Cadet Corps 1766 which initiated many educational reforms. School then began to take children from a very young age and educate them until the age of 21. The curriculum was broadened from the professional military curriculum to include the sciences, philosophy, ethics, history and international law (Klier, 1976).

She also strictly reviewed religious education. At first, she attempted to revise clerical studies, proposing a reform of religious schools. This reform never progressed beyond the planning stages… She transformed the clergy from a group that wielded great power over the Russian government and its people to a segregated community forced to depend on the state for compensation (Hosking, 1997).

Provision of health care to the Russians

One of Catherine’s first contributions towards forming an enlightened nation was to create a system of hospitals. She also started a medical college to provide health care for her people (Isabel, 1979). Although Russia lacked medical science to reach a respected position, as many other countries had did, methods of administering medical knowledge had to be imposed. In attempts to alleviate this, Catherine funded the TownHospital at St. Petersburg, the St. Petersburg House for Lunatics, and the FoundlingHospital. She also popularized vaccinations. The Empress donated money to fund the TownHospital at St. Petersburg, where poor were admitted without payment (Simon, 2009). Upon admittance, they were shaved, bathed, and put in tidy dress. The hospital consisted of 300 well spread beds with curtains and a professor of electricity who was permanently employed to relieve diseases. Likewise, the St. Petersburg House for Lunatics was constructed, which became renowned for its gentle treatment (Hans, 1961).

References

Hosking, G. (1997) Russia: People and Empire, 1552-1917,HarvardUniversity Press, 231.

Simon, D. (2009) Catherine the Great,New York: HarperCollins, pg 130.

Hans, N. (1961) Dumaresq, Brown and Some Early Educational Projects of Catherine II”, Slavonic and East European Review: pg 229-235.

Hosking, G. (1997) Russia: People and Empire, 1552-1917,HarvardUniversity Press,           231.

Raeff, M. (1972) Catherine the Great: A Profile. New York: Hill and Wang, 293-297.

Organizations and Employers ranging from small to large businesses understand the significance of hiring the best, most proficient and highly qualified persons. Employing such persons ensure that a safe, secure and favorable environment is created for the clients. Employee screening plays a critical part in getting the most suitable candidate.

Why Employee Screening?

Hiring persons and having them work for you are two different things. It is therefore, the responsibility of an employer to know a person well before employment is made. Performing a thorough screening of potential candidates before employment results in selection of the best and most capable individual who would be a great asset to the company.Unfortunately, not many organizations take the employee screening process seriously. This fact puts the company’s reputation at risk by exposing it to a person who could ultimately inhibit its growth. Although the world is developing tremendously, such basic aspects of business have not been embraced fully. No wonder until now companies are still facing criticism and negative feedback from clients who have not been served properly by employees.

Advantages of Screening Employees

The following are the basic reasons explaining why employment screening is vital: firstly, the employer is able to make the best decision on who to hire,  secondly, a safe working environment is provided and thirdly, there is elimination of possible legal risks.

In deciding on the best hiring decision, carrying out employment screening is a must. It is common for many applicants to inform you on only what you want to hear. Not all information in the resume is true and correct, such as educational background, employment dates and titles of previous jobs.

A thorough screening and verification on the provided information enables a company to scout out the individuals who have been honest in their presentation. Therefore, employee screening is vital for the company’s future progress and growth.

Organizations and Employers ranging from small to large businesses understand the significance of hiring the best, most proficient and highly qualified persons. Employing such persons ensure that a safe, secure and favorable environment is created for the clients. Employee screening plays a critical part in getting the most suitable candidate.

Why Employee Screening?

Hiring persons and having them work for you are two different things. It is therefore, the responsibility of an employer to know a person well before employment is made. Performing a thorough screening of potential candidates before employment results in selection of the best and most capable individual who would be a great asset to the company.Unfortunately, not many organizations take the employee screening process seriously. This fact puts the company’s reputation at risk by exposing it to a person who could ultimately inhibit its growth. Although the world is developing tremendously, such basic aspects of business have not been embraced fully. No wonder until now companies are still facing criticism and negative feedback from clients who have not been served properly by employees.

Advantages of Screening Employees

The following are the basic reasons explaining why employment screening is vital: firstly, the employer is able to make the best decision on who to hire,  secondly, a safe working environment is provided and thirdly, there is elimination of possible legal risks.

In deciding on the best hiring decision, carrying out employment screening is a must. It is common for many applicants to inform you on only what you want to hear. Not all information in the resume is true and correct, such as educational background, employment dates and titles of previous jobs.

A thorough screening and verification on the provided information enables a company to scout out the individuals who have been honest in their presentation. Therefore, employee screening is vital for the company’s future progress and growth.

By Anthony M. Wanjohi:

Today more than ever before, especially with the new discovery of oil in Kenya, resources exploration has continued to enjoy very strong interest from local and global investors. Kenya is one country which is very well endowed with high quality resources and less volatile political environment that inspires confidence in investment and development. High global oil prices, coupled with a strong market for Liquid Natural Gas (LNG) in the Asia-Pacific region, provides an economic driver for an upswing in exploration in Kenya. Increased demand for energy with the industrialisation of wave in developing  economies underpins these market conditions. Kenya’s geographic location ensures it is well placed to meet the rapidly expanding energy needs of the African region among other regions.

The extent of exploration drilling in Kenya is relatively low compared with other regions in the world. With various blocks, Kenya has great potentials in unpacking the hidden mother nature’s secrets. Some of the attributes which make Kenya attractive for petroleum exploration include but not limited to:

• extensive opportunities to explore in prospective basins;
• expanding physical infrastructure, sophisticated technical and services support, and a highly educated workforce;
• an internationally competitive profit-related tax system that recognises the risks of exploration;
• proximity to markets in the growing African economies;
• continuing government initiatives supporting geoscientific mapping of geological features, petroleum occurrences and resources;
• an attractive policy and legal framework for oil and gas development, conducive to companies of all sizes;
• security of title with the right to retain and/or develop a discovery, subject to meeting the specified terms of a retention lease or a production licence;
• transparent, predictable and practical regulatory requirements covering all stages of operations;
• a free market philosophy which welcomes foreign companies
• government facilitation of proposed projects, including fast-tracking of approvals processes for major projects;
• an open and competitive economy, including deregulated banking and foreign exchange arrangements and a sophisticated capital market; and a good record of industrial harmony.

These attributes form the rationale for oil companies to explore oil prospects in Kenya in partnership with other players in the Industry.

By Anthony M. Wanjohi:

Today more than ever before, especially with the new discovery of oil in Kenya, resources exploration has continued to enjoy very strong interest from local and global investors. Kenya is one country which is very well endowed with high quality resources and less volatile political environment that inspires confidence in investment and development. High global oil prices, coupled with a strong market for Liquid Natural Gas (LNG) in the Asia-Pacific region, provides an economic driver for an upswing in exploration in Kenya. Increased demand for energy with the industrialisation of wave in developing  economies underpins these market conditions. Kenya’s geographic location ensures it is well placed to meet the rapidly expanding energy needs of the African region among other regions.

The extent of exploration drilling in Kenya is relatively low compared with other regions in the world. With various blocks, Kenya has great potentials in unpacking the hidden mother nature’s secrets. Some of the attributes which make Kenya attractive for petroleum exploration include but not limited to:

• extensive opportunities to explore in prospective basins;
• expanding physical infrastructure, sophisticated technical and services support, and a highly educated workforce;
• an internationally competitive profit-related tax system that recognises the risks of exploration;
• proximity to markets in the growing African economies;
• continuing government initiatives supporting geoscientific mapping of geological features, petroleum occurrences and resources;
• an attractive policy and legal framework for oil and gas development, conducive to companies of all sizes;
• security of title with the right to retain and/or develop a discovery, subject to meeting the specified terms of a retention lease or a production licence;
• transparent, predictable and practical regulatory requirements covering all stages of operations;
• a free market philosophy which welcomes foreign companies
• government facilitation of proposed projects, including fast-tracking of approvals processes for major projects;
• an open and competitive economy, including deregulated banking and foreign exchange arrangements and a sophisticated capital market; and a good record of industrial harmony.

These attributes form the rationale for oil companies to explore oil prospects in Kenya in partnership with other players in the Industry.

By Anthony M. Wanjohi:

The history of Community Based Organizations (CBOs) lies way back during the American Civil War, whereby charity groups were designed to offer assistance to those who were displaced, disabled, or impoverished by the war. It was during the period between 1980s and 1990s, when CBOs expanded to a point that they were being referred to as a movement, and the process of community organizing expanded into many community organizations[1]. The main difficulty that emerged during this period was the shifting of power from local communities to regions, nations, and international corporations. The process of globalization raised issues about the efficacy of local organizations in addressing problems caused by large-scale financial forces, thus the foundation of national and international organizations[2].

In Kenya, CBOs began as self-help groups in the years of 1960s when the first president of Kenya, Mzee Jomo Kenyatta began to encourage grassroots growth through coming together in the spirit of what was referred to as Harambee. This spirit was based on the understanding that one could not be able to carry out plans or actions by him/herself but would require a certain contribution from the other members of the society. The Harambee spirit kept most of the self-help groups growing.

It is estimated that there are around 40,000 CBOs in Kenya. Most of these organizations are membership based organizations that offer services to their members as much as they give back to the society. They are often non-profit organizations which are based locally within the communities and they play a critical role in creating a ground for individuals to share their problems and resources[3]. These organizations serve to bridge the gap between the ‘haves’ and the ‘have-nots’ of the society. The main sources of finance for these organizations are contributions from the members of the organization, society and donors.

CBOs have been known to face a number of challenges in running their programs. A study conducted on the sustainability of community based projects inKenya[4] revealed that the major challenges that these organizations face include poor leadership, inadequate skills and under-capitalization. Further, the study showed that there is a vast gap between these organizations and donors. Thus, unless these organizations are strategically positioned, it is very difficult for them to address not only the critical issues facing communities today but also the very challenges threatening their own survival.  This forms the basis for of this strategic plan.

References 

[1] Fisher, R. (2002). Bridging Social Movement and Community Organization Activism: Rethinking Theoretical and Organizational Barriers. Presentation at the 32nd Annual Meeting of the Urban Affairs Association.Boston,MA: Urban Affairs Association.

[2] Speer, P.W. & Perkins, D.D. (2002). Community-Based Organizations, Agencies and Groups. Retrieved December 27 2011 from http://www.answers.com/topic/community-based-organizations-agencies-and-groups.

[3] Dave, P. (1991). Community and self-financing in voluntary health programmes in India. Journal of Health Policy and Planning, 6:1, 20–31.

[4] Wanjohi, A.M. (2010). Sustainability of Community Based Projects in Developing Countries. Saarbrücken,Germany: LAP LAMBERT Academic Publishing. Available online at http://www.amazon.co.uk/Sustainability-Community-Projects-Developing-Countries/dp/3843376085 Countries.

By Anthony M. Wanjohi:

The history of Community Based Organizations (CBOs) lies way back during the American Civil War, whereby charity groups were designed to offer assistance to those who were displaced, disabled, or impoverished by the war. It was during the period between 1980s and 1990s, when CBOs expanded to a point that they were being referred to as a movement, and the process of community organizing expanded into many community organizations[1]. The main difficulty that emerged during this period was the shifting of power from local communities to regions, nations, and international corporations. The process of globalization raised issues about the efficacy of local organizations in addressing problems caused by large-scale financial forces, thus the foundation of national and international organizations[2].

In Kenya, CBOs began as self-help groups in the years of 1960s when the first president of Kenya, Mzee Jomo Kenyatta began to encourage grassroots growth through coming together in the spirit of what was referred to as Harambee. This spirit was based on the understanding that one could not be able to carry out plans or actions by him/herself but would require a certain contribution from the other members of the society. The Harambee spirit kept most of the self-help groups growing.

It is estimated that there are around 40,000 CBOs in Kenya. Most of these organizations are membership based organizations that offer services to their members as much as they give back to the society. They are often non-profit organizations which are based locally within the communities and they play a critical role in creating a ground for individuals to share their problems and resources[3]. These organizations serve to bridge the gap between the ‘haves’ and the ‘have-nots’ of the society. The main sources of finance for these organizations are contributions from the members of the organization, society and donors.

CBOs have been known to face a number of challenges in running their programs. A study conducted on the sustainability of community based projects inKenya[4] revealed that the major challenges that these organizations face include poor leadership, inadequate skills and under-capitalization. Further, the study showed that there is a vast gap between these organizations and donors. Thus, unless these organizations are strategically positioned, it is very difficult for them to address not only the critical issues facing communities today but also the very challenges threatening their own survival.  This forms the basis for of this strategic plan.

References 

[1] Fisher, R. (2002). Bridging Social Movement and Community Organization Activism: Rethinking Theoretical and Organizational Barriers. Presentation at the 32nd Annual Meeting of the Urban Affairs Association.Boston,MA: Urban Affairs Association.

[2] Speer, P.W. & Perkins, D.D. (2002). Community-Based Organizations, Agencies and Groups. Retrieved December 27 2011 from http://www.answers.com/topic/community-based-organizations-agencies-and-groups.

[3] Dave, P. (1991). Community and self-financing in voluntary health programmes in India. Journal of Health Policy and Planning, 6:1, 20–31.

[4] Wanjohi, A.M. (2010). Sustainability of Community Based Projects in Developing Countries. Saarbrücken,Germany: LAP LAMBERT Academic Publishing. Available online at http://www.amazon.co.uk/Sustainability-Community-Projects-Developing-Countries/dp/3843376085 Countries.