Recognizing the key role of education and training in socio-economic development, the

country has made and continues to make remarkable undertakings towards providing quality
education to all its citizens at all levels through formal and non-formal approaches. It is
intensifying its efforts in the implementation of equity and competitiveness driven reforms.

 At primary/basic school level, the Ministry of education and Training’s objective is to

expand participation, ensuring that all pupils, irrespective of their social or economic
circumstances, have access to quality education.
 the Ministry continues to subsidize education through the provision of ‘free’
textbooks to all pupils at primary school level, physical infrastructure, facilities,
furniture and equipment, educational grants and subventions and the rolling-out
of the Free Primary Education (FPE) programme.

The Ministry of Education and Training is making remarkable efforts to align itself with
global, regional and national policy initiatives. At international level, efforts are made to
attain the Education for All (EFA) targets and the Millennium Development Goals (MDGs).
The aspirations of the EFA are covered by six goals namely:

i) Expansion of Early Childhood Care and development;

ii) Provision of free and compulsory primary education;
iii) Promotion of acquiring of life skills for adolescents and youth
iv) Expansion of adult literacy;
v) Elimination of gender disparities and
vi) Enhancement of educational quality.

The Millennium Development declaration sets eight specific goals (MDGs) with specific
targets. The fundamental aim of the Millennium declaration is the eradication of extreme
poverty and improvement of social welfare. The MDGs place emphasis on attainment
of Universal Primary Education and the promotion of gender equality and empowerment
of women. Regional and national policies also place emphasis on attainment of accessible
quality education that is relevant and affordable to all. This is the reason why the Ministry
of Education and training Sector in Eswatini has made certain changes. In this course we
shall look at the following changes which aims at attaining the philosophy of education in
Eswatini.
 1. Introduction od Free Primary education
2. Introduction of inclusive education
3. Move from Outcome Based education to Competency based Education
4. Introduction of online learning
5. Phasing out of Junior Certificate of secondary Education and introduction of Four
year programme at secondary schools

Economic and social gains with expanding access will only be realized if quality of education
and training is given priority attention. The primary determinants of education and training
quality are: · Teacher qualifications · Teaching strategies · Schools infrastructure · Learning
materials and schools equipment/facilities.

In addressing the issue of quality education and training, the Ministry of Education and
Training has done the following;

 provided schools with qualified teachers and to mount in-service courses to keep
serving teachers abreast with the latest approaches in teaching.
 Recognizing the increasing demand for primary school teachers following the
introduction of Free Primary education, the Ministry of Education and Training
has increased enrolments at Ngwane Teacher Training College.
 It introduced the Primary Teachers’ Diploma (PTD) programme at William Pitcher
Teacher Training College in order to expand the training at primary school level.
 provides learning materials (Textbooks and Stationary at primary school level).
 In collaboration with the Ministry of Natural Resources and Energy, the Ministry of
Public Works and Transport, the Ministry of education and Training continues to
provide electricity to schools in rural areas with the view to improve pupils’ learning
outcomes and education relevance through the introduction of, among others,
computer studies, and technical and vocational subjects.
 Further, the box libraries provided by the Support to education and Training (SET)
programme, which is funded by the European Union (EU) to all primary schools in
the country, continues to improve children’s reading and writing skills and further
improve the quality of teaching and learning at this level and at higher level of
education.
  The provision of school infrastructure such as classrooms, computer laboratories and
science laboratories is also biased towards rural schools. The rural-bias is driven by
a clear underlying rationale: to improve educational outcomes of schools in rural
areas and to achieve equity in the provision of quality education.
 The Ministry of Education and Training wants to ensure that all schools that were
previously disadvantaged and lacked the requisite infrastructure and facilities attract
qualified teachers, are fully utilized and that the country benefits from the current
favourable averages in teacher-pupil ratios.

The guiding Philosophy of the Education and Training Sector is to produce an enlightened
and participant citizenry that has skills and knowledge to contribute positively to economic
and social development. The sector believes that each learner is a unique individual who
needs secure, caring and stimulating atmosphere in which to grow and mature emotionally,
intellectually, spiritually, physically, and socially and that every learner has the potential to
bring something unique and special in the world.

The Education and Training Sector goals are to empower people in Swaziland to: ·

 Think critically and analytically integrate and synthesize knowledge, and draw
conclusions from complex material
 · Make sound ethical and value judgements based on the development of a personal
value system, on an understanding of shared cultural heritage, and knowledge of past
successes, failures, and consequences of individual roles and societal choices
 Understand and appreciate the cultural diversity and live responsibly in an
interdependent world
 Acquire a base of knowledge common to educated persons and the capacity to
expand that base over their lifetime
 Communicate effectively in written, oral, and symbolic form
 Understand the natural and physical world, the process by which scientific concepts
are developed and modified;
 Appreciate the fine and performing arts;
 Develop technical, mathematical and quantitative skills necessary of calculation,
analysis and problem solving
 Understand the principles essential for continual mental and physical well-being
  Engender a sense of civic mindedness and to foster the skills necessary to participate
effectively in a democratic society that reflects the socio-cultural context of
Swaziland.
 Take advantage of opportunities for lifelong learning with creative minds.
 Develop the intellectual, moral, aesthetic, emotional, physical and practical
capacities.
 Be equipped with capacities needed to shape and adapt to a fast changing, complex
and uncertain socio-economic environment.

Activity : So which subjects promotes the above goals

INCLUSIVE EDUCATION:

(IE) is concerned with the development and provision of quality education characterised by
access and equity. It recognises that every learner is unique and should be treated equitably
by the teachers and the system. IE aims to serve the needs of all learners and enable them to
reach their full potential, and seeks to involve parents and communities in this process. An
Inclusive Education system is defined as one that includes, and meets the needs of, all
learners – whatever their gender, life circumstance, state of health, disability, stage of
development, capacity to learn, level of achievement, financial or any other circumstance. IE
also means that no child should be excluded from access to education.

Inclusive Education Policy Rationale

Inclusive Education (IE) is a policy approach that includes, and meets the needs of all
learners – whatever their gender, life circumstance, state of health, disability, stage of
development, capacity to learn, level of achievement, financial or any other circumstance. It
enables schools to serve and welcome all learners.

Inclusive Education Policy Goal

To mainstream relevant, quality education for every learner, irrespective of gender, life
circumstances, health status, disability, impairment, capacity to learn, level of achievement,
financial status, or any other limiting circumstance.

Inclusive Education Policy Objectives

  To assure every learner in Swaziland of meaningful participation and achievement in
the teaching and learning process.
 ensure that: -
I. every child is entitled to enroll in a school near to where he/she lives;
II. no child shall be denied access to education at any level on the basis of
disability;
III. the education system accepts difference, exercises no discrimination and
respects the individuality of each child;
IV. all attitudinal and physical barriers to inclusive education shall be removed in
public, private and other schools and institutions;
V. all education and training facilities shall be improved to meet the individual
needs of learners experiencing barriers to learning and participation;
VI. Sufficient financial, physical and human resources are provided to educate
every child, whatever their life circumstances.
VII. Develop and facilitate capacity building programmes for teachers, including
preservice (PRESET) and in-service (INSET).
VIII. Ensure availability of an appropriate and relevant curriculum which
accommodates the needs of every learner at every level. ·
IX. Provide specialized staff to ensure meaningful participation of learners with
special needs
X. Ensure relevant teaching and learning materials are available for every
learner, at every level. ·
XI. Regulate and ensure that educational facilities are user-friendly for every
learner

Activity: do you think our government has achieved the above? Explain your answer and
show that you have thought of different points of view.