Madam,
There is a growing concern among serving teachers in Eswatini regarding the continued stagnation of Diploma-holding teachers on Grade C3 even after they have made enormous sacrifices to upgrade their qualifications and now hold university Degrees. This matter deserves urgent attention from government and the Teaching Service Commission (TSC).
A teacher who was employed with a Diploma qualification and later acquires a Degree while still serving the nation should not continue to be treated and remunerated as a Diploma holder indefinitely. Such a situation is not only unfair, but also demoralising and counterproductive to national educational goals.
Government has consistently encouraged civil servants to improve themselves academically to enhance service delivery. In many other government departments, employees who upgrade their qualifications are considered first when higher positions corresponding to their new qualifications become available. Why should teachers be treated differently?
It is unjust for a serving teacher with years of classroom experience, proven dedication, institutional knowledge and a newly-acquired Degree qualification to be placed in the same queue as newly-graduated, inexperienced job seekers. This effectively punishes commitment, loyalty and self-improvement.
Imagine a situation where there is a vacant Grade C5 post at a school, and a teacher already serving at that very school has upgraded themselves, obtained the necessary Degree qualification and fully qualifies for that post, only for the position to be handed to someone completely new in the service. Where is the sanity in that? How does government justify overlooking a loyal, experienced and already proven employee in favour of someone who still needs orientation, adaptation and practical exposure within the system?
Most of these teachers pursue Degrees under extremely difficult conditions. They study during weekends, holidays and after work hours while continuing to teach full-time. They finance their own education despite modest salaries, family responsibilities, transport costs and increasing economic pressures. They do so not merely for personal gain, but because they believe in improving the quality of education in Eswatini.
Government must, therefore, recognise that these teachers have already invested in the education system for years. They have already proven themselves in real classrooms, unlike fresh graduates who still require induction into the profession. Prioritising experienced serving teachers for Grade C5 positions is therefore not favouritism. It is sound administrative logic.
From a public administration and fiscal management perspective, it may also prove more cost-effective for government to prioritise the upgrading of already serving teachers than to recruit entirely new personnel for available Grade C5 positions. Serving teachers are already integrated into the system, familiar with institutional procedures, school environments, curriculum demands and public service expectations. Recruiting new employees often carries additional administrative and operational costs associated with recruitment processes, deployment, induction, orientation, adjustment periods and possible relocation considerations. In contrast, upgrading a qualified serving teacher maximises existing human capital while enhancing efficiency, continuity and institutional stability within schools.
One would have expected the Chairman of the Teaching Service Commission, Amos Mahlalela, himself a PhD holder who fully understands the value of academic progression and professional advancement, to have long recognised the logic and fairness behind upgrading serving teachers who improve their qualifications. Academic advancement is supposed to be rewarded, not ignored. It is, therefore, surprising that teachers continue to cry out over this issue years later, without meaningful intervention.
Furthermore, upgrading serving teachers would significantly improve morale in schools. A motivated teacher is more productive, more innovative and more committed to learner success. On the other hand, denying progression despite improved qualifications sends a dangerous message that hard work and self-development are meaningless within the education sector.
At a time when the country continues to face serious educational challenges, including shortages of specialised teachers in critical subjects, government should be encouraging professional growth rather than frustrating it. Failure to properly recognise upgraded qualifications risks creating resentment, low morale and even brain drain as talented educators seek greener pastures elsewhere.
The CSC must also consider the principle of equity and consistency within the public service. Teachers should enjoy the same fair treatment afforded to other civil servants. It is difficult to justify why a civil servant in another ministry may benefit from qualification upgrading while teachers remain trapped at lower salary grades despite meeting higher academic requirements.
Promoting Degree-holding teachers from Grade C3 to Grade C5 would not merely be a salary adjustment. It would be an investment in educational quality, staff retention, professionalism and national development. Education remains the backbone of any nation and teachers are the engine that drives it. A country that undervalues its teachers ultimately undermines its own future.
Government and TSC must urgently establish a clear and fair policy that prioritises serving teachers with upgraded Degree qualifications whenever Grade C5 posts become available. Such teachers have already demonstrated commitment, resilience and service to the nation. They deserve recognition, progression and dignity.
There is a growing concern among serving teachers in Eswatini regarding the continued stagnation of Diploma-holding teachers on Grade C3 even after they have made enormous sacrifices to upgrade their qualifications and now hold university Degrees.
