However, studies have also shown that many students don’t have access to textbooks. In Mali, a survey revealed that 75% of students in grade 2 had no textbooks in any language (Gove and Cvelich, 2011, p. 16). In Kenya, English, mathematics, and science classes had an overall textbook-pupil ratio of 1:2, 1:3, and 1:3, respectively, while Kiswahili and GHCRE (geography, history, civics, and religious education) maintained even lower ratios at 1:4 and 1:71 (Abolishing School Fees, 141). The lack of textbooks tends to be even more severe in indigenous and/or non-dominant languages. In Malawi, there are seven official indigenous languages (Moyo, 2008, p. 133), but as of 2008, textbooks were available in only one of them (p. 136).