Eswatini Holds National Dialogue on Empowering Teachers and Educational Development
“Education holds the key to the development of resilient societies and economies, which results in the empowerment of citizens.” - Ms. Nanikie Mnisi, Acting Principal Secretary of Ministry of Education and Training of Eswatini (MoET), at the National Policy Dialogue in Eswatini under the scheme of KIX Africa 19 Hub.
On November 4, 2024, the Ministry of Education and Training of Eswatini (MoET) and UNESCO IICBA, as part of the KIX Africa 19 Hub initiative, held a National Policy Dialogue in the Kingdom of Eswatini under the theme “Valuing Teachers’ Voices: Towards a new social contract”. The event convened 61 educators, policymakers, and other key stakeholders to address pressing issues for teachers in the country.
Throughout the day, participants engaged in productive dialogue to identify actionable strategies for better meeting the needs of educators nationwide. The discussions shed light on critical policy gaps and underscored the urgent need for comprehensive education policy reforms. Central to the discussions was the imperative for continuous professional development for teachers, improvement of teacher welfare, integration of technology-enhanced learning into curricula, and the promotion of inclusivity and equity for vulnerable populations and children with disabilities.
In Eswatini, the education system is enhanced by several key policies, including the Education Act (1981), outlining the system’s governance; the Teaching Service Commission Act (1982), regulating teacher services; the National Education and Training Sector Policy (2018), emphasizing equitable education and progression; and the Education Sector Strategic Plan (2022-2034), providing In-service Education and Training (INSET) that aims at training teachers on curriculum, content, and pedagogical mastery.
“The role of the teachers extends beyond the four walls of the classroom, but also to the communities where they are found, thus making a teacher an agent of positive change,” - Ms. Tizie Maphalala, Chairperson of the Educational Technical Committee.
Teachers are the foundation of quality education, yet many in Eswatini enter the profession with inadequate pre-service training and face limited opportunities for professional growth. Investing in their professional development not only secures better futures for learners but also supports sustainable development of education. Therefore, it is imperative that teachers develop the right skills.
In many instances, teachers’ modern pedagogical skills, digital literacy and inclusive education lag behind. Thus, teacher professional development (TPD) is essential in helping teachers to adapt to the changing needs necessary for education in the 21st century. Teachers require specialized training in early childhood education to lay strong learning foundations, create inclusive classrooms, and address the needs of learners with disabilities, vulnerable children, and those from marginalized communities.
One strategy proposed was provision and utilisation of technology and software for TPD. Technology-enhanced teaching and learning can be used to bridge the digital divide and ensure equitable education access. Training teachers in digital tools, including AI and machine learning, can transform education, particularly in rural and under-resourced schools.
Another issue highlighted was teachers’ mental health and well-being. Mr. Ngwame Dlamini, Director of World Impact, called for the institutionalization of Psychosocial Support and Mental Health in the sector. By using available community resources and infrastructure, World Impact will prioritize mental health issues in in-service training for teachers and dialogues with learners, empowering them to build resilience against social ills and challenges.
The Undersecretary of Schools Management, Mr. Lungelo Nhlengetfwa, concluded the workshop by highlighting the importance of research in strengthening the MoET’s programs and acknowledging the need for a dedicated research unit. He emphasized addressing funding challenges through innovative strategies, aligning curricula with 21st Century skills, and enhancing psycho-social support for teachers to improve education quality.
The national dialogue sparked optimism amongst the participants for Eswatini’s education system. Through strengthening teacher training, investing in TPD, improving teachers’ welfare, and embracing innovation, transformative educational change is within reach. Achieving this vision will require collaboration, commitment, and creativity from all stakeholders, but the potential for positive change is clear.
The KIX Africa 19 Hub invites interested policy actors, practitioners, education researchers, teachers, teacher educators, teacher representatives, and advocates from sub-Saharan Africa to share their expertise and evidence on what works in improving access to quality, inclusive, equitable education. If you are working on generating or using evidence to strengthening educational policy development or implementation in any one of these KIX Africa 19 Hub countries, we encourage you to get involved in the hub’s peer learning platform by reaching out to us at kix.iicba@unesco.org.
