SHIMANE UNIVERSITY FACULTY OF EDUCATION

DEPARTMENT OF NATURAL SCIENCES

COMPARATIVE STUDY OF
EDUCATION IN KENYA AND
JAPAN
What can Kenya learn from Japan?
Dullu Amos / Professor Funaki Kenji

2008-2009
COMPARATIVE STUDY OF EDUCATION IN KENYA AND JAPAN

Background Information
Kenya
Kenya reconstituted its education system in 1963 under the Ominde Commission to 7-4-2-3
system in order to suit Kenyans who had just gained independence from the British. 7 years
Elementary, 4 years Junior High School, 2 years High School and 3 years University. This mode of
education was practiced for 21 years until 1984 when the government formed The Presidential
Working Party on the Second University (Mackay Report) Commission. The mandate was to
advise the government on how she can increase the number of universities from one to two in
order to accommodate the increasing number of qualifying students (since the country had only
one university: University of Nairobi).

The commission recommended for the changing of the educational system from 7-4-2-3 system to
8-4-4 system. Elementary learners would take eight years rather than seven; Junior and High
Schools were merged and consolidated to four years while university is increased to four from
three years. The basis of this change was to impart learners with skills of entrepreneurship and
hence making them self-reliant.

Though the system changed, the total number of schooling years remained the same at sixteen
years. The new system was adopted immediately in 1985 with only a year upon recommendations
of its rolling out. It was neither put on trial as is the rule for any new system nor literature
developed for its implementation. There was no comprehensive policy put in place to address the
needs of neither the nation nor briefing to stake holders of the mode, scope, content and
evaluation parameters to both learners and teachers.

This led to overloading of the curriculum with content that was not matching with the cognitive
levels of learners in Elementary and High School. The university was not affected because more
time was available and lecturers had ample time to cover more in-depth.

Though the system had a rocky start and lots of hiccups, but it has likewise proved very successful
as was the previous. More schools were built making more Kenyans to have a fair opportunity to
benefit from formalized education. The number of universities has been increasing ever since
making the nation to have literacy levels of 77%, making it second to South Africa at 80%.

Since its inception in 1985, the system has been able to making Kenya have the highest literacy
rate of its middle class in Africa of 90%. Now this is a proof of people’s taking benefits of

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educational opportunity that was advocated for by the government when she took the gamble of
changing the system.

The overload that was experienced at inception is now a thing of the past since literature review
and assessment was done and mechanisms were put in place to offer the right cognitive content
to both Elementary and High School learners.

Lack of sufficient access and availability of textbooks for instructional use is a thing of the past for
publishing companies have overseen very competent up to date books that are thoroughly vetted
and certified by the Ministry of Education through the Kenya Institute of Education (K.I.E) and
Kenya Literature Bureau (KLB) before being recommended for school use.

Japan
Japan launched its formalized school system in 1872. However, the modern school system of the
present day was first enacted in 1947. This enactment was called The School Law of 1947 whose
basic principle was equal opportunity to education for all of 6-3-3-4 system.

6 years Elementary, 3 years Junior High School, 3 years High School and 4 years in the University.
Though different from the Kenyan model, the Japanese system of education is still 16 years in
cumulative form as is Kenya. Japan as a nation had had high literacy rate from the late 1950’s of
42.5% to 99.9% current. This has enabled her as a country to have a mark in the technology world
and thus propelling the nation to being the second biggest economy in the world.

Since 1947, the educational system has undergone numerous reviews in order to make it
competitive in the 21st century and beyond. The nation through the Ministry of Education, Culture,
Sports, Science and Technology (MEXT) has invested into research work that will make her to
remain competitive and improving on the areas that deem it fit.

Currently the ministry is making teaching of English to be of mandatory requirement in the

elementary school to grade 5 and 6 from 2011. Currently from the year 2009 the ministry is rolling
out the English program on trial basis before implementation in 2011. This shows a progressive
undertaking by the government in making her citizens effectively compete in the world forum and
be in a position to acquit them of other people’s educational quest.

Comparisons in Education between Kenya and Japan

Vision:
This is the guiding principle of the reason to a country embarking on educating its citizen
commonly referred to as the main objective/goal.

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Both Kenya and Japan have clearly spelt out the reason/objective/goal as to why the country
should spend in educating its citizen as follows:

Kenya
To have a globally competitive quality education, training and research for Kenya’s sustainable
development

Kenya takes education as global initiative. She aspires to make her citizens compete effectively
through training and research so that as a country she would attain and sustain internal
development.

This goal has been met at the global field, for Kenya has been able to export human resource in all
fields to countries that are in shortage; Madagascar, Comoro, South Africa, Southern Sudan
through government-government agreements. Europe, America and Asia have also benefited by
hiring Kenyan personnel directly through competitive application and vetting even the United
Nation has hired Kenyans to work in their missions.

The country in return gets foreign revenue through remittances of the Kenyans working in the
Diaspora through tax as they support their families back home.

Japan
Education, foundation, for better society and life

The country takes education as requirement to its citizens. When undertaken then the pillars of
the individual are laid down to effectively fit into society. The individual adds value to society and
strives to make life better for him/her and the immediate neighbor.

Japan has actually achieved this objective, in that individual service is highly esteemed and each
person aspires to serve the other better and society satisfaction is of great importance. The
country is credited to have the lowest of nearly 0% crime rate and hence the most peaceful
country to live in the world.

Many parts of the world society do not co-exist harmoniously as is the case in Japan. High walls
separate neighborhoods for fear of crime but in Japan society co-exist with mutual respect for
each other. The countries educational goal, since it has been achieved then it should continue to
be maintained.

Mission Statement:
This is the basic principle underlying education and both Kenya and Japanese educational system
has so that the nation is guided to realizing its set educational objective.

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This principle is hereby stated below for both countries:

Kenya
“To provide, promote, co-ordinate quality education, training and research for empowerment of
individuals to become caring, competent and responsible citizens who value education as a
lifelong process.”

This implies that, for the Kenyan, education does not end after graduation but rather continues
after school life and only ends when the individual dies. Kenya aspires to make society benefit
from education directly through service delivery and expects its citizens to be accountable for
every service he/she renders to other Kenyans.

Japan
“Education shall aim at the full development of personality, striving for the rearing of people,
sound in mind and body, who shall love truth and justice, esteem individual value, respect labor,
have a deep sense of responsibility, and imbed with an independent spirit, as builders of the
peaceful state and society.”

The nation expects an individual to be responsible in whatever he/she does and ensure that
his/her actions do not jeopardize the peace of the nation and society. Education to Japanese is a
holistic venture that prepares him to be ready to meet challenges and this provides an opportunity
to invest for the common good of the society.

Administrative
Both Kenya and Japan have their education sector being managed by the Ministry of Education. In
Kenya the education sector falls under two parent ministries: Basic Education and Higher
Education, culture and sports are in different ministries as opposed to the Japanese model where
they fall under education.

In Kenya sports is taken as a recreational undertaking and not as a component of education hence
that is why it is in the co-curricular activities and hence done after classes but in Japan it is part of
education component hence taught during school hours.

The educational administrative structures of the two countries are shown in the following charts
below;

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Kenya

Minister/ Assistant

Permanent Secretary

Education Secretary

Directorate Agencies Personnel

Basic Education Kenya Literature Bureau

Kenya National Examination Council

Quality
Assurance and
Standards Teachers Service Commission

Policy and Kenya Institute of Special Education

Planning

Kenya Institute of Education

School Equipment Production Unit

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 Japan Ministry of Education, Culture,
STATE
Sports, Science and Technology

Minister
Agency for
Parliamentary Cultural Affairs
Secretary (2)

Vice Minister
(2)

Deputy Minister
(2)

Commissioner Internal
Internal Divisions Administrative Vice- for Cultural Divisions
Minister Affairs

Local

Special
Organs under Ministry of Special Institutions Local Branch
Institutions
Education jurisdiction, etc Officers

Prefecture Governments and Municipal Governments

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Budget and Funding
Both Kenya and Japan assign their budgetary and funding allocations from the Ministry of Finance
to the ministry of education for their yearly operations on educational matters. Upon analysis of
the two countries ministries of education budgetary allocation and expenditure, the following
trend is observed in comparison to the two countries population growth trends over the same
period of time:

Kenya
Year Expenditure in billion Population growth
ksh rate
2006/2007 94.8 2.57

2007/2008 96.1 2.79

2008/2009 110.9 2.76

2009/2010 120.8 -

Figure 1: Ministry Of Education Expenditure in Comparison with the National Population Growth Rate.

From the above data we are able to see that Kenya is on the right path of increasing its budgetary
allocation to education since its population is on a steady increase and this implies that more
school age going children are joining school every year.

Though this increase does not go well with her donor partners due to the huge financial burden to
the government as it seeks more funds to finance its education programs, the country needs an
effective approach to provide quality education that does not require additional cost / cost
effective in order to respond to the limited share of the nation’s pie.

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Japan
Year Expenditure in billion yen Population growth rate

FY 2005 3,578 0.05

FY 2006 3,809 0.02

FY 2007 5,270.5 0.088

FY 2008 3,570.8 0.139

Figure 2: Ministry of Education, Culture, Sports, Science and Technology Expenditure with Comparison to the National
Population Growth Rate.

From this data we are able to see that though the national population of Japan declined between
2005 and 2006, the budgetary allocation to education was increased with the highest budgetary
allocation for the fiscal year 2006/2007. As opposed to the Kenyan scenario, Japan is not under
pressure as is Kenya to warrant massive increase since its population is fairly static or almost
declining with a higher older generation as opposed to young school going children.

The nation’s social system is in stress since the nation has to provide social security to its ageing
population and not its education sector that is seeing a decline to the number of school going
pupils; hence both its facilities and resources are not in straight constraint as opposed to Kenya.
Japanese expenditure increase is driven by the need for more research and giving other countries
a chance to come and to train using its facilities thus being able to support 300,000 scholarships
every year but Kenya cannot afford direct funds to research since its facilities and resources are
strained in trying to cope with the increasing number of children.

Kenya allocates 98% of its funds to education in remuneration of the personnel in the ministry of
education thus leaving only 2% for developmental and research based work while Japanese
ministry of education allocates 55% of its funds to recurrent while a whopping 45% is dedicated to
research and other developmental projects. The funding allocation leaves Kenya grappling with
un-finished business every end of its fiscal year while Japanese ensures what is allocated is spent
in full before the fiscal year comes to an end thus creating bureaucratic spending where projects
are initiated even though not planned for. Institutions do this so that budgetary allocation is not
reduced in the next fiscal year as a result of un-utilized funds returned to the treasury.

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Enrollment and Transition Rate
Japan has an enrollment and transition rate as of 2005 of 97.6% for both Elementary and Junior
High School while for High School is at 94.4% and for Higher Institutions of Learning is at 51.5%
and at the kindergarten the enrollment is at 58.4% respectively.

Note: the drop of 2.4% at elementary and junior high school in enrollment in Japanese schools is
attributed to increase in separation rate that is not registered. Parents hurting in tough
economic times are also finding it difficult to take their children to school. The lunch program in
school is not for free but parents pay for it and compounded by the fact that taking your child to
school is a duty and not an obligation. After high school, many seek employment first and hence
that’s why few go to the university knowing that they can do it later in life after financial
stability.

Kenya on the other hand at the Elementary, the enrollment as of 2005 was at 91.6% with a
transition rate of 67.4% it should be noted that the low rate of transition is because of limited
number of High Schools. In Kenya 98% of the high schools offer boarding to learners hence the
limited vacancies to pupils graduating from elementary school thus the low transition rate to high
school being reflected. At the high school level the enrollment is at 67% and the transition rate is
60% of which only 30% are enrolled to higher institutions of learning.

Note: from the above figure 8.4% of the Kenyan child does not enter into school for formalized
education. Majority of Kenyans still consider schooling not very important since they have other
pressing needs of providing food at their tables, parents encourage their children to working as
child laborers. On this the government has failed because education at the elementary is fully
catered for hence the need to underscore that every child must attend formalized education.
There is no any justification for the government to allow almost 9% of the children not to attend
school yet it is footing the entire bill of elementary school including school lunch.

The low enrollment rate of Kenya at the university is not attributed to low grades scored at the
high school level since only 7% of the students enrolled in high school fail attaining grades
sufficient to pursue higher education. Normally from high school 60% qualify to join the university
yet only 30% (10,000) get admission leaving out 70% (72,000) of the student’s population. This is
due to limited number of public universities in the country: there are twelve national universities
that have the capacity of admitting 10,000 students for every academic year. Currently the
government has increased the number of admissions by almost double (17,000) and has
encouraged universities to offer parallel degree courses to students who qualify but cannot be
admitted with the regular students who have residence.

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It should be noted that Kenya has twenty two private universities like those in Japan, the private
universities are given charter by the government to operate and they number twenty two. Even
with those universities, when compared to the large numbers of students qualifying every year it is
still not adequate.

The government needs to turn the teacher training colleges that offer certificate and diploma into
universities. When these colleges were built, they were meant to supplement the few numbers of
qualifying students to the university by then who could become teachers. Now this need is no
longer there since many are now qualifying for higher education, the government needs to change
this policy to address this urgent need.

Already the country has trained enough teachers that even employing them even if funds are
available it will be impossible. The colleges in question number 32 and surely if they could be
converted since the structures are in place and running, then additional 32 universities to the
already twenty two making the country to have fifty four universities. The number of admissions
will increase to 50,000 students going leaving only around 24,000-30,000 that will be comfortably
accommodated by the private universities.

Expenditure per Child

Kenya spends 33% of its Gross Domestic Product (GDP) on education, and 25% of its GDP per
capita for every school going age child at the elementary school and $130 (ksh 10,400 ≈¥13,000)
per student at the high school level while 7% is spent for university education. This is considered
the highest in Africa and even as compared to emerging Third World countries; Indonesia,
Malaysia and South Africa.

The ministry of education as of 2006/2007 fiscal year had a total recurrent expenditure of ksh
94.8billion. The allocation to teacher’s salaries in the same fiscal year was ksh 44.4billion this
translates to 46.83% of the recurrent expenditure of the ministry with the rest being allocated as
follows:

• Ksh 28.1 billion for the ministry office staff and personnel
• Ksh 7.5 billion for basic education (elementary and secondary)
• Ksh 163.2 million for monitoring and evaluation
• Ksh 14.4 billion for higher institutions of learning and
• Ksh 290.1 million for policy and planning.

The trend was no different for the fiscal years 2007/2008 and 2008/2009 where teachers won a
salary increase. This led to increasing the wage bill of salaries from ksh 44.4 billion to ksh 50 billion.
The country strives to pay its teachers well though compared to the cost of living it is not enough.

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The government can offset this by allowing teachers to have part-time jobs to supplement their
salaries though this is a highly controversial issue.

The society argues that such an arrangement will lead to teachers concentrating with their other
duties and not teaching. However with proper planning this fear is not justified for in other
countries it does happen and yet no conflict of interests occur.

Japan spends 8.5% of its GDP on education; 3.5% at the elementary, 3.0% for junior and high
school while higher education takes 1.1%. The remaining funds go to developmental programs and
research and also at the elementary, junior and high school each Japanese child is allocated $6,016
(¥601,600 ≈ ksh481, 280) while the higher institutions of learning the student is allocated $4,862
per fiscal year.

As of the fiscal year FY 2007 the ministry of education total recurrent expenditure was 5,270.5
billion yen. The ministry allocated 1,665.9 billion yen for educational expenses for teachers. This
translates to 31.6% of the total recurrent expenditure and the remaining 68.4% was allocated to
developmental programs in the ministry.

The Japanese teacher takes home after taxation a salary that compares with the cost of living
hence able to effectively live and afford basic amenities. This enables him/her to concentrate with
teaching since the income given is modesty.

As we look at these figures, we can clearly see that more funds are allocated to the child for
education in Japan than in Kenya. Consider the case of a secondary student from Kenya who gets
$130 per fiscal year while the Japanese secondary school student gets a whopping $6,016 per
fiscal year a total difference of $5,886. The donor community complains that Kenya is allocating
too much funds to the education ministry to run its affairs; surely Kenya should not only increase
its funding to education but also strive to allocate more money for research not to the level of
Japan for the country’s economy cannot allow her to do so but rather to average moderate
levels. This can be done by involving the private sector, collaborations with other institutions
within Africa and the world.

Japanese schools are being merged and hence for them it is reduction of cost. Kenya can ask for
the facilities being disposed e.g. desks, computers and office equipments. The government
should also ask for more funds from organizations like UNESCO, UNICEF, JICA, ODA to keep on
funding its educational programs.

For Kenya to be able to pull herself and make a mark in the world, then educational funding per
child should continue to increase with improving economic growth in order for her to be able to
realize the country’s goal of education for all by the year 2015.

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Policy
Both countries, their educational policies are formulated by the ministry of education as mandated
by parliament and anchored in their constitutions. These educational policies are normally
reviewed from time to time depending on the needs affecting the nation at the time, and both
long term and short term policies are formulated by stakeholders and they are executed by the
teachers on the ground.

Both countries normally formulate 10 year policy plans that keep on being reviewed from time to
time checking on their impact and this is done through assessments, monitoring and evaluation
but school/educational affairs are normally run by Boards of Education either for the
Province/Prefecture, District, City and School level.

The ministry of education in both countries state the code of conduct for teachers, size of the
educational instructional rooms, security measures to be adhered to by every institution of
learning and the society mandate to education.

Currently Japan has come up with a policy of making English learning compulsory in grade 5 and 6
at the elementary school. This, the ministry argues that when implemented it will enable the
Japanese child master the language and be able to compete globally.

Note: though it is good undertaking, the duration I feel is too short for any future meaningful
English learning. More time should be allocated especially from elementary to junior high school
where a total of 9 years will be used for instruction. This will help the learner to fully understand
and comprehend the diverse vocabulary involved in English.

Kenya on its part has formulated a policy where high school teachers will be required to teach
three subjects up from the current two. The government is of the opinion that since it is not
financially able to employ more teachers then she needs to utilize those available to the maximum.

Note: this policy does not address the problem of the already burdened teacher with a heavy
workload. Already teachers are severely strained and adding more teaching subjects will not only
prove unproductive but lower the quality of education. The government should seek to hire
interns as it is doing now rather than increase the number of subjects.

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Personnel
In both countries, two forms of personnel are hired to execute educational matters: government
(ministry) personnel and teachers.

Kenya
The ministry personnel are hired by the government through the Public Service Commission and
are answerable to the ministry of education; however the teachers are hired by a Semi-
Autonomous Agency: Teachers Service Commission (TSC).

The Teachers Service Commission was enacted by an Act of parliament CAP 212 of the laws of
Kenya and its mission and vision is as follows;

• “to establish and maintain a sufficient, professional, teaching service for educational
institutions”
• “to be an institution of excellence in the provision of efficient and effective service for
quality teaching”

This agency is normally headed by a Board of Commissioners whose Chief Executive Officer is the
Secretary normally appointed by the Minister of Education. Teachers directly report to the TSC and
not the ministry of education as it is charged with the responsibility of employing, posting,
remuneration and promotion of teachers. Though boards of education are mandated to manage
and run school affairs, they have no authority to carry out direct supervision of teachers. It is
intended to ensure teachers freedom to focus on their teaching duties.

When there are cases of discipline and misconduct affecting teachers, they are discussed by the
board of education in the school and then forwarded to the TSC for action. The TSC only acts if
there is enough proof leveled against the teacher. This has helped in unnecessary victimization for
no matter the action taken the teacher is given a chance to defend him/herself at the TSC
Headquarters before a panel.

Because of this job security, teaching is the most sought after profession in Kenya. Once employed
it is hard to be victimized at the place of work or segregated in terms of promotion. This is because
there are clear cut guide lines for every process and all teachers are aware of. Apart from being
the most secure job in the country it is the second most well paying job in the government.
Though the salary given does not fully cushion the teacher with the high cost of living and hence
teachers have labor unions that engage the government in salary negotiations.

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 Teachers in Kenya since 1957 they have one of the largest and strongest labor unions in the
country that keeps on negotiating with the government every five years for better services for its
members. Currently there are two labor unions representing teachers in Kenya: Kenya National
Union of Teachers (KNUT) and Kenya Union of Post Primary Education Teachers (KUPPET).

Both elementary and secondary teachers in the country employed by the TSC as of 2007 are
217,462 (173,157 for Elementary and 44,305 for High School) and you must have a Certificate of
Registration to Teach after graduation from college to teach in any educational institution unless
part time and it is issued by the TSC after small fee payment.

Japan
The system is more less like in Kenya though here the Ministry has its employees and also hires
teachers for the National schools. However, mostly the teachers are hired by Prefectural and City
governments that post them in their respective schools that fall within their jurisdiction.

The teachers are partly paid by the central government and the prefectural / city governments,
but their returns of their employment are filed with the ministry for records and payment. Since it
is one of the most secure jobs in Japan like in Kenya it is highly sought after and the terms of
service are good though it is not the most highly paid jobs.

Note: the Japanese teacher takes home a modest salary after taxation as opposed to his Kenyan
counterpart. He is able to meet the basic amenities while his Kenyan colleague cuts spending to
make ends meet.

The Japanese teachers have labor unions that negotiate for their terms of service but generally the
central government sets the bar that is very reasonable to the daily living standard of a teacher.
They need certificates for them to engage in teaching and it is normally offered by the universities
or college and a certain criteria must be met for one to qualify for certification. This certificate
quality keeps on increasing with the number of years in service and promotion is on merit and age
is a factor hence seniority.

Note: the Japanese teacher, yearly continues to sit for exams where he/she earns credit that adds
value to the certificate. The Kenyan teacher does not sit for an examination but upon graduation
he seeks registration and once obtained it is final.

Japan has a teacher’s population as of 2007 of 917,000 (173,157 for Elementary, 249,000 for
Junior High and 251,000 for High school), this shows a very high teacher proportion as compared
to Kenya of 4.5:1.

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Similarities
They have boards of education that are charged with the day to day running of affairs of
the educational institutions.
They keep an updated register of their teachers thus helping in educational planning,
policy formulation and management.
Their teachers have very secure job security and remunerated well thus making the
profession to be the most sought after job within the government.
They pay for their teachers salaries and post them to schools to teach and aspires that
students are taught and there are enough teachers. However as for Kenya the government
takes the entire bill but in Japan it is just in part and the rest goes to the regional
governments and cities.
Elementary teachers are required to teach all subjects offered in the school curriculum.

Differences
 In Kenya teachers are employed by a central agency and posted within the country where
they teach, while in Japan, it is in three levels; central government, prefecture and cities.
 In Kenya once employed, the entire country is your work station while in Japan it is within
the boundaries of the region you are employed by. This has served Kenya right since unlike
in Japan where if you have to change stations then you relinquish your position and seek a
fresh mandate wherever you go.
 Japan has a higher teacher population than Kenya and the ratio is 4.5:1 this enables the
Japanese teacher to effectively teach and have closer supervision to his/her learners as
opposed to the Kenyan counterpart where teacher shortage in schools is the norm hence
have high subject allocation to offset the shortage.
 In Japan a junior and high school teacher teaches only one subject though at junior high
they also teach computer and moral studies but in reality even the other subject he
volunteers there is a teacher employed to teach the same and qualified while in Kenya
he/she is required to teach two subjects and now the government is in the process of
making it mandatory to three :unless the stake holders do not want to realize meaningful
education then they can go ahead to implement this proposal but it is not unwise but
rather un-productive to the already overburdened Kenyan teacher.
 Kenyan teachers oversee large classes as opposed to the Japanese teacher. In Kenya the
ratio is 43.5:1 while Japan is 17.3:1 and 14.6:1 respectively for both elementary and
secondary. This scenario in Kenya encourages the fast learner while the slow learner is left
behind while in Japan the slow learner is taken into consideration and the fast learner is
left out thus leading to the formation of Cram Schools (JUKU).

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  Though boards in Kenya manage school affairs but internal school administration is
entirely teachers business. No one who is not a teacher can be appointed to such a
position while in Japan sometimes even the private sector is tapped into managerial
positions.

Student Populations
In Kenya the entire student population as of 2007 was 8.78million (7.6million for elementary and
1.18million for secondary) while in Japan it is 14.4million (7.2million elementary and 3.6million for
junior and high school respectively).

The Kenyan student population is on the increase while in Japan it is on the decline. This makes
classes continue to grow big every year in Kenya while in Japan they continue to decrease. It
makes the Kenyan condition even more difficult for Kenya needs more substantial funding to build
new schools.

The increase in the number of students in Kenya has resulted into a lot of strain in the physical
facilities and resources hence pushing up the cost of education and ministry of education budget
every year to meet the increasing demand. For Kenya this is worthy because the population is
continuing to increase annually by roughly 2.5%. Japanese population is not increasing, but the
ministry of education budget is on the increase for the purpose of maintaining the standards and
more research.

Co-curricular Activities/ Sports

Though these activities are found in Kenyan schools, their importance is not like in Japanese
educational calendar. Kenya does not add them to integrate as learning component that the
student can depend on and even undertake in the future but rather it is purely for competitive
purposes.

Participation to such activities is voluntary, hence they are not allocated time within the
instructional hours of the day but rather done after classes entirely for refreshing and let out after
a day’s hard work. This has led to Kenyan schools not wholly putting emphasis on sports and other
activities but rather emphasis is on examination subjects that actually count for the academic
progress of the learner to higher institutions of learning after school and not sports.

In Japan, sports are part of the core of education since it is part and component of the education
system. This is envisioned in the ministry of education mission concerning sports that spells as;

“Shimane University: Comparative Study of Education.” 17

“striving to promote sports and a healthy mind and body, and a wholesome upbringing.”
From this statement we learn that sports entail a wholesome upbringing of the learner. It is for
promotional purposes seeking to make the mind and body healthy. That is why it is factored
within the normal classroom instructional hours and considered learning (the principle of bun bu
ryodo/mon bu).

The Japanese learner is encouraged and given opportunity to exploit one’s talent. This makes
them have value to the entirety of education. They are encouraged to take sports for studies since
he is still assured of employment even as a teacher for arts. For a Japanese learner it both counts
in one’s academic progress, while in Kenya it is only what you score in the examination results that
will ensure your progress.

Science Education
In both countries, students tend to lean towards on humanity related subjects as they perceive
them to be “easy” as opposed to the science subjects. Generally the science subjects do not
attract a large and enthusiastic student population for the fear of failing. The irony behind it all is
that in Kenya you cannot get any well paying job or even be admitted to the university if you score
poorly in the sciences.

This trend has led in both countries to have very few students taking science related subjects. Both
countries have come up with measures to address the issue. In Kenya, science teachers yearly
come together for brainstorming workshops where they exchange ideas on how to make the
learning of science interesting to learners without diluting neither content nor using un-
conventional means to teach the sciences. This method has not only produced results but seen the
numbers increase drastically and grades have been on the increase ever since it was incepted 11
years ago.

Japan on the other hand has team teaching and forums where teachers are able to observe fellow
colleagues teaching. They offer constructive criticism where the improved lesson is taught and
finally the new method of teaching adopted after being seen successful, thereafter introduced to
the entire nation. Also teachers are rewarded for every innovation they come up with in their
teaching of science. This has enabled to not only make science interesting to learners but also a
forum for innovation to the teachers.

“Shimane University: Comparative Study of Education.” 18

Conclusions
The educational systems of both Kenya and Japan have proved efficient and successful. They have
been able to educate and enhance higher levels of literacy to their citizens; however there is still
room for improvement.

During the course of my study the following issues arose that are worth mentioning to both
countries as they seek to improving and maintaining the standards to their educational systems
and they are:

 Kenya should keep on improving its educational system and not seek to change it.
Although stake holders are proposing for its change but the nation has achieved a lot
through its inception. The government should continue to address the challenges that
arise. A new system is expensive and not worthy for the current system has proved
successful in increasing the countries literacy levels.
 Kenya should continue to invest more in proportion to its economic growth in educational
programs. She should aspire to not just remaining at 2% for development and research,
but rather move to at least 40% in the next ten years. It is only through continuous
research that a country is able to develop both economically and technologically. This is
the key to the countries realization of the education for all by 2015 and accomplishing
vision 2030. The country has already achieved a lot since it is able to export her teaching
labor force to other countries in need in Africa like South Africa without the country
having a shortage of the same when it comes to employment.
 Both countries need to come-up with modalities of how they can demystify science
subject’s content without watering down the scope but rather encouraging learners with
incentives if they perform well. However this must be inclusive of the other subjects so
that students do not feel segregated.
 Kenya should aspire to both increase the number of contact hours between the student
and the teacher, by improving its student-teacher ratio. Kenya’s student-teacher ratio is
very high today, and it is difficult to ensure meaningful learning. More schools should be
built and more teachers be employed to curb the ever widening gap if the country wants
to attain the vision of education for all by 2015. The government can divert resources
especially from the military in order to fund educational programs.
 Currently the government in Kenya is embarking on hiring teachers on part-time basis
(interns) to fill the gap of teacher’s shortage. This concept is not a new one since a similar
proposal was once abolished before. Now its re-introduction has been met with stiff
challenge and opposition. This is the way forward for Kenya since even Japan has reserve
teachers who fill the gap for full time teachers who are either sick or away so that learning

“Shimane University: Comparative Study of Education.” 19

 is continuous. The government should continue to sensitize the public on the importance
of these services.
 Japan can learn from the Kenyan scenario where the teacher becomes the property of the
state and is required to move within the country wherever his/her services are required.
Though this sometimes brings a lot of stress in staff balancing but it can be made in a way
that especially those who want to join their spouses they can do so without resigning as
they do now and later seek fresh hiring but rather be transferred to those areas.
 To both countries the teacher is viewed and endeared as a role model not only to learners
but also the society. This has called on the teaching fraternity to be morally upright and
hence being commonly referred to as the “noble profession,” so teachers should realize
that society values and honors them and hence must keep it up.
 Kenya should aspire to pay her teachers well not like the Japanese government for them
their economy and standard of living gives them no choice but to pay their teachers as
they do. Kenya however should strive to make teachers’ salaries be in comparison with the
cost of living in the country. Though it is expensive but it is the only sure way of
maintaining the standards and discouraging teachers from leaving the classroom to seek
employment in other better paying jobs leading to problems of serious shortage in schools.
I have to point it here that the Kenyan teacher is the second most highly paid government
employee but the salary given cannot compare with the high cost of living.
 Both countries the teaching force is the biggest work force and the ministry of education
receives the biggest allocation more than any other government ministry, but it is justified
for the future of any society is having a thoroughly educated and equipped people ready
to meet the challenges before them.
 Both countries have administrative structures that are well suited to formulate and
articulate policy with an equally well trained teaching work force that is well placed in
implementing the laid down policies.
 Kenya should enhance re-training of its teachers and encourage them to study. Though it
is expensive but it is an undertaking that the nation cannot afford to neglect for
knowledge is power.

“Shimane University: Comparative Study of Education.” 20

WHAT CAN KENYA LEARN FROM JAPAN?
During the course of my research I came to following parameters that Kenya as a nation can learn
from Japan in order to make her education system better and more competitive even though
already it is competitive both in the world and more so in Africa.

Her achievements in the education center is manifested by the large number of very able and
competitive well trained work force in all the fields who keep on securing well paying jobs abroad
and being able to supply manpower to other African countries with shortages.

Here outlined are some of the issues that I believe Kenya can learn from Japan to better her
education system and they entail;

I. As a country she needs to better remunerate her teachers in order to stop the exodus.
Kenya cannot afford to pay her teachers like Japan due to her weak economy, but she can
do so by gradual upgrading of the scheme of service of teachers. This the government is
achieving by spreading out salary increase within a time frame of 2-3 years since 10 years
ago. The strategy has worked both to the labor unions and the country’s economy growth
hence not putting pressure to other levers of the economy. I urge the government to
continue exploiting this mutual understanding that it has developed with the teachers
labor unions.
II. The country through now the ministry of higher education should put into emphasis the
need of research; on this the government for the first time this financial year 2008/2009
allocated funds specifically for research work. This kitty should be increased and Kenyan
scholars be encouraged to take up internal research rather than external research they
have been doing since funds were coming from donors hence research proposals were
tailored to suit the donors and not the country. The ministry should seek collaborations
with other African countries and/or developed nations on the need of joint research. This
is cheaper and affordable to the government to undertake.
III. The country needs to involve the private sector in educational research funding as is the
case in Japan and establish collaborations with other institutions since the government
cannot shoulder all the bill of education for it is expensive.
IV. Though in Kenya the law requires that all school going age children should be taken to
school, this has not been followed through by the government by ensuring it is adhered to
by every parent. The government can make it work by involving the provincial
administration in enforcing the law especially now that since 2003 elementary education is
fully funded by the government and parents are required only to take their children to
school. The Japanese system is designed in that it is the duty of every parent to take the
child under his care to school. Though it has worked so far but it proving difficult to

“Shimane University: Comparative Study of Education.” 21

 parents especially during these tough economic times. This is captured in the increase of
children not being taken to school thus the drop from 99.9% to 97.6% enrollment rate at
both elementary and junior high school. Kenya, on the other hand cannot afford to let
parents decide for the country has too many obstacles to clear unlike in Japan therefore
the law should be applied in the education of children.
V. The government should increase the number of teachers and reduce the student-teacher
ratio since it is quality that matters and not quantity. The government should move
forward in realizing quality grades and not just figures of the increased number of
students going to school.

Note: the government has commissioned a policy of hiring 28,000 teachers in the next 3 years by
2012. It has also initiated another policy of redeploying 5,000 teachers from the elementary to
high school starting this year 2009 May. They also want to hire 16,000 interns this fiscal year of
2009/2010 as part-time teachers.

All this is the right step in the right direction for the country currently needs 49,000 teachers to
deal with the acute shortage affecting schools. After 3 years the number will reduce to only 5,000
teachers of which the government will be able to employ at once. (New plan to hire more
teachers- The Daily Nation by Samuel Siringi, March 10th 2009. TSC to deploy 5,000 teachers: The
Standard by Sam Otieno, March 11th 2009). www.nation.co.ke ,www.eastandard.net.

The government should lift the ban on teachers so that they can work part-time. This will make
more people be interested in joining teaching.

“Shimane University: Comparative Study of Education.” 22

Concluding Discussion

2nd Stage Proposition

The following points are worth consideration for future research and how ways can be explored in
achieving them:

The government should increase the number of universities from the current twelve to
twenty four. This is very possible by the government just committing itself to building on 1
university every three years and in twenty four years the country will have doubled the
current number to 24. The government should fund and complete the many stalled
university expansion projects that were initiated. I have to commend the government for
the positive steps it is taking address this problem by converting already built colleges
into universities and turning others into colleges of universities this has seen the number
of university admission go up from 10,000 to 17,000 as from 2008 September.

Qn. What mechanisms can the government put into place in order to achieve the above proposal
while still being able to be cost-effective undertaking?

Though the government has initiated parallel degree program, this has run into stiff
opposition by stake holders. They argue that it is only going to benefit those who are able
in society since the poor cannot afford it. The primary role of the program is to create
more chance for the Kenyan child who misses out admission to the public university due
to capacity to do so when the regular term goes to recess. The government wanted to also
create an opportunity for institutions to generate income through private tuition charged
as levies to students who register as private. The system has proved very popular among
the working people who missed out to join university but now are able to do so through
distance learning.

Qn. how can the government continue with the program by being inclusive and not exclusive as
being argued by the stake holders?

Education is a progressive venture that requires upgrading and constant review so that it will
continue to remain relevant in the ever changing society, and be able to equip and prepare an
individual to offer constructive input to the society. If we fear to make ourselves that agent of
change be it the government, stakeholders or teachers then we should be ready to be reneged
to the abyss of wastefulness and rotting. Governments will try to wake up but society (the
world) will have made such great strides and yet we have not done. Failure to act is a seed
planted in the fertile ground of failure and surely it will bear fruits of disaster and wreckage: do
we want to plant this seed?

“Shimane University: Comparative Study of Education.” 23

ACKNOWLEDGEMENTS
 To my beloved wife Lilly and son Inori, thank you for your understanding and
encouragement I thank God for you both.
 My supervisor, Professor Funaki Kenji thank you sir for allowing me to be under your
supervision indeed I ‘am proud of you hontoni. Professor Ohitani thank you I remember
the lesson you took me to witness for the first time: paramecium (microscopy).
 Professor Makito Yurita, words alone cannot explain how grateful to me and your
assistance to me during the entire period of my research. Thank you for the time spared to
listen and guide me; I cannot forget to thank Professor Nishiyama who took the trouble to
link me up with Professor Makito.
 Professor Scott Menking and your wife Carmella Lieske, thank you to me your more than
friends the little things that make life easy you provided to me and today it is all joy.
 My employer the Teachers Service Commission for approving my study leave that enabled
me to come and pursue this research study.
 CEMASTEA that saw the potential in me and shortlisted me for the interview and also the
SMASSE family that through her made it possible for me to train and facilitate at the
District level during the yearly workshops of science teachers in North Eastern Province
(NEP).
 Shurie Secondary School teachers who encouraged me to undertake this study seriously
since I was the ambassador of Kenya and the school.
 The Japanese Government for offering this scholarship, thank you Ministry of Education,
Culture, Sports, Science and Technology.
 Friends and relatives both here in Japan and in Kenya of which their support and
encouragement for me to continue, it would have been difficulty to undertake.

“Shimane University: Comparative Study of Education.” 24

References
i. Ministry of Education (KENYA); www.education.go.ke
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universities.htm
v. Teachers and student population in Kenya; Factbook for UNESCO National Education
Support strategies pp 51-61.
vi. Business Daily Africa Wednesday, March 4, 2009 [NAIROBI]; JAB to admit 17,000 to
public universities by Mwaura Kimani. www.bdafrica.com.
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xvii. List of universities and colleges in Kenya- Wikipedia, the free
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“Shimane University: Comparative Study of Education.” 25