KENYA · GUIDE 0622 · EDITION 4.2
Primary mathematics tutoring in Kenya: Marketing and Finding Buyers
Reach a buyer who can accept the offer
Guardians whose children need help with a specified mathematics topic.
Use a clear topic menu and parent-approved referrals rather than fear-based advertising.
Begin with the problem and specification rather than promising a return on investment you cannot establish. The proposed output is: Support primary mathematics using concrete examples and a short sequence of assessed skills.
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:
Plan primary maths tutoring around the child's actual concepts and school context, agreeing guardian expectations, practice format, and a small set of understandable learning goals.
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 the learner to solve a fresh problem and explain their reasoning using objects, drawings, or words, checking understanding beyond copied methods and memorized answers.
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 the learner to solve a fresh problem and explain their reasoning using objects, drawings, or words, checking understanding beyond copied methods and memorized answers. |
| Repeat decision | Keep initial strategies, errors, explanations, prompts, independently solved examples, learner reactions, and the specific conceptual changes that should guide the next planned tutoring session. |
Assess one skill such as place value before offering a small, clearly scoped lesson block.
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.
Tutoring underperforms when repeated worksheets improve speed but conceal misunderstanding of place value, operations, or the meaning of the problem being solved by the learner.
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 [guardian], I can teach equal sharing with original drawings and give you a private note showing what [learner] can do independently. Please agree the learning goal and supervision arrangements before booking.
Replace claims with proof of this offer
| Sales claim to substantiate | Evidence before repeating the promise |
|---|---|
| Required result | Use safe supervision and no diagnostic labels. |
| Input suitability | Test legibility and spacing. |
| Failure to address honestly | Unequal groups |
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.