Eswatini: Education Country Brief

January 2024
Eswatini flag
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Dr. Phumzile Magagula
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IICBA collaborates with a wide range of partners. For Eswatini and other anglophone African countries plus Mozambique, one of those partnerships is the KIX Africa 19 Hub meant to promote the use of evidence in decision-making and south-south exchanges of good practices. The Ministry-appointed focal point for the country under the KIX Africa 19 Project is Dr. Phumzile Magagula.

 

Background

This brief provides data and references to the literature on issues that matter for education in Eswatini. It is part of a series that provides a brief introduction to the state of education systems in Africa. The work was prepared for country pages on IICBA’s website and a digital repository of resources at the country, sub-regional, and continental level. The brief series also informs work conducted in the context of (i) the European Union’s Africa Regional Teachers’ Initiative and (ii) the KIX (Knowledge and Innovation eXchange) Africa 19 Hub for anglophone countries that promotes the use of evidence for policy making and benefits from funding from the Global Partnership for Education and Canada’s International Development Research Center. This brief and its associated webpage are meant to be updated as new information becomes available, at least on a yearly basis. 

Key resources: This brief provides the following resources: 

  • Educational outcomes: Estimates are provided for learning poverty (the share of 10-year-old children not able to read and understand a simple text), educational attainment and/or enrollment rates at various levels of education, the components of the human capital index, and human capital wealth as a share of national wealth. 
  • Selected literature: Links are provided to selected publications at the global, regional, and country levels with a focus on six themes: (i) learning assessment systems; (ii) early childhood education; (iii) teaching and learning; (iv) the data challenge; (v) gender equality; and (vi) equity and inclusion. 
  • Country policies: Links are provided to key institutions (including Ministries) managing the education system, selected policy and planning documents, and websites that aim to provide comparative data on policies across countries.
  • Knowledge repositories and other resources: Links are provided to a dozen digital repositories that collate publications and resources on education issues in Africa. 
  • Data: Links are provided to data sources that can help inform education policy.

This country brief provides a brief introduction to selected issues and research relevant to Eswatini’s education system and links to resources that may be useful to official of Ministries of Education and other education stakeholders. A special focus is placed on thematic areas from the KIX (Knowledge and Innovation eXchange) initiative for which UNESCO IICBA manages the Secretariat of the Africa KIX 19 Hub. Together with the associated webpages on UNESCO IICBA’s website, the brief is to be updated as new information becomes available, typically every year. The brief starts with a review of basic data on educational outcomes including learning poverty, educational attainment, and the human capital index. The focus then shifts to information related to the thematic areas of focus of the KIX Africa 19 Hub, namely: (i) learning assessment (ii) early childhood education; (iii) teaching & learning (iv) data challenge; (v) gender equality; and (vi) equity and inclusion. The brief also includes links to country documents and processes as well as a range of other resources and websites.

Educational Outcomes and Human Capital

Eswatini, like many other African countries, is facing a learning crisis. In sub-Saharan Africa, learning poverty, defined as the share of children unable to read and understand an age-appropriate text by age 10, is estimated at 89 percent by the World Bank, UNESCO, and other organizations. While specific country estimates are not available for Eswatini, data from the World Bank suggests that between 50% and 57% of primary school students, varying by the specific subject, attain a level of knowledge that meets at least half of the anticipated standards in English, mathematics, or science. In the case of junior secondary students, the range is from 44% to 56%. It is imperative to improve the quality of the education provided in schools. 

Schooling does not imply learning, but lack of learning increases the likelihood of dropping out of school. According to the World Bank and UNESCO Institute of Statistics, the primary school completion rate was at 86 percent in 2019 for boys and 91 percent for girls. The lower secondary completion rate was at 69% for boys and 71% for girls in 2019. Gross enrollment in tertiary education was at 7% percent for men in 2013 versus 7 percent for women. 

Another useful statistic is the Human Capital Index for Eswatini based on six variables: (i) the probability that a child will survive past age five (95 percent); (ii) the years of schooling that a child is expected to complete by age 18 (6.4 years); (iii) the level of learning that a child is expected to acquire (440 on a scale where 625 represents advanced attainment and 300 the lowest attainment); (iv) the learning-adjusted years of schooling that a child is expected to complete, a measure combining the two previous measures (4.5 years); (v) the adult survival rate (60 percent of 15-year olds surviving until age 60); and finally (vi) the probability that a child will not be stunted in early childhood (74 percent). Based on those six variables, the expected productivity in adulthood of a child is estimated in comparison to full productivity that could be expected with full education and health. The estimate is that a child born in Eswatini today will reach only 37 percent of its potential. This is lower than the average for sub-Saharan Africa region and Lower middle-income countries.

One last statistic may help make the case for the importance of investing in education for the country’s development. A country’s wealth mainly consists of three types of capital: (1) Produced capital comes from investments in assets such as factories, equipment, or infrastructure; (2) Natural capital consists of assets such as agricultural land and both renewable and nonrenewable natural resources; (3) Human capital is measured as the present value of the future earnings of the labor force, which in turn depends on the level of educational attainment of the labor force. The latest estimates from the World Bank suggest that human capital wealth in Eswatini accounts for 65 percent of national wealth. 

Eswatini table
Photo Credit: UNESCO IICBA

Selected Literature

Supporting countries in using evidence for policymaking is an objective shared by many organizations and initiatives. Under the KIX initiative for which UNESCO IICBA manages the KIX Africa 19 Hub and collaborates with KIX Africa 21, the focus is on six themes: (i) learning assessment systems (ii) early childhood education; (iii) teaching and learning (iv) the data challenge; (v) gender equality; and (vi) equity and inclusion. For each topic, a link is provided to the GPE-KIX Discussion paper written at the start of the initiative in 2019 and additional publications that could be useful for policy. By necessity, to keep this brief short, only a few resources can be mentioned, but additional resources can be accessed through digital repositories listed below. A brief note on UNESCO IICBA research is also provided.

Learning Assessment Systems [GPE-KIX Discussion Paper]. Learning assessment tools and systems are essential to gauge and improve learning outcomes for students. A primer on large scale assessments from the World Bank provides guidance on such assessments, as does a review of learning assessments in Africa from UNESCO IIEP. Among regional assessments, PASEC (Programme for the Analysis of Education Systems) for francophone countries in West and Central Arica and SEACMEQ (Consortium for Monitoring Educational Quality) for anglophone countries in East and Southern Africa are the best known. These instruments target primary schools. Other tools that focus and assess the learning outcomes of young learners include the Early Grade Reading and Mathematics Assessments (EGRA/EGMA). Supported and funded primarily by the U.S. Agency for International Development (USAID), these assessments are administered by different agencies such as the World Bank, RTI International and others across the continent. The West African Examinations Council also provides guidance on examinations and certificate accreditation in Anglophone countries of West Africa Also interesting is PISA for development which is being piloted in secondary schools in a few African countries. 

Eswatini participates in the regional SEACMEQ program. Examinations are administered by the Examinations Council of Eswatini who administer assessments and examinations for primary school (Grade 7), junior secondary level (Grade 10), and senior secondary level (Grade 12). The assessment policy outlined in the 2018 National Curriculum Framework for General Education in the Kingdom of Eswatini provides a comprehensive explanation of the reasoning, goals, and aims of the policy, encompassing the evaluation techniques utilized in both primary and secondary education levels as specified within the framework. A 2023 study examining how high school business students learn found that learners have positive attitudes toward continuous assessment as an effective way to grasp business concepts.

Improving Teaching and Learning [GPE-KIX Discussion Paper]. How teachers and students interact and engage is key to improve learning outcomes. Cost-effective approaches pr ‘smart buys’ to improve learning in low-income countries are discussed in a World Bank report. Teaching is paramount, and therefore so are teacher policies to ensure that successful teachers make for successful students. Standards for the teaching profession were proposed by Education International and UNESCO with regional standards available from the Africa Union Commission, including a framework for standards and competencies. 

The education system follows a structure of 7-5-4. Primary education starts at age six and with education received from Grade 1 to Grade 7. Secondary education is a five-year programme consisting of three years in junior secondary and two years of senior secondary followed by four years of tertiary education.  A study examining the responses of 60 history examinations by Junior Certificate candidates found that students demonstrated limited understanding of complex historical relationships. Low scores were attributed to inadequate synthesis skills, weak English vocabulary, and difficulties with interpretation, suggesting the need for more teaching strategies and language support. 

Strengthening Early Childhood Care and Education [GPE-KIX Discussion Paper]. Experiences children undergo in early childhood can affect their entire life. Nurturing care is essential. Essential interventions in early childhood include pre-primary education.  Yet less than half of young children in Africa benefit from pre-primary education according to the Global Education Monitoring report 2021.  The Office of Research at UNICEF maintains a webpage with useful links to organizations working on child-related themes organized by subject, including early childhood. 

In 2022, researchers explored the effects of government interventions during the Covid-19 pandemic on ECE in the country. The study highlights that the Eswatini education system increasingly turned to media-based instruction, such as TV, radio, newspapers, and online learning. However, it raises the concern that early childhood education (ECE) programs, which emphasize play, inquiry-based learning, and holistic development, face challenges when delivered through remote methods. The authors recommend improved governmental guidance for ECE teachers and students. Basic data on early childhood development are available from a nurturing care profile. 

Achieving Gender Equality In and Through Education [GPE-KIX Discussion Paper]. The cost of gender inequality is massive, as is the cost of not educating girls, including in Africa. When girls lack education, this affects their earnings in adulthood, the number of children they will have and their health, as well as their agency, among others. When girls are not in school, they are also at higher risk of child marriage, with again high costs for them, their children, and society. In Africa, the African Union’s International Centre for the Education of Girls and Women in Africa supports member states on girls’ education. 

A 2022 UNICEF report on Child Marriage in Eastern and Southern Africa estimates that 1 in 20 young women were first married or in union before the age of 18. 46% of women aged 20 to 24 years who were first married or in union before age 18 had no education as compared to 2% who had at least a secondary education. A 2020 study on the uptake of  free antiretroviral therapy (ART) for people living with HIV in the country recommended improved access to education for women as a way to deal with stress, which was identified as a barrier to ART adherence.

Data Management Systems Strengthening [GPEKIX Discussion Paper]. Education management information systems (EMIS) are key for management. They can also support evidence-based policymaking. In Africa, the African Union’s Institute of Education for Development supports member states on EMIS. In addition to EMIS data, other data sources including household surveys, school surveys, student assessments, and impact evaluations of pilot interventions are essential to inform policy. 

In June 2020, the Ministry of Education and Training (MoET) in Eswatini, with funding from UNICEF, contracted the University of Oslo and HISP Uganda to review and upgrade the current Education Management Information System (EMIS) using DHIS2. One of the recommendations was to ensure that schools be supported with the devices and connectivity for seamless data capture. See the full report here.

Equity and Inclusion/Leaving No One Behind [GPEKIX Discussion Paper]. Equity and inclusion are major challenges for education systems. Gender, disability, ethnicity, indigenous status, poverty, displacement, and many other factors may all lead some children to lack access to education. In Africa especially, gaps in educational outcomes between groups may be large, as illustrated in the case of disability. Equity must be at the center of education policy on the continent. The Convention on the Rights of the Child (CRC) are Convention on the Rights of Persons with Disabilities (CRPD) are two major international frameworks related to disability-inclusive education exist.  

Every child in Eswatini has the right to free education in public schools until the end of grade 7. The Ministry of Education and Training (MoET) provides pupils with free textbooks, workbooks, stationery, school furniture, feeding programs, and free exercise books. The European Union (EU) has provided support by covering the costs of grade one students from 2010-2018 under the EU Support to Education and Training (SET) project. Eswatini ratified the CRC in 1995 and ratified the CRPD in 2012. The Persons with Disability Act 2018 addresses special education.

Note on UNESCO IICBA Research. IICBA recently launched a new program of applied research on teacher and education issues in Africa. A total of 200 publications have been completed from January to September 2023, including studies, discussion papers, training guides, reports, knowledge briefs, event summaries, and interviews. Several of those publications focus on Eswatini. All publications are available on IICBA’s website. 

Country Policies 

The Education Sector Strategic Plan (2022-2034) is the flagship policy guiding the sector.  The Eswatini Education Sector analysis undertaken in 2021 provides information on pre-primary, primary, middle, secondary, adult education and technical vocational education and training. Other policies include the National Gender Policy 2023 which follows the 2010 policy in addressing disparities among genders in accessing education and health. It is complemented by the Swaziland Gender and Development Index Report that measures relative gender inequality using specific data from the country. 

Two additional policies address parenting practices and violence that impact learning outcomes. The National Strategy and Plan of Action on Positive Parenting in the Kingdom of Eswatini (2023-2027) serves to promote well-rounded child development by empowering adults in fulfilling their parenting roles and responsibilities. The National Strategy to End Violence in Eswatini and Costed Action Plan 2023-2027 is a multisectoral approach to eliminate all types of violence in the country. 

Eswatini has a teaching service commission.  

A few organizations aim to capture education policies on specific themes across countries, including Eswatini. UNESCO’s Profiles Enhancing Education Reviews (PEER) covering the themes of the Global Education Monitoring reports, including: inclusion in education (2020 Report), non-state actors in education (2021/22 Report), technology in education (2023 Report) and leadership in education (2024/25 Report, forthcoming). PEER also covers additional topics on key SDG 4 issues, including financing for equity, climate change communication and education, and comprehensive sexuality education. 

Knowledge Repositories

Only a few links to the literature on education by theme for Eswatini, Africa, and globally were provided earlier to keep the brief short, but repositories of digital resources facilitate access to the literature. A few of those repositories are listed below by alphabetical order:

Many organizations maintain websites that include country pages with useful information. Examples include the GPE Eswatini Country Page; World Bank Eswatini Country Page; UNESCO IIEP Country Page. Many organizations also maintain blogs on education issues, often with stories on Africa. Examples include Education for All (Global Partnership for Education), Education for Global Development (World Bank), Education Plus Development (Brookings Institutions), and World Education Blog (UNESCO). Beyond blogs focusing on education, blogs on Africa more generally may also provide useful resources. This includes Africa Can End Poverty and Nasikiliza (the World Bank’s two blogs for sub-Saharan Africa ) and  Arab Voices (the Bank’s blog for the Middle East and North Africa).

Data

It is often useful to download data for Eswatini and other countries from multi-country databases. The largest database on development, including education data, is the World Bank’s World Development Indicators (WDI). The World Bank also maintain the Education Statistics (EdStats) database. Both World Bank databases rely in part for education on data from the UNESCO Institute of Statistics. UNESCO also maintains the Global Education Observatory and the World Inequality Database in Education (WIDE), as well as a wide range of other databases. Specific estimates are occasionally maintained by other agencies. For example, UNICEF provides data on out-of-school rates, adjusted net attendance rates, completion rates, foundational learning skills, information communication technology skills, youth and adult literacy rates, and school-age digital connectivity. Another useful reference is StatCompiler which provides data at various levels of aggregation from Demographic and Health Surveys across countries and over time, including Eswatini. For comparison purposes, data from the OECD for member and partner countries (including South Africa) can be useful.

References

References are available through the links provided in this brief.