ERIC Number: ED050007
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Secondary Level Teachers: Supply and Demand in Swaziland. Report on the Supply of Secondary Level Teachers in English-Speaking Africa. Country Study No. 5.
Hanson, John W.; Cammaerts, F. C. A.
One of 14 studies on the supply of secondary level teachers in English-speaking Africa, this report begins with a survey of Swaziland's geography and economic potentials, and the financial viability of its economic growth. Despite its small size, the wide market areas available and the existence of non-agricultural opportunities give promise of development to which the educational system can be adapted. In the next two decades demands of agriculture, industry, and the civil service will require further expansion and diversification in secondary education. Secondary education was expanded both in numbers and in geographical distribution in the years immediately preceding independence, and steps were also taken to improve the quality of the teaching force and increase the number of native teachers by establishing bursary policies designed to produce high-level manpower, by introducing a sub-graduate program for teachers, and by bringing teachers' salaries closer to those elsewhere in government service. Swaziland is also committed to re-examining the finances of school staffing, particularly in relation to extravagant teacher: student ratios. Seven recommendations are made to ensure that programs already under way shall be as effective as possible and to provide for further sound education development. (MBM)
Descriptors: Educational Improvement, Foreign Countries, Secondary School Teachers, Student Teacher Ratio, Teacher Education, Teacher Salaries, Teacher Supply and Demand
Director, Institute for International Studies, 513 Erickson Hall, Michigan State Univ., East Lansing, Mich. 48823 ($2.00 each., $20.00 series of fifteen)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Inst. for International Studies in Education.; American Council on Education, Washington, DC.