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

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par Keunne Nodem Eric
University of Newcastle Upon-Tyne - Master of Education 2010
  

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4.1 Introduction

This chapter sets out the analysis of the data collected in the slum of Kibera during May 2009 in order to attempt to answer the overall question of this thesis which is:

`How and why do private school entrepreneurs contribute to education for all in Kenya?'

This chapter will be divided up into five main parts starting with a section to set the scene concerning private schools for the poor in Kibera. These will provide analysis of the data to answer the overall thesis question through the following sub questions:

· What are the entrepreneurs' major motivations for investment in the field of education?

· Have these schools suffered from the government's introduction of 'Free Primary Education (2003)' in terms of enrolment?

· What is the satisfaction level from their investment as perceived by pupils and teachers?

· What factors could be identified as the major gaps in this type of provision?

The final question acts as a conclusion to this chapter. The next section provides background to the schools and the pupils and teachers who participate within them.

4.2 Background

This research was carried out in 20 private schools in the slum of Kibera, the largest slum in East Africa. Data were gathered via questionnaires from 20 school owners, 25 student and 25 teachers from five schools. Interviews were carried out with George Mikwa, the president of the Kenya Independent School Association (KISA) as well as four school owners and directors. The following background information will be necessary in understanding the results of the findings and being able to put these in context.

4.2.1 School and school owners

There are roughly 116 private schools currently operating within the slum area of Kibera (Dixon, 2009). Data were gathered in 20 of these schools. The schools operate their own Association, which is the Kenyan Independent Schools Association (KISA), an association that was set up and registered in 1999 with the Kenyan Government. The association draws its membership specifically from non formal schools (Private). In tracing back the origins of this association, its current president George Mikwa (a private school entrepreneur himself) recounts that:

«The idea of KISA was to have an umbrella body that is going to help us promote its activities...the actual sense was that, we had Kenyan children and we were teaching them in our schools and of course the quality was not all that bad, but most of the children had grown in poor families. We wanted to bring on board all the private schools so that we could have strength. We believe that the many we are, we could achieve our lobby activities so as to achieve our objectives that were set and agreed earlier, that is improving quality in our schools and responding adequately to the people's need for

Education» (Interview, Mikwa)

Of the school owners that participated in this research 12 were male and 8 were female (table 1). Schools were set up between the years of 1980 and 2006, therefore the oldest school was almost 30 years old with the most recent school being established for 3 years (see figure 1). The result confirms that some of these schools have been operating for decades, it seems safe to say that the data gathered for this research backs up that explored in the literature review and generally these private schools are not fly-by-night businesses ripping off the poor as some critics of private education for the assert.

Table 1: School owners

Figure 1: Year in which school was opened

The information contained in the data equally reveals the age of these schools owners. Out of the 20 schools 19 told us their ages. The youngest school entrepreneur was aged 30 years old, while the oldest was aged 64 with a mean age of 42 years (table 2).

Table 2: School owner

19

30

64

41.79

10.136

19

Age of school owner

N

Minimum

Maximum

Mean

Std. Deviation

Figure 2: Age of school owner

Private schools in the slum of Kibera are owned by various categories of people. With a limited number of schools involved in the research (20 schools), the study observed 3 main categories of ownership type. The first category worth 50% of the schools operating in this area, are community-owned. This implies that the functioning standards and the school's targets are decided and implemented by a ruling body with a strong support from the community essentially made up of local elites and parents association. The second category is that of individual proprietors (45%). This type of `ownership' implies that the individual through their own personal initiatives and funding set up schools and autonomously operate these with or without any external support. Finally, the third category (only 5%) is made up of partnership owned schools (see figure3). This last set of ownership type draws its resources and establishes the basis of its functioning on a joined initiative, generally with some NGOs (Non Governmental Organisations) or with another group of entrepreneurs.

Figure 3: School ownership type

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