KENYA · GUIDE 0628 · EDITION 4.2
Computer basics lessons in Kenya: Customers and Market Demand
The buyer and the buying decision
Adult beginners and workers needing essential device and file skills. The offer to test is: Teach computer basics through supervised practice on real everyday tasks.
Teach computer basics using the devices and everyday tasks learners will actually use, agreeing starting skills, account access, accessibility needs, and safe practice materials.
Separate interest from an accepted order
Run one session on creating, saving and locating a document using sample data.
The purpose of this test is to establish whether the buyer accepts the specified result, delivery arrangement and payment terms. An encouraging interview does not establish repeat demand. Ask what the buyer currently uses, what would make them change supplier and who has authority to approve the first order. Record a refusal as carefully as an enquiry so that unsuccessful offers do not disappear from the evidence.
Collect evidence specific to this offer
Track starting skills, independently completed tasks, navigation mistakes, saved-file retrieval, access barriers, and learner questions that should change the pacing of future computer lessons.
| Question to resolve | Evidence to retain |
|---|---|
| What exactly will the buyer accept? | Ask learners to create, save, reopen, and share a practice document independently, checking file location and basic error recovery rather than copied mouse movements alone. |
| What is included in the first trial? | Teach computer basics using the devices and everyday tasks learners will actually use, agreeing starting skills, account access, accessibility needs, and safe practice materials. |
| How will a prospect see the offer? | Partner with community spaces or employers offering a clearly bounded beginner class. |
| What must happen before repeating the trial? | Each learner completes the practical task without handing over confidential account credentials. |
Decide whether to continue
Review the specification with the buyer before committing to tools or stock. A trial is commercially useful only if actual costs, rejected work, time spent and cash collected can be reconciled. Lessons fail when learners can follow clicks while the instructor watches but cannot find their saved work or distinguish a local file from an online document.
If a buyer changes the required output, record a new scope and re-cost the test. Do not count a request for a different product as proof of demand for the original one. Keep personal contact details in your private records and use customer statements publicly only with permission.
Turn the example into a buyer test
Fictional PC-128 teaches one adult to create a folder named Practice, type a three-line fictional shopping list, save it as list.txt, close it and reopen it from the folder. Output is the learner's local practice file and a one-page steps card. Banking, remote access, operating-system repair and sharing passwords are excluded.
| Buyer discussion | Evidence to retain |
|---|---|
| Specification to confirm | Owner enters any login privately. |
| Output to inspect | No unrelated files changed or credentials retained. |
| Failure that can defeat acceptance | File missing |
Ask the buyer to describe one acceptable and one unacceptable result. Record the decision maker, price basis, quantity, handover point and payment date privately. A sample request, an encouraging conversation and an accepted order are different evidence. Keep the first commitment within your demonstrated capacity; no customer interview or successful trial is asserted here.
What a failed test should change
Check save location and extension.. If the offer cannot meet that check, revise the specification or process before promising a repeat. Keep rejected offers and reasons in the same register as positive replies so that your record does not exaggerate demand.