School in Eswatini

Early Childhood Care, Development and Education (ECCDE) includes community and private preschools, usually for children aged about 3 to 5. Grade 0 generally serves children aged 5 to 6 and provides one year of preparation for school as part of the primary pathway. Day-care for children aged 0 to 3 mainly provides care and falls within school education only when it has a recognized educational function. Primary education runs from Grade 0 to Grade 7. Foundation learning covers Grades 0–2, middle primary covers Grades 3–4, and upper primary covers Grades 5–7. Lower secondary runs through Forms 1–3 for three years. Upper secondary usually covers Forms 4–5, with Form 6 available in some schools or pathways. The Eswatini Primary Certificate (EPC) marks the primary-stage examination, the Junior Certificate (JC) follows Form 3, and the Eswatini General Certificate of Secondary Education (EGCSE) normally follows Form 5. The Eswatini Prevocational Certificate of Secondary Education (EPCSE) provides another assessed secondary pathway. ECESWA, the Examinations Council of Eswatini, conducts national examinations and issues these certificates. Schools may be government, mission, community, government-aided, private, special or inclusive model schools. Eswatini does not use German school categories such as Hauptschule, Realschule or Gymnasium. A primary-school place normally begins at about age 6. Grade 1 admission follows Ministry of Education and Training (MoET) and Free Primary Education (FPE) rules. An older MoET admission instruction requested a birth certificate and PIN, but the current school or regional requirements should be checked. Entry to senior secondary school is linked to performance and Form 3 results, so completing lower secondary does not automatically create a Form 4 place. A policy target seeks secondary provision within 7 kilometres, but this is not a universal individual guarantee. The National Curriculum Framework uses competency-based learning. Grades 0–2 may use siSwati or English, while English becomes the teaching language from Grade 5 and is used through Forms 1–5 or 6. Learning areas include siSwati or Swazi Sign Language, English, Mathematics, Science, Social Studies, Agriculture, Religious Education, ICT, Health and Well-being, Design and Technology, vocational or prevocational learning, Fashion and Fabrics, Food and Nutrition, and Business. The NCC coordinates curriculum development, learning materials and related assessment work. Grades 0–2 use observation and rubrics rather than a formal annual examination. Later assessment combines formative and summative work. Reported weightings include academic and practical components of 50/50 and 70/30 in Grades 3–4, 30/70 and 50/50 in Grades 5–7, 30/70 and 50/50 in Forms 1–3, and 30/70 for academic work with 40/60 for prevocational work in Forms 4–5. Schools issue termly reports, while ECESWA manages national examinations and certificates. The LSCA remains a pilot, and IGCSE is an additional international pathway rather than the central national equivalent. Public primary education is financed through FPE, including capitation grants and planned teaching, learning and textbook support. Families may still pay for uniforms, some materials and other school-related costs. ECCDE provision is often community- or privately managed and may charge fees or have limited resources. Secondary fee arrangements are not uniform: a 2023 budget statement described government payment of fees for Emaswati, while a 2024 MoET report still identified school fees as a dropout factor and called for stronger regulation. The actual charge should therefore be confirmed with the school or Regional Education Office. Support can include school feeding, school health services, grants for orphans and vulnerable children, and Guidance and Psychological Services. The Special Educational Needs Unit supports inclusive education and special schools, including Braille, orientation and mobility, daily living skills and adapted infrastructure. MoET sets national policy, registers and inspects schools, oversees financing and standards, and works through Regional Education Offices. School committees, parents and communities participate in local school matters. The Teaching Service Commission manages relevant teacher-service functions. Primary access is close to universal, and the reported transition from primary to lower secondary was about 92%. For 2024, reported gross enrolment rates were 115.7% in primary, 96.3% in lower secondary and 82.8% in upper secondary; reported completion rates were about 97.8%, 70% and 62.2%. These figures reflect stronger access to primary school than to later stages. Repetition in Forms 2 and 4, costs, rural–urban differences and weak foundational literacy and numeracy continue to affect progression.