The structure, budget, and programs of the university commonly shared by the countries of Botswana, Lesotho, and Swaziland are described. (DE)

At the time of independence in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious shortages of teachers, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government…

The degree of predictive validity and the relationship with previous learning conditions were studied for measures used in admission procedures for upgrading courses in science and mathematics in Botswana, Lesotho, and Swaziland. School results, achievement tests, aptitude tests, and ability tests were evaluated for students leaving secondary…

This paper presents an overview of educational policymaking in several developing countries in Africa by (1) examining the nature of various educational policies in these countries; (2) drawing comparative generalizations from the outcomes of the objectives of these policies; and (3) recommending ways to avoid the failure of educational reforms.…

Innovative programs for the promotion of small-scale enterprise are being conducted by a variety of organizations, including universities, government agencies, international research institutes, and voluntary assistance agencies. Their activities encompass basic extension services, management of cooperatives, community action programs, and…

Descriptive correlational research employing a mailed questionnaire was used to study perceptions of agricultural education professionals regarding Swaziland's preservice teacher education program in agriculture. Areas examined were student selection, student teaching, inservice education, teacher educators, coordination and linkage with other…