ERIC Number: ED327439
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Implementing Educational Policies in Swaziland. World Bank Discussion Papers No. 88. Africa Technical Department Series.
At the time of independence in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious shortages of teachers, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government policies on the primary, secondary, and tertiary sectors. Because current trends in education are the cumulative result of policies followed since independence, the historical development of education policy is traced in quinquennials that correspond to each of the four post-independence 5-year National Development Plans. The policies of the first three 5-year periods are followed by an appraisal of the achievements and failures of the period with regard to policy objectives and policy procedures. The final chapter on the Fourth Plan (1984-88) lists priority areas for continued improvement--improved teacher training, curriculum development, support to the sector from the Ministry of Education, and more systematic educational planning, monitoring, and evaluation. An annex includes the detailed recommendations of the National Review Commission Report of 1985. (Author)
Descriptors: African Studies, Colonialism, Developing Nations, Educational Development, Educational History, Educational Policy, Educational Research, Elementary Secondary Education, Foreign Countries, Higher Education, International Programs, Primary Education
World Bank, Publications Sales Unit, Department F, 1818 H Street, NW, Washington, DC 20433.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: World Bank, Washington, DC.
Note: For related documents, see SO 030 302-310.