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The post colonial education system of Swaziland does not serve its entire purpose of bestowing advantages to its graduates beyond its boundaries. Most commonly, Form V graduates of the basic education of the kingdom who did not attain acceptable results in tertiary institutions are wondering helplessly in Swazi communities, because there aren’t technical institutions to accommodate them for further education.

They resort to unacceptable community conduct of burglary, premature marriages, stock and animal thefts, violence of all margins and latitude, as well as all kinds of community destabilisations. This significant weakness can be solved in numerous ways to accommodate all basic education graduates of diverse social backgrounds, intelligence and educational inclination.

In the late 90s and early 2000, there was research aimed at uncovering measures to incorporate vocational education in schools to benefit learners. This was a positive input to exonerate the system and bring remission from guilt of complacency and rigidity. The education system isn’t dynamic and flexible. A proper dynamic basic education system incorporates not only tertiary education credentials but it also imparts life skills, 21st century skills, vocational development, and welcomes everyone regardless of age, paternal status and beliefs.

It may resonate or reverberate in people’s inner quotient to mention dynamism in education. It is a blatant truth that times have changed and so are the educational demands and technology encroachment in education. In as far as our education system stretches in incorporating change, it’s not satisfactory. In many countries, learning has gone digital and incorporates 21st century skills. This stagnancy in education is attributed to the underperformance of the department, lack of skilled labour, lack objective leadership, lack of radical alliances with other countries and continuous monitoring.

In the country we have inspectors, one inspector per region per subject to perform such tedious and action oriented tasks and, as a result, their affectivity is compromised. In fact, they visit rural schools once in three to five years. Even if they wanted to bring meaningful and radical change in the department for the benefit of children, it is impossible to be effective.

The question of benefiting the children in the long-term continues to riddle with no genuine answer. The future of a Swazi child relies on a hugely beneficial curriculum, and a well marshaled education system. A challenge to the Ministry of Education to outperform themselves in that regard is right before themselves. There are specialists at the University of Swaziland who can assist in that regard. The ecstasy of success is unmatched by any means but the joy and pride of every parent resides on the success of the children they gave birth to.

C Gama

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