Grade repetition and its implications for the primary schools system of Eswatini

This study examined grade repetition at the primary school level in Swaziland. The need for the study arose out of National Reviews of the education system and Annual Education Census reports consistently reporting problems of inefficiencies due to high repetition and drop-out rates. Findings of the study revealed that a myriad of factors contribute to grade repetition in Grades 1, 3 and 6. These include lack of parental support, insufficient grasp of English by learners, learners' failure to meet schools' set criteria for promotion, and large class size. Other factors were lack of learner motivation and commitment to their school work, effects of poverty, issues emanating from special education needs, perceived difficult curriculum, pressure to excel in national examinations, inappropriately qualified teachers, and learner immaturity for the grade level. The lack of parental support was aributed to be a direct consequence of Free Primary Education and dwindling learner commitment due to the introduction of positive discipline. The findings further revealed that there is no adherence to MOET's repetition policy guidelines in schools, and schools used different criteria to decide on promotion and repetition which were not in line with MOET policies. The non-compliance of schools to MOET policies could be aributed to teachers' inadequate knowledge of the policies and non-enforcement of existing policies by the ministry. Hardships experienced by teachers in the rural areas seem to spill-over to learners being delayed in their education. Grade repetition was believed to have both positive effects such as generally improving learner's academic performance as well as adverse effects on the learner, parent and the education system such as wasting resources and lowering learners' self-esteem.