A Responsive Eswatini Secondary Schools Curriculum: What, How and Why Are We Teaching?
Dumisa C. Mabuza 
, Molyn M. Mpofu & Makhulu A. Makumane
Issue: Vol.6 No.4 Issue SASE Special Issue Article 2 pp. 11-21
DOI: https://doi.org/10.38159/ehass.2025642 | Published online 4th April, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The current Eswatini secondary school curriculum may not be fully optimized to foster graduates who actively contribute to the advancement of knowledge as observed in some developed countries. This research critically examined the Eswatini secondary school curriculum to determine its responsiveness to the evolving needs of the nation. It delved into the fundamental questions of “what,” “how,” and “why” teaching is done in Eswatini’s secondary schools. Through a comprehensive analysis, the research explored the curriculum’s alignment with national development goals, its relevance to 21st-century skills, and its effectiveness in preparing students for the world of work. Employing a descriptive research design through semi-structured interviews, this study identified strengths, weaknesses, and gaps in the current curriculum. The study used teachers in science, agriculture and consumer sciences (n=12). Data was analysed using framework analysis. The study’s findings reveal a misalignment between the Eswatini curriculum, the evolving needs of the nation and global standards. The content appears to prioritize rote memorization of English terminology and basic concepts, lacking a clear progression toward higher levels of learning. Eswatini curriculum’s potential obsolescence and lack of adaptation to theoretical advancements. Furthermore, the research highlights the necessity for curriculum reform. By advocating for a curriculum responsive to the demands of the 21st century, stakeholders can strive to equip future graduates with the necessary competencies and adaptability to thrive in a rapidly changing world. This study reveals a misalignment between the Eswatini curriculum and national development goals, 21st-century skills, and the demands of the modern workplace, advocating for curriculum reform to better prepare students for the future.
Keywords: Responsive Curriculum, Curriculum Relevance, Curriculum Alignment, Project-Based Approach
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Dr. Dumisa Celumusa Mabuza is a Senior Lecturer and Head of the Department of Consumer Science Education and Community Development at the University of Eswatini. His academic credentials include a PhD in Curriculum Studies from the University of KwaZulu-Natal, providing a strong foundation for his leadership and research. Dr. Mabuza is a dedicated scholar, with a substantial publication record of over 20 works focusing on the advancement of Consumer Science Education. His work significantly contributes to the understanding and development of this field.
Dr. Molyn Mpofu is a Senior Lecturer in the Department of Consumer Science Education and Community Development at the University of Eswatini. She holds a Doctor of Education Degree from the University of Venda, South Africa. She teaches at undergraduate and Master’s levels in the department. She has supervised 37 undergraduate research projects and 16 Masters’ dissertations to completion. Her research interest is in issues of teaching and learning of Consumer Science Education and education in general with over 30 publications in peer reviewed journals.
Makhulu Makumane is an Associate Professor of Curriculum Studies and Head of Languages and Social Education Department in the Faculty of Education at the National University of Lesotho. She is also the Coordinator in Lesotho for African Interaction project, a collaboration between four universities in Africa (UKZN, NUL, University of Eswatini and Kenyatta University), whose purpose is to supervise students and conduct research together, as tasked by the South African National Research foundation. In addition, she is the Coordinator for the Joint School, which is a collaboration between Stellenbosch University and NUL that offers short courses to emerging scholars in a host institution. Her research interests include curriculum studies (curriculum development and design), educational technologies, digital divide in education, language policy in education, foreign language teaching, and the impact of action research on everyday teaching practice. She has co-published two books, more than 20 research articles and 4 book chapters in peer reviewed and accredited journals and reputable publishing houses, respectively.
Mabuza, Dumisa C., Molyn M. Mpofu and Makhulu A. Makumane. “A Responsive Eswatini Secondary Schools Curriculum: What, How and Why Are We Teaching?,” E-Journal of Humanities, Arts and Social Sciences 6, no.4 (2025): 11-21. https://doi.org/10.38159/ehass.2025642
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
