KENYA · GUIDE 0628 · EDITION 4.2
Computer basics lessons in Kenya: Marketing and Finding Buyers
Reach a buyer who can accept the offer
Adult beginners and workers needing essential device and file skills.
Partner with community spaces or employers offering a clearly bounded beginner class.
Begin with the problem and specification rather than promising a return on investment you cannot establish. The proposed output is: Teach computer basics through supervised practice on real everyday tasks.
Make the first message specific
Explain what you will deliver, what is excluded and what the prospect needs to confirm before a quotation. Use this scope when preparing a sample, demonstration or introduction:
Teach computer basics using the devices and everyday tasks learners will actually use, agreeing starting skills, account access, accessibility needs, and safe practice materials.
Ask who approves purchases, who accepts the output and how payment is arranged. These can be different people. An informal recommendation is useful for an introduction but does not replace the buyer's approval.
Use proof that matches the promise
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.
Keep approved examples, inspection records or handover evidence that demonstrate this result. Obtain permission before using a customer's name, photograph, premises or work. Do not invent reviews, imply an endorsement or display private contact details as marketing proof.
Follow the lead through to collection
| Stage | What to record |
|---|---|
| Contact | Source of the introduction and permission to follow up. |
| Qualified enquiry | Required specification, buying authority and timing. |
| Quotation | Scope, exclusions, price, delivery and payment stages. |
| Accepted result | 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. |
| Repeat decision | 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. |
Run one session on creating, saving and locating a document using sample data.
Review what it cost to obtain and fulfil a paying order, including travel and follow-up. High enquiry counts do not compensate for a route or delivery arrangement that loses money. Keep cancellations, complaints and refusals visible when evaluating a channel.
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.
Expand outreach only when the promised scope can be delivered reliably. Use permission-based follow-up and an achievable response time instead of bulk unsolicited messages.
A scope-led outreach draft
The supplied draft below is ready to adapt, not a message already sent:
Hi [learner], I can teach folder creation, saving and reopening using a harmless local practice file. You keep control of your account and we will use steps matched to your computer.
Replace claims with proof of this offer
| Sales claim to substantiate | Evidence before repeating the promise |
|---|---|
| Required result | No unrelated files changed or credentials retained. |
| Input suitability | Check accessibility preferences. |
| Failure to address honestly | File missing |
Remove placeholders and replace assumed prices with an approved scope and actual cost estimate. Do not advertise technical certification, current stock, guaranteed income or results you cannot substantiate. Record enquiries, accepted quotes, declined quotes, delivered orders and collected balances separately; a sent message is not a sale.