While many non-governmental organizations provide leadership training in inter-ethnic conflict management to Kenyan youth, relatively little is known about what goes into such training. This dissertation is a case study illustrating how the training structure operates. The purpose of this dissertation is to address the challenges associated with youth leadership training in inter-ethnic conflict management, how these challenges are managed, what differences the training makes, and how it is transferred back into the real-life of the youth. To better understand these issues, a two-month qualitative study was conducted divided in two phases involving trainers, youth participants, program designers, and community leaders. Twenty two interviews and 2 focus groups were completed. Results demonstrated four communicative challenges involved in the design of youth leadership training were: (1) audience analysis, (2) material resources, (3) participant challenges, and (4) diversity. Results showed that trainers addressed the communicative challenges by using the following management strategies: needs assessment, financial management, stakeholder education, and dialogue facilitation. The analysis suggested that the conditions that facilitate transfer of training were: participatory models, training organization, and trainee motivation. Similarly, conditions that inhibit training transfer included: resource constraints, youth motivation, environmental conditions, and diversity. Finally, results also suggested that the differences that leadership training made in the lives of the youth were: behavioral transformation, participant input, improved peaceful relationships, and skill development. Successfully managing the communicative challenges in the design and implementation of the training were the main goals of trainers, and the more they took ownership of these goals the more likely the training would be successful. This dissertation suggests that managing the communicative challenges associated with the design and conduct of youth leadership training is the first step to ensuring the training transfer for youth participants and achieving a workable leadership training in inter-ethnic conflict management.

This study aims to answer two interlinked questions with respect to ethnic conflict in Georgia: Why and how two ethnic groups (Abkhazians and Ossetians) in Georgia sought secession in 1990s rather than accepting unity under a common Georgian roof, and what explains the occurrence of ethnic conflicts between the Abkhazians and Georgians and between the South Ossetians and Georgians? The central argument of this thesis is that Soviet nationality policy was a foremost driving force in shaping consciousness of being ethnic groups in Georgia and set the stage for the inter-ethnic conflicts of the post-Soviet era. A number of factors explain the particular inter-ethnic conflicts in Georgia among ethnic groups, including a long historical relationship between the Georgian people and the Abkhaz and Ossetian minorities, but I argue that the foremost factor was the role of Soviet nationality policy that evolved from Lenin to Gorbachev, a policy that granted ethnic groups some level of privileges and fostered a wave of national self-assertion, Soviet nationality policy and the Soviet federal structure created numerous ethnic- and territorial-based autonomous units during the Soviet era; these units shaped their own political institutions, national intelligentsias, and bureaucratic elites, forming the basis for later nationalistic movements and developing a wish for self-determination and full independence. These institutions and beliefs made ethnic conflict in a post-Soviet Georgia inevitable.