- Ben Chepchieng argues that overseas opportunities can bring professional gains alongside serious personal and financial challenges.
- Teachers considering migration should verify qualifications, contracts, registration requirements and living costs before departure.
- Kenya must also address conditions pushing experienced educators to seek opportunities outside the country.
The dream of finding greener pastures abroad continues to attract thousands of Kenyans, including teachers who leave the country hoping for better salaries, improved working conditions and greater professional opportunities.
But behind the attractive recruitment advertisements and stories of successful Kenyans overseas lies another reality that deserves attention: moving abroad does not automatically guarantee a better life. For some, the journey can bring unexpected financial, professional, social and personal challenges.
A recent case involving Kenyan Ian Kimtai, whose plight on the streets of Australia went viral, offers a sobering reminder of how quickly circumstances can change away from home. Videos circulated online showing Kimtai living on the streets in Australia, prompting concern among Kenyans at home and in the diaspora.
Reports said fellow Kenyans in Australia were working to help him return to his family. His story generated widespread discussion precisely because it contrasted sharply with the expectations many people attach to life in a developed country.
This case should not be used to suggest that Kenyans who migrate abroad are destined to fail. Thousands of Kenyan professionals have successfully established careers overseas.
Rather, it demonstrates that migration can come with vulnerabilities that are sometimes hidden by the popular narrative of “greener pastures”.
Once abroad, an individual may discover that qualifications obtained in Kenya are not automatically recognised, employment may be difficult to secure, and the cost of accommodation, transport, food, insurance and other necessities can be considerably higher than expected.
For Kenyan teachers, the challenges can be even more complicated. Teaching is a regulated profession in countries such as Australia, meaning an overseas-trained teacher may need skills assessment and registration before working in the profession.
Australia’s Institute for Teaching and School Leadership (AITSL), for example, assesses teacher qualifications for skilled migration, while teachers must separately obtain registration from the relevant state or territory regulatory authority before teaching.
A teacher who was experienced and respected in Kenya may therefore find themselves having to undertake additional professional recognition processes.
There is also the challenge of adapting to a different education system. Kenyan teachers may find themselves working under curricula, assessment systems, classroom-management approaches and professional expectations that differ significantly from those they have known at home.
The ability to teach effectively in Kenya does not necessarily mean that the transition into another country’s education system will be effortless.
Higher salary does not always mean easier life
The financial reality can also be very different from what is advertised. A salary that appears impressive when converted into Kenyan shillings may not provide the same level of comfort once rent, taxes, transport, food, utilities and insurance are deducted.
Some migrants arrive with substantial expectations only to discover that they must work long hours or take additional jobs to meet their basic expenses.
Another challenge is loneliness. Leaving Kenya means leaving behind family, friends, colleagues and familiar social networks.
A teacher who spent years building a professional and social identity at home can suddenly find themselves in an unfamiliar environment where they have limited support.
Recruitment itself requires caution. Teachers seeking overseas employment can become vulnerable to unscrupulous agents who promise lucrative jobs in exchange for large sums of money.
Some may arrive abroad only to discover that the job, salary or working conditions differ from what they were promised. Prospective migrants should therefore verify employers, contracts, immigration requirements and recruitment agencies before committing their savings.
There is also a responsibility on the Kenyan government and relevant professional institutions to protect teachers seeking opportunities abroad.
Bilateral arrangements with destination countries could help ensure ethical recruitment, recognition of Kenyan qualifications, transparent contracts and access to assistance when teachers encounter difficulties.
Migration requires preparation
At the same time, teachers considering migration should undertake serious preparation. Going abroad should not be treated simply as a ticket to a higher salary.
It requires financial planning, professional credential verification, understanding immigration rules, researching the cost of living and establishing a support network before departure.
The stories of Kenyans struggling abroad should therefore prompt a more honest conversation about migration.
The ambition to seek better opportunities is legitimate, but the phrase “greener pastures” can sometimes conceal significant risks. A foreign country may provide excellent opportunities, but success depends on preparation, qualifications, support systems and circumstances that cannot always be predicted.
Kenya should also ask a deeper question: why are so many professionals, including teachers, looking outside the country for opportunities in the first place?
If the country wants to retain experienced educators, it must address issues such as remuneration, career progression, professional development, working conditions and respect for the teaching profession.
The goal should not be to discourage Kenyan teachers from seeking international opportunities.
Instead, teachers should be equipped to make informed decisions, while the government should create conditions that make staying and building a career in Kenya a viable and attractive option.
READ ALSO: End the duplication: Why Kenya must clearly separate QASO and CSO roles in education reforms
The dream of a better life abroad is not wrong. But before boarding that flight, every teacher should understand that the grass is not automatically greener simply because it is on the other side of the border.
By Ben Chepchieng
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