The main aim of this study was to assess the quality of Swaziland’s primary education system by examining whether it provided a learning environment that fostered improved pupil educational achievement. The data collection for the study focused on Grade 6 pupils, their teachers, and their school heads. It is expected that the results of the study will provide a rich data bank for informed decision-making and policy formulation in the Ministry of Education.
The report has eight chapters in all. The first two chapters set the scene for the study and how it was conducted. The following chapters have address the following:
Chapter 3: Pupils’ personal characteristics (for example, age and gender) and home background characteristics (for example, parental education, regularity of meals, home language,) of Grade 6 pupils that might have implications for monitoring equity, and/or that might impact upon teaching and learning.
Chapter 4: The school context factors experienced by Grade 6 pupils (such as location, absenteeism (regularity and reasons), grade repetition, and homework (frequency, amount, correction, and family involvement) that might impact upon teaching/learning and the general functioning of schools.
Chapter 5: School heads’ characteristics and their views on the educational infrastructure, organization and operation of schools, and problems with pupils and staff.
Chapter 6: Equity in the allocation of human and material resources among the districts and among the schools within districts.
Chapter 7: The reading and mathematics achievement levels of pupils and their teachers.
Chapter 8: Conclusion and agenda for action.