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Education in Swaziland needs to increasingly reflect the character and the culture of the people themselves without sacrificing either vocational or workplace preparedness or access to the international community. The long history of colonization has called into question the cultural and national identity of the people. Now the threat is that international globalization and the attempt to educate young people for a life in Europe or in the United States, instead of in their own culture, or to be merely marketable in the commercial arena once again threatens the identity of the Swazi people. The reasons for high dropout and high repeater rates are not necessarily to be found only in the school system itself. For the children of Swaziland to succeed in school and for the educational system to be truly relevant with regard to both the international and the domestic requirements of the people, there needs to be closer collaboration between the educational system and the perceived wishes, needs, and anxieties of the general population. Parents who desire that their children should be educated but, because of lack of education or lack of personal involvement, feel alienated from the school system that educates their children need to be included in decision-making processes. Greater dialogue between parents, educators, school administrators, and political, economic, and social leaders is essential if the frustration many feel at the discrepancy between expectations and possible achievement of academic and personal goals is to be reduced.


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—Karin I. Paasche

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Education - Free Encyclopedia Search EngineGlobal Education ReferenceSwaziland - History Background, Constitutional Legal Foundations, Educational System—overview, Preprimary Primary Education, Secondary Education