Teachers’ Perspectives on the Effects of Free Primary Education Policy of the Kingdom of Eswatini on Education Quality in Public Schools

Abstract

This article offers an analysis of the perspectives and experiences of teachers from the Kingdom of Eswatini in the Ka-Bhudla Primary School concerning the effects of the Free Primary Education policy (FPE) on the quality of education in public schools. The purpose of the study is to determine the effects of the FPE policy implementation in the quality of education. The article employs a qualitative research paradigm in terms of a case study method. Semi-structured interviews were held with one school principal and eight primary school teachers. These interviews were complemented with unobtrusive research methods in terms of a conceptual and documentary analysis by way of a literature review. The findings revealed the emergence of adverse consequences following the implementation of the FPE policy in the Kingdom of Eswatini. The quality of education at the Ka-Bhudla Primary School declined drastically as a result of increased learner enrolments and a lack of support from the Eswatini government.