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Journal articles on the topic 'Education – Swaziland'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Muswazi, Paiki. "Distance Education Library Services in Swaziland." Information Development 19, no. 3 (2003): 214–24. http://dx.doi.org/10.1177/0266666903193011.

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2

Sathiya Susuman, A. "Is Swaziland on Track with the 2015 Millennium Development Goals?" Journal of Asian and African Studies 52, no. 8 (2016): 1117–23. http://dx.doi.org/10.1177/0021909616643222.

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According to the Millennium Development Goals (MDGs) agreement, each participating country has to periodically provide a report that will show the progress on their achievement towards the goals. This article’s aim is to evaluate Swaziland’s prospects of achieving eight MDGs by 2015. This article is an analysis of the current situation of Swaziland, and the aim of this analysis is to look beyond the statistical values to see if the achievements (including lifetime achievements) are on track and whether what is yet to be achieved can really be achieved. Secondary information was collected from

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3

Matsenjwa, Lindiwe Rose, and S’lungile Kindness Thwala. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND." Problems of Education in the 21st Century 55, no. 1 (2013): 74–87. http://dx.doi.org/10.33225/pec/13.55.74.

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The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important

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4

Sukati, C. W. S., Nokuthula Vilakati, and Chandraiah Esampally. "HIV/AIDS education: what works for Swaziland University students?" Educational Research 52, no. 1 (2010): 101–13. http://dx.doi.org/10.1080/00131881003588352.

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5

Zwane, Pinkie, Lynne Richards, and Margaret Edmond. "Apparel Production in Swaziland: The Need for Industry Education." Clothing and Textiles Research Journal 20, no. 4 (2002): 276–81. http://dx.doi.org/10.1177/0887302x0202000412.

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6

Mndebele, Comfort B. S. "Developing a competence‐based teacher education programme in Swaziland." Education + Training 39, no. 6 (1997): 237–41. http://dx.doi.org/10.1108/00400919710175213.

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7

Lubben, Fred, Bob Campbell, and Betty Dlamini. "Contextualizing science teaching in Swaziland: some student reactions." International Journal of Science Education 18, no. 3 (1996): 311–20. http://dx.doi.org/10.1080/0950069960180304.

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8

Simelane, Qand’elihle G. S. N., S’lungile Kindness Thwala, and Thuli Mamba. "AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT." Problems of Education in the 21st Century 56, no. 1 (2013): 115–27. http://dx.doi.org/10.33225/pec/13.56.115.

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Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the girl was previously attending.’ The study documents school practices that a

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9

Myeni, Annie D., and Edmund McGrath. "Swaziland: Perspectives in School Health." Journal of School Health 60, no. 7 (1990): 351–56. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05952.x.

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10

Hamid, Zaheer, Christo Bisschoff, and Christoff Botha. "Work Stress and its Influence on the Work Performance of Swaziland Teachers in the Swaziland School Education System." Journal of Psychology 6, no. 2 (2015): 142–57. http://dx.doi.org/10.1080/09764224.2015.11885532.

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11

Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.

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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Educa

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12

Skelton, Ann, and Serges Djoyou Kamga. "Broken Promises: Constitutional Litigation for Free Primary Education in Swaziland." Journal of African Law 61, no. 3 (2017): 419–42. http://dx.doi.org/10.1017/s0021855317000274.

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AbstractSwaziland's Constitution of 2005 promised that every Swazi child would have the right to free primary school education, within three years of the constitution coming into operation. That date having passed, a civil society group took the matter to court. The case initially fared well, but in a subsequent application for performance on the original order, the court balked at making an immediately enforceable order, citing lack of resources as an obstacle. That approach was upheld by the Supreme Court. This article examines the courts’ pronouncements within the Swazi constitutional conte

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13

Akinkugbe, Oluyele. "Higher education financing and equality of educational opportunities in Swaziland." International Journal of Social Economics 27, no. 11 (2000): 1074–97. http://dx.doi.org/10.1108/03068290010352461.

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14

Kanduza, Ackson M. "Tackling HIV/AIDS and Related Stigma in Swaziland through Education." Eastern Africa Social Science Research Review 19, no. 2 (2003): 75–87. http://dx.doi.org/10.1353/eas.2003.0006.

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15

Masuku, Mzenzi S., O. I. Oloyede, and Victoria L. Kelly. "TEACHERS’ USE OF INFORMAL FORMATIVE ASSESSMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY CLASSROOMS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (2019): 348–60. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1062.

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The social-economic role of education as a major driver of human development calls for quality education that is rooted on effective teaching and learning. While Swaziland aspires to have products of her secondary education system efficiently joining tertiary training or the workplace, the SGCSE performance trend in Physical Science currently features below expectation. This study explored how teachers in Swaziland used informal formative assessment in their senior secondary school Chemistry lessons. Three purposively sampled lessons from Form 4 and Form 5 were observed. Data were collected th

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16

Mindebele, Comfort B. S., and Zanele F. Hlophe. "Computer literacy among practical arts teachers in Swaziland Vocational Schools." Journal of Vocational Education & Training 53, no. 2 (2001): 341–52. http://dx.doi.org/10.1080/13636820100200161.

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17

Stronkhorst, Robert, and Jan van den Akker. "Effects of In‐service Education on Improving Science Teaching in Swaziland." International Journal of Science Education 28, no. 15 (2006): 1771–94. http://dx.doi.org/10.1080/09500690600780039.

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18

Cort, Malcolm A., Eugene S. Tull, Keratiloe Gwebu, et al. "Education and internalized racism in socio-political context: Zimbabwe and Swaziland." Social Science Journal 46, no. 4 (2009): 644–55. http://dx.doi.org/10.1016/j.soscij.2009.08.001.

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19

Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender sign

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20

Masuku, Micah Bheki, Raufu M. O., and Tijani A. A. "The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland: The Case of University of Swaziland (UNISWA) Students." Journal of Agricultural Studies 4, no. 1 (2015): 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to ana

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21

Masango, P. S., J. I. Rugambisa, A. S. Singh, and D. Kibirige. "The Contribution of Swaziland Dairy Board on Dairy Farmers’ Productivity: A Case of Mbabane Sub-Region, Swaziland." Journal of Agricultural Studies 5, no. 2 (2017): 163. http://dx.doi.org/10.5296/jas.v5i2.11470.

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The Swaziland Dairy Board (SDB) was established under the Act No. 28 of 1968 to promote increased dairy production to satisfy the domestic and export market. Despite numerous efforts of SDB through its dairy policy goals, Swaziland is failing to achieve self-sufficiency in liquid milk production, and can hardly sustain its local demand. Therefore, the study aimed at establishing the contribution of SDB policy goals on smallholder dairy farmers’ productivity. Primary data was collected from 120 dairy farmers through the use of a structured questionnaire in the Mbabane sub-region. The study char

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22

Urban, Boris, and Zethu Dlamini. "Intersections between policy and institutions: a focus on enterprise growth in Swaziland." Journal of Entrepreneurship and Public Policy 9, no. 3 (2020): 253–75. http://dx.doi.org/10.1108/jepp-10-2019-0079.

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PurposePublic policy supported by effective institutions is one of the key strategies for promoting entrepreneurial activities. However, the problem is that an enabling environment that supports entrepreneurship is often lacking in several African countries. The aim of this article is to deepen our understanding of the mix of policy and institutional factors which create an enabling environment for enterprise growth in Swaziland.Design/methodology/approachPrimary data are sourced from 200 enterprises across Swaziland's main regions and hypotheses are statistically tested using correlational an

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23

Kibirige, Douglas, and Ajay S. Singh. "Efficiency and Goals of Smallholder Sugarcane Farmers in Eswatini (Swaziland)." Journal of Agricultural Studies 9, no. 3 (2021): 123. http://dx.doi.org/10.5296/jas.v9i3.18776.

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Establishing farmers’ goals is very essential for increased productivity and profitability in sugarcane production. This study aimed at establishing farmers’ goals and their relationship with farmers’ efficiency. The study used primary data collected from 147smallholder sugarcane farmers. This study employed factor analysis to generate goal orientations of farmers and estimated farmers’ efficiency using Data Envelopment Analysis (DEA) model. The findings of the study revealed that the majority of the farmers interviewed were females (57%), with 39% of farmers’ attained secondary education, ave

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24

Moore, Matthew D., and Jerry Daday. "Barriers to human capital development: Case studies in Swaziland, Cameroon and Kenya." Africa Education Review 7, no. 2 (2010): 283–304. http://dx.doi.org/10.1080/18146627.2010.515418.

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25

Mndebele, Comfort B. S., and Ephraim Dlamini. "High school vocational programmes: self‐reported perceptions of vocational teachers in Swaziland." Journal of Vocational Education & Training 60, no. 3 (2008): 315–25. http://dx.doi.org/10.1080/13636820802305660.

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26

Mundia, Lawrence. "Early childhood education in Swaziland and Brunei Darussalam: goals, achievements and challenges." Early Child Development and Care 177, no. 2 (2007): 151–58. http://dx.doi.org/10.1080/03004430500375885.

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27

Nkosi, Bonga S. "Community education for biological diversity conservation in the Shiselweni Region of Swaziland." Journal of Biological Education 36, no. 3 (2002): 113–15. http://dx.doi.org/10.1080/00219266.2002.9655815.

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28

Lockheed, Marlaine E., and Andre Komenan. "Teaching quality and student achievement in Africa: The case of Nigeria and Swaziland." Teaching and Teacher Education 5, no. 2 (1989): 93–113. http://dx.doi.org/10.1016/0742-051x(89)90009-7.

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29

Lumadi, Mutendwahothe Walter, and Sipho S. Shongwe. "The Need For Training Gender-Sensitive Teachers: Addressing Education Challenges For Gender Sensitive National Development." Contemporary Issues in Education Research (CIER) 3, no. 3 (2010): 41. http://dx.doi.org/10.19030/cier.v3i3.185.

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This study reports on the extent to which colleges of education in Swaziland prepare student teachers to be gender-sensitive in their practice as teachers. Gendering in contemporary teacher education, both primary and secondary was approached from the curricular and agency perspectives. Gender-related differences in the first teacher education curriculum were highly visible. These have persisted and are still visible in the current curricular structures though the wording may have changed over time. Other major findings included factors perceived by lecturers and teacher education management a

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30

Allen, Irma. "Embarking on the Decade for Sustainable Development: A Swaziland View." Applied Environmental Education & Communication 4, no. 3 (2005): 283–87. http://dx.doi.org/10.1080/15330150591004823.

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31

Tsikati, Alfred, and Khomb’sile Dlamini. "Experiences of Cooperating Teachers on Teaching Practice Supervision in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (2019): 138–49. http://dx.doi.org/10.5191/jiaee.2019.26210.

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Cooperating teachers (CTs) are key participants in ensuring a valuable experience for the student teacher (ST) during teaching practice. Surprisingly, their voices largely remain absent in the extant literature. Thus, the purpose of the study was to investigate the experiences of CTs during teaching practice supervision in Eswatini. A descriptive research design using a census of 46 CTs for student teachers (STs) who did teaching practice in the 2015/16 academic year of the University of Eswatini in the Department of Agricultural Education was used. A self-administered questionnaire was used f

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32

Okeke, C. I. O., and Ceasar C. Dlamini. "An empirical study of stressors that impinge on teachers in secondary schools in Swaziland." South African Journal of Education 33, no. 1 (2013): 1–12. http://dx.doi.org/10.15700/saje.v33n1a607.

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33

Motsa, Ncamsile Daphne, and Pholoho Justice Morojele. "High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland." Journal of Asian and African Studies 53, no. 5 (2017): 797–811. http://dx.doi.org/10.1177/0021909617727555.

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Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult life. These children held anxieties regarding anticipated lack of support to complete further education. Support mechanisms included the need for the com

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34

Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland." Discourse: Studies in the Cultural Politics of Education 31, no. 5 (2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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35

Masuku, Micah Bheki, and Bongiwe Xaba. "Factors Affecting the Productivity and Profitability of Vegetables Production in Swaziland." Journal of Agricultural Studies 1, no. 2 (2013): 37. http://dx.doi.org/10.5296/jas.v1i2.3748.

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Vegetables are not only beneficial for their contribution to the share of agriculture in the economy of Swaziland, but also have a significant probability to compete where there are fewer government regulations and restrictions in the economy. Currently, the local demand for vegetables is higher than local production and hence the gap is filled by imports from South Africa. At the NAMBoard’s fresh produce market, only 11 percent of the vegetables are from local production and the rest come from South Africa. The study aimed to identify factors affecting productivity and profitability of vegeta

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36

Belle, Johanes A., and Nokuthula N. Gamedze. "Behavioral factors contributing to the transmission of HIV and AIDS amongst young women of Mbabane in Swaziland." African Health Sciences 19, no. 3 (2019): 2302–11. http://dx.doi.org/10.4314/ahs.v19i3.2.

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Background: HIV and AIDS remains a pandemic that has greatly affected many regions and countries in the world. Africa is the hardest hit region by tthis disease while southern Africa appears to be the melting pot for HIV and AIDS. The HIV and AIDS pandemic remains the greatest sustainable human development and public health challenge for Swaziland. Swaziland is the world’s worst affected country with the youth the most vulnerable group to HIV and AIDS due to many factors.Objectives:’Methods: This study investigated the behavioral factors that contributed to the transmission of HIV and AIDS amo

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37

Modiba, M., and R. Nsibande. "Continuous assessment as a selfinitiated teacher development strategy in Swaziland: practice and challenges for effective implementation." Africa Education Review 5, no. 1 (2008): 68–83. http://dx.doi.org/10.1080/18146620802144800.

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38

Cobbett, Mary, Colleen McLaughlin, and Susan Kiragu. "Creating ‘participatory spaces’: involving children in planning sex education lessons in Kenya, Ghana and Swaziland." Sex Education 13, sup1 (2013): S70—S83. http://dx.doi.org/10.1080/14681811.2013.768527.

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39

Masuku, Micah B., M. O. Raufu, and Nokwanda G. Malinga. "The Impact of Credit on Technical Efficiency Among Vegetable Farmers in Swaziland." Sustainable Agriculture Research 4, no. 1 (2014): 114. http://dx.doi.org/10.5539/sar.v4n1p114.

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<p>Access to credit is regarded as an important intervention for improving the incomes of the rural population, mainly by mobilizing resources to more productive uses. Production of vegetables by smallholder farmers in Swaziland is inconsistent and lower than the national demand, hence the gap is filled by imports from South Africa. The purpose of the study was to assess the influence of credit on technical efficiency of smallholder vegetable farmers in Swaziland. Data were collected in 2013 from farmers through a structured questionnaire, which was administered using personal interviews

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40

JACK LAM, Y. L. "SCHOOL ENVIRONMENTAL CHARACTERISTICS AND CONSTRAINTS: A CROSS‐CULTURAL PERSPECTIVE ON CANADIAN AND SWAZILAND SCHOOLS." Journal of Educational Administration 24, no. 2 (1986): 282–99. http://dx.doi.org/10.1108/eb009921.

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41

Manana, Tibekile A., and Peter N. Rule. "From deficit to apposite: A critique of NEET constructions of out-of-school youth in Eswatini (formerly Swaziland)." International Review of Education 67, no. 4 (2021): 485–505. http://dx.doi.org/10.1007/s11159-021-09896-9.

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42

Rollnick, Marissa, Sabelo Manyatsi, Fred Lubben, and John Bradley. "A model for studying gaps in education: a Swaziland case study in the learning of science." International Journal of Educational Development 18, no. 6 (1998): 453–65. http://dx.doi.org/10.1016/s0738-0593(98)00044-3.

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43

Green, Edward C. "Traditional healers, mothers and childhood diarrheal disease in Swaziland: The interface of anthropology and health education." Social Science & Medicine 20, no. 3 (1985): 277–85. http://dx.doi.org/10.1016/0277-9536(85)90242-4.

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44

Calnan, Marianne, Samson Haumba, Makhosazana Matsebula, et al. "Delivery of isoniazid preventive therapy to reduce occupational TB among healthcare workers in Swaziland." Southern African Journal of Infectious Diseases 32, no. 1 (2017): 1–4. http://dx.doi.org/10.4102/sajid.v32i1.68.

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Healthcare workers (HCWs) in Swaziland are at increased risk of acquiring tuberculosis (TB), but existing infection control and occupational health policies often fall short of mitigating the risk of acquiring TB in the workplace. Health service failure to systematically offer isoniazid preventive therapy (IPT) to HCWs, which is endorsed by the World Health Organisation (WHO), contributes significantly to the TB incidence among HCWs in high HIV prevalence settings. This paper describes a pilot introduction of IPT to HCWs, and expounds possible determinants for adherence and non-acceptance to I

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45

Rugube, Lovemore M., Sifisile P. Nsibande, Michael T. Masarirambi, and Patricia J. Musi. "Factors Affecting Profitability of Smallholder Vegetable Farmers in the Shiselweni Region, Kingdom of Eswatini (Swaziland)." Sustainable Agriculture Research 8, no. 1 (2019): 104. http://dx.doi.org/10.5539/sar.v8n1p104.

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Agriculture is the main anchor of the Eswatini economy and profitability in this sector still remains vital for sustainable development of the economy. This study investigated the factors affecting profitability of smallholder vegetable farmers in the Shiselweni region. Primary data was obtained using a structured questionnaire and personal interviews from 60 vegetable farmers. Data was analyzed using descriptive statistics, enterprise budget, profitability ratios and multiple linear regression models. The SPSS software was used. The results showed that the mean age of the vegetable farmers wa

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46

F, Dumsile Dlamini, and Mukole Kongolo. "Resource Use Efficiency in Organic Vegetable Production: A Case Study of Manzini Region, Swaziland." Journal of Agricultural Studies 2, no. 2 (2014): 52. http://dx.doi.org/10.5296/jas.v2i2.5958.

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This study investigated the efficient use of resources in the production of organic vegetables, namely: beetroot, cabbage, carrot, pepper, spinach and tomatoes. The findings indicated that land, labour, organic manure, seeds, soil preparation, age; children, education level and farm legal entity all had significant effect in organic vegetables production in the region. The use of inputs in the production of the vegetables showed increasing returns to scale. As a result of this, the study suggested that in order for farmers to produce efficiently; all inputs that were significant in the product

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47

Muswazi, Paiki, and Dickson Yumba. "Modernization of Library and Information Services in Higher Education in Swaziland: strategic interventions, 2000/1—2005/6." IFLA Journal 33, no. 2 (2007): 124–35. http://dx.doi.org/10.1177/0340035207080306.

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48

Poulsen, Helen. "The gendered impact of HIV/AIDS on education in South Africa and Swaziland: Save the Children's experiences." Gender & Development 14, no. 1 (2006): 47–56. http://dx.doi.org/10.1080/13552070500518145.

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49

Xaba, Bongiwe G., and Micah B. Masuku. "Factors Affecting the Choice of Marketing Channel by Vegetable Farmers in Swaziland." Sustainable Agriculture Research 2, no. 1 (2012): 112. http://dx.doi.org/10.5539/sar.v2n1p112.

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<span style="font-family: Times New Roman; font-size: small;"></span><p>Vegetables as a group of horticultural crops are important for their contribution as an income support to a large proportion of the rural households. However, enhancing vegetable farmers to reach markets and actively engage in the markets is a key challenge influencing vegetable production in Swaziland. The perishable nature of vegetables necessitates effective marketing channels. The aim of this paper was to investigate factors affecting farmers’ choice of marketing channels using survey data gathered du

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50

Nhlengethwa, Khanyisile Brenda, Nadaraj Govender, and Doras Sibanda. "FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING." Journal of Baltic Science Education 19, no. 3 (2020): 454–66. http://dx.doi.org/10.33225/jbse/20.19.454.

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Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The d

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