Draft national Policy Statement on Education
INTRODUCTION
At independence, the concern of the government of Swaziland was to
expand availability of space in the School system following restrictions of
the previous government.
As a. consequence, educational services and facilities were
significantly expanded and Universal Primary Education i.e. access of every school going
age child to school at primary level, was attained in 1985. Population growth
however, threatens this attainment and there are now serious concerns with respect to
overcrowding in schools and consequent undersfaffing.
Having achieved increased accessibility at primary level, Government's
efforts have now shifted to not only consolidating the achievements, but also to
addressing important issues such as quality, relevance and affordability of education. The
ultimate goal is that graduates of the education system must meaningfully contribute to
the development of both the cultural and economic development of the country.
Recognizing this need, Government consciously committed itself to specific decisions
geared to resolving specific identified public problems that hinder such contribution.
1. PROBLEM STATEMENT
The present system of education in Swaziland is characterised by the following key
features:
1.1 The system has not adequately adapted itself to the changing needs of the society; in
that it has not fully addressed the problems of relevance, quality and
accessibility. Areas of particular concern include:
a. a quality curriculum
b. well trained teachers
c. quality facilities
d. an improved teacher/pupil ratio.
e. teaching and learning attitudes.
f. improved attitudes, morals and values
1.2 problems of adequacy and affordability of learning materials.
1.3 Unaffordability of education to a significant proportion of the nationals.
1.4 Limitations on curricular choices caused by inadequate provision of physical
infrastructures.
1.5 Inadequate provisions for ]earners with special needs.
1.6 Imbalance between academic and practical subjects.
2. VISION AND OBJECTIVES
2.1 The provision of opportunities for all pupils of school-going age-and adults to
develop themselves in order to improve the quality of their own lives and the standard of
living of their communities remains the central theme of the National Development Strategy
(NDS).
2.2 The Ministry of Education shall offer a wide range of practical subjects so that more
pupils would be made aware of their value. This would help change attitudes toward these
subjects and develop the intellectual, moral, aesthetic, emotional, physical and practical
capacities that are needed to shape and adapt to a fast-changing complex and uncertain
socioeconomic environment.
2.3 Education and training programmes shall engender a sense of civic mindedness and
foster the skills that are necessary to participate effectively in the development of the
country.
3. UNIVERSAL BASIC EDUCATION
Universal access to basic education will remain a priority within available financial
and other resource capacities. Such education shall be pragmatic enough to not only permit
students to move on to higher education, but also to permit students to make a living
through gainful employment in both the formal and informal sectors of the economy, after
completing this level.
3.1 The school entry age shall be six years. The Ministry of Education shall
provide a 10 year Universal Basic Education to all children of school-going age.
To achieve this objective, the Ministry of Education shall:
3.1.1 with community participation and partnership expand the existing schools to
accommodate the progression of all pupils through this general cycle.
3.1.2 empower communities to take responsibility for the care and protection of their
schools.
3.1.3 Provide quality teachers and facilities throughout the country.
3.2 Continuous Assessment shall be an integral part of teaching and learning strategies to
reduce wastage, repetition and dropout rate. Continuous Assessment shall be made effective
and workable as a mechanism that can allow normal progression.
3.3 An appropriate examination system shall be adopted to enable students to progress
through the various levels of the education system.
3.4 The Ministry of Education shall develop an integrated system of education that
provides equal opportunities to all irrespective of sex, religion, geographical location,
special needs, political, or other factors.
3.5 Regular improvements in the curriculum shall continue to take place in all subject
areas to meet new demands and to ensure continuity throughout the 10-year cycle of the
school system. Consultation with parents, students and other major stakeholders shall be a
priority when making regular improvements on the curriculum. Localisation of the school
curriculum and examinations for the entire school system shall continue to improve the
relevance, quality and cost effectiveness of education. In localising, the Ministry of
Education shall ensure that the education is still in line with the international
standards of education.
3.6 Communities and other organisations shall be encouraged by the Ministry of Education
to participate in pre-school education by providing infrastructure and ensuring that sound
educational programmes at this level are implemented. The Ministry of Education shall
continue to provide professional services to pre-school education through its
inspectorate.
3.7 The Ministry of Education shall support initiatives aimed at providing education in
the fields of Science, Technology and Mathematics, as these are crucial areas to
development.
3.8 Practical arts taught at basic level shall be used as a foundation for vocational
education.
3.9 In providing essential life-skills, the Ministry of Education shall also support
efforts aimed at providing reading and writing skills as well as pre-vocational,
vocational education and entrepreneurship within and outside the school system. Physical
Education shall be encouraged to develop a healthy body and mind in the learner, thus
creating a healthy nation.
3.10 As part of the Human Resource Development Strategy incorporated into the National
Development Strategy (NDS), education shall address the development of knowledge, skills
and attitudes necessary for sustainable human development such as: poverty alleviation,
entrepreneurship, environmental protection, women empowerment and social integration, both
at formal and non-formal levels.
3.11 The Ministry of Education shall introduce and develop Information and Communication
Technology Education in the school system to equip citizens to meet challenges of the 21st
Century.
4. HIGH SCHOOL EDUCATION
There is no doubt that formal education continuous to assume significant importance.
Hence successful performance at School is still regarded as a prerequisite for formal
employment, though self employment in both the formal and informal sectors is increasingly
desirable. Of particular concern is the large numbers of students who graduate from High
School but have no wage employment to go into. Thus the great concern about relevance and
quality of education.
4.1 The Ministry of Education shall provide a two-year programme of high school education
to pupils who shall have successfully completed their nine-year basic education. Such high
school education shall prepare pupils for life skills and further education and training
in accordance with the human resource needs.
4.2 A variety of academic subjects including a quality core curriculum shall be offered.
Pupils shall be encouraged to take at least one practical subject,
4.2.1 Pre-vocational education shall be offered through a range of practical subjects
designed to provide pupils with skills, attitudes, practical and entrepreneurship skills
suitable for making appropriate choices in career paths and vocational training.
4.2.2 Pre-vocational subjects in the curriculum shall have the same status as academic
subjects.
5. SPECIAL EDUCATION
So far special education has been associated with needs of children with
disabilities. The demand for places at the existing schools for outstrips supply. What
compounds this shortage is the fact that identification of special needs happens late in
childhood. The flip side of this challenge concerns children described as gifted i.e. very
bright. They are also in need of attention and assistance. Government joins other
countries in tackling these challenges as far as possible, within normal schools rather
than creating dedicated facilities to resolve these.
5.1 Educational programmes shall be designed and offered to children
with special needs such as physical disabilities, visual and auditory impairment, mental
disabilities, social and behavioral problems as well as gifted children.
5.2 The Ministry of Education shall facilitate access to education for learners with
disabilities by improving the infrastructure to make it user-friendly from basic through
tertiary level.
5.3 The Ministry of Education shall encourage the integration and inclusion of children
with special learning needs in the EducationI System.
5.4 Special facilities for gifted children shall be made available in special
institutions.
6. ADULT AND CONTINUING EDUCATION
Education is a continuous process with no possible end. Therefore the focus now is not
just education but life long learning which takes place both formally and informally.
Therefore, the Ministry of Education shall support:
6.1 all the Adult and Life-long Education initiatives in the country.
6.1.1 Adult Education shall provide numeracy, literacy and life skills.
6.1.2 Life-long learning shall be provided through Distance Learning.
6.1.3 Adult education and Life-long programmes shall be designed to meet the demands of
target groups.
6.1.4 The Ministry of Education shall continue to perform its co-ordinating function while
relevant Ministries continue to run such programmes,
6.2 The Ministry of Education shall continue to perform its co-ordinating function while
relevant Ministries continue to run such programmes.
7. EDUCATIONAL GUIDANCE AND COUNSELLING
Guidance and counselling services shall be offered to students at all levels of
education and training and shall be an integral part of the education process to add value
and quality to the whole person i.e. the learner.
8. TERTIARY EDUCATION
The various formal Colleges and the only University provide manpower need’s
specific to development. However, concern is increasing as more graduates do not get
absorbed into the formal employment sector. Further, concern is growing on the
disproportionate cost of educating fewer numbers and very high cost, solely born by the
government.
8.1 The Ministry of Education shall provide trained personnel in accordance with Human
Resource Development Plans.
8.2 There shall be cost sharing mechanism between the Ministry of Education and
beneficiaries of tertiary education.
8.3 Tertiary education curriculum shall be structured to suit the I world of work' and
self-employment.
8.4 Duration of programmes for tertiary training shall take into account cost implications
and relevance.
8.5 Tertiary education shall impart research skills and inculcate the culture of
research for personal, professional and social development.
9. TEACHER EDUCATION
Various calls have been made for reform of overall curricular content information
communication technology, and special needs. In order to be in a position to respond to
these needs, there is an urgent need to reorient teacher education.
9.1 PRE-SERVICE
9.1.1 Students who are admitted into teachers' colleges, in addition to their academic
aptitude, shall be expected to conform to the norms of the teaching profession.
9.1.2 Duration of programmes for teacher training shall take into account cost
implications and relevance.
9.1.3 Curriculum for Teacher Education shall be flexible to address and/or integrate
relevant educational innovations as they come.
9.1.4 Teacher education shall impart research skills and inculcate the culture of research
for personal, professional and social development.
9.2 IN-SERVICE
The Ministry of Education shall provide in-service facilities to improve knowledge and
expertise of serving teachers and keep them in step with current trends of the teaching
profession.
10. VOCATIONAL AND TECHNICAL EDUCATION AND TRAINING
The Ministry of Education shall expand structures to enable students to have access to
quality vocational and technical education.
11. FUNDING IN EDUCATION
11.1 School fees shall be determined and justified by the head teacher and committee
of each school. It shall then be presented for approval to parents in consultation with
the Regional Education Officer (REO).
11.2 The Ministry of Education shall fund different levels of education according to
priority needs of the time.
1 1.3 The Ministry of Education shall continue to assist needy pupils with bursaries for
basic education.
11.4 There shall be cost sharing between the Ministry of Education and beneficiaries.
12. MANAGEMENT OF THE SCHOOL/EDUCATION SYSTEM
12.1 School inspection/ supervision shall remain an integral part of the school
management system.
12.2 Success in improving the quality of education and training shall depend on having an
effective and responsive organisation to manage change in terms mechanisms, institutions
and legislation.
12.3 The school/education system must be re-organised at national, sectoral and regional
levels to include:
12.3.1 decentralization of most of the powers and responsibilities currently vested in the
headquarters to the regions.
12.3.2 disciplining of students at school level in accordance with school regulations and
the existing laws of the country.
12.3.3 de-regularization of services from the Ministry of Education to the private sector
for cost effectiveness and quality services. However, the Ministry of Education shall
monitor the standard of performance by the private sector.
12.3.4 Mechanisms and legislation for managing the system such as the:
12.3.4.1 Education Act
12.3.4.2 Teaching Service Act and Regulations
12.3.4.3 Schools Accounting Regulations.
12.3.5 An act of parliament establishing colleges.
12.3.6 the provision of education by private institutions provided that such institutions
are properly registered with the Ministry of Education.
12.3.7 structures of institutional governance such as School Committees, Parents-Teachers'
Association (PTA) and School Boards of Directors which will reflect the interest of all
stakeholders and the broader community served by the school.
12.3.8 Proper articulation and co-ordination of curriculum throughout all levels of
education.
12.3.9 A statutory National Accreditation and Certification Board with a responsibility
for accreditation, certification and maintenance of national standards.
12.3.10 The strengthening of the auditing system to improve financial management in
schools.
12.3.11 Training of Head-teachers, School Committees, PTAs and School Board Members to
manage relevant aspects of the school life effectively.
12.4 School Rules and Regulations shall be reviewed from time to-time to facilitate the
smooth running and management of the school system.
13. MANAGEMENT INFORMATION SYSTEMS AND DISSEMINATION
OF INFORMATION
13.1 There shall be a Management Information System (MIS) unit which shall be an integral
part of the planning section of the Ministry of Education.
13.2 The MIS shall be charged with the responsibility of collecting all information needed
by the Ministry of Education in making informed policy decisions.
13.3 The MIS shall devise ways and means of disseminating information to all stakeholders.
13.4 The Ministry of Education shall continuously update skills and technology in the MIS
unit.
14. LIBRARY SERVICES
An act of parliament establishing library services shall be enacted.
The National Library Services shall be the National Resource Information Centre. The
National Library services shall help in the development and upgrading of school libraries.
15. CURRICULUM DEVELOPMENT
15.1 There shall be an act of parliament promulgated to establish and delineate the
functions of and grant the relevant authority to the National Curriculum Centre (NCC).
15.2 The NCC shall be charged with the responsibility of producing and procuring relevant
quality instructional materials which shall be monitored and approved by the Ministry of
Education.
15.3 The Ministry of Education shall support and strengthen curriculum development,
evaluation and research through inservice training and further education of the relevant
personnel.
15.4 The National Curriculum Centre shall advise the Ministry of Education on issues
related to instructional materials production and procurement.
16. IMPLEMENTATION AND MONITORING OF THE EDUCATION SYSTEM
There shall be a mechanism to monitor the implementation of educational policy.
17. INTERNATIONAL RELATIONS:
The Ministry of Education shall continue to support and enjoy friendship with
International organizations that have the same aims and objectives of educating the nation
as the Ministry of Education.
Annual subscriptions and any other dues required for various subject
affiliations shall be made payable to respective International organizations. The Ministry
of Education shall in return expect all benefits enjoyed by members/institutional members
of those respective International organizations. The various departments of the Ministry
which have subscribed/and or affiliated to any International organization shall be
required from time to time to furnish the office of the Principal Secretary with all the
activities of the International organization and also continuously up-date it with all
necessary information pertaining to the department which are the result of affiliation to
any particular International organization. |
