THE FORMULA FOR PERFECT SYSTEMS: BUILDING A BETTER WORLD NOW AND INTO THE FUTURE

By Elijah Mutua Kirima
Pastor and Social Worker
THE WORD OF GOD IS THE WILL OF GOD.

Introduction: The Missing Ingredient in Human Progress

Truth be told, both developed and developing countries continue to struggle with systems that fail to deliver the results they were established or intended to achieve. Despite remarkable advancements in science, technology, education, infrastructure, governance and institutional development, humanity has yet to create societies in which the needs of nearly everyone are adequately addressed, opportunities are fairly distributed, human dignity is respected, and people can live fulfilling lives with confidence in the systems governing them.

Interestingly, the challenge is not always the absence of appropriate laws, policies, institutional structures or development ideas. Many developed countries have established elaborate systems, comprehensive legislation and sophisticated institutional frameworks designed to address virtually every conceivable aspect of human life. Through international cooperation, knowledge transfer and development partnerships, many developing countries have also adopted progressive constitutions, policies, laws and institutional structures.

As societies evolve, their needs change, and their systems must continually be reviewed, improved and expanded. New laws are enacted, institutions are established, technologies are introduced and new approaches to service delivery are developed.

Yet, despite all these efforts, the gap between what humanity has established and what humanity actually experiences remains considerable.

This raises an important question: Why does humanity continue to fall short of the quality of life that its knowledge, resources, institutions and collective capabilities should make possible?

The Paradox of Human Advancement

Technology advances daily. Machines become more sophisticated, communication becomes easier, education reaches more people, medical discoveries improve healthcare, and economies develop new ways of creating wealth.

Nevertheless, poverty, corruption, discrimination, injustice, exploitation, insecurity, institutional inefficiency, unemployment and preventable human suffering remain significant challenges across the world.

We continue to witness situations in which institutions established to protect people become instruments of exploitation; resources intended for public benefit are diverted for personal gain; laws designed to promote justice are manipulated; and opportunities meant to empower people are distributed through favouritism, discrimination and dishonest practices.

Even within businesses and organisations, systems designed to promote productivity and profitability can be undermined by poor leadership, dishonesty, incompetence, unhealthy competition and disregard for the people whose contributions make success possible.

The contradiction is clear: humanity continues to improve its tools, but does not always improve the character with which those tools are used.

A society may possess excellent laws, but if those responsible for enforcing them lack integrity, justice becomes difficult to achieve. An organisation may have excellent policies, but if its leaders and employees lack commitment and accountability, its objectives remain largely theoretical.

A country may have abundant natural and financial resources, but without responsible stewardship, those resources may fail to translate into improved living standards.

The quality of a system is ultimately reflected in the character, competence and conduct of the people who operate it.

The Formula: Character, Integrity and Ability

I submit that one of the most important missing ingredients in humanity's pursuit of effective systems is the character, integrity, competence and commitment of every individual responsible for performing a part within those systems.

Systems are not self-executing. Laws do not enforce themselves. Policies do not implement themselves. Institutions do not achieve their objectives merely because they exist. Every system depends on people making decisions, performing responsibilities, exercising authority, managing resources and interacting with others.

Consequently, the success of any system depends significantly on the quality of the people entrusted with its various responsibilities.

The formula for better systems, therefore, must begin with developing individuals and societies that genuinely desire the success and well-being of others, not merely their own advancement.

Such individuals and societies should embrace the following principles:

1. A Genuine Desire for the Success of Others

We must cultivate a culture in which people genuinely desire to see others succeed. Success should not be viewed as a limited privilege that must be protected against the progress of others.

Whether in families, workplaces, businesses, governments, religious institutions or international relations, people should recognize that the advancement of others can contribute to collective prosperity.

We must move away from unhealthy competition, jealousy, sabotage and the mentality that another person's progress represents our own loss.

2. Integrity and Honesty in All Dealings

Every individual must be committed to doing what is right, even when dishonesty would be easier, more profitable or less likely to be discovered.

Public resources must serve the public. Organisational resources must serve organisational objectives. Positions of authority must be exercised responsibly, and personal interests must never justify the exploitation of others.

Integrity must become a way of life rather than something demanded only when wrongdoing becomes publicly exposed.

3. Respect for Human Dignity and Rights

Every person deserves respect, regardless of their economic status, nationality, gender, ethnicity, educational background, disability, religion or social position.

Effective systems must recognize the dignity and rights of all people and provide fair opportunities for participation, development and access to services.

Respect must also extend to differences in opinion, individual circumstances and legitimate human needs.

4. Fairness, Justice and Equal Opportunity

A society cannot achieve lasting progress when opportunities, resources and justice are determined by connections, wealth, discrimination, nepotism, tribalism or personal relationships.

Recruitment, service delivery, leadership appointments, resource allocation and the administration of justice must be guided by objective and transparent standards.

Everyone should have a fair opportunity to contribute, develop and benefit from the systems established for collective well-being.

5. Responsibility and Commitment to Duty

Every person must appreciate the importance of their contribution, regardless of their position.

A cleaner, teacher, healthcare worker, public administrator, business executive, religious leader, security officer and head of state all perform responsibilities that can affect the well-being of others.

Duties must therefore be undertaken with seriousness, professionalism, competence and a genuine commitment to achieving the intended results.

We must stop treating responsibilities as mere positions, privileges or opportunities for personal benefit.

6. Courage to Do What Is Right

Integrity requires courage.

There will always be situations in which doing the right thing attracts criticism, opposition, inconvenience or personal sacrifice.

People must develop the courage to reject wrongdoing, resist manipulation, expose misconduct through appropriate channels and defend justice even when doing so is unpopular.

A system cannot be protected by people who know what is wrong but lack the courage to address it.

7. Accountability and Closing Opportunities for Abuse

Good systems must not depend exclusively on the goodness of individuals. They must also establish safeguards that discourage wrongdoing and make accountability effective.

Transparent procedures, independent oversight, proper documentation, clear responsibilities, ethical leadership, effective reporting mechanisms and consistent consequences are essential.

We must not deliberately or negligently leave loopholes through which individuals can exploit systems for personal gain.

Accountability should apply to everyone, including those in the highest positions of authority.

8. Cooperation and Mutual Support

Human development is an interconnected undertaking. No individual, organisation or country exists in complete isolation.

We must develop a culture of cooperation, mentorship, knowledge-sharing, responsible partnerships and mutual support.

Rather than merely identifying the weaknesses of others, we should contribute towards addressing them. Rather than concentrating opportunities among a few, we should develop others so that more people can participate meaningfully in society.

The Neglected Foundation: Character and Values Education

One of the areas that deserves renewed attention is the deliberate development of character and values.

Education systems across the world have made considerable progress in academic instruction, professional training, scientific knowledge and technical competence. These are essential achievements.

However, knowledge and technical ability alone do not guarantee responsible conduct.

An educated person can still be dishonest. A highly qualified professional can still abuse authority. A technologically advanced institution can still discriminate. A wealthy business can still exploit its employees, customers or communities.

This demonstrates why character development must receive attention alongside academic and professional development.

Schools, universities, workplaces, religious institutions, families, governments and community organisations should deliberately promote values such as honesty, responsibility, empathy, respect, fairness, self-discipline, courage, service and accountability.

Character education should not merely involve teaching people what good values are. It must also involve creating environments in which those values are practiced, encouraged, assessed and rewarded.

Leadership development, professional training, recruitment, performance management and institutional evaluation should all consider not only what people know and can do, but also how responsibly they use their knowledge, authority and abilities.

We must produce people who are not merely qualified to occupy positions, but also worthy of the responsibilities entrusted to them.

Making Character an Institutional and Societal Priority

The responsibility for building better systems cannot be left to schools, religious institutions or governments alone.

It is a collective responsibility.

Families must nurture responsible individuals. Educational institutions must combine knowledge with character development. Religious institutions must demonstrate the values they teach. Employers must build ethical and supportive workplaces. Governments must promote integrity, justice and accountability. Civil society must encourage responsible citizenship and defend human dignity.

International organisations and development partners must also recognize that sustainable development requires more than funding, infrastructure, legislation and technical expertise. It requires strengthening the human capacity and ethical foundations necessary to sustain these investments.

Furthermore, character must be reflected in institutional arrangements. We should establish systems that select people objectively, prepare them adequately, support them in performing their responsibilities, evaluate their performance fairly and address misconduct consistently.

We must also recognize that people operate within different circumstances and limitations. Effective systems should provide appropriate training, resources, guidance and reasonable opportunities for improvement. Accountability must be accompanied by fairness, due process and the willingness to correct weaknesses rather than simply punish failure.

The objective should be to create environments in which doing what is right becomes the expected standard, not an exceptional achievement.

A Better Future Is a Collective Responsibility

Imagine a world in which people genuinely desire the success of others; leaders regard authority as a responsibility to serve rather than an opportunity to dominate; professionals perform their duties with competence and integrity; businesses pursue profitability without abandoning ethical responsibility; governments protect rights and administer justice fairly; and communities actively support the development and well-being of their members.

Imagine institutions in which people are not disadvantaged because they lack connections, money or influential relatives, but are given fair opportunities based on objective standards.

Imagine societies in which resources are responsibly managed, differences are handled respectfully, disagreements do not become destructive conflicts, and people understand that their individual well-being is connected to the well-being of others.

Such a world would not be free from every difficulty, disagreement, mistake or disappointment. Human beings and societies will always face changing circumstances and new challenges.

However, we can substantially reduce preventable suffering, injustice, exploitation and institutional failure by improving the character and conduct of those responsible for shaping our collective experience.

Perfection, in this context, should be understood as a continuing pursuit of excellence rather than a claim that human institutions can become incapable of error.

Our systems must continually learn, adapt, correct themselves and improve. But their direction must remain clear: promoting human dignity, justice, opportunity, security, prosperity and collective well-being.

Conclusion: Improve the People, Improve the Systems, Improve the World

Humanity has invested enormously in developing structures, laws, technologies, institutions and professional knowledge. These investments are necessary and must continue.

However, we must not overlook the human ingredient that determines whether these investments achieve their intended purpose.

We cannot continually expect perfect results from systems operated by people who are unwilling to act honestly, fairly, responsibly and competently.

We must therefore make character development, integrity, ethical leadership, accountability and commitment to the success of others central priorities in our families, education systems, workplaces, institutions and nations.

The ultimate objective should be a world in which people do not merely coexist, but actively contribute towards one another's well-being; a world where the dignity of every person matters, opportunities are fair, responsibilities are honoured and the benefits of human advancement are shared more inclusively.

The formula is simple to state, although it requires deliberate effort to practise: Develop people of good character, equip them with the necessary abilities, place them in responsible positions, establish fair and accountable systems, and cultivate a collective commitment to the success and well-being of everyone.

Let us not only continue improving the systems we have established. Let us improve the people who operate them.

For ultimately, the quality of our collective future will depend not only on what humanity knows, what it possesses or what it has established, but also on the character with which it uses all these things.

A better world begins with better people, and better people make better systems possible.

---

Elijah Mutua Kirima
Pastor and Social Worker
THE WORD OF GOD IS THE WILL OF GOD.

THE NEED TO MODERNIZE AND IMPROVE RECRUITMENT PROCESSES IN KENYA.

 

THE NEED TO MODERNIZE AND IMPROVE RECRUITMENT PROCESSES IN KENYA

Towards Fair, Transparent, Competency-Based and Human-Centred Recruitment

In Kenya, the recruitment process in many institutions largely revolves around submitting a CV, cover letter and academic certificates. Hundreds, sometimes thousands, of applicants may submit these documents for a few advertised positions. Many of them meet the stated academic and professional requirements.

This raises an important question: How do recruiters fairly and objectively identify the most suitable candidate from such a large pool of applicants using these documents alone?

There are also widespread concerns and perceptions that, in some recruitment exercises, the preferred candidates may already have been identified before the positions are advertised. Whether or not this happens in a particular recruitment exercise, the existence of such perceptions undermines public confidence in recruitment institutions and calls for stronger transparency, accountability and objective assessment mechanisms.

Recruitment should not merely be about filling vacant positions. It should be about identifying people with the right abilities, knowledge, values, potential and commitment to deliver the objectives of an institution.

This is particularly important in public institutions and organizations delivering human-focused services, where the quality of personnel directly affects people's dignity, rights, welfare, health, opportunities and general well-being.

A modern recruitment process must therefore go beyond CVs, cover letters and academic certificates.

1. STANDARDIZED AND IDENTICAL ASSESSMENT METRICS

Applicants competing for the same position should be subjected to comparable assessment methods and standards.

These may include:

Standardized aptitude tests.

Identical or equivalent examination questions.

Structured behavioural interviews.

Situational judgment assessments.

Practical demonstrations of relevant skills.

Such assessments provide a more objective basis for comparing applicants and narrowing the pool of candidates.

They also reduce excessive reliance on personal impressions, subjective preferences and unverified claims contained in application documents.

2. MEASURING TRAINABILITY AND LEARNING POTENTIAL

Recruitment should not focus exclusively on what a candidate already knows. It should also consider how quickly and effectively the person can learn, adapt and develop.

Some applicants may have extensive academic qualifications but limited practical ability, while others may possess strong foundational abilities and demonstrate exceptional potential to learn and perform.

Competitive assessments should therefore examine:

Cognitive ability and reasoning.

Problem-solving capacity.

Learning agility and adaptability.

Ability to understand and interpret information.

Capacity to apply new knowledge.

Decision-making under reasonable pressure.

These qualities can help predict how effectively an individual may develop the competencies required for a particular job.

3. CORE COGNITIVE ABILITIES TESTS

Depending on the nature and level of the position, applicants may be assessed in:

Numerical reasoning.

Reading comprehension.

Logical deduction.

Written communication.

Critical thinking.

Information interpretation.

These assessments help establish whether candidates possess the foundational abilities necessary to understand instructions, process information, make sound judgments and adapt to workplace demands.

The tests should, however, be relevant to the actual responsibilities of the position rather than becoming unnecessary academic barriers.

4. SITUATIONAL JUDGMENT AND ETHICAL DECISION-MAKING

A candidate may possess impressive academic qualifications but lack the judgment required to handle real workplace situations.

Recruitment should therefore include practical scenarios that test how applicants would respond to challenges likely to arise in their intended positions.

For example:

How would an officer handle a complaint from a vulnerable member of the public?

How would a manager respond to suspected corruption involving a colleague?

How would an employee handle a conflict between institutional procedures and an individual's legitimate rights?

How would a service provider respond to a person experiencing discrimination?

How would an officer manage competing demands when resources are limited?

These assessments help establish whether candidates demonstrate integrity, sound judgment, professionalism, empathy, fairness and respect for human dignity.

They should also examine whether applicants understand confidentiality, accountability, non-discrimination and the ethical boundaries of their professional responsibilities.

5. STRUCTURED BEHAVIOURAL AND COMPETENCY-BASED INTERVIEWS

Interviews should not be informal conversations where different candidates are asked unrelated questions or judged according to personal impressions.

Instead, candidates should be assessed against predetermined competencies relevant to the position.

These may include:

Leadership and management.

Teamwork and collaboration.

Communication and interpersonal skills.

Conflict resolution.

Resilience and emotional intelligence.

Accountability and integrity.

Innovation and initiative.

Ability to work with diverse populations.

Applicants should be invited to provide practical examples from their previous employment, education, volunteering or other relevant experiences.

A standardized scoring framework should be used by interview panels to ensure consistency and reduce personal bias. If possible the machine/computer should have a software to generate the most suitable candidate without any interference.

6. PRACTICAL WORK SIMULATIONS AND DEMONSTRATIONS

Where possible, candidates should be given practical assignments resembling the actual responsibilities of the advertised position.

For example:

An accountant may be asked to examine financial records and identify discrepancies.

A social worker may be presented with a case involving a vulnerable family and asked to develop an appropriate intervention plan.

A teacher may be asked to demonstrate a teaching session.

An administrator may be asked to organize information and prepare an official report.

A manager may be asked to develop a response to an institutional challenge.

Practical demonstrations can reveal abilities that academic certificates and interviews alone may not adequately establish.

They also help identify candidates who can translate knowledge into effective service delivery.

7. ASSESSING HUMAN VALUES AND RIGHTS-BASED SERVICE DELIVERY

For institutions whose work involves serving the public, human values and professional ethics should form an important part of recruitment.

A suitable candidate should demonstrate an understanding of:

Human dignity and respect.

Equality and non-discrimination.

Fairness and justice.

Professional boundaries.

Confidentiality and protection of personal information.

Cultural sensitivity.

Accountability to service users.

Respect for the rights and freedoms of others.

For example, a person may possess the necessary academic qualifications to work in a healthcare, education, social protection or public administration institution but lack the attitude and interpersonal qualities required to serve people appropriately.

Recruitment should therefore consider not only whether someone can perform technical duties, but also how that person is likely to treat the people they serve.

Human-focused services require professionals who understand that people are not merely files, statistics or administrative cases. They are human beings with rights, needs, feelings and dignity.

8. FAIRNESS, TRANSPARENCY AND ACCOUNTABILITY IN SCORING

A modern recruitment process should have a clearly defined assessment and scoring framework established before the recruitment exercise begins.

Applicants should know the essential requirements and the competencies being assessed.

The institution should:

Publish clear selection criteria and assessment stages.

Use independent or appropriately constituted interview panels.

Require panel members to declare potential conflicts of interest.

Maintain documented assessment records.

Apply consistent scoring standards.

Provide appropriate feedback to unsuccessful applicants where practicable.

Establish mechanisms for addressing complaints and reviewing irregularities.

Where technology is used in screening or ranking applicants, the process should be transparent, appropriately supervised and open to scrutiny. Automated systems should not introduce discrimination or unfairly exclude qualified applicants.

9. EQUAL OPPORTUNITY AND INCLUSIVE RECRUITMENT

Recruitment should not unnecessarily disadvantage people because of their gender, disability, social background, geographical location, ethnicity, age or other protected characteristics.

Reasonable accommodation should be provided to persons with disabilities, and assessment methods should measure relevant competencies rather than unrelated physical or social advantages.

Institutions should also consider the constitutional principles of equality, affirmative action where applicable, regional balance and fair representation.

At the same time, inclusion should not mean abandoning merit. The objective should be to create a fair opportunity for all qualified people to demonstrate their abilities and to identify the most suitable candidate through lawful, objective and inclusive assessment.

10. VERIFYING EXPERIENCE, REFERENCES AND PROFESSIONAL CONDUCT

Academic certificates and CVs should be verified, but recruitment should go further.

Where relevant and lawful, institutions should examine:

Authenticity of academic and professional qualifications.

Actual employment history and responsibilities.

Professional registration and licensing.

Relevant work samples and achievements.

References from previous employers or supervisors.

Disciplinary or professional conduct records where legally accessible and relevant.

This helps distinguish between candidates who merely present impressive documents and those who have demonstrated competence, responsibility and professional integrity.

11. USING TECHNOLOGY TO IMPROVE RECRUITMENT

Modern technology can make recruitment more efficient, accessible and accountable.

Institutions can adopt secure digital recruitment platforms that:

Receive and organize applications.

Identify whether applicants meet essential requirements.

Administer standardized online assessments.

Support anonymous screening where appropriate.

Record assessment scores and interview outcomes.

Track recruitment progress.

Maintain auditable records of decisions.

However, technology should support human judgment rather than replace it. Artificial intelligence and automated screening tools must be carefully monitored to prevent algorithmic bias, discrimination and unfair exclusion.

Applicants should also have reasonable access to alternative arrangements where digital access, connectivity or disability would otherwise disadvantage them.

12. RECRUITMENT SHOULD CONSIDER THE ACTUAL OBJECTIVES OF THE POSITION

One of the most important questions in recruitment should be:

What does the institution expect this position to accomplish, and what abilities, knowledge, values and attitudes are necessary to accomplish it?

Recruitment criteria should be developed from the actual responsibilities and expected outcomes of the position.

For example, an institution seeking to improve public service delivery should not simply recruit people with impressive academic qualifications. It should also identify candidates capable of solving problems, managing resources responsibly, communicating effectively and responding to the needs of the people they serve.

The recruitment process should therefore be connected to institutional objectives, performance expectations and the quality of services delivered.

13. PROBATION, PERFORMANCE MONITORING AND CONTINUOUS DEVELOPMENT

Recruitment should not end with the signing of an employment contract.

New employees should undergo a properly structured induction and, where applicable, a fair probationary period with clearly communicated performance expectations.

Their performance should be assessed against measurable responsibilities, professional standards, ethical conduct and service-delivery outcomes.

Institutions should also provide opportunities for training, mentorship and professional development.

This recognizes that even the most suitable candidate needs an enabling working environment, adequate resources, good leadership and opportunities to grow.

CONCLUSION: RECRUITMENT SHOULD IDENTIFY ABILITY, INTEGRITY AND POTENTIAL, NOT CONNECTIONS

Kenya needs to move towards modern, evidence-based, transparent and competency-driven recruitment systems.

The objective should not simply be to identify who has the most impressive CV, the highest academic papers, the strongest connections or the best ability to present themselves during an interview.

It should be to identify who is most capable of performing the responsibilities of the position, who has the potential to grow, who demonstrates the necessary professional and ethical values, and who can contribute meaningfully towards the institution's objectives.

Academic qualifications remain important, but they should be considered alongside practical competence, reasoning ability, learning potential, integrity, interpersonal skills and commitment to service.

Recruitment is not merely an administrative exercise. It is an institutional investment and a public responsibility. The people recruited today will determine the quality of leadership, administration, justice, healthcare, education, social protection and other services delivered tomorrow.

A fair recruitment process does not simply give everyone an opportunity to submit documents. It gives qualified people a genuine and equal opportunity to demonstrate why they are suitable for the positions available.

Kenya must build recruitment systems that inspire public confidence, reward merit, discourage favouritism and ensure that the most suitable candidates are not overlooked.

Ultimately, the purpose of recruitment should be to put the right people in the right positions so that institutions can fulfil their responsibilities effectively and serve people with competence, fairness, dignity and respect for human rights.

Elijah Mutua Kirima
Social Worker

THE BIBLE AS COMPARED TO A CONSTITUTION.

 THE BIBLE AS COMPARED TO A CONSTITUTION.

The Bible is God's Word to us. It reveals what we should believe, what we should do, how we should love God and others, and the general attitude and conduct we should demonstrate throughout our lives.

The Bible can be compared to a constitution. A constitution provides the framework for governing a nation. It defines institutions, responsibilities, rights, obligations, the principles that should guide leadership, and the consequences of obedience or disobedience to its provisions. However, a constitution is not meant merely to be read, explained, memorized or taught. It is meant to be implemented and lived out. The same is true of the Bible: it must be taught, understood and put into practice.

Consider what would happen if the only thing a country did with its constitution was to teach its citizens about its provisions without implementing them.

People would be taught that elections must be held every five years, but no elections would take place. They would learn that there should be security agencies, but none would be established. There would be provisions for a Judiciary, an Executive and a Parliament, but these institutions would not be established or allowed to perform their responsibilities. There would be provisions for schools, hospitals and human rights, but none of these would be translated into reality.

Imagine a nation where its citizens know almost every detail of their constitution, yet its provisions are not reflected in the way the country is governed or in the services and protection people receive. Such a nation would not achieve the purposes for which its constitution was established.

Although no country achieves perfect implementation of its constitution, the closer a nation comes to implementing its constitutional provisions in their entirety, the greater its potential to provide effective services, promote development, protect rights and reduce conflicts.

The same principle applies to the Bible.

Knowledge of God's Word is important, commendable and commanded. We must study, teach, understand and rightly interpret Scripture. However, biblical knowledge should never become an end in itself. Its ultimate purpose is to influence how we live.

The goal is to translate what we learn from Scripture into daily actions, decisions, relationships and responsibilities. It should help individuals and communities to live in ways that promote human dignity, compassion, justice, peace, unity and the general welfare of people. It should also strengthen our relationship with God, deepen our faith and help us find hope and strength during difficult times.

A Christian should not only be able to explain what the Bible says; they should also demonstrate through their conduct that they are living by what it says.

As James 1:22 reminds us:

"But be ye doers of the word, and not hearers only, deceiving your own selves." 

Teachings and  leaders set prepare for WORKS of service:

Ephesians 4:11-12,16,25-32

[11]So Christ himself gave the apostles, the prophets, the evangelists, the pastors and teachers,

[12]to equip his people for works of service, so that the body of Christ may be built up

[16]From him the whole body, joined and held together by every supporting ligament, grows and builds itself up in love, as each part does its work.

[25]Therefore each of you must put off falsehood and speak truthfully to your neighbor, for we are all members of one body.

[26]“In your anger do not sin” : Do not let the sun go down while you are still angry,

[27]and do not give the devil a foothold.

[28]Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need.

[29]Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.

[30]And do not grieve the Holy Spirit of God, with whom you were sealed for the day of redemption.

[31]Get rid of all bitterness, rage and anger, brawling and slander, along with every form of malice.

[32]Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.

Let us therefore go beyond knowing God's Word to putting it into practice. The true measure of our understanding should not be how much Scripture we can quote, but also how faithfully its teachings are reflected in our lives.

ELIJAH MUTUA KIRIMA

Pastor

THE WORD OF GOD IS THE WILL OF GOD