4.6 Factors identified as the
major gaps in private provision
Having scrutinised various aspects of private school
investments in Kibera, we have come to realise that the actions undertaken by
this type of entrepreneurs in the provision of education in the slums is highly
appreciated by the populations. A typical proof to this fact would be the
number of pupils enrolled in the schools. Private schools in Kibera have had
the merit of bringing the educational setting close to its people thus
resolving the tremendous problem of travelling distance faced by people in
developing countries.
It has equally been revealed that, even though the Kenyan
government introduced Free Primary Education in the year 2003, the private
schools in the slum have not suffered from a deficit in their enrolments;
instead the figures available for this research have noted an increasing number
of pupils enrolling in non formal education after 2003. This, as presented
above, is due to the fact that Kibera is one of the most populated slums in
East Africa, and therefore needs enough educational institutions to get the
children educated, an action which cannot be left alone to the government. In a
more specific term, the parents and pupils of Kibera seem to have set their
heart on the private educational sector, which according to them, does deliver
education of quality with teachers paying special attention to pupils evolution
both at school and in the community, unlike in the public sector where classes
are overcrowded.
However, our study, though of a very small scale has noticed
some shortcomings in this form of provision. The interviews that were
distributed to pupils and teachers, the main recipients of the business
initiative, provided us with several shortcomings:
- The private schools in Kibera are not regulated. The flawed
nature of this aspect of the business would always lead to a difficult climate
for investors and for the recipients. In order to render the business more
competitive and profitable to all and especially the needy, there is a need to
reassess the regulatory principles governing private school investments. To
this effect, the authority power of the KISA could play a greater role here if
the regulation of non formal schools in Kibera was entrusted to them. They
would certainly contribute to a better harmonisation and a follow up of private
schools standards.
- The private schools in Kibera suffer from the absence of
buildings , infrastructures, facilities, teaching and learning material, just
to name a few.
The absences of the latter which is in the opinion of many
critics, a serious handicap in enhancing teaching/learning in an area such as
Kibera and in generally in all developing countries. However, considering the
community itself is extremely poor, the states of the schools are likely to
reflect those of its houses and buildings. It would actually be difficult for
an entrepreneur to invest in modern school buildings while his sole budget is
derived from pupils' fees. After all, the general trend portrays a satisfaction
of parents and children in learning priorities and costs offered by these same
schools.
- Finally there is need to critically address financial issues
in this form of provision. Our study revealed that almost all the schools
incomes were drawn from school fees paid by pupils. Finance seem to be key
problem in third world entrepreneurship as there a few financial resources
available for investors who nurture the desire to run a business of their
own.
Apart from these few points, the general consensus of both
pupils and teachers is that they are quite satisfied by investment initiatives
of the school entrepreneurs in Kibera.
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