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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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4.3.6 Regulations of private schools in Kenya

This part of our research sets out to critically analyse the regulatory climate in the private educational sector in Kenya as well as finding out if at all, the prevailing environment is indeed conducive for effective investment. The first impression that came out after a series of questions with the school owners is that, effective regulatory guidelines for investors seem to be flawed or simply non-existent. In the absence of such vital information, it would be difficult to assess the level of government willingness to promote and expand private investment especially in the field of education.

When we asked the school owners what were the basic requirements needed to open a private school in Kenya, they mentioned the following:

- Registration certificate from the Ministry of Education;

- Lease agreement of land plus buildings( any number);

- Land;

- Basic school equipment/furniture;

- Qualified administrative and teaching staff.

The school owners acknowledge that it may not be easy to meet up with all these requirements. This is due to fact that they are financially limited and do not have access to funds that can help fulfil all the requirements.

Surprisingly enough, the school entrepreneurs seem to be quite happy with the regulatory climate. Many reasons substantiate their convictions and satisfactions on the issue. 19 school owners out of the 20 gave a straight forward answer stating that the regulatory climate is quite conducive for investment in the field of education. We went forward in asking some of them their reasons for an overall satisfaction over the regulation of the private education system in Kibera. The answers were both informative and encouraging:

«The regulatory climate is very conducive because Kenyans however poor they are, take education as a priority. Kenya is a third world country where many people are still striving to catch up with new technologies, globalisation issues, different life styles and we believe therefore that education is the key area to driving these. Many Kenyans want to move out of poverty through education. Indeed Kenya is conducive for investment in education because the population is growing at high rate and therefore, there is a need for all these children to be educated.» (School Owner O, the Amaf schools)

And on a quite different perspective,

«The regulatory climate for private schools in Kenya is quite conducive. For ages now, many parents have opted for private education. The public schools are offering sub-standard quality due to free education. Private schools are on their own well managed with quality curriculum activities.» (School owner I (Future Kids Academy)

These points of view, somehow denotes that the school owners understand very little what is meant by regulatory climate. Though having the merit of throwing a light in what the prevailing regulatory climate would likely be in Kenya, this opinion is not shared by all the school owners. The assertion that the climate is conducive enough for investment is disproportionately adopted. In fact, a more sceptical school owner K (Rofra Academy) goes beyond this fact to conclude that:

«There is no concrete policy to regulate the non public sector»

By implication, this means that concerning the basic requirements for setting up a private school in Kibera, nothing seem to emerge clearly on what has to be done or what the guidelines in the regulations state. It would seem more likely that the private schools do not abide by any regulations, operating in an `illegal' settlement anyway. If school inspectors do find or arrive at the school it would seem safe to suggest that bribes change hands or the Association deals with such issues.

In any case, our study has shown that to a great extent, the entrepreneurs feel satisfy with the investment climate that exists in Kenya in general and in the slum of Kibera in particular. Such a climate would seem to be favourable to stimulate competition, innovation, effectiveness and efficiency between those entrepreneurs running schools. This would seem to be the case owning to the large number of schools operating as well as the choice and accountability provided to the parents because of the large numbers of schools. A situation like that does offer many alternatives for increasing the socio economic segments of the population that make up the slum of Kibera.

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