Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2010 ICT Master Plan defines information and communication technologies (ICTs) as “technologies that facilitate communication and the processing and transmission of information by electronic means. This broad definition encompasses the full range of ICTs, from radio and television to telephones (fixed and mobile), computers and the Internet”.
There is no reference to the term ‘education technology’ (EdTech) in government legal, policy or strategy documents.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: There is no ICT Act in Eswatini, while the 1981 Education Act and 2005 Constitution make no reference to technology or distance learning.
The 2013 Electronic Communication Act establishes the Universal Service Obligation Fund (USOF) (Article 32), whose purpose is to ensure that Information Communication Technology (including broadcasting) are made available at quality service, to all citizens of Eswatini, including the disabled, regardless of geographical location, regardless of any specific national condition and must be at an affordable price. The Act aims to define and monitor the policy related to the promotion of universal access and universal service for the purpose of expanding the scope of coverage of electronic communications in such a way as to meet the requirements of economic and social development in Swaziland (Article 5). Electronic communications include internet connectivity and electricity cable systems. The Act additionally aims to promote the advancement of research and development in the areas of electronic communications and to encourage the setting of advanced education and training programmes in electronic communications (Article 5).
Policies, plans and strategies: There is no ICT in Education/EdTech Policy or Strategy, although several policy and strategy documents support the integration of ICT in the education system at all levels.
The 2010 ICT Master Plan acknowledges the role of ICTs in facilitating the attainment of developmental goals in all sectors of the economy, with reference to e-education and the investment in the development of ICT human resources including for education.
The 2018 National Education and Training Sector Policy includes extensive policy objectives related to ICTs and Science, Technology, Engineering and Mathematics (STEM). ICTs are considered to play an important role in the development of 21st Century skills and the fulfilment of Eswatini’s national development goals, with short-term, medium-term, and long-term objectives aimed at enabling teachers and learners to use ICTs, utilising ICT for management and administration of education and training establishments, ensuring ICT equipment and procedures are used solely for intended purposes, developing public-private partnerships to facilitate national roll-out of the agenda for ICT in education and training, and ensuring adequate ICT infrastructure in schools. STEM is considered a “critical component in the development of 21st Century skills for the knowledge-based economy and the achievement of Vision 2022 developmental goals for the socio-economic aspirations of Swazi”, with short-term, medium-term, and long-term policy objectives aimed at its development.
The 2022-34 Education Sector Strategic Plan includes numerous technology-related objectives, such as the development of a digital learning support platform, enhanced ICT infrastructure in schools, development of distance learning, and support for digital skills in teacher training. The 2022/23–2024/25 Multi-Year Action Plan: implementation of the ESSP further aims to develop a resilience strategy and make investments in technology and materials for implementing it.
The 2018/19 – 2020/21 National Education and Training Sector Improvement Program places great emphasis on improving the quality of education through distance learning, teaching ICT as a subject, and the integration of technology into teaching and learning. It aims to further strengthen ICT integration in education through the construction of more ICT laboratories, provision of ICT equipment, capacity building for teachers, and implementation of ICT syllabuses for both primary and secondary education levels to build their ICT skills.
Similarly, one of the objectives of the 2012-16 National Information and Communication Infrastructure Policy Implementation Plan is to promote equitable access to educational resources through the strategic application of ICT and ensure that ICTs are deployed and taught at all levels of the formal education system in order to facilitate learning and create an information based society.
The 2020-26 Education Service Charter includes the application of technologies in education as part of the education system’s core value and principle in innovation.
The 1999 National Policy Statement on Education aimed for ICT to be introduced and developed in the school system to equip citizens to meet the challenges of the 21st century. It additionally supported initiatives aimed at providing STEM education as “crucial areas to development”.
The 2019-22 Kingdom of Eswatini Strategic Road Map promotes ICT, with goals to enhance ICT infrastructure in schools.
Similarly, the 2019/20-2021/22 National Development Plan similarly identifies ICT as a driver for economic growth and sustainable development and a national priority that works towards the attainment of Vision 2022, with goals to develop STEM and ICT infrastructure in schools.
Digital competency frameworks: There are no digital competency frameworks for teachers or students.
Changes occurred as a result of COVID-19: Following the COVID-19 pandemic, the government of Eswatini aims to develop a resilience strategy and make investments in technology and materials for implementing it as part of the 2022-34 Education Sector Strategic Plan and 2022/23–2024/25 Multi-Year Action Plan: implementation of the ESSP. This includes assessing capacity and needs of the education sector for supporting learners in humanitarian emergencies, developing school-based multi-hazard contingency plan (preparedness, response, building back), developing a strategy for remote teaching and learning (including advocacy for open and distance learning as an alternative method for increasing accessibility and retention), integrating the resilience strategy to become part of the new Education Sector Policy, and establishing the necessary infrastructure (including additional ICT technology and connectivity) to implement the resilience strategy and benefit from it. Following the immediate system rebuilding, the ESSP primarily focuses on (i) realizing digital connection of all schools and (ii) developing and integrating distance learning strategies into schooling (also as an alternative during non-pandemic times for learners not having immediate access to schooling).
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The first 2013/14 – 2015-16 National Education and Training Sector Improvement Program (NETIP I) supported the provision of electricity in both rural and urban schools, while the second 2018/19 – 2020/21 National Education and Training Sector Improvement Program aimed to monitor the number of schools with access to electricity.
Computers and devices: The 2022-34 Education Sector Strategic Plan aims to provide devices for 60,000 learners, in addition to procuring specialized teaching and learning materials and assistive technology for learners with special education needs. One of the objectives of the 2018/19 – 2020/21 National Education and Training Sector Improvement Program is to provide schools with the basic infrastructure required for introducing ICT in the education sector, which includes increasing the number of schools with computers, computer laboratories, and science laboratories, and training teachers and learners to properly make use of them. Similarly, the 2012-16 National Information and Communication Infrastructure Policy Implementation Plan aims to ensure that necessary ICT infrastructure is available in all school communities, bu increasing the number of schools in rural areas.
Past ICT initiatives include the Republic of China-Taiwan funded Computer Project in collaboration with the Ministry of Education (MoE) to supply high schools with IT equipment, the ADB funded Prevocational Project to equip secondary schools with ICT equipment through the Government’s Computer Services Department, and the the Computer Education Trust which provided learning resources and ICT equipment to schools.
The procurement and provision of assistive devices and technology to remove barriers to learning for students with disabilities is supported in the 2019 Standards for Inclusive Education, which aims for schools to provide appropriate and tailor-made assistive devices through collaboration with government professionals and organisations, teachers and learners to be trained to use assistive technologies appropriately, the school to have a system for determining assistive device and technology needs by consulting with medical professionals, and to ensure the maintenance of wheelchairs, crutches, white canes, hearing aids and other assistive devices and technologies through collaboration with relevant stakeholders. The 2022/23–2024/25 Multi-Year Action Plan: implementation of the ESSP similarly supports the procurement of specialized teaching and learning materials and assistive technology for learners with disabilities.
Internet connectivity: As part of its resilience strategy, the 2022-34 Education Sector Strategic Plan and 2022/23–2024/25 Multi-Year Action Plan: implementation of the ESSP support the digital connection of all schools. Specifically, the government aims to establish the necessary infrastructure (including additional ICT technology and connectivity) to implement the resilience strategy and benefit from it.Similarly, the 2018 National Education and Training Sector Policy aims to ensure free internet connection is available in all education and training establishments, mobilising resources to support internet connection in schools. The 2012-16 National Information and Communication Infrastructure Policy Implementation Plan also supports the provision of internet connectivity to schools to ensure efficient and cost effective delivery services, while the government 2010 ICT Master Plan commits the government to facilitating internet connectivity in secondary schools. The provision of internet connectivity in schools is additionally supported in the 2018/19 – 2020/21 National Education and Training Sector Improvement Program as part of the “basic infrastructure required for introducing ICT in the education sector”. Finally, internet access in schools in both rural and peri-urban areas is promoted in the 2019/20-2021/22 National Development Plan and 2019-22 Kingdom of Eswatini Strategic Road Map.
2.2.2. Technology and learning environments
The provision of distance education is supported in numerous government documents. The 2018 National Education and Training Sector Policy aims to improve education access and quality by using different modes of learning, including through the use of ICT and open distance learning where feasible in course development and delivery. The 2018/19 – 2020/21 National Education and Training Sector Improvement Program similarly focuses on improving the quality of education at all levels through exploring several delivery modalities including distance learning and making use of new technologies to improve the delivery of quality education. Distance learning through ICT is equally supported in the 2012-16 National Information and Communication Infrastructure Policy Implementation Plan and 1999 National Policy Statement on Education.
During COVID-19 school closures, the Ministry of Education and Training developed learning modules for distance education using radio, television, and print media to convey lessons, as part of the Standard Operating Procedures for Preparedness, Detection and Response to the COVID-19 Outbreak in Eswatini Schools. As part of the 2022-34 Education Sector Strategic Plan, the government aims to develop and integrate distance learning strategies into schooling (also as an alternative during non-pandemic times for learners not having immediate access to schooling).
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The development of student ICT skills is supported and highlighted in many policy and strategy documents. The 2018 National Curriculum Framework for General Education includes ICT skills as part of the core education skills, aiming for learners to become competent in using new information and communication technologies. This includes using new ICTs, organising analysing, synthesising, evaluating and using information available through new technologies, using a range of information-retrieval and information-processing technologies confidently , being versatile in hardware and software usage, using and evaluating ICT as a tool for life, communicating effectively using ICTs, demonstrating understanding of ICT ethics and regulatory provisions and applying them in the usage of ICTs, and applying safe ICT practices. According to the 2018 National Education and Training Sector Policy, ICT should be taught as a subject in all schools, enabling learners to develop knowledge and skills required to use a range of ICT effectively. The 2012-16 National Information and Communication Infrastructure Policy Implementation Plan similarly aims to develop a “top notch ICT skills base” within Eswatini, which ensuring school leavers have basic ICT literacy and the requisite ICT skills to secure employment and to gain entry in tertiary programmes offering training in ICT, and the development of ICT programmes for out of school youth, senior citizens and illiterates. Moreover, the government aims to ensure that basic computer studies are integrated in all programs offered in tertiary institutions (including cyber security) and the development of a computer studies curriculum (gender based approach), to be offered by all secondary and high schools. The policy additionally highlights that girls’ full participation must be ensured in science and technology education. In addition, the 2018/19 – 2020/21 National Education and Training Sector Improvement Program aims to increase the proportion of youth and adults with ICT skills, introduce ICT as a subject in the junior secondary curriculum, and put an ICT syllabus in place in primary schools.
The 2020 Eswatini Qualifications Framework aims to prepare citizens for work in an increasingly knowledge-based, technology-driven and skills dependant labour market, highlighting technological skills and the ability to apply innovative methods, technologies and interventions to solving real-world and theoretical problems and to use technology to solve existing and emerging situations.
The introduction of cybersecurity education is supported as part of the 2020-25 Eswatini Cybersecurity Strategy, which aims to review and update the current education curriculum and related materials education system in Eswatini and introduce cybersecurity aspects/concepts and define the minimum standards in cybersecurity training and education qualifications in Eswatini. In executing these strategic objectives, Eswatini expects that cybersecurity will become a core component of Eswatini’s national curriculum, and taught at all levels of the education system, resulting in a sustained pool of cybersecurity professionals.
The development of STEM subjects is equally highlighted in several policy and strategy documents, with explicit reference to gender. The 2018/19 – 2020/21 National Education and Training Sector Improvement Program focuses on promoting the participation of girls in Science, Mathematics, ICT or technology oriented subjects, promoting gender parity in education and retention throughout the education system. Similarly, the 2018 National Education and Training Sector Policy, which supports the development of STEM subjects in schools, highlights the greater participation of girls and women in these subjects. Specific policy goals include ensuring adequate resources are available for teaching and learning of STEM, ensuring teachers are adequately trained for teaching STEM, actively promoting the learning of STEM, and ensuring girls and women are appropriately represented amongst STEM learners. The 1999 National Policy Statement on Education also highlighted that the Ministry of Education shall support initiatives aimed at providing education in the fields of Science, Technology and Mathematics, as these are “crucial areas to development”, while the 2019/20-2021/22 National Development Plan promotes STEM enhancement programs in education.
2.3.2. Teachers
The 2018 National Education and Training Sector Policy supports the pre-service and in-service training of teachers in ICT. It aims to support teacher capacity in ICT and enable teachers to use ICT in teaching and learning through pre-service education and training (which should prioritise the teaching of STEM, technology, and ICT training and support) and in-service ICT training as technology continues to advance. Similarly, the 2018/19 – 2020/21 National Education and Training Sector Improvement Program highlights that the curriculum framework for secondary teacher training should place more emphasis on ICT and technology studies and the use of ICT in teaching and learning. The plan additionally supports continuous professional development workshops for ICT teachers and the increase of ICT teachers post in secondary schools. The 2022-34 Education Sector Strategic Plan also highlights ICT and computer technology skills as part of primary and secondary teachers’ diploma programmes. Finally, the 2012-16 National Information and Communication Infrastructure Policy Implementation Plan enables all teachers to be competent users of ICT as a tool in enhancing the teaching and learning process, prioritising teacher in-service training in computer literacy (gender based approach) and the introduction of ICT training in teacher training colleges.
2.4. Cybersecurity and safety
The 2018 National Education and Training Sector Policy aims to develop guidelines to safeguard ICT equipment in schools, while the 2012-16 National Information and Communication Infrastructure Policy Implementation Plan supports the development of programs and materials for educational institutions on environmentally safe use of ICTs, including appropriate legal frameworks on cyber security and appropriate structures for managing the Internet in Eswatini.
2.4.1. Data privacy
The 2022 Data Protection Act defines a “data controller” as a “public or private body which or any other person designated by law, who alone or together with others, determines the purpose of and means for processing personal information, regardless of whether or not such data is processed by that party or by a data processor on its behalf, where the purpose and means of processing are determined by law” (Article 2). The Act stipulates that the prohibition of processing personal information on health or sexual life of a data subject, shall not apply to the processing by schools, where such processing is necessary to provide special support for pupils or making special arrangements in connection with their health or sexual life (Article 27). Personal data or information is also defined as including “information relating to the education or the medical, criminal or employment history of the individual or information relating to financial transactions in which the individual has been involved” (Article 2).
The 2022 Electronic Communications and Transaction Act, which regulates electronic transactions, electronic communications and the use of e-government services and provide for other incidental matters, makes no reference to education institutions.
2.4.2. Online abuse and cyberbullying
The 2022 Computer Crime and Cybercrime Act aims to criminalize offences committed against, and through the usage of computer systems and electronic communications networks; to provide for investigation and collection of evidence for computer and network related crimes; to provide for the admission of electronic evidence for such offences, to establish the National Cybersecurity Advisory Council, to give powers to the Commission to regulate and coordinate cybersecurity matters and to provide for incidental matters. It includes a dedicated provision for cyberbullying and cyberstalking (Article 17), which stipulates that “a person who intentionally engages or solicits or abets another in the furtherance of cyberbullying of another person commits an offence and is liable, on conviction, to a fine not exceeding one hundred (1) thousand Emalangeni or to imprisonment for a period not exceeding two (2) years or both. (2) A person who intentionally engages in cyberstalking or solicits or abets another in the furtherance of the act of cyberstalking commits an offence and is liable, on conviction to a fine not exceeding one hundred (1) thousand or to imprisonment for a period not exceeding two (2) years or both”. There is no explicit reference to schools or education establishments.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Education and Training is responsible for overseeing ICT integration in the education system (including open and distance learning), with no dedicated department on technology. However, there are Ministry staff who are specifically recruited to work on cross-cutting issues, which include ICT and Open and Distance Learning.
The Ministry of Information, Communications and Technology (ICT) is tasked with the mandate to provide a conducive policy environment, accessible ICT infrastructure (including for schools), and quality services in order to “eradicate information poverty through innovation and the leveraging of best international practices and values in ICT. It is the central and leading government agency in developing ICT in Eswatini, whose proper development and integration (including in the education sector) are considered to positively spur economic growth.
The Eswatini Communications Commission is the regulatory body responsible for regulating the communications sector in Eswatini, constituting of telecommunication services and networks, broadcasting services, postal services and the use and allocation of radio spectrum.
The Emlalatini Development Centre (EDC) is an institution that offers Open and Distance Learning (ODL) for Basic Education and Non-formal Education, offering a secondary education opportunity to out-of-school children as well as employed and non-employed adults, who cannot attend conventional classes for various reasons through face-to-face and distance learning delivery systems. This includes face-to-face tutorials, radio programs, and telephone and postal services for communication purposes.
Recognizing the importance of science, technological innovation, and digital skills, the government also established the Royal Science and Technology Park (RSTP) under the Ministry of ICT. The RSTP is divided into two divisions, which are the IT Park and the Biotechnology Park. The Advanced School of IT (ASIT), is operated by private company, and aims to have an IT literate Swazi society capacitated in software development, multimedia, cyber security and forensics, and hardworking and networking. The establishment of the ASIT is seen as a way to increase the number of IT graduates in Eswatini and to increase the quality and relevance of graduates’ digital skills.
3.2. Roles of schools
In 2012, the Ministry of Education and Training banned the use of mobile phones in schools.
