The unfolding Competency-Based Education Process in Swaziland 2010-2017
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 2
Abstract
This is a descriptive study, which examines how the re-emphasis on Competency Based Education(CBE) process unfolded in Swaziland in 2010-2017. This was achieved through these questions: Describe how the socio-economic changes urged the Swaziland government to refocus on CBE; describehow unfolding CBE process occurred. The macro/micro political theory was used to describe CBE process.Purposive sampling was used to select Inspectors and professionals from International Agencies. Data was collected through semi structured interviews and documents. The findings indicated that: world economic meltdown of 2010-2012, forced Swaziland to refocus on education. The World Bank recommended CBE as a viable tool to the country’s economic stagnation, discussions on CBE were guarded by national policies and Higher institutions’ involvement was seen as crucial because CBE not only has consequences for the sort of learning students expected to do but for teachers and higher institutions’ professionals. Researchers concluded that refocus on CBE was initiated by socio-economic challenges of 2008- 2012 and facilitated by World Bank. It was recommended that CBE should be explained in details to all relevant professionals. Professionals and teachers should reflect on their perceptions and understanding of CBE and how their perceptions may affect the teaching of CBE.
Authors and Affiliations
Boyie S. Dlamini, Sithulisiwe Bhebhe, Phindile. A. Dlamini
Keywords
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