Drawing on the theory of social capital, the initial attraction of Kirinyaga people to the Anglic... more Drawing on the theory of social capital, the initial attraction of Kirinyaga people to the Anglican Church of Kenya (ACK) mission centres were the schools, hospitals, demonstration gardens and artisan skills that imparted by missionaries. The ACK established Christian communities in Kirinyaga that became centres of early Christian converts and change. The Christian communities constituted "the germ of the missionary spirit." The 'new' Christians would take a great deal of pleasure in spreading the "germ" to many communities in Kirinyaga, 'infecting' the more susceptible of its members. Each Christian community endeavored to have a church, an elementary school, a hospital and a demonstration garden. This in itself was an extraordinary change. This study has presented evidence of Kirinyaga's cultural, socioeconomic and political homogeneity as fundamental part of traditional life. European settlement in Kenya made oppression and injustice virtually inevitable and mission response to African issues ranged from land and labor to taxation and wages. The Anglican CMS almost exclusively provided such public services as schooling, healthcare and agriculture. This study also discussed regionalization of ACK CCS as a concept of community development focusing on CCSMKE serving the whole community in Kirinyaga, with priority on the most disadvantaged parts of the region, whether or not there are any Anglican congregations in that region. One of the discussions advanced in this study, is that the Anglican Church in Kirinyaga should have concern for Kirinyaga people as the concern of her social gospel. The study articulates a "theology of development" which argues that social gospel that is based on exploitation and oppression of Kirinyaga people cannot be genuine social gospel.
This paper evaluates the state of education as a human right and demonstrates that it is possible... more This paper evaluates the state of education as a human right and demonstrates that it is possible to implement and ultimately protect the right to education within a domestic context. Despite its importance, the right to education has received limited attention from scholars, practitioners and international and regional human rights bodies as compared to other economic, social and cultural rights (ESCRs). NGOs have been increasingly interested in using indicators to measure and enforce a state‘s compliance with its obligations under international human rights treaties. Education is one of the few human rights for which it is universally agreed that the individual has a corresponding duty to exercise this right. This paper first of all draws up an inventory of the many international instruments which mention the right to education and analysethem in order to obtain a more precise idea of the content of this right, which often appears blurred. The paper also discusses the right to edu...
This paper evaluates the state of education as a human right and demonstrates that it is possible... more This paper evaluates the state of education as a human right and demonstrates that it is possible to implement and ultimately protect the right to education within a domestic context. Despite its importance, the right to education has received limited attention from scholars, practitioners and international and regional human rights bodies as compared to other economic, social and cultural rights (ESCRs). NGOs have been increasingly interested in using indicators to measure and enforce a state's compliance with its obligations under international human rights treaties. Education is one of the few human rights for which it is universally agreed that the individual has a corresponding duty to exercise this right. This paper first of all draws up an inventory of the many international instruments which mention the right to education and analyse boys and by extension women and men especially with the promulgation of the new Constitution of Kenya 2010 that recognizes education as a Bill of Rights and everyone is bound by the Bill of Rights. This means that all people in Kenya must respect education as a human right. The Bill binds all government institutions and state officers. They are required to respect human rights and deal appropriately with the special needs of individuals and groups in our society. In this paper, the provision of education in the first 4 to 18 years of schooling is considered to be basic, thus a basic right in Kenya.
Drawing on the theory of social capital, the initial attraction of Kirinyaga people to the Anglic... more Drawing on the theory of social capital, the initial attraction of Kirinyaga people to the Anglican Church of Kenya (ACK) mission centres were the schools, hospitals, demonstration gardens and artisan skills that imparted by missionaries. The ACK established Christian communities in Kirinyaga that became centres of early Christian converts and change. The Christian communities constituted "the germ of the missionary spirit." The 'new' Christians would take a great deal of pleasure in spreading the "germ" to many communities in Kirinyaga, 'infecting' the more susceptible of its members. Each Christian community endeavored to have a church, an elementary school, a hospital and a demonstration garden. This in itself was an extraordinary change. This study has presented evidence of Kirinyaga's cultural, socioeconomic and political homogeneity as fundamental part of traditional life. European settlement in Kenya made oppression and injustice virtually inevitable and mission response to African issues ranged from land and labor to taxation and wages. The Anglican CMS almost exclusively provided such public services as schooling, healthcare and agriculture. This study also discussed regionalization of ACK CCS as a concept of community development focusing on CCSMKE serving the whole community in Kirinyaga, with priority on the most disadvantaged parts of the region, whether or not there are any Anglican congregations in that region. One of the discussions advanced in this study, is that the Anglican Church in Kirinyaga should have concern for Kirinyaga people as the concern of her social gospel. The study articulates a "theology of development" which argues that social gospel that is based on exploitation and oppression of Kirinyaga people cannot be genuine social gospel.
This paper evaluates the state of education as a human right and demonstrates that it is possible... more This paper evaluates the state of education as a human right and demonstrates that it is possible to implement and ultimately protect the right to education within a domestic context. Despite its importance, the right to education has received limited attention from scholars, practitioners and international and regional human rights bodies as compared to other economic, social and cultural rights (ESCRs). NGOs have been increasingly interested in using indicators to measure and enforce a state‘s compliance with its obligations under international human rights treaties. Education is one of the few human rights for which it is universally agreed that the individual has a corresponding duty to exercise this right. This paper first of all draws up an inventory of the many international instruments which mention the right to education and analysethem in order to obtain a more precise idea of the content of this right, which often appears blurred. The paper also discusses the right to edu...
This paper evaluates the state of education as a human right and demonstrates that it is possible... more This paper evaluates the state of education as a human right and demonstrates that it is possible to implement and ultimately protect the right to education within a domestic context. Despite its importance, the right to education has received limited attention from scholars, practitioners and international and regional human rights bodies as compared to other economic, social and cultural rights (ESCRs). NGOs have been increasingly interested in using indicators to measure and enforce a state's compliance with its obligations under international human rights treaties. Education is one of the few human rights for which it is universally agreed that the individual has a corresponding duty to exercise this right. This paper first of all draws up an inventory of the many international instruments which mention the right to education and analyse boys and by extension women and men especially with the promulgation of the new Constitution of Kenya 2010 that recognizes education as a Bill of Rights and everyone is bound by the Bill of Rights. This means that all people in Kenya must respect education as a human right. The Bill binds all government institutions and state officers. They are required to respect human rights and deal appropriately with the special needs of individuals and groups in our society. In this paper, the provision of education in the first 4 to 18 years of schooling is considered to be basic, thus a basic right in Kenya.
Uploads
Papers by Enock Akattu