MBABANE – Torrential rains that have lashed several parts of the country in recent weeks have forced the Ministry of Education and Training to postpone the reopening of schools and deploy contractors for urgent rehabilitation works.
Minister for Education and Training Owen Nxumalo announced that the opening of schools has been deferred from January 20 to January 27, 2026, following extensive damage to classrooms, teachers’ quarters, access roads and footbridges. The decision was taken after assessments revealed that many schools were not safe or accessible for learners and staff.
The minister made the announcement at the ministry’s boardroom offices, stating that contractors had already been deployed to affected areas and would be given one week to renovate or rehabilitate the damaged infrastructure.
Close to 30 classrooms and teachers’ quarters have either been swept away or severely damaged by the recent heavy rains in different parts of the country. In some cases, entire school blocks were destroyed, while in others, roofs were blown off, walls collapsed and windows shattered.
In addition to structural damage, several footbridges used daily by learners to cross rivers have been washed away or submerged. Muddy and damaged access roads, combined with overflowing rivers, have made it extremely difficult for pupils to reach schools safely.
“The rains have been frequent and persistent, and they have caused major damage to schools across the country,” Nxumalo said. “When we assessed the situation as Cabinet, it became clear that schools were not ready to open.”
He said the decision to postpone the opening of schools was taken following directives from His Majesty’s Government and the Prime Minister, Russell Dlamini, adding that it was necessary to prioritise the safety of learners and educators.
“We thought it fit to announce this early so that everyone affected, including parents, guardians and pupils, can prepare themselves accordingly and to ensure that the registration process is done smoothly,” the minister said.
Nxumalo further assured the nation that the ministry had received updates confirming that food supplies had already been delivered to schools and that the Free Primary Education (FPE) grant was ready for disbursement.
He said the postponement would also give school administrators and teachers adequate time to admit learners without feeling rushed, noting that not all children had secured placement at schools.
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Postponement setting syllabus back – SNAT
MBABANE – The Swaziland National Association of Teachers (SNAT) has expressed concern that while the rehabilitation of damaged schools is critical for creating a conducive learning environment, the postponement of the school opening will negatively affect teaching and learning time.
SNAT Secretary General Lot Vilakati said the delay would inevitably set teachers back, particularly at the beginning of the academic year when syllabus coverage is already under pressure.
Vilakati said although SNAT had not completed its full assessment of school readiness nationwide, preliminary observations indicated that there were going to be challenges, especially at schools that had been extensively damaged by the rains.
“From what we have seen so far, there are schools that are not ready. Some have been badly damaged, and this will affect teaching and learning,” he said.
He added that beyond infrastructure challenges, the ministry itself was not fully prepared for the academic year, particularly at high school level.
“The syllabus is not ready, and not even one workshop has been conducted to capacitate teachers on the new curriculum,” Vilakati said.
He said it was quite unfortunate that schools were being postponed yet again, as this affected teaching time which was already limited at the beginning of the year.
“When teaching time is lost in the first term, it carries over to the second term, and then the pressure mounts. Ultimately, syllabus coverage suffers,” he said.
Vilakati further noted that delays in school openings sometimes resulted in learners being assigned to activities outside of school by traditional authorities, further disrupting learning.
“Sometimes you find that children are sent to community activities when schools are not open, and this affects teaching and learning time even more,” he said.
*Full article available on Pressreader*
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