Eswatini
Eswatini Segment Summary
Welcome Mhlanga (President, Eswatini Principals Association) discusses the potential of African learners, the digital divide, and the critical shift from objectives to competencies.
African Learners: Potential vs. Reality
High Potential
African learners are capable of matching counterparts anywhere in the world, demonstrating confidence and insight at international conventions. The barrier is not ability.
Resource Gaps
Significant disparities exist between urban and rural schools. Geographical constraints make some rural areas inaccessible, leading to a lack of resources and finances.
AI and Technology: A “Dream”
For many communities, AI is still viewed as a foreign concept or a “dream.”
The Teacher-Student Gap
While students use AI for assignments, many “traditional” teachers fear technology or lack training, risking irrelevance. There is an urgent need for in-service training so educators aren’t left behind.
Systemic Reform: OBE to CBE
The region is moving from Objectives-Based Education (OBE) to Competency-Based Education (CBE).
Exam-heavy, rote learning. Catered to only the top 18% of “high flyers,” contributing to youth unemployment.
Skills development and formative assessment. Aims to equip all students with marketable skills, even without university.
The Teaching Profession Crisis
Teaching has lost prestige due to low salaries and government prioritization.
- Market Saturation: Unlike the global shortage, Eswatini has a surplus of teachers, many of whom are unemployed.
- Exporting Talent: Eswatini is now “exporting” teachers to countries like Taiwan and Ireland.
Pathways & Vision for Change
Currently, only 6–10% of students qualify for university. The new curriculum aims to provide marketable skills from primary school to reduce the “dead-end” nature of dropping out.
Main Entities and References
Below are the main organizations and initiatives referenced in the Eswatini segment.