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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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2.2.2 Critics of private school for the poor

The idea of private schools offering services of better quality as compared to that of government schools in Africa has not always been meet with positive remarks. There have been an emerging range of critics who actually dispute the role played by the private sector in the process of fighting illiteracy and imparting Education for All (EFA) all over the continent. Although from a general point of view some scholar acknowledge the «appalling standard of provision in public educational systems», they are however still convinced of the inferior quality of provision delivered in private schools for the poor. (Watkins 2000: 230-231). To some extent it is argued that even though the mushrooming of private schools in Africa, especially with the case of unapproved primary schools in Nigeria stand as an ultimate response to the government failure in providing appropriate quality primary education, (Adelabu & Rose 2004:63-64) their expansion should not however been interpreted as the best option considering the «low quality» of this provision. (Adelabu & Rose 2004:48)

Among these critics of private schools for the poor in Africa is one of the most influential by name Keith Lewin, a British professor of Education at the Sussex University. The latter strongly argues that:

«Primary schooling is a universal right and only states can make a reality of the delivery rights to populations, especially those marginalised by poverty» (Lewin 2007:2).

Following his point of view, Lewin assumes that private providers' actions in the fight against illiteracy in Sub Saharan Africa are not welcome in the sense that they cannot undertake a responsibility which is not theirs. The Education for All (EFA) commitments is essentially the responsibility of states which stand as providers of last resorts, he claims. (Lewin 2007:2-3)

His arguments go along with what Tooley has termed the «accepted wisdom» which sees in the private provision a «non lieu» and rather open more avenues and more privilege for the domination of states provision supported in this by educational stakeholders, foreign politicians, Pop stars campaigns and International agencies. In this perspective the poor and left away children in slums of Africa would have to wait for actions to be taken in their favour, even if this means waiting for ever. However, this is turned down for the simple reason that:

«The accepted wisdom, however, is entirely wrong. It ignores the remarkable reality that the poor in Africa have not have not been waiting helplessly for the munificence of pop stars and Western politicians to ensure that their children get a decent education» (Tooley 2006: 9).

In a nutshell, many poor parents of sub Saharan African living under $2 dollars a day seems to find in private provision, the way forward for their offspring' future. Somehow betrayed by the government school system, their children have found refuge in private schools operated by entrepreneurs. The following part discusses entrepreneurship and development in Africa.

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