世界发展银行-Eswatini-Education-Sector-Analysis-2021_249页_2mb

报告摘要

Eswatini Education Sector Analysis 2021 Summary

Core Content

The Eswatini Education Sector Analysis (ESA), prepared by the Ministry of Education and Training (MoET) in collaboration with the World Bank, provides a comprehensive overview of the education system in Eswatini and identifies key challenges and policy priorities for the next decade. The report is part of the process to develop the Education Sector Strategic Plan (ESSP) and aims to support improved education service delivery in terms of access, equity, and quality.

Main Policy Goals

Provide high-quality, inclusive basic and senior secondary education to all citizens.
Ensure lifelong learning opportunities for all.
Support personal development, cultural growth, and global competitiveness through education.

Key Achievements

Early Childhood Development and Education (ECDE)

Introduction of Free Primary Education (FPE) in 2010 has significantly improved access, participation, and retention at primary and secondary levels.
Grade 0 program for 5-year-olds introduced in 2019 to enhance school readiness.
Development of quality standards for pre-primary education (Swaziland Early Learning and Development and Standards - SELDS) and a Multi-Sectoral ECDE Framework (2018-2022) to scale essential care and protection services for children up to age 8.
Pre-service training programs for ECDE teachers initiated at two of the five public teacher training institutions (TTIs).

Primary and Secondary Education

A new competency-based curriculum has been developed and is being rolled out grade by grade.
Gross Enrolment Rate (GER) for primary education increased from 126% in 2009 to 132% in 2010, and is now close to universal access.
GER for junior and senior secondary education has risen by 25% and 23% respectively over the past decade.
Gender parity has been achieved in primary and secondary education, with equal access for boys and girls.
Student-teacher ratios have improved to 29:1 at primary and 18:1 at secondary levels, which are favorable compared to regional averages.

Post-School Education and Training (PSET)

The Eswatini Higher Education Council (ESHEC) was established in 2015 to develop a quality assurance system for tertiary and TVET institutions.
Access to tertiary education has increased, with around 11,400 students enrolled in universities in 2017, more than half at the University of Eswatini (UNESWA).
TVET institutions have expanded, with 34 institutions in 2019, including five public ones.
The Royal Science and Technology Park (RSTP) was established to promote science, technology, and digital skills, with the Advanced School of IT (ASIT) offering training in IT literacy, software development, multimedia, cyber security, and more.

Key Challenges

Improving Student Learning
- Lack of a systematic national learning assessment.
- Only participation in SACMEQ (a regional assessment) which is infrequent and limited in scope.
- Foundational skills (reading, math) are not being adequately assessed at an early stage (Grade 6 is too late).
- Plans to implement a national learning assessment in line with the new curriculum.
Keeping Students in School Until Completion
- Dropout rates remain a concern, particularly among girls and rural students.
- 18% of girls drop out of primary school and 35% of girls drop out of junior secondary school due to pregnancy.
- Orphaned and vulnerable children (OVCs) face additional challenges in academic, emotional, and financial support.
Strengthening Teacher Management and Development
- Teacher training and management systems need strengthening.
- There is a need to measure student learning regularly and allocate resources effectively.
Enhancing Equity and Access in Post-School Education
- Equitable access to TVET and tertiary education needs to be improved.
- TVET and tertiary education programs must be more relevant to labor market needs.
Impact of the COVID-19 Pandemic
- Schools were closed for about a year, leading to a loss of face-to-face learning time.
- Remote learning was introduced, but access was limited.
- The pandemic has exacerbated existing inequalities, especially affecting poor and vulnerable children.
- Recovery efforts are critical to rebuild the education system and mitigate learning loss.

Priority Policy Options

Implement a national learning assessment to monitor student progress.
Strengthen teacher management and development systems.
Expand access to and quality of ECDE services.
Improve equity and relevance in post-school education.
Develop targeted interventions for orphaned and vulnerable children.
Reinvest in education sector financing and resource allocation to support the next ESSP.

Conclusion

The ESA report underscores the need for strategic investments in education to address systemic challenges and support economic growth and development. It also highlights the importance of collaboration between the government, development partners, and stakeholders to ensure the education system is resilient, equitable, and of high quality in the face of future challenges, including the ongoing impact of the pandemic and the need for improved learning outcomes.

Acknowledgements

The ESA was a collaborative effort involving the MoET, the World Bank, and various stakeholders such as the Deputy Prime Minister's Office, Ministry of Health, European Union, UN agencies, and non-governmental organizations. The World Bank team played a key role in data collection, analysis, and report writing, while MoET staff provided technical and administrative support throughout the process.