KENYA · GUIDE 0638 · EDITION 4.2

Teacher resource design in Kenya: Marketing and Finding Buyers

Reach a buyer who can accept the offer

Teachers needing usable activities, visual aids or classroom organization materials.

Present a small sample to teacher groups without promising official approval.

Begin with the problem and specification rather than promising a return on investment you cannot establish. The proposed output is: Design original teaching resources for a defined lesson task and learner level.

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:

Design teacher resources around a specific classroom task, learner level, preparation burden, and delivery setting, agreeing editable formats, printing needs, and rights to supplied teaching material.

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 a teacher to use the prototype without the designer present, checking instruction clarity, preparation time, class participation, and whether the activity supports the intended learning objective.

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 a teacher to use the prototype without the designer present, checking instruction clarity, preparation time, class participation, and whether the activity supports the intended learning objective.
Repeat decision	Keep classroom context, teacher preparation steps, learner responses, confusing instructions, material constraints, trial changes, and the final guidance needed for another teacher to use the resource independently.

Ask teachers to test one small resource in an appropriate lesson and provide practical feedback.

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.

A resource fails when it looks attractive but requires unavailable materials, lengthy preparation, or instructions that only make sense after the designer explains how the classroom activity works.

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:

Hello [teacher], I can build a small original equal-sharing pack with numbered cards, editable source and a checked key. Please confirm the skill and printing constraints, then approve a sample card before full layout.

Replace claims with proof of this offer

Sales claim to substantiate	Evidence before repeating the promise
Required result	No promised official alignment without documented review.
Input suitability	Avoid scope expanding into full curriculum.
Failure to address honestly	Card/key numbering differs

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.