Challenges Arising from Universal Free Basic Education, Eswatini

Abstract

Aims: In Eswatini, assiduous efforts are made to make education accessible to all, disadvantaged inclusive. The study examined public primary school teacher challenges as a result of free basic education (FBE), identified its impact, and conceivable mitigation strategies. Study Design: The empirical procedure adopted the qualitative and quantitative design approaches to give insightful factual outcomes that can be generalized.  Place and Duration of Study: Randomly selected public primary schools from the four regions of Eswatini participated in the study during the 2020 to 2021 academic year. Methodology: Population covered 30 teachers sampled under convenience and referral from 15 randomly selected schools. Data was collected by means of surveys. Results: Teachers had a common opinion of the significance of FBE, it opened doors for children who would otherwise have missed a chance for education. Further findings indicated a plethora of problems since the introduction of FBE, such as shortages of teaching-learning facilities/resources, influx of learners, lack of attention to individual learner needs and trajectories, declined discipline, and deficient in teaching staff. Also, the deterioration of quality education due to automatic promotional policy. Conclusion: Patterns of educational disadvantage must be tackled in Eswatini, visible drawbacks were shortage in facilities/materials needed for instruction, decline in discipline, difficile in attending to special needs learners in overcrowded classrooms, limiting productivity of schools, teachers, learners, and quality of education.  It is hoped that the findings would shed more light on FBE for multi-stakeholder collaborations that will bring about decisions and strategies to affect its success for productive educational goals.