Relationship Between Non-Qualified Teachers and Low-Fee Private Schools in Kibera Slum, Kenya : Focusing on teachers’ livelihood strategies

ケニア　ノ　キベラスラム　ニ　オケル　ムシカク　キョウイン　ト　テイガクヒ　シリツ　ガッコウ　ノ　カンケイ　キョウイン　ノ　セイカツ　センリャク　ニ　チャクモク　シテ

ナガノ, ユウキ

Nagano, Yuki

無資格教員

キベラスラム

ケニア

Low-fee private school

low-cost private school

non-qualified teachers

Kibera slum

Kenya

RESEARCH ARTICLE

The purpose of this study is to focus on non-qualified teachers working in lowfee private schools in economically challenged areas and to reexamine what low-fee private schools mean to them. To this end, we will stay close to the non-qualified teachers and consider them working in low-fee private schools as one of their life experiences, and clarify how they make sense of low-fee private schools in their daily lives. In Kenya, a large number of low-fee private schools have sprung up, and a large number of non-qualified teachers are working in them. Since a large number of children in Kibera Slum attend lowfee private schools, it is worthwhile to investigate non-qualified teachers working in low-fee private schools. The study visited Kibera Slum, Kenya, in 2022 to conduct a questionnaire and interviews with non-qualified teachers working in low-fee private primary schools. The findings of the study showed that for non-qualified teachers there are advantages to working in low-fee private schools and they choose to work as teachers as a life strategy. For non-qualified, low-fee private schools functioned as a place to improve their skills, to gain social status, to earn cash income, and to receive support from the community. In addition, in the study schools, working non-qualified teachers indicated their willingness to continue working as teachers, indicating that a work environment was created in which short-term turnover was not repeated as relationships were established in the community. On the other hand, for low-fee private schools, the presence of non-qualified teachers is essential for school operations, and the relationship between the two is mutually beneficial in the economically challenged area of the slum. Low-fee private schools are one superior workplace option for non-qualified teachers living in economically challenged areas, despite their thin salaries, to make a living. In addition, low-cost private schools have the potential to serve as in-service teacher training schools.