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Teachers' experience of education in public secondary schools in Swaziland

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dc.contributor.advisor Prof. C.P.H. Myburgh and Prof. M. Poggenpoel en_US
dc.contributor.author Simelane, Sipho
dc.date.accessioned 2012-08-20T08:26:58Z
dc.date.available 2012-08-20T08:26:58Z
dc.date.issued 2012-08-20
dc.date.submitted 1998-10
dc.identifier.uri http://hdl.handle.net/10210/6180
dc.description M.Ed. en_US
dc.description.abstract Swaziland has a total land area of 17364 square kilometres (Vilakati 1986:134). It is divided into four administrative regions, namely, Hhohho in the north, Manzini in the central west, Shiselweni in the south and Lubombo in the east. The 1986 census put the total resident population at just over 618 000 people, which indicates an average population growth rate of around 3,2% per annum for the intercensal period of 1986 (7th National Development Plan 1996-1999:31). Like the population, the schools are also evenly distributed throughout the four administrative regions. According to the National Education Review Commission Report (1985:9), there are 470 primary schools and are evenly distributed among the regions. There are also 89 secondary schools, out of which 40 are senior classes, form IV and form V. These are also evenly distributed among the four regions. Swaziland, like most countries, spends a large share of its budget on education (Swaziland Today 1997:4). Indicators are that in the 1997/98 financial year, the Ministry of Education got 25% of the total budget (Budget speech 1997/98). It should be noted that there is no free education. In fact the government policy has been that it finances students at tertiary level. It is therefore said that the scholarship has increased the total recurrent budget by 17% (Swaziland Today 1997:4). Lulsegged (1984:3) asserts that the education system of Swaziland has witnessed remarkable expansion and relative development in the last 17 years. This is due to the fact that the system placed more emphasis on making schooling accessible to as many children as possible especially those in age group 6-13 (7th National Development Plan 1996-1999 : 87). This has been the trend since the regaining of national independence in 1968. The Ministry of Education has achieved gratifying levels of education development by 1984 (7 th National Development Plan 1996-99: 147). Such achievements could not have been possible without the involvement of teachers in the implementation of the education system. Fullan (1993:9) maintains that teachers' capacity to deal with change, learn it, and help students learn from it, is critical for the future development of society. Teachers are surely part of the plan to ensure that educational goals of any education system are achieved. This, they do through the teaching and learning process, also through being actively involved in curriculum development (Pate et al 1997:7). Teachers' experience of education seem to be very crucial for educational changes. They provide curriculum designers with a better understanding of the pupils. These may include, their social needs, emotional needs, motivational needs, and physical needs. Such amount of knowledge about the pupils provide paradigm shifts towards education in general. There is a move to look at the education system in terms of what is being learned and by whom (Pate et al 1997:2). These experiences enable the curriculum designer to consider the whole child, not just the cognitive needs. As such, the education provided will be responsive to the interests and needs of students as well as maintaining academically challenging standards. These experiences will also enhance teachers instructional methods. It will enable 2 teachers to try new and innovative ideas, in the light of an all embracing education system. Not only that teacher's will improve the instructional methods, they will also be motivated to teach what they identify with. This will reduce the tendency whereby teachers feel demotivated, reluctant and impulsive about their instructional methods. It seems teachers' experiences are critical especially in the implementation stage of an educational system. This helps in ensuring that there will be less or no resistance in carrying out those policy decisions. Policy makers are therefore assured that teachers would duly implement whatever policy of the education system when their experiences are known and considered. Teachers seem to have their own experiences of any education system. With this, one may assume that the teaching and learning process, and the whole educational goal may be affected. en_US
dc.language.iso en en_US
dc.subject Teachers - Job satisfaction - Case studies en_US
dc.subject Teachers - Attitudes - Case studies. en_US
dc.subject Public schools - Swaziland. en_US
dc.subject Education, Secondary - Swaziland. en_US
dc.subject Teaching - Evaluation. en_US
dc.title Teachers' experience of education in public secondary schools in Swaziland en_US
dc.type Mini-Dissertation en_US

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