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This paper sheds light on the relationship between education and society from the perspective of sociology and critically reviews how African education studies in Japan have been conducted to date. In this paper the term ‘schooled knowledge’ is expediently used in order to refer to knowledge that is constructed in school. First, the paper explains global trends in aid in the education sector since the 1960s with the influential theories behind them. The paper then describes how the trend has influenced Japanese aid and further education studies in Africa. Next, the paper discusses theories that critically examine modern education systems and structures in relation to society at large. The paper then explains contemporary dual viewpoints of the schooled society and schooling in society. Finally, the paper critically reviews how African education studies in Japan have been conducted with little critical reflection of modern education systems in African contexts and suggests the necessity of examining them from the critical and wider viewpoints of how learning is taking place both within and outside school contexts in Africa. [ABSTRACT FROM AUTHOR]