Could Japan Be a Good Math & Science Teacher for Africa?

This paper presents an ‘experience-sharing' model of technical cooperation as a way to explain the increasing Japanese technical assistance to African countries for their math and science education development over the last several years. The distinguishing features of this model are the symmetric relationship between the technology supplier and recipient, the centrality of learning function and the importance of managing the cultural factor. The model contrasts with the usual technology transfer model of technical cooperation based on the supposed technological superiority of the supplying country, and takes account of the possible advantages offered by the Japanese assistance in math and science education as well as the revealed weaknesses associated with it. An illustration of the model is provided by Japan's technical assistance to a secondary math and science teacher retraining project in South Africa