MISSION STATEMENT
The ETGPS department of the Ministry of Education and Training, guided by the principles of the counselling profession and government documents, and drawing from international instruments related to the field, advocates to build the whole person through the provision of such services as guidance, counselling, testing and health education.  To this end the department shall strive to ensure the existence of adequately trained full-time personnel and sufficient structures.

VISION
The educational, testing, guidance and psychological services department shall put in place all school, guidance and counselling programmes that will promote self dependence in the youth of Swaziland.
Purpose of Guidance and Counselling

The Department of Guidance and Counselling falls under the Ministry of Education and Training.  It has three main components.  These are: Guidance and Counselling Measurement and Testing, and Health Education.  Guidance and Counselling is a programme and a service that cuts across the education system.  It is offered to all learners from primary schools to tertiary institutions ensures the total development of an individual.
Services

Almost all secondary and high schools have allocated time for the guidance and counselling programme.  Not only is counselling necessary within the Ministry of Education and Training.  Other ministries and departments need these skills because they are sometimes cases that required counselling.  These are departments such as Royal Swaziland Police, the Correctional Services because some of the cases may require counselling rather than imprisonment.

Schools as Centers of Care and Support
The SCCS is a programme of the Ministry of Education and Training in collaboration with UNICEF and MiET.  It seeks the impact of poverty, HIV & AIDS on children and their associated school communities.  Attached is the Swaziland Care and Support for Teaching and Learning.

Psychosocial Support
This psychosocial training were carried out during the year 2010.  Three hundred and twenty (320) principals and teachers were trained on speaking books donated by the Global Fund.  Its purpose is to create psychological support to teachers and problems faced by orphaned and vulnerable children.

Staff Development Workshops
During the course of the year 2010 December to January 2011 six workshops, were conducted for the enhancement of Guidance and Counselling staff both in the region and school level Counselling Association of Guidance Teachers (CAGAS).  Relevant topics were identified by the staff; it helps the members of the department to perform their duties efficiently and effectively.

The Toll free Child help line
The toll free (9664) is a service offered by the Ministry of Education and Training through the Guidance and Counselling department. It helps children to timely report cases of abuse. It started operating in 2004 after the ministry conducted a research in primary, secondary and high schools. About 5309 cases have been received since the establishment of the toll free line. Some of these cases were solved and others are still under investigations. Guidance officers visited schools to sensitize both teachers and communities to report cases of abuse, many new cases were reported as children were made aware of this service.

HIV and Aids
The ETGPS continues to empower school going children about HIV and AIDS.  During training sessions teachers are encouraged to establish care and support programmes with the schools and in their communities.  Peer Educators from both primary and secondary schools were trained to provide first aid, care and support to their peers.

Collaboration with Some Organisations
A lot of work done by the ETGPS is in collaboration with other organizations and development partners such as shape, Swaziland National Association of teachers (SNAT), UNICEF, NERCHA, UNESCO, Scripture Union, AMICAAL, Red Cross, Cross Roads, Save the Children (Swaziland).

School Visits
June 2010 to February 2011 more than 100 schools were visited. Some schools had invited members of the department for staff development workshop or to talk to children about developmental issues, and also workshoped teachers on guidance and counselling related topics.  20% of schools sought help on reported cases of child abuse.

Careers’ fairs
Careers’ fairs are normally held for form 3 students so that they may choose their subjects wisely in relation to what they want to do when they finish school.  These were held in all four regions.  A total of 106 schools participated.  Schools leavers’ Fair, that is usually held in Manzini is organised by the Society for Tertiary students Counsellors (SOTESCO) in collaboration with the Guidance and Counselling Unit.

Measurement and Testing
Swaziland still maintains testing as an important component of Guidance.  Forms 3s were tested and results were disseminated to all schools in time.  The results of these tests are very helpful when children make their choice of subjects and occupations.  The department also administers International Tests.  There are the test of English as a foreign language (TOEFL) and the Graduate Record Examination (CRE).  These tests are for people who have applied for entrance into foreign Universities and Training Institutions.

Challenges
• There is an extreme lack of IEC material to give to teachers, especially after workshops.  This is a serious problem and waters down the good job that the Ministry is doing.
• We rely on some NGOs for assistance with our child abuses cases.
• There is a shortage of space for professional counselling.
• Guidance teachers are transferred from one to another. Retraining is therefore always necessary for the benefit of those schools that have new guidance teachers.
• Due to the global recession, since the beginning of the current financial year 2011 implementation is greatly hampered by the lack of resources from the government.

VISION
The Teacher service commission will strive to offer her clients with the most outstanding service in terms of uncomplicated and undistracted commitment to her business. The focus is on:

• Appointments (including promotions and transfers) and selection of candidates for appointments, confirmation of appointments, termination of appointments, disciplinary control and removal from office of teachers.
• Ensuring that every position is filled by the right person timeously and effectively.
• Maintain integrity, trust, justice, peace, highest ethic standards.

The above shall be an indicator of professional quality of the performance of the TSC.

FUNCTIONS OF THE COMMISSION

• The functions of the Commission are to:
• Make appointments (including promotions and transfers) and selection of candidates for appointment, confirmation of appointments, termination of appointments, disciplinary control and removal from office of teachers in the Teaching Service;
• Develop and formulate national standards for the Teaching Service in respect of –
• Recruitment and appointment procedures;
• Instruments of appointment;
• Transfer of teachers;
• Termination of appointments;
• Removal from office of teachers;
• Maintain a service adequate to the needs of all public schools in Swaziland;
• Establish and maintain a record of all teachers in the Teaching Service;
• Make recommendations to the Minister on terms and conditions of service and methods of ensuring improvements in general working conditions within the Teaching Service;
• Compile and publish a code of conduct and discipline binding on all persons in the Teaching Service;
• Pay the wages of all teachers employed in the Teaching Service;
• Advise the Minister, from time to time, on matters affecting the Teaching Service;
• To do such other things as are, in the opinion of the Commission, incidental or conducive to the exercise of its functions and powers under this Act.
• In the performance of its functions, the Commission may seek the advice of teachers’ associations on matters affecting the Teaching Service with a view to improving and promoting the conditions of service for all teachers in the Service.

Employment of Teachers
Application for employment is sent to the Teaching Service Commission Executive Secretary, and the Commission does the final selection.
People who qualify to be teachers:

• Has successfully completed a course for teachers and has been awarded a qualification approved by the Director for purposes of teaching.
• Is in position of a University Degree, Diploma or any other similar qualification approved by the Director for teaching Purposes.

Applications are to be submitted with the following: (3 certified copies of)

• A birth certificate or an affidavit of birth to prove the applicants date of birth or presumed date of birth
• Certification of registration or naturalization issued under the Citizenship Act of 1967.
• Original Certificates of educational and professional qualifications to prove educational and professional qualification.
• Medical report to be submitted also.
• Passport size photos.
• Marriage certificate (if married)
• ID
• Graded tax certificate
• Unlevel certificate or any other equivalent certificate
• For foreigners (new applicants), applicants are also required to submit the following documents from their country of origin.  These documents should be translated into English:

1.    Police report/clearance
2.    Valid passport

A Minimum Standard of professional Conduct for Teachers:
The acceptance and practice of Christian Principles by teachers is the best and surest foundation for a system of education. This may be a counsel of perfection, but every teacher should at least be expected to recognize that he has certain responsibility to:

• The child under his/her care
• The community in which he/she lives
• His/her profession

His/her employer

• To the child: a teacher agrees that this chief responsibility is towards child under his/her care and that he/she has all times duty to guide each child in and out of school in the development of his/her personality and as a member of the community.
• To the community: a teacher must therefore fully understand the community among which he/she works. He/she must at all times be ready to explain to his/her pupils their place in their families and in the community of which the family forms such an important part. He/she must explain to them their duty to obey all lawful authority and he/she should, by his/her own personal life set them an example in these matters.

To the profession: a teacher recognizes teaching as a vocation and more than mere gainful employment. He/she is therefore under obligation to conduct himself/herself according to the following rules:

1. To follow at all times the highest standard of professional conduct.
2. To work conscientiously and with diligence and regularity.
3. To set a good example in his/her conduct, his/her person and his/her dress code
4. At all times to the children under his/her care.
5. To try continually to improve his/her standard of work and ability.
6. To take an active part in all school activities, both in and out of school.
7. To acknowledge that failure to maintain a high professional standard may involve
8. Disciplinary penalty.
9. To acknowledge that the commission of an offence under regulation 15 of the Teaching Service Regulations, 1983, constitutes serious misconduct.
10. To the Employer: a teacher agrees to serve according to the Conditions of Service laid down in the Teaching Service Act,1982 and Teaching Service Regulations 1983.

MINIMUM QUALIFICATIONS

• Primary Teachers Diploma: Primary School teachers
• Secondary Teachers Diploma: Junior Secondary School teachers
• Degree with Education: Senior Secondary School teachers
• Or any qualification equivalent to these

HOW TO APPLY:
A teacher wishing to join the service should apply to:
The Executive Secretary
Teaching Service Commission
P.O.Box 976
Mbabane
Swaziland

TRANSFERS:
1.1 A teacher wishing to transfer writes to the School Manager requesting the transfer through the Head teacher and the Regional Educational Officer.
1.2 If a School Manager wishes to transfer a teacher, he/she consults the Regional Education officer giving details of the teacher and the school he/she wishes to transfer to.
1.3 The School Manager and the Regional Education Officer examine the implications of the transfers. In a case of Aided Schools, the Regional Education Officer jointly with the School Manger compile a list of transfer requests and submit it to the Teaching Service Commission in September to be effected at the beginning of the school year. This is becoming awkward since the academic year for tertiary institutions is not in phase with the school year.
1.4 In the case of a maintained school the Regional Education Officer submits a list to the School Manger (Under Secretary for Education) who in turn consults with all the Regional Educational Officers in a meeting of Transfers Committee. The Manager then submits the recommendations of the Committee for approval by the Teaching Service Commission.
1.5 The Teaching Service Commission writes to the teachers and copy the Regional Education Officers and School Manager informing them of the transfers.
The following table further clarifies the process of transfers.

Primary Education in Swaziland begins at the age six and under normal progression it is a seven years programme that ends with external examination [Swaziland Primary Certificate-SPC] in Grade seven. This is a national assessment and is compulsory for every child to sit for it in order to qualify to enroll for a secondary school education. All school going age children should access primary education with or without barriers. However, access to formal education is handicapped by several barriers such as poverty, hunger, and poor progression of children in the system. The Ministry has noted a high repetition and dropout rate in the school system with low enrolments because children could not afford to pay for their school fees and buy learning materials while their homes have  no food to feed them before and after school. The situation is mainly eroding away the Ministry’s Mission statement which  demanded for the ‘provision of  relevant, quality and affordable education and training opportunities for the entire populace of the kingdom of Swaziland in order to develop all positive aspects of life for self reliance, social and economic development and global competitiveness’. The Ministry’s core mandate is the provision and attainment of quality, inclusive and affordable education opportunities for all pupils of school going age including the out of school children.

In response to the above mandate the Ministry has implemented Free Primary Education {FPE} in grade 1 and 2 in 2010 and will roll out the programme to Grade 3 in 2011 and a grade per year until  the whole primary grades receive FPE by 2015.

Regional and International Commitments on Free Primary Education
In ensuring that Swaziland’s FPE Programme and activities are in line with Regional and International agreements, the Ministry of Education and Training is guided by the following:

• The UN Convention on the Rights of the child.
• The UN Convention on the Rights of People with Disabilities [2006].
• Jomtein Declaration on Education For All [1990].
• The Dakar Commitment [2000].
• The six EFA Goals that country committed themselves to achieve by 2015 [goal 2].
• Millennium Development Goals {MDGs} which compels Swaziland to achieve universal access to Primary school Education by 2015. This is viewed as a vehicle towards Poverty Reduction
• The SADC PROTOCOL ON EDUCATION AND TRAINING that state clearly those countries should provide at least nine years of Free and Compulsory Education.
• Swaziland is also guided by the Following National Policies and Legal Framework:
• The National Constitution which clearly states the Provision of Free Primary Education, starting with the first grade- 3 years after the adoption of the Constitution should be implemented {Section 29 [6]}. Free Primary Education was implemented four years later in 2010 in Grade 1 and 2 to cover up the lost year.
• Free Primary Education gazette is also in place.
• Free Primary Education Regulations document is in process of finalization.
• The National Development Strategy (NDS): talks about Basic Education as a means towards Economic  Empowerment and Human  Development
• Poverty Reduction Strategy and Action Program me (PRSAP): says the Provision of Basic Education is viewed as a means of overcoming poverty and social exclusion similarly, the Education and Training Sector Study identified gaps in the entire Education System which compelled Government through the Ministry of Education and Training to remove the barriers and increase access to primary education for all school- going age children to the extent possible by implementing Free Primary Education in Public schools grade 1 and 2 as per the National Constitution –section 26[6] of 2005. However the Ministry had long attempted to remove the barriers by implementing the following initiatives.

INCREASING ACCESS IN BASIC EDUCATION
Provision of Bursary Scheme for Orphans and Vulnerable Children (OVC) in 2003 after the Ministry has noted that poverty, hunger and severe draught particularly in the lowveld that indicated a very high dropout of children from schools leaving very few pupils[decrease ]in school enrolments]. Free Text books and workbooks for all Primary school children was implemented since 2003. These included brailled text books for the visually impaired after the Ministry noted that providing OVC bursary without learning materials did not have a positive impact. Pupils could not afford to buy Exercise books and stationery hence would drop out of school. Free Exercise books and Stationery including brailled for visually impaired materials for all children in public primary school were provided since 2006. The European Union {EU} assisted Government by introducing Capitation Grant Scheme for Primary schools. The objective was increase access and retention of OVC in schools and to improve the quality of Education. {E100.00 for each pupil plus E225.00 per OVC while able parents paid the full amount of school fees}. The school fund\income became adequate for the improvement of the learning facilities. The provision of the above mentioned items resulted in a considerable increase in enrolments from 203 000 to 245 000 [approx].

THE IMPLEMENTATION OF FREE PRIMARY EDUCATION-2010

Free Primary Education has been viewed as a consolidated program me aimed at creating a conducive environment characterized by minimum barriers to access quality Primary education. The objective of FPE is to address the following barriers: distance from school [physical], school fees [financial], socio- cultural, eradicate illiteracy, alleviate poverty, eliminate all forms of disparities and inequalities, and provide basic skills and knowledge.

ELEMENTS THAT CONSTITUTES FREE PRIMARY EDUCATION {FPE}
The objectives can not be achieved without the following elements which constitute Free Primary Education:-
Provision of relevantly qualified teachers

• Provision of conducive Infrastructures like classrooms and special teaching rooms, teachers houses.
• Provision of Teaching and learning materials like Textbooks, workbooks, Exercise books and Stationery.
• School grants [school fees] to cover school operational costs such as school fees, school feeding and run administrative duties.

FREE PRIMARY EDUCATION REGULATORY FRAME WORK [Road Map]
The Ministry of Education and Training established a bill [gazette] that would be a road Map for the implementation of FPE. A Gazette that provides conditions on how and when non Swazi children can be admitted and who determines the fees they should pay.

The Ministry  has  put in place some strategies  towards attaining Free Primary and these are:
Extending Primary school entry age from 6 to 9years for grade one; 7 to 11 for grade two. This has been  done to accommodate all out of school children who were above six but not above 11 years old. Sebenta Non- Formal Upper Primary Education {NUPE} has been expanded for children above ten years who seek admission into Grade one. Sebenta is using existing primary school facilities for the NUPE classes while rural Education Centres {RECs} will also be used as Satellites for the program me. In places where the influx will be very high like in urban\ peri-urban schools the shift system will used.

School Infrastructure
Some schools in urban and peri-urban areas have been expanded funded by the European Union (EU) Additional classrooms have constructed through Micro Project and SET Project. 78 Additional Mobile classrooms were allocated and delivered to schools with influx children such Kwaluseni Primary, Phocweni. However some schools were not accessible and had to be allocated permanent structures.

Mobile Teachers Houses
One Hundred and Ninety mobile teachers houses were allocated and distributed to very needy schools. However some were not accessible hence their houses had to be re-allocated to other schools.

Teaching and Learning materials
Free Stationery and Exercise books were distributed to schools in January 2010 before schools while a ten [10%] buffer stock was reserved for supplementary orders. Additional Teachers for FPE. Additional 220 Teachers Posts for FPE were provided by Government. Teachers were posted to schools immediately after identifying the schools. Teachers were also re-diploid from schools with low enrolment to schools with high enrollment.

POST GRADUATE
PGCE and Humanities graduates have been deployed at primary school level in addition to contract teachers who under IDE training.

COLLEGES INTAKE
Expansion of in-take at Nazarene, Ngwane colleges and re-introduced PTD at William Pitcher College.

MANAGEMENT OF THE FPE IN GENERAL
Head teachers are responsible for the day to day management of the entire School and were trained by INSET. The school committee constitution being reviewed to strengthen the roll of the school committees.The Ministry will soon be introducing the positions for Deputy Regional Education Officers to strengthen education management at Regional level. A comprehensive Audit Inspection is being carried out by the newly established Audit Department.


SCHOOL LEVEL OPERATION OF FPE
All teaching and learning materials are supplied before schools open for the New Year.Schools [staff\head and committee] to develop a detailed School Development Plan {SDP} on expenditure, income\budget and projected projects. Ministry to pay per capita grants direct to school account [Electronic Disbursement]. Schools to adhere to their SDP and report expenditure in accordance to budget plan. Schools to submit enrolments in the first week of opening.

SCHOOL INSPECTION
Government has increased the number of regional inspectorate by 13. Ministry awaiting for 9 more new inspectors to be appointed by the appointing Commission. There will be Deputy Regional Education Officer in all four regions to assist the Regional Education officer.
School Inspection is mainly for Monitoring Purposes as they check teaching and learning impact. Check school enrolments, payments and usage of funds as well as support schools through school Administration.

Free Primary Education Unit within the MOET
To compile & interpreted data in collaboration with EMIS to determine school needs.
Carry out Procurement of teaching and learning materials to schools.
Disbursement of teaching and learning materials to schools.
The unit will also calculate and disburse per capita grants to schools on time.
Monitor the usage in collaboration with inspectorate.
To evaluate the implementation of FPE

MINISTRY OF EDUCATION AND TRAINING POLICIES TO SUPPORT FREE PRIMARY EDUCATION [FPE]
Free Primary Education policy\gazette to guide the operations of FPE at school level which also include admissions.
Assessment Framework Policy to provide guidance on assessment & progression\ Repetition of children should be in place.
Procurement and Management of Text books and Exercise at school level should be in place. The School Feeding policy to guide schools and pother supporting agencies on school feeding.

THE ROLE OF PARENTS AND COMMUNITIES IN FREE PRIMARY EDUCATION [FPE]

Government demands parents and communities to play an active role in the provision of schools infrastructure for their children. Parents through the school committee are involved in Planning, budgeting and school expenditure.
Parents through the school committee approve the schools financial report at the end of the year. Parents are expected to provide school uniform for their children. This will harmonize the children s’ attire.
Parents and communities should monitor school daily attendance of their children.


CHALLENGES

• SHORTAGE OF TRANSPORT IN REO.
• LACK OF COMPUTERS FOR WRITING REPORTS.
• SHORTAGE OF OFFICES IN REGIONAL EDUCATION OFFICES.
• SHORTAGE OF TEACHERS HOUSES.
• SHORTAGE OF INSPECTORS HOUSES.
• SHORTAGE OF FURNITURE IN GENERAL.
• MASS MOVEMENT OF PUPILS FROM ONE SCHOOL TO ANOTHER.
• DELAY IN THE PAYMENT OF GRANT

IMPLEMENTATION FREE PRIMARY EDUCATION ROLL OUT PLAN IN GRADE THREE [3] FOR 2011
The Ministry of Education and Training has successfully implemented Free Primary Education in all Grade 1 and 2 public schools with effect from January 2010. The introduction of Free Primary Education will assume a staggered approach rolling it out to grade 3 in 2011, grade 4 in 2012 and so on in subsequent years until the whole primary school cycle is covered in year 2015.

One of the major objectives of Free Primary Education is to remove barriers and increase access to primary school education for all school –going age children to the extent possible. Indeed this objective has been achieved as the enrolments increased from 66 000 in 2009 to 77,923 in 2010 which is a 15% increase for both grade 1 and 2. Grade 1 enrolments increased from 31,245 [2009] to 41, 378 [2010] an increase of 32.4% while in grade 2 the increase was from 34,755 to 36,545 [5.2%]. However, not all the out of schools going age children yielded to the invitation to come to school hence the Ministry still expect these children to register and enroll for Grade 1 in 2011.

SCHOOL GRANT
The Government of Swaziland will provide all children the grant at E580.00 per child  from Grade one to Grade 3 to cover Operational expenses, school feeding, administrative duties [utilities] and Wages for support staff.
PROVISION OF CLASSROOMS:-
The Ministry has been allocated a budget for 68 classrooms only instead of 78 units as provided in 2010.
Teachers Houses.
The Ministry of Education is currently constructing 35 teachers houses in addition to the 190 mobile classrooms delivered to primary schools in 2010

INFRASTRUCTURE
Government has provided a budget for sixty eight classrooms to accommodate progressing children from grade 2. These classrooms are less than the number of mobile classrooms [78] distributed to schools in 2010. The Ministry is suppose to provide at least 78 classrooms for a smooth progressing of pupils accommodated in the mobile classrooms distributed to schools apart from the additional 167 classrooms required. The 68 classrooms have been distributed to schools that were not accessible for the mobile classrooms like Umkhondo Primary.

PROVISION OF SCHOOL FURNITURE
The Ministry has been allocated a budget of E3.5M for school furniture in readiness for the rollout of FPE in grade 3 in 2011. While an additional furniture worth E1M will be allocated and distributed to grades: 4 to 7. The Free Primary Education furniture will be distributed to schools during January, 2011.
CRISIS: Shortage of school furniture has been crisis in all primary schools.

LEARNING AND TEACHING MATERIALS
[i] Stationery and Exercise Books.
The Ministry Of Education and Training has secured E23M for the procurement of Exercise books and stationery packs to Primary schools for the year 2011 January. Seven companies have been awarded tenders to supply the stationery and seven companies specializing in printing have been awarded tenders to print, package exercise books and deliver stationery packs to all primary schools before the schools re-opens in 2011, January.
[ii] Text Books:
The provision of Exercise books through Macmillan Publishing Company will be distributed to all public primary schools in December\ January 2011.  A buffer stock of 10% has been secured to cater for grade 1 and three pupils’ influx in 2011.

ADDITIONAL TEACHERS FOR FPE IN GRADE 3.
220 additional teachers will be needed for the FPE roll out in Grade 3 in 2011. The assumption is that these teachers will cater for all the additional classes in Grade 1 to 3.