Mpanza : Makini school boss on growth of Kenya’s private education

Over the past three years, parents, both expatriate and increasingly Kenyan middle‑class families, have pushed demand for British, American and International Baccalaureate programmes, prompting a wave of private investment and a burst of new campuses across the capital and satellite towns.

This is because parents increasingly seek to hand their children the keys to global opportunities.

Mid last year, South African-listed group ADvTECH, which runs the Makini and Crawford International brands in Kenya, told investors that demand at its “rest of Africa” schools had lifted revenues.

 It had just completed the acquisition of the Runda campus, which has since been rebranded to Makini Runda for approximately Sh1.3 billion.

The investment firm recently announced an operating profit of about Sh15 billion for 2025.

The Star spoke to Makini Schools Regional managing director, Horace Mpanza, about Kenya as a strategic growth driver, the future of education and the group's expansion plans.

What makes Kenya a strategic market for educational investments?

Kenya combines several attributes that make it highly attractive. It has a resilient economy, a strong culture that values education and a growing young population.

 Like many African countries, demand for quality education is rising faster than public systems can accommodate, creating opportunities for responsible private-sector participation.

The market is also highly competitive, which ultimately benefits parents because schools must continually invest in quality. Trust, reputation and educational outcomes matter greatly, and brands such as Makini have built that trust over decades.

What is driving the growing demand for international curricula?

One key factor is global mobility. Parents increasingly want qualifications that are recognised internationally and allow learners to transition easily between schools and universities across different countries.

At the same time, some parents have expressed uncertainty about the implementation of Kenya's Competency-Based Education (CBE) curriculum. However, we believe CBE is a strong curriculum that equips learners with relevant skills for the future.

At Makini, we offer both Cambridge and CBE pathways because we recognise that families have different needs and aspirations. Both curricula can successfully prepare learners for higher education and future careers.

How are your schools preparing learners for Africa's evolving labour market?

The shift from the previous curriculum to CBE is a significant step forward because it prioritises competencies over rote memorisation. Skills such as research, problem-solving, communication, collaboration and critical thinking are increasingly important in today's economy.

The future workplace is changing rapidly. New professions continue to emerge, while technology is reshaping traditional employment models. Our role is to expose learners to these realities early.

That is why we invest heavily in digital learning, coding, robotics and AI-enabled tools. Learners engage with technology from an early age through makerspaces, robotics programmes and digital learning platforms. This exposure helps them develop adaptability and confidence in a fast-changing world.

We are already seeing positive outcomes, including improvements in mathematics performance through the use of AI-powered learning tools.

How can private education providers collaborate more effectively with the government?

There is considerable room for stronger public-private partnerships. Kenya has been relatively receptive to private-sector participation in education, but more can be done.

Collaboration could include teacher professional development, educational research, curriculum innovation and the sharing of best practices.

Education has profound social and economic implications, and both public and private institutions ultimately share the same goal of preparing future generations for success.

How does ADvTECH balance growth with affordability in a market where private education is often viewed as expensive?

Affordability is central to the Makini model. Within the ADvTECH portfolio, some brands operate at premium price points, while others, such as Makini, are designed to provide high-quality education at a more accessible cost.

We achieve this by running efficient operations and ensuring resources are directed towards areas that directly improve educational quality.

We are disciplined about avoiding wastage because unnecessary costs eventually get passed on to parents.

This efficiency enables us to invest in teacher development, facilities and technology while keeping fee increases reasonable and sustainable.

The firm recently reported an operating profit of about Sh15 billion. What were the key drivers behind this performance?

The results reflect contributions from the entire ADvTECH portfolio, which includes more than 30 universities and numerous school brands across Africa. The higher education division remains the largest contributor to the revenues.

Makini, Crawford International in Tatu City, Gaborone International School in Botswana and Flipper International School in Ethiopia collectively contributed six percent of ADvTECH revenue.

 I must note that these schools are growing rapidly. Importantly, being part of a larger group enables significant investment in technology, infrastructure, and innovation.

At Makini, for example, classrooms are equipped with digital learning tools, projectors and teacher laptops that enhance learning and help students grasp complex concepts more effectively.

These investments are possible because of the scale and resources of the broader ADvTECH group.

What are your current enrolment numbers in Kenya following the acquisition of Regis School Runda?

Regis School has approximately 1,400 learners, bringing Makini's enrolment to about 6,100 students. Across our Kenyan operations, total enrolment now stands at roughly 7,000 learners.

Our focus remains on delivering quality and ensuring accessibility. When parents see tangible value and strong outcomes for their children, enrolment growth follows naturally

What are your expansion plans in Kenya?

Kenya remains a priority market for the group and as such, we continue to evaluate acquisition opportunities while also exploring greenfield developments.

Our ongoing investments signal a long-term commitment to the country, and we expect to announce new developments in the short to medium term as we expand our footprint.

Beyond infrastructure, we will continue investing in technology, artificial intelligence and teacher development. Growth also creates opportunities for career progression, with many teachers advancing into leadership positions as the organisation expands.

What is your long-term vision for building a pan-African education ecosystem?

Our vision is to make high-quality education accessible to more families across Africa without compromising standards.

As populations continue to grow and urbanisation accelerates, governments alone will not be able to meet demand. Credible private education providers have an important role to play alongside public systems.

Through brands such as Makini in Kenya, Gaborone International School in Botswana and Flipper International School in Ethiopia, we aim to deliver quality, accessibility and long-term impact across the continent.