As the blackboard gets replaced by group work and real-life problem solving, not all schools in Eswatini are keeping up.
The country is phasing in a new Competency-Based Education (CBE) system — and fast. But while private schools are embracing the change, many public schools are still playing catch-up.
The government aims to fully roll out the new system by 2025 for Grade VII learners. The shift marks a big departure from the old style of teaching, which mostly relied on tests and ranking students by exam results. Instead, CBE focuses on what students can actually do — how they think, communicate, and apply knowledge in real situations.
“We’re moving away from judging learners just by scores,” said an education officer involved in the rollout. “We want to know if they can use what they’ve learnt.”
Prepared vs Unprepared
Private schools were quick to adapt. Some have been piloting the approach since 2019, when CBE was officially introduced after a review found the old Outcome-Based Education (OBE) system wasn’t working.
Kazakhali Private School in Manzini is one of those ahead of the curve. Its director, Dr Rahid Kamperi, said success came down to planning and training.
“It’s going fine,” Kamperi said. “We made sure staff had time to adjust. We’ve worked closely with the Manzini Regional Education Office. That made a big difference.”
Teachers there have adopted new ways of teaching. Pupils do group projects, role-play exercises, and even activities that mimic real-life situations. They’re no longer just memorising facts.
Public Schools Struggle to Keep Up
But for many public schools, the story is different.
One headteacher, who asked not to be named, said the pressure was mounting. “We’re being told to teach differently, but the training is late and the resources aren’t there,” she said.
In some rural schools, the lack of internet, teaching tools and learning materials has made it difficult to roll out the new approach. Teachers are trying to adjust while still handling large class sizes and tight budgets.
“Our teachers are willing,” said the same administrator. “But without more help, we’re being set up to fail.”
Bigger Challenges in Rural Areas
Reports from remote schools show a growing gap. In these places, even accessing updated syllabuses is a challenge. Specialists have been brought in to help, but it’s not enough.
“We can’t ignore the difference in how prepared schools are,” said a senior education planner. “This could widen the inequality we’re trying to fix.”
The Ministry of Education has promised a stepped-up training push in 2024 before the full implementation begins in 2025. Officials say that hundreds of teachers will be trained, but critics say the support should have started sooner.
Parents Speak Out
Despite the hiccups, many parents are backing the new system.
“It’s about time,” said Cedric Dlamini, who chairs a national school committee. “This curriculum is fairer. It helps children think, not just copy.”
He said CBE allows teachers to spot each child’s strengths. “It’s not just about marks anymore. It’s about how well a child can handle real life,” Dlamini said.
What’s Next?
Education officials have said the system is here to stay. They are urging schools, parents, and teachers to work together.
“We know this is a big shift,” said a Ministry spokesperson. “But we believe it will give our children a better future.”
Still, many on the ground say more must be done — and soon. Without stronger support for public schools, the gap between the wealthy and the poor may grow even wider.
