It is presumed that about half of children at Mukuru are studying at ‘non-formal schools’ which are not registered as a school by the Ministry of Education. In Kenya, pupils of these unapproved schools are also eligible to take the Kenya Certificate of Primary Education (KCPE) exam and continue their education at a junior high school.

For most residents of informal settlements, it is difficult to find a proper job. Local residents make a living through independent businesses, such as a canteen, a kiosk, and a stall. Non-formal schools can be regarded as one of these businesses. At first, these schools are just like a small educational gathering for some infants in the neighborhood, which is usually held in a single room (about 3m x 3m) of a rental house. As the number of pupils increases gradually, each gathering develops into more like a school. As each school develops gradually, each school needs more and more spaces. How do they manage to secure more spaces?

There are various wits and tactics that are unique to informal settlements. Looking at each case of land acquisition and classroom construction, the important thing is to apply specific methods to utilize small investment, protect vulnerable land rights, and secure space in the congested neighborhood.

Each school has a neighborhood that complements spacial functions of the school. Some alleys are used as a school playground, some paid public toilets are used as a school toilet, and some restaurants and street stalls are used for lunch.

Such expansion of a school space into its surrounding area causes specific situations between the school and the neighborhood. First, business owners benefit from pupils. Children are not confined to the school property and can go out freely between classes to buy some food or toys. During breaks, they can watch various working people and business operations in the neighborhood and experience various activities, instead of just playing at the school ground. It may sound dangerous to play on allays without teachers’ supervision or walk out to a public toilet, but, according to teachers, such incidents and accidents have not happened by now. Pupils’ safety seems to be protected by adults who work or run business around the school. At a public toilet, its caretaker pays attention to those children for their safe and hygienic use of the toilet, so teachers do not need to be present there.

These situations are the consequence of insufficient resources at schools. Schools hope that, in the future, they can possess their own playground and toilets and provide meals at school. However, in a poor area like this slum, such mutual support between schools and their neighborhood is very reasonable. Schools with less resources tend to provide education to poorer children, and local support for these schools is especially important.