Primary education and entrepreneurship in East Africa: a case study of private schools for the poor in Kibera (Kenya)

4.6 Factors identified as the major gaps in private provision

Having scrutinised various aspects of private school investments in Kibera, we have come to realise that the actions undertaken by this type of entrepreneurs in the provision of education in the slums is highly appreciated by the populations. A typical proof to this fact would be the number of pupils enrolled in the schools. Private schools in Kibera have had the merit of bringing the educational setting close to its people thus resolving the tremendous problem of travelling distance faced by people in developing countries.

It has equally been revealed that, even though the Kenyan government introduced Free Primary Education in the year 2003, the private schools in the slum have not suffered from a deficit in their enrolments; instead the figures available for this research have noted an increasing number of pupils enrolling in non formal education after 2003. This, as presented above, is due to the fact that Kibera is one of the most populated slums in East Africa, and therefore needs enough educational institutions to get the children educated, an action which cannot be left alone to the government. In a more specific term, the parents and pupils of Kibera seem to have set their heart on the private educational sector, which according to them, does deliver education of quality with teachers paying special attention to pupils evolution

both at school and in the community, unlike in the public sector where classes are overcrowded.

However, our study, though of a very small scale has noticed some shortcomings in this form of provision. The interviews that were distributed to pupils and teachers, the main recipients of the business initiative, provided us with several shortcomings:

- The private schools in Kibera are not regulated. The flawed nature of this aspect of the business would always lead to a difficult climate for investors and for the recipients. In order to render the business more competitive and profitable to all and especially the needy, there is a need to reassess the regulatory principles governing private school investments. To this effect, the authority power of the KISA could play a greater role here if the regulation of non formal schools in Kibera was entrusted to them. They would certainly contribute to a better harmonisation and a follow up of private schools standards.

- The private schools in Kibera suffer from the absence of buildings , infrastructures, facilities, teaching and learning material, just to name a few.

The absences of the latter which is in the opinion of many critics, a serious handicap in enhancing teaching/learning in an area such as Kibera and in generally in all developing countries. However, considering the community itself is extremely poor, the states of the schools are likely to reflect those of its houses and buildings. It would actually be difficult for an entrepreneur to invest in modern school buildings while his sole budget is derived from pupils' fees. After all, the general trend portrays a satisfaction of parents and children in learning priorities and costs offered by these same schools.

- Finally there is need to critically address financial issues in this form of provision. Our study revealed that almost all the schools incomes were drawn from school fees paid by pupils. Finance seem to be key problem in third world entrepreneurship as there a few financial resources available for investors who nurture the desire to run a business of their own.

Apart from these few points, the general consensus of both pupils and teachers is that they are quite satisfied by investment initiatives of the school entrepreneurs in Kibera.

Chapter Five - Conclusion, Summary and the Way Forward

At the end of our study centred on primary education and entrepreneurship in East Africa, a number of information and reflection have emerged from the case study of Kibera concerning the contributions of the private educational entrepreneurs in combating illiteracy and boosting the United Nations campaign of Universal Primary Education (UPE). The high demand for private schools provision and the mushrooming of independent schools catering for the poor in Kibera as well as in other countries in Africa have been noted in the course of this study. Further, some impressions have equally been drawn from the actions undertaken by educational entrepreneurs in Kenya in the perspective of improving the quality of their schools.

This chapter sets out to discuss our study findings and their relation to existing literature so as to be able to determine if they answer all the research questions. From there on, suggestions and implications will be developed so that education in Africa in general and Entrepreneurship can evolve positively and contribute efficiently to the development process of the continent. The research has revealed the overwhelming existence of many private schools catering for low income families across Africa. Whether in Ghana, Nigeria, or Kenya, it has been noted that the greater majority of parents living in slums and remote areas give more credit to private schools, this taking into account the number of enrolments in these settings.

In Kibera where we set out to focus the study, our findings clearly states the key role played by educational entrepreneurs in the general process of offering quality educational provision at affordable costs to the entire population living together in the slum. From a critical stand point, we were amazed to notice that a good number of these entrepreneurs live in the communities in which they have set their schools (see Tooley and Dixon 2005) and it denotes

that these entrepreneurs generally individuals with backgrounds in education; do have at heart the education of the children of the development of their respective communities. It was found that the schools owners have either been trained as teachers in the government for some time or simply have been teaching in private schools for a good number of years prior to establishing their own schools. Having such a background can only be of greatest importance in a project like providing education to the mass.

Questioning their motivations for investments in the field of education, the general view point which emerged was the fact that the overall quality level of education in the public sector was left to be desired with overcrowded classrooms and absence of professional conscience from its teachers. The entrepreneurs did mention that there were no adequate government schools in their localities. Being themselves parents, they felt the utmost desire to provide their offspring with quality education at affordable cost. Their investments were equally geared towards bringing the school settings close to the pupils and henceforth solving the problems of long distance schools (see Tooley and Dixon 2006). Another striking reason was the peculiar attention given to socially excluded children, vulnerable children and the poorest. The research revealed that considerable amount of money in forms of scholarship and financial assistance was allocated in most schools to orphans and the brightest children. Equally on a more specific side, the school owners made sure that the standards and quality of their schools remained very positive, this in the perspective to secure the loyalty of their pupils and attract more students in a long run given the highly competitive environment in which they operate.

By investing in such an important sector of a country's life, the entrepreneurs do not only think of the financial outcomes as it is claimed by some critics (see Lewin 2007, Rose 2006).Indeed they charge school fees to pupils and this is somehow the only source of their funding. The private schools in Kibera rely solely on the contributions derived from students'

tuition to run effectively. However parents and community members apparently do not find any problem with the charges in the private sector provided they are satisfied with the children progress.

Looking at the question related to regulatory issues and investment climate in Kenya, the study came out with no specific guidelines regarding it. Based on the answers that were given by school entrepreneurs, we assumed that effective regulatory guidelines for investors seem to be flawed or simply nonexistent. In such an instance, it would be quite difficult to assess government willingness to expand and promote private investment. However we noted that the private school owners were quite pleased with the situation considering the huge number of private schools existing in the slum.

The Free Primary Education campaign launched in Kenya in the year 2003 has not ha d a

major impact on pupils enrolments in private schools, our study reveals. Earlier before the initiative, private schools in Kenya already existed and years after it, many pupils still attend private schools. From the responses gathered through questionnaires, it has been noted an increasing number of enrolments in private schools of Kibera after the year 2003.Some pupils equally mentioned that prior to enrolling in private schools; they had earlier attended government schools and were not satisfied with the overall system in spite of the fact that it was supposedly free. Hence, the private schools for the poor in Kibera can still claim leadership over the government schools in terms of provision thanks the importance which is being attached to quality education in these settings. The state might be the sole responsible for making the reality of the delivering of universal right of primary education to the poor of Kibera and Africa as it is claimed by Lewin(2007), however our research shows that this assertion is not generally accepted by the population concerned. They actually know what is good for them.

Measuring the satisfaction level of these investments as perceived both by pupils and teachers, the general trend that emerged is the overall contentment with the functioning system of private schools in Kibera. Pupils said to be happy with their teachers' ability in their respective subject. The degree of teacher's involvement in private schools is likely to out pass that of their colleagues in government schools. This same phenomenon was revealed earlier by Tooley and Dixon with the case of their study in India were they found that there was a feverish classroom activity going on in private schools were they called unannounced.

Teachers in private schools in Kibera as it is likely the case in other countries are very punctual and always present in schools and in addition, they pay extra attention to their pupils, treating them fairly and all this in a very disciplined environment. The reason behind all the qualities observed with teachers here may be related to the scarcity of job opportunities in developing countries especially in remote areas. The prevailing competitive environment warrants the teachers to take their duty seriously if they want to be kept by the school administration and the community. However nearly all the pupils taking part to this research admitted their disappointment concerning the schools infrastructures but did not stress so much on it as what matter the most for these pupils was the knowledge that they were able to gain from such dilapidated structures.

On their own, teachers expressed relative satisfaction with their working environment, the number of days allocated for leave of holidays within the academic year and their social status in the community. From a general point of view, what constitutes the major handicap for almost all the teachers in this slum is the amount of money they perceive in form of wage. In fact just three teachers out of the 25 that formed the basis of our research said to be satisfied with their salaries and in some cases the agreed amount of salaries were not paid on regular basis thus putting the teachers sometimes in extremely difficult situations. Rating in order of importance what teachers felt was a real handicap in private schools of Kibera; they

mentioned firstly the poor infrastructures, followed by a lack of teaching aid including books and teaching aids, and finally irregular salary payments.

The assessment which was done in this research through questionnaires and interviews did not only depict a positive picture of private investment in Kibera. Indeed the amount of population living together in slum need enough educational institutions to ensure that the level of illiteracy gradually reduce, something which the government cannot claim to be able to do all alone. «The heart of the population of Kibera and other poor areas in Africa seem to be beating for private schools» and for this reason several points need to be reconsidered in order to render the quality of these schools of better standard. The commendable efforts deployed by the Kenyan Independent Schools Association (KISA) need to be revitalized through general, technical and logistic support. There is no doubt that the private sector in Kenya and we presume elsewhere in Africa too, is a key determinant factor in the global vision of expanding primary education.

Further while elaborating policies on Universal Primary Education, it would be wise enough for state leaders, educational stakeholders, international organisation, national and multilateral agencies to consider and involve private schools entrepreneurs' ideas in the general consensus for a better appraisal of the sets goals. Refuting the role played of the private sector in the millennium campaign for Universal Primary Education as advocated by many critics (Watkins, Lewin, Rose) thus give the false impression that nothing is happening on the continent as far the development of education is concerned.

Inextricably, the various factors which could be identified as the major gap in the private provision of education in Kibera in our research converged to the same conclusions by Tooley and Dixon: The private schools in Kibera are not regulated, they suffer from the absence of buildings and infrastructures and lastly they all face striking financial difficulties.

These three aspects could be ameliorated if the private schools in Africa were given the least of attention and interest from the above mentioned institutions and partners.

Finally, it is suggested that in the perspective of boosting Entrepreneurship in Africa especially in the field of education, a study of the regulation of private schools in Africa should be carried. Ayittey (2007) stated the importance of the investment environment in the developmental process of Africa. An environment which, according to him is shaped by various government legislations, policies (taxes, duties, and subsidies), institutions and attitudes. In a case where this environment is such that it fosters peoples' effort, it becomes a catalyst for development. Such an environment is described as «enabling» or «conducive» to productive effort. (Ayittey 2007:159)

The study of the regulation of private schools for low-income families in Andhra Pradesh, India undertaken by Dr Dixon in 2003 has been of tremendous help in the understanding and the development of this sector in India. By carrying such a similar study in Africa, it would enable a better appraisal of the private educational sector and shall henceforth establish the basis for future support educational entrepreneurs of Africa.

Finally, it is equally felt that associations such as the Kenyan Independent schools Association (KISA) are better placed to act as a regulatory board for all the private schools operating within their sphere of competency. Considering their familiarity and their expertise with the sector, they could actively foster the development of private schools in terms of quality if they were given just half of the support that is being given to government schools.

From the foregoing analysis we can assume with little fear of contradiction that the contribution of private schools entrepreneurs in East Africa in the overall campaign for Universal Primary Education is commendable and worthy of support. Be it in Kibera (Kenya), in Makoko (Nigeria) or in Mbouda (Cameroon), private schools do play acting roles in

educating the increasing number of people and they much more preferred by the population than the government schools even in a context of Free Primary Education(FPE) across states of Africa.

Our wish is to see that this research continues it course for a better understanding of the private educational sector and its contribution to the development of Africa in general.

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Appendices

Appendix A- Letter of permission

Dear respondent,

Private investment in education seems to have been developing in many African countries especially in slums and remote areas as many private schools are now mushrooming for many reasons. As such, we are carrying out a study about Private education in West Africa with a case study of five private primary schools in Kenya.

We are asking you to kindly answer every question in this questionnaire as honestly as you can. The answers you provide will be used only for the purpose of this study and will be handled with the highest level of confidentiality. So do not make any mark that will reveal your identity or indicate that the responses are from you.

Please choose only one answer and explain it where required. Be brief as much as possible. Thank you very much for your contribution to this important study.

Yours Sincerely

Eric Keunne Nodem

MED (International Development & Education)

School of Education, Communication and Language Sciences Newcastle University

United Kingdom

Appendix B- SCHOOL OWNER QUESTIONNAIRE

1- Name of school

2- Your name (this will be kept confidential) .

3- Your gender 1) Male ? 2) female ?

4- Your age

5- When was school opened and registered for the first time?

6- What strategies did you use to attract parent and pupils in your

school?

7- How many students enrolled in your school the first year it got

opened?

8- How many students are enrolled for this academic year?

9- Number of: a) Boys b) Girls

10- What school management type is your school?

1) ) ivate unaided recognized

2) Private unaided

unrecognized

11-How will you range your school ownership type?

1) Individual proprietor

2) Partnership

3) Religious

4) Community

5) haritable organization

12-Number of teachers in your school

13-Which is the minimum and maximum salary of teachers at your school?

a) Minimum

b) Maximum

C) What is the average teacher's salary in your school?
14-what is the average number of pupil per class?

a) Less than 30

b) Between 31 and 50

c) Above 51

15- Does your school possess the following material facilities?
a) Large classrooms. Y No

b) Blackboards. es No

c) Desks. es No

e) Chairs Yes No

f) Electric light Yes No

g) Drinking water Yes No

h) Staff toilets Yes No

i) Separate toilets for boys and girls Yes No

j) Library Yes No

k) Computers for students and staff . Yes No

l) Play grounds Yes No

16- Does your school own or rent its buildings?

a) Own b) Rnt

16-1) If your answer is (b), please state how much you pay monthly

17- Do you charge fees to pupils?

a) Yes No

What are the school fees? Please fill in the table (if monthly fill in the monthly amount, if paid by term please just fill in the term amount in Ksh:

Class level/ standard

Monthly fees

Or term fees

a. Pre-primary

b. Standard 1

c. Standard 2

d. Standard 3

e. Standard 4

f. Standard 5

g. Standard 6

h. Standard 7

i. Standard8

j. Form 1

k. Form 2

l. Form 3

m. Form 4

17) Does a child pay for the following (please tick those he or she pays for): a) Texts books n b) School uniform n c) Exercise books n

d) Examination fees n e) Extracurricular activities n f) Parents association fees n

g) Computer classes n h) Other (please specify)

18- Does your school offer scholarships or financial assistance to students? a) Yes b)

18-1 - If yes, to which category of the following and approximately how much?

a)

. mount

Amount

Amount

Outstanding students

b) Orphans

c) Others (Specify please)

b)

b)

19- Do you receive any subsidy for the funding of your school (excluding Tuition)?

a) Yes

20- Do you offer incentives to your teachers and staff? a) Yes

20-1 If Yes, could you please give us more details about the nature of these incentives?

21- What factors geared your motivations to set up a school in this specific area?

22-

Do you think the regulatory climate is conducive enough for investment in this field in Kenya?

23- What are the basic requirements needed to open a private school in Kenya?

Appendix C- PUPILS' QUESTIONNAIRE

1) Name of school

2) Class (Grade)

3) Name of pupil

4) Age

5) Gender: 1) Male ? 2) Female ?

6) Do you have any brothers or sisters? 1) Yes ? 2) No ?

6b) If yes how many do you have?

7) Does your Dad have a paid job? 1) Yes ? 2) No ?

7b) if yes what does he do?

8) Does your Mum have a paid job? 1) Yes ? 2) No ?

8b) If yes what does she do?

9) How much do you pay for your monthly school fees?

10) Do you buy your own school books? 1) Yes ? 2) No ?

11) For how long have you been studying in this school (years)?

12) Have you ever attended a public (government) school before? 1) Yes ? 2) No ?

13) If yes, please briefly tell us why you have chosen to continue in a private school

14. How do you get from Home to School?

i)

Walking

ii) Bus

iii) Motorbike

iv) Car

v) ^Taxivi) Other (please specify)

15a. How many rooms does your family occupy in your home?

15b. How many people live in your home? (Please provide the numbers including yourself)

Male Adults		nn	Male children
nn		Female Adults
nn		Female children
nn

15c. Does your home have a separate kitchen for your family to use?

0) Yes ? 1) No ?

15d. Does your home have a toilet

0) None ? 1) Outside the premises? ? 2) Within the premises ?

Student satisfaction

16) How would you rate your class teacher's ability in their subjects that they teach you?

1	2		3			4		o
o	o		o			Excellent
Good	Poor		Very Poor			17) How would you describe your class teacher's punctuality for lessons (starts lessons on time)?
1
2		3			4		o
o		o			o		Always punctual
Mostly punctual		Almost always late			Always late

18) How would you describe your class teacher's attendance at school?

1	2	3	4
o	o	o	o
Always at school	Mostly at school	Often absent	Always absent
19 Do your teachers treat you fairly?
1	2	3	4
o	o	o	o
Very fairly	Quite fairly	Not very fairly	Not fairly at all
20) How would you describe the discipline at your school?					1
2	3	4	o
o	o	o	Strict but fair
Strict and unfair	Lenient but fair(not strict)	Too lenient i.e., pupils are out of control

21) How would you rate the standard of your English lessons?

1	2	3		4	o
o	o	o		Excellent
Good	Poor	Very Poor

22) How would you describe the state of the school buildings?

1	2	3		4	o
o	o	o		Excellent
Good	Poor	Very Poor

23) How would you describe the school facilities (toilets, library, drinking water, chairs, blackboards etc.,)?

1	2	3		4	o
o	o	o		Excellent
Good	Poor	Very Poor

24) What do you think of the school's extra-curricular activities (sports, games, dance, and music)?

1	2	3		4	0
0	0	0		Excellent
Good	Poor	Very Poor

25) How would you rate your level in these subjects?

English 1- Very good 2- Good 3- Average 4 -Poor

Science 1 - Very good 2- Good 3- Average 4 -Poor

Mathematics 1- Very good 2- Good 3- Average 4 -Poor
26-Does your school offers scholarships or any other financial assistance to students?

1) Yes 2)No

27) What will you like to do after leaving school?

28) Do you think this school is helping you in achieving that future objective? 1) Yes 2)No 3) Don't know

Official Test scores

Maths English Kiswahil

Appendix D- Teacher Questionnaire

About you

1. What is your age?

2. What is your sex?

0) Female

1) Male

3. What are the subjects you teach? (Please tick as many boxes as required) What are your highest qualifications in these subjects?

Subject	Do you teach this subject? (Tick for yes)		What is your highest qualification in each subject that you teach? (If none, write none)	English Language
			Mathematics
			Kiswahili
			Social Studies
			Science
			Religious Studies
			Social Ethics
			Physics
			Biology
			Chemistry
			Geography
			History
			Other (specify)

4. How many years have you worked in this school as a teacher?

5. How many years in total have you been working as a teacher?

Your education

6. What is your highest education level, not taking teachers' training into account. Please tick only one.

0) Primary Level

1) Vocational training Level

2) Secondary Level

3) College certificate Level

4) Diploma level

5) BA, BSc, HND or equivalent

6) MA, MSc or equivalent

7) PhD

7. What type of teacher training have you received?

0) None

1) P I

2) P II

3) P III

4) S I

5) ATS

6) Graduate

7) Post graduate Diploma/Certificate in Education

8) Masters

You as a teacher at your school

8. Do you belong to a teachers' union?

0) No

1) Yes

9. Is your position at this school temporary or permanent?

0) Temporary

1) Permanent

2) Don't know

10. Are you full time or part time?

0) Part time

1) Full Time

11. What is your monthly salary from teaching at this school (not including private teaching)? Ksh Per month

12. In this term how many days of paid leave have you taken?

Paid or half paid sick leave days

Paid or half paid other leave days

13. In the present school year, how many days of unpaid leave have you taken?

Unpaid sick leave days

Unpaid other leave days

14. Do you have a second job other than in this school? Please tick as many that apply.

1) Yes, giving private tuition

2) Yes teaching in a private school (government school teachers only)

3) Yes, other job, (please specify) .

4) No, I have no other job other than my job in this school

Your family

15. Please tick one of the following to indicate your father's highest education attainment

0) None
1) Pre-primary			2) Primary incomplete
	3) Primary complete
	4) Vocational training
	5) Adult education
	6) Secondary incomplete
	7) Secondary complete
	8) Certificate
	9) Diploma
	10) Degree, HND or equivalent
	11) MA, MSc
	12) PhD

16. Please tick one of the following to indicate your mother's highest educational attainment

0) None
1) Pre-primary			2) Primary incomplete
	3) Primary complete
	4) Vocational training
	5) Adult education
	6) Secondary incomplete
	7) Secondary complete
	8) Certificate
	9) Diploma
	10) Degree, HND or equivalent
	11) MA, MSc
	12) PhD

17. If you have children of your own do they attend this school (i.e., the one you teach in)?

0) No

1) Yes

18. If you have children which type of school do they attend?

1) Private school

0) Government school

Your classes

19. For your primary 6 class, on average, how many minutes per week do you spend on giving quizzes or tests to your class pupils? If none, write `0'

20. How many times are formal exams set for pupils in this school?

1)	Monthly tests			2)
Mid term tests			3)
Termly			4)
Half yearly			5)
Annually

21. What is the total number of students in your class?

22. How many boys and how many girls are there in your class (Class 6)? Boys ? Girls ?

School types

23. If the salary and other benefits in all school types were exactly the same, which type of school would you most prefer to teach in? (Please tick)

Management type

0) Government school

1) Private school

School Facilities/Teaching aids

24. Which of the following facilities does your class have? Please tick the correct box.

School facility	Available in the classroom (1)	Unavailable, or not functioning (0)
Blackboards
Duster
Chalk
Desks
Fans
Tape recorders
Chairs/benches
Electric light
Class cupboard
Drinking water
Teacher's table and chairs

25. Do you do any multi-grade teaching (teach several classes/sections in the same room at the same time)?

0) On a regular basis	?
1) When necessary	?		2) Rarely/never
?

26. Which of the following teaching aids do you have access to? Tick all that apply.

a) Teacher guides

b) Dictionaries

c) Reference books

d) Maps/globes/charts/flash cards

e) Science kit

f) Audio cassette player

g) Television

27. Do the children use textbooks in your class?

0)	Not in any lessons	n
1)	In some lessons	n		2)
In every lesson	n

Teacher Satisfaction

28. Which of the following best describes why you became a teacher? Tick only one box

a) I like to teach/like my subject/self fulfilment			b) Inspired by other teachers
		c) Family pressure/others decision
		d) Convenient timing
		e) Respectable job/good social status
		f) Permanent job which offers financial security
		g) Good salary
		h) No other secure job available
		i) Not a high pressure job

29. How would you rate your satisfaction with your choice of being a teacher?

0)	Very dissatisfied	n
1)	Dissatisfied	n		2)
Quite satisfied	n	3)
Very satisfied	n

30. How would you rate your satisfaction on the following?

	1 Very Satisfied	2 Satisfied	3 Dissatisfied	4 Very Dissatisfied
a) Salary						b) Amount of leave/holiday
				c) Respect from the parents
				d) Respect from the pupils
				e) Respect from the management/head
				f) Social status in the community
				g) Work environment
				h) Teacher training
				i) Facilities (books, teaching aids etc)
				j) Infrastructure (furniture,

buildings etc)

k) Leadership from the management/headteacher

31. What are the three most important problems that you face as a teacher? Please rank the three problems from 1 to 3 where 1 is the most important problem.

1) Poor infrastructure			2) Lack of teaching aids
		3) Shortage of teachers
		4) Harassment by authorities
		5) Lack of support from the management/head
		6) Too much time spent on non-teaching duties
		7) Irregular salary payments
		8) Lack of co-operation from parents
		9) Unpleasant work relations
		10) Difficult students
		11) Large class sizes
		12) Any other, specify

Supervision by headteacher/manager/school owner

32. Please indicate how often your headteacher/school owner/manager observes your lessons.

0) Never
1) Daily (or more than once daily)				2) Three times a week
		3) Two times a week
		4) Once a week
		5) Once in two weeks
		6) Once a month

33. Does your school or management offer you any in-service training?

1) Yes

0) No

34. If your school offers you in-service training how often do you undertake this training?

0)	Once a week
1)	Once a month			2)
Once every term		3)
Once every 6 months		4)
Once every year		5)
We do not have in-service training at our school

Thank you for your cooperation Newcastle University

Appendix E- INTERVIEW ON THE BUSINESS OF EDUCATION

Preamble: This interview focuses on the Business of education in Africa, with a case study of private schools in Kibera, Kenya.

I would like to draw your attention on the fact that we would like to record this interview, if you don't mind. The responses for this interview shall be analyzed and used specifically for the course of this study and shall be handed with high level of confidentiality.

Question 1: Could you please introduce yourself? i.e. your name, your qualifications and your profession

Question 2: Could you give us some reasons that geared your motivations of setting up a private school in Kibera? In a nutshell what is the background of your initiative?

Question 3: What type of difficulties did you encountered in the overall process?

Question 4: What measures have you taken for your schools to improve themselves?

Question 5: Has the government Free Primary Education initiative of 2003 had an impact on pupil's enrolment in your school?

Question 6: Is the regulatory environment of Kenya conducive enough for this type of business?

Question7: Do you receive any subsidy from the government?

Question 8: What do you have to tell critics who think you are out just for money and nothing but money?

Question9: What are your future objectives with this project? Thank you whole heartedly for your contribution to this study!