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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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4.3.5 Equity

Equity issues in private schools in Kibera are, according to our study, taken with the highest level of importance. The fact that the businesses operate in slums and cater for low income families is to an extent the sign of their wanting to implicate all categories of people into education. As the research presents it, Kibera is a large slum with a massive number of poor children living altogether. The school owners tackle equity issues from different perspectives allowing those from families where there is no income, or no parents have access to education alongside those who can afford the fees and have a more stable family life.

4.3.5.1 Opportunities

The private schools in Kibera play a fundamental role in filling the gaps created by educational needs in this community due to the growing number of people. By offering less expensive education to those who can afford and by allocating special funds in the form of scholarship to a particular group of pupils as stated earlier, many children of the slum are given chances to participate in the school systems and do benefit from the advantages offered by the schools. In addition to this financial support ranging from £4 to close to £397 in very rare instances (see table 7). School owner A (Dagoretti Youth centre) stresses on some of the important issues which are applied in his institution in order for all the students to feel that they are treated equally and comfortable. Among these are:

- A flexible admission criteria for all the students irrespective of their age and social background;

- A child friendly approach within the daily relationship with pupils;

- Free extra coaching for slow learners;

- Home visit follow ups for children in the community.

For some other institutions like school G (Mukuni community centre) school F (Zafarani School) and school I (Future Kids academy), specific emphasis is being laid on lower and affordable school fees to all as well as free teaching /learning materials. Other benefits include the teaching of civic education and free immunization campaigns against some diseases.

Table 7: Orphans' financial support

All these factors put together contribute significantly to alleviating the cost of educational provision in these non formal settings of Kibera. It equally makes the learning environment attractive to many pupils and parents who for some reasons feel excluded.

4.3.5.2 Gender

On a similarly important note of equity, is the gender issue. That is the education of both male and female pupils in equal proportions. The girl's education in the slums of Kibera is a priority and the private schools that operate in this environment in their rallying policies do well in promoting this trend. Even though our study did not particularly looked at this issue from a separate angle, the statistics for pupils enrolments in the 20 schools that took part in to the study actually show an overall satisfactory result. Girls' enrolments in private schools in the slum of Kibera for this academic year substantiate this speculation. From the enrolment statistics of 19 schools out of the 20, girls' enrolment range from minimum of 47 pupils to a maximum of 560 pupils, with a mean of 205.47 while boys' enrolment ranged from a minimum of 38 pupils to a maximum of 470 and a mean of 206.42 (see tables 8&9). The following figures and tables illustrate these relative equitable enrolments for boys and girls in private schools catering for the poor in Kibera, Kenya. In a nutshell girls are given the same learning opportunities in the slum.

Figure 7: Number of girls in the 20 schools this year

Table 8: Girls in school

Table 9: Boys in school

Figure 8: The number of boys in the 20 schools

Another important aspect of the gender issue in the private school provision in Kibera is related to the employability of the staff. The study in five specific schools reveals that women are equally given high esteem when it comes to teaching. In fact out of the 25 teachers, 12 were female and 13 male. This fact stresses the equal opportunities scheme that is applied by the entrepreneurs while recruiting staff into their institutions.

Figure 9 Teachers' gender

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