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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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4.3 Motivations for Investment in the field of Education

This section looks at the reasons why entrepreneurs find the field of education an area of investment and why they are motivated to set up schools in a poor or low income area. In tracing back the story line of these young set of new entrepreneurs in Africa, the sub sections that make up this part carefully throws more light in uncovering their foremost motivations for investment and henceforth enables us to gather accurate information and general perception of the prevailing investment climate in the field of education in Kibera.

4.3.1 Lives within the community

When asked why the school owners set up schools in Kibera several issues arose. What seemed to be a major factor was that school owners lived within Kibera itself. For example, typical of the statements from the school owners regarding this are the following:

«I have stayed in the area for 15 years and had discovered the need of starting a school in the area...» (School owner A (Dagoretti Youth Centre))

And

«I started a school as I am a resident of Kibera» (School owner B (Future Kids Academy).

This trend is reinforced by the fact that, being part of the community or having resided in the community for a good number of years, these entrepreneurs have a mastery of the socio-economic field and are somehow closed to their target: The population living in the slums.

4.3.2 Inadequate schools in the area

The second major reason given for setting up a private school was that the school owners saw a lack of education for the children of Kibera. Even though the World Bank provided £55 million in 2003 to assist the introduction of Free Primary Education (FPE) there is still a lack of government school provision for children from the slum. According to school owner A:

«We have very few public schools in the area and I was touched when I used to see idle children in the area» (School Owner A).

And:

«I set up my private school in order to assist children from low income families to access schools as there are inadequate schools in the area.» (School owner J)

In addition to this, a question was asked to pupils involved in the study. This sets out to find out if they had attended a public school prior to enrolling into a private one. Out of the 25 pupils, 11 had attended a public school before joining the private. When asked why they chose a private school where fees had to be paid rather than a free government school the overwhelming majority stated that the conditions for learning in the government school were not suitable enough for them. Some examples of their arguments are:

«The classes in public school are over populated and the teachers are not committed because they sometimes don't teach us at all» (Student 16, school C)

And:

«My class in the public school was very congested and my teacher never paid attention to what I was doing during lessons or if I was performing well in the exams. I felt bad about it because I realised that I was not learning anything.»(Student 25, school E)

These statements seem to reinforce the arguments provided by the school owners that government schools for the children of Kibera are not suitable owing to the cramped conditions and the attitude towards children from the slum. Having a school that one can access in one's own community seems to be a major reason for private schools to exist.

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