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Journal articles on the topic 'Right to education – Swaziland'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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2

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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3

Brear, Michelle. "Ethical Research Practice or Undue Influence? Symbolic Power in Community- and Individual-Level Informed Consent Processes in Community-Based Participatory Research in Swaziland." Journal of Empirical Research on Human Research Ethics 13, no. 4 (2018): 311–22. http://dx.doi.org/10.1177/1556264618761268.

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In community-based participatory research (CBPR), community-level consent is assumed to enhance ethical rigor, when obtained prior to individual informed consent. However, community leaders’ permission to conduct research may influence individuals’ agency to decline participation. This article presents findings of a Bourdieusian analysis of ethnographic data documenting CBPR in rural Swaziland. The findings reveal that the “symbolic power” of leaders who provide community-level consent constrains individual agency and reproduces existing relations of power, if individual informed consent is si

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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

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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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

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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16

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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17

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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18

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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19

Lee,Jae-Myung. "Right to Education." Public Law Journal 8, no. 1 (2007): 143–68. http://dx.doi.org/10.31779/plj.8.1.200702.006.

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20

Jeanette, Williams. "The right education." Nursing Standard 3, no. 25 (1989): 46. http://dx.doi.org/10.7748/ns.3.25.46.s58.

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21

Alberts, B. "Getting Education Right." Science 333, no. 6045 (2011): 919. http://dx.doi.org/10.1126/science.1212394.

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22

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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23

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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24

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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25

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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26

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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27

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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28

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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29

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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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

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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32

Pandey, Parth Sarthi. "J. Krishnamurti's Right Education." Educational Quest- An International Journal of Education and Applied Social Sciences 4, no. 3 (2013): 207. http://dx.doi.org/10.5958/j.2230-7311.4.3.020.

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33

Morelli, Mario. "Education as a Right." Social Philosophy Today 6 (1991): 139–50. http://dx.doi.org/10.5840/socphiltoday1991629.

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34

Amin, Samir. "The Right to Education." World Studies in Education 13, no. 2 (2012): 7–16. http://dx.doi.org/10.7459/wse/13.2.02.

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35

Tooley, James. "The right to education." Economic Affairs 24, no. 3 (2004): 75. http://dx.doi.org/10.1111/j.1468-0270.2004.t01-1-00498.x.

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36

Richardson, Joan. "Making Education a Right." Phi Delta Kappan 95, no. 8 (2014): 76–77. http://dx.doi.org/10.1177/003172171409500819.

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37

Johnsen, Vickie, Janell Anderson, Lisa Bagley, Paula Piccioni, and John Hansmann. "Right-Sizing Clinical Education." Journal for Nurses in Staff Development (JNSD) 24, no. 6 (2008): E4—E12. http://dx.doi.org/10.1097/01.nnd.0000342232.67129.f3.

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38

Monteiro, A. Reis. "The right of the child to education: what right to what education?" Procedia - Social and Behavioral Sciences 9 (2010): 1988–92. http://dx.doi.org/10.1016/j.sbspro.2010.12.433.

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39

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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40

Lange, Richard A., and Debabrata Mukherjee. "Linking the right education to right heart catheterization." Catheterization and Cardiovascular Interventions 97, no. 3 (2021): 509–10. http://dx.doi.org/10.1002/ccd.29534.

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41

Gomez, Louis M., Jennifer L. Russell, Anthony S. Bryk, Paul G. LeMahieu, and Eva M. Mejia. "The right network for the right problem." Phi Delta Kappan 98, no. 3 (2016): 8–15. http://dx.doi.org/10.1177/0031721716677256.

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42

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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43

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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44

Zirkel, Perry A. "Deal Right?" Phi Delta Kappan 86, no. 10 (2005): 799–800. http://dx.doi.org/10.1177/003172170508601019.

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45

Zendeli, Emine. "The right to education as a fundamental human right." Contemporary Educational Researches Journal 7, no. 4 (2017): 158–66. http://dx.doi.org/10.18844/cerj.v7i4.2718.

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The right to education is a fundamental human right proclaimed by Articles 13 and 14 of the United Nations International Covenant on Economic, Social and Cultural Rights (1966). Ratifying this document, state parties fully agree ‘that education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms’. The right to education is considered as a fundamental human right in a series of other 20th century international documents, which guarantee and protect this right for everyone, irr

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46

Rwelamira, Medard R. "Corroboration of Accomplice Evidence in Swaziland: Some Thoughts on Judicial Interpretations and their Implications." Journal of African Law 36, no. 1 (1992): 52–65. http://dx.doi.org/10.1017/s0021855300009736.

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The recent decision by Justice Francis Rooney of the High Court of Swaziland in the case of Rex v. Simon Dvuba has once again brought to the fore the need to re-examine the law governing accomplice evidence and its relevance to the contemporary situation in Swaziland. In that case, the accused was charged with the murder of his brother, Mxolisi, Chief of Mpolonjeni area in the Hhohho District. It was alleged that after Mxolisi's death certain parts of his body were cut away with the intention of using them for preparing ritual muthi, mainly to enhance the accused's chances of succession to the

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47

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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48

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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49

Walsh, Michael. "Education: a right or privilege." Nursing Standard 4, no. 7 (1989): 52–53. http://dx.doi.org/10.7748/ns.4.7.52.s71.

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50

Carr-Stewart, Sheila. "A Treaty Right to Education." Canadian Journal of Education / Revue canadienne de l'éducation 26, no. 2 (2001): 125. http://dx.doi.org/10.2307/1602197.

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