An analysis of the Swaziland public educational environment and its role-players

Abstract

Swaziland is a former British colony located on the South-Eastern tip of Africa. Resultant of colonization, the Swaziland education is based on English colonial system. However, the colonial education system, as applied in Swaziland resulted in differentiated and segregated education standards and, depending on regional location, local inhabitants did not receive proper education. Since Swaziland's political independence and self-regulating of the education system, several efforts have been made to improve its quality of education to the population and to ascertain that all regions as well as rural remote locations, actually do receive quality education. This educational vision, however, did not come without challenges. This article focuses specifically on the environmental factors pertaining to Swaziland education. That includes a description of the Swaziland educational environment, the different factors in the macro-environment that play a role in Swaziland education and also the current profile of the educators employed in Swaziland. The results show that albeit the numerous environmental, political and logistical challenges, the Swaziland educators are making a difference and that they are productive, equally distributed gender wise, mainly Swaziland citizens and well educated to deliver quality education to people.