EZULWINI – Technical and vocational education and training was another major area of discussion.
The review acknowledged progress in developing vocational qualifications and strengthening links between training and employment.
Twenty-five vocational qualifications had reportedly been developed with stakeholders and registered with the relevant qualifications authority.
Approximately 90 per cent of apprenticeship completers were reported to find employment, while more than 2 000 trade tests were conducted annually. The Recognition of Prior Learning policy had also been approved.
However, participants identified fragmented governance as the principal constraint affecting the sector.
TVET provision falls under several ministries, including Education and Training, Labour, Agriculture and Commerce, without a single body holding overall accountability.
The review also raised concerns about curricula that were considered overly theoretical and the limited availability of practical training in emerging fields.
Participants called for stronger employer involvement, relevant curricula, timely procurement of training equipment and materials, meaningful workplace learning and safeguards for students undertaking workplace attachments.
Questions remained about whether government should establish a dedicated TVET authority or council, which ministry should oversee it and how the sector should be financed.
Possible funding models discussed included a training levy, industry contributions and institutional income.
Participants also emphasised the need to give young people a meaningful role in shaping TVET policies.
Teacher deployment and equity
EZULWINI – The Education Sector Review identified the deployment of qualified and specialised teachers as another challenge affecting education delivery.
The concern was not necessarily the overall number of teachers but whether those with the appropriate qualifications and specialisations were deployed to schools where they were most needed.
The review also highlighted inequalities affecting children from poor households and rural communities, as well as learners with disabilities, orphans and vulnerable children and pregnant learners.
These groups were identified as being at greater risk of being left behind, while the subsectors serving them reportedly received limited teaching personnel.
Participants called for better coordination to ensure that vulnerable learners received the necessary support and that resources were distributed according to need.
The review further noted that partner-funded projects could produce positive results, but these did not always translate into wider reforms across the education system.
Fragmented responsibilities among ministries and incomplete reporting of development partner funding were identified as obstacles to coordinated implementation.
The review established a baseline for assessing progress under the ESSP 2022–2030 and identified priority areas requiring intervention.
These include improving learner retention, strengthening assessment systems, addressing financial barriers to education, improving teacher deployment, expanding support for vulnerable learners and clarifying TVET governance.
Participants also stressed the importance of establishing clear responsibilities, measurable targets and follow-up arrangements to ensure that recommendations were implemented.
