POLITICAL EDUCATION LACKING IN ESWATINI

Michael ‘Waqunga’ Dlamini, a visionary educator and school administrator, highlighted the need for political education in Eswatini in 1996.

This was during a meeting hosted by the Sive Siyinqaba National Movement at Mhlatane High School in Pigg’s Peak, where he was the head-teacher. I had the privilege of attending this meeting as a reporter for the Times of Swaziland (Eswatini) based in Pigg’s Peak. During this meeting, Dlamini fervently argued against depriving the youth of political education.

He pointed out the incorrect perception that such education would incite rebellion against the State. Instead, he emphasised that political education not only enlightens but also crafts an intelligentsia capable of understanding, critiquing and engaging in robust debates. Had the curriculum been revised as Dlamini advocated, Eswatini might have avoided the unprecedented and deadly uprising of 2021. This, I say because political education fosters critical thinking and helps individuals appreciate dissenting views.

Embracing dissenting views is an essential component that shapes one’s character and forms the basis of a cohesive society. Brothers and sisters, in the contemporary global landscape, the significance of political education cannot be overstated. Therefore, I want to mention today that it is crucial for fostering informed citizens who can participate in, and contribute to, the political discourse in a meaningful way.

For Eswatini, I have personally learnt that the establishment of fully-fledged faculties of Political Science, Peace Studies, and International Relations and Diplomacy in universities represents not just an academic advancement, but a vital step towards holistic national development. As it stands, the University of Eswatini (UNESWA), the country’s premier institution of higher learning, offers political science merely as a course within the broader Social Science Faculty. The fragmented approach lacks the focus and resources required for achieving substantial depth and breadth in political education.

Therefore, creating a fully-fledged faculty of political science at UNESWA would ensure an adequate budget, dedicated resources, and a comprehensive framework to fulfil its mandate of producing politically literate graduates who can navigate complex socio-political landscapes. Political science education teaches students the art of dialogue and the value of respecting differing opinions.

A person who does not respect differing opinions not only violates the Constitution’s freedom of expression provision, but scoffs at the Universal Declaration of Human Rights. I raised this concern because this attitude  leads to violence and refusal to accept election results.    

Unforeseen

To avoid unforeseen circumstances, it is instrumental in nurturing the understanding that conceding defeat in an election can be a smart and necessary step for the greater good.  Moreover, it encourages the recognition that war offers no true laurels, only tremendous loss and suffering.  Without a dedicated political science faculty, I have realised that we rely heavily on insights and arguments from law graduates, who, while intelligent, may not have the nuanced training to thoroughly address political questions.

I can safely say that the poor quality of political engagement in Eswatini observable among many of our people can be directly attributed to the lack of a structured political education from an early age. Political science encompasses a variety of subjects such as political systems, sociology and political philosophy. It is crucial to understand the diversity of existing political systems to form well-rounded opinions and participate in informed discussions.

Those educated in political science learn to question: “If I am wrong, what makes you correct and this is the mindset that discourages the often-rampant shallow discourse seen on social media and other platforms. Leading academics and politicians have long stressed the critical importance of political education. For instance, the works of renowned scholars like Samuel P. Huntington in ‘The Clash of Civilisations,’ and Robert A. Dahl in ‘Democracy and Its Critics’ provide valuable insights into the profound dynamics of political structures and thought.

These texts, along with John Locke’s ‘Two Treatises of Government’ and Karl Marx’s ‘The Communist Manifesto,’ offer foundational knowledge that is indispensable for understanding and engaging with political concepts effectively. I wish our children are exposed to such books at an early stage. There would be nothing untoward for them to read these books.

If such literature were more widely studied in Eswatini, it would significantly elevate the level of political discourse and create a community that engages effectively and wisely. With children learning about peace and international relations at Form II, I see a brighter future – politically and otherwise.

Dynamics

The importance of fostering peace and understanding the dynamics of international relations cannot be overstated.
In today’s interconnected world, countries are working collaboratively to address global challenges such as climate change, terrorism and pandemics. I urge universities to recognise and embrace the veracity that peace studies equip students with the tools to advocate for reconciliation and conflict resolution, while international relations and diplomacy courses prepare them to navigate the complexities of global politics.

Understanding these dynamics empowers individuals to contribute to a more peaceful world, harmonising domestic and international agendas. I have realised that the establishment of fully-fledged faculties dedicated to Political Science, Peace Studies, and International Relations at universities is not merely a luxury but now a necessity.
If they were available in the country, such institutions would produce graduates, who are not only well-versed in political theory and practice but also adept at engaging in critical debates that could steer Eswatini towards more resilient democratic principles. 

Political education, introduced early in the educational trajectory, can significantly transform the societal landscape by nurturing informed adults who contribute to the nation’s progress in meaningful ways. Do we have a calibre of these people? Where are they?  Outside government, my wish is to see 10 000 of emaSwati who have the capacity and understanding to engage robustly and intellectually.

They must engage like Dr  PQ Magagula, a retired UNESWA Lecturer in political science, Selby Gama, a UNESWA lecturer, Thembinkhosi Dlamini, the Executive Director of the Coordinating Assembly of Non-Governmental Organisations (CANGO), Sikelela Dlamini, ex-Secretary General of the Swaziland National Association of Teachers (SNAT), Emmanuel Ndlangamandla, a member of the Swaziland Multi-Stakeholder Forum (MSF), Mduduzi Gina, the Secretary General of the Trade Union Congress of Swaziland (TUCOSWA), among others. I mention these fellow emaSwati because I have read their presentations and interacted with them on points of law and politics. If we could have such intellectual minds, we are pretty safe at the negotiation table.

Parliament

If we can have such minds at the cattle byre during the People’s Parliament, we can come up with a balanced approach to the ever-changing political dynamics.I am aware that Tinkhundla System of Governance does have brains, but there is a need to have a structured think-tank. In case I want to balance up a thesis or whatsoever, I should know who I can call among the diehards of the Tinkhundla system and get a response pertinent to the subject. I should not always depend on Alpheous Nxumalo for a general political question that has nothing to do with government. I do not need to get permission or endorsement to state that Nxumalo can argue his point and the South African, in particular, can bear testimony.

I am aware that he studied theology and political science.  In conjunction with the late Prince Mfanasibili, he played a leading role in negotiating with the late deposed and exiled Chief of Macetjeni, Mliba Fakudze, to return home from South Africa. We can then see how he is influential and convincing.  In conclusion, Michael ‘Waqunga’ Dlamini’s call for integrating political studies at the senior secondary school level was a prescient recognition of the power of education in shaping society. The creation of comprehensive faculties dedicated to these disciplines would honour his vision and provide emaSwati with the tools necessary to foster a more informed, engaged, and peaceful future.

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