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1. The Economic Benefits of Vocational Education and Training in the Kingdom of Eswatini

Author:
Gugulethu Mgabhi and Mangaliso Mohammed
Publication Date:
01-2020
Content Type:
Working Paper
Institution:
Eswatini Economic Policy Analysis and Research Centre (ESEPARC)
Abstract:
This study assesses the economic benefits of the Government of Eswatini’s investment to technical vocational education and training (TVET) from 2005 to 2017. TVET Graduates from 12 public TVET Institutions have been tracked to uncover their absorbability in the labour market and, or self-employment. The study finds that the economic return of the Government of Eswatini’s investment to TVET in 2017 is E1,51. This means that for every E1 invested by the Government of Eswatini to TVET, the economy generates E1,51 through the TVET graduates’ activities in self-employment, formal employment, and part-time skills utilisation. With regards to highly demanded courses amongst the graduates, ccomputer studies have been found to be highly demanded at 20.9%, while agriculture is lowly demanded at 6.3%. The study finds that 56.6% of the graduates are absorbed in formal employment, while 13.7% are engaged in self-employment, meaning that 29.9% are part of the 32.4% unemployed persons in the country. However, the level of unemployment is still high, 43.3%. Graduates who were not economically active before enrolling at the TVET colleges have been found to be formally employed, 35%, 14% are self-employed, 2.5% are both formally and self-employed, while 48.5% are unemployed. A majority (58.5%) of employed graduates are from Gwamile VOCTIM, while self-employment is high amongst graduates from Big Bend Rural Education Centre, 44.4%. Unemployment has been found to be very high among graduates from Ekululameni, 100%. The study recommends that the Government of Eswatini should consider promoting self-employment amongst graduates. This could be done through establishing links with financing agencies to increase the rate of self-employment and reduce unemployment.
Topic:
Economics, Education, Governance, Training, Vocational Training, and Investment
Political Geography:
Africa and Eswatini

2. The Implication of Teenage Pregnancies in Eswatini: A Trend and Spatial Analysis

Author:
N. Dlamini
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
Eswatini Economic Policy Analysis and Research Centre (ESEPARC)
Abstract:
This study assesses the extent of teenage pregnancy in Eswatini with a focus on public schools in the constituencies and region. In addition, the study examines which regions are affected by teenage pregnancies and adopts a Generalised Ordered Logit Model to determine the likelihood of teenage pregnancies across the regions in Eswatini. The study locates the Hhohho and Manzini regions as high teenage pregnancy areas and further identifies mothers in Lubombo and Shiselweni as more vulnerable to repeat births. Not surprisingly, the study finds that teenage pregnancies occur in Eswatini’s poverty-stricken areas - where there are low economic activities and the households are experiencing low incomes. These are places such as Madlangempisi, Ngwempisi, Sigwe, and Lomahasha. Teenage pregnancies occur when learners are idle during school holidays. The government is advised to consider intensifying policies and programmes geared towards reducing or eradicating teenage pregnancies in Eswatini. Such policies should deliberately target rural areas and focus on creating employment opportunities to relieve households from low incomes.
Topic:
Education, Vulnerability, Dropout Prevention, and Pregnancy
Political Geography:
Africa and Eswatini

3. Inequality of Opportunities in Education in Eswatini

Author:
Nhlanhla Zulu
Publication Date:
01-2019
Content Type:
Working Paper
Institution:
Eswatini Economic Policy Analysis and Research Centre (ESEPARC)
Abstract:
This study quantifies inequality of opportunity in education in Eswatini using Multiple Indicator Cluster and Demographic and Housing Surveys. Using the “ex-ante” approach, the study identifies potential sources of inequality at all levels of the general education system in Eswatini and how these interplay with learner achievement. The study finds that, on average, circumstances account for a low portion of the variance (approximately 23.7%) in learner attainment. This measure is higher for learners aged 15 to 18 years. This means that, as the learner grows, the influence of unequal circumstances on educational attainment increases. In addition, family background variables like household wealth and education of household head are the main sources of inequality of opportunity. Therefore, opportunity equalising policies are required at all levels of the general education system in Eswatini.
Topic:
Education, Inequality, and Opportunity
Political Geography:
Africa and Eswatini