OUR PRIMARY EDUCATION IS BECOMING A JOKE

Sir,

In 2011, Eswatini introduced free primary education along with the “No Learner Left Behind” strategy, policies that were undoubtedly welcomed by parents across the nation.
However, the subsequent years have revealed a troubling decline in educational standards. The implementation of the Child Protection and Welfare Act in 2018, which banned corporal punishment, was another well-meaning initiative. Yet, rather than fostering an environment conducive to learning, these measures have contributed to a situation where students at the Grade 5 or 6 levels struggle to write their own names, let alone form coherent sentences.

Confusion

This is truly disheartening. The recent announcement by the Minister for Education and Training, Owen Nxumalo, that 2 716 pupils failed Grade VII in 2024, adds to the confusion surrounding our education system. The Ministry of Education and Training has yet to provide guidance on how to address the situation of these pupils, leaving schools and parents in the dark. In 2025, the new Competency-Based Education (CBE) curriculum will be implemented, phasing out the Outcome-Based Education (OBE) system that many of these students have experienced. Under the CBE system, which emphasises continuous assessment and incorporates projects and coursework from Grade V, it is perplexing that students who failed Grade VII cannot simply repeat the year. This is because the new curriculum requires foundational knowledge and skills that these children have not acquired.

Promote

The directive last year to promote all pupils to Grade VII to facilitate the transition has resulted in a dilemma: Schools cannot accommodate two streams due to resource limitations, and there is uncertainty about whether provisions will be made for these pupils to sit for OBE external examinations. This situation is further complicated by the fact that the CBE is a three-year programme and there is no straightforward path for these students. Some suggest that these pupils may need to return to Grade V, effectively meaning they could leave primary school at the age of 15 or 16.

As Gcina Thusi, Secretary of the Swaziland Association of Schools Administrators (SASA), noted, the ministry has yet to communicate an official position, despite the urgency of the matter as the 2025 school year approaches.  There are significant differences between the two curriculums that complicate matters further. For instance, the introduction of subjects such as Expressive Arts under the CBE contrasts sharply with Practical Arts in the OBE, leaving students ill-prepared for the new demands.

Clarity

The ministry’s lack of clarity on these issues has left educators and parents frustrated and apprehensive about the future of their children’s education. As a society, we must place education and discipline at the forefront of our priorities. While access to free education is crucial, it represents only one aspect of a comprehensive educational framework. We need to rally around our teachers, empower parents and encourage children to embrace their educational responsibilities. I earnestly urge the government to reflect on the unintended consequences of its policies and engage in constructive dialogue with educators, parents and community leaders. Only by addressing these issues can we ensure that our youth receive the quality education they rightfully deserve.

Nkosikhona Ndwandwe

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