The Technical and Vocational Education and Training (TVET) sector in Eswatini is facing significant governance challenges, according to a recent review. Despite progress in developing vocational qualifications and strengthening links between training and employment, the sector is hindered by fragmented governance. TVET provision falls under several ministries, including Education and Training, Labour, Agriculture, and Commerce, without a single body holding overall accountability.
The review noted that 25 vocational qualifications have been developed with stakeholders and registered with the relevant qualifications authority. Additionally, approximately 90 percent of apprenticeship completers find employment, and over 2,000 trade tests are conducted annually. The Recognition of Prior Learning policy has also been approved. However, participants identified the need for stronger employer involvement, relevant curricula, and timely procurement of training equipment and materials.
The review also raised concerns about curricula that are considered overly theoretical and the limited availability of practical training in emerging fields. Participants called for meaningful workplace learning and safeguards for students undertaking workplace attachments. Questions remain about whether the government should establish a dedicated TVET authority or council, which ministry should oversee it, and how the sector should be financed.
Possible funding models discussed include a training levy, industry contributions, and institutional income. Participants also emphasized the need to give young people a meaningful role in shaping TVET policies. The review highlighted the importance of establishing clear responsibilities, measurable targets, and follow-up arrangements to ensure that recommendations are implemented.
The Education Sector Review also identified the deployment of qualified and specialized teachers as another challenge affecting education delivery. The concern is not necessarily the overall number of teachers but whether those with the appropriate qualifications and specializations are deployed to schools where they are most needed. The review highlighted inequalities affecting children from poor households and rural communities.
The review noted that partner-funded projects can produce positive results, but these do not always translate into wider reforms across the education system. Fragmented responsibilities among ministries and incomplete reporting of development partner funding were identified as obstacles to coordinated implementation. The review established a baseline for assessing progress under the ESSP 2022–2030 and identified priority areas requiring intervention.
The review's findings highlight the need for urgent action to address the challenges facing the TVET sector. Key areas for intervention include improving learner retention, strengthening assessment systems, addressing financial barriers to education, and clarifying TVET governance. The Ministry of Education and Training will need to work with stakeholders to implement the recommendations and ensure that the sector is adequately funded and governed.
Key points
- The TVET sector in Eswatini faces governance challenges due to fragmented oversight and theoretical curricula.
- The sector requires stronger employer involvement, relevant curricula, and timely procurement of training equipment and materials.
- The government is considering possible funding models, including a training levy, industry contributions, and institutional income.
