<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Qand’elihle G. S. N. Simelane</style></author><author><style face="normal" font="default" size="100%">S’lungile Kindness   Thwala</style></author><author><style face="normal" font="default" size="100%">Thuli Mamba</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">counselling</style></keyword><keyword><style  face="normal" font="default" size="100%">policy</style></keyword><keyword><style  face="normal" font="default" size="100%">practice</style></keyword><keyword><style  face="normal" font="default" size="100%">pregnancy</style></keyword><keyword><style  face="normal" font="default" size="100%">re-entry</style></keyword><keyword><style  face="normal" font="default" size="100%">Swaziland</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420056108.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre.  The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the girl was previously attending.’  The study documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities.  Schools are not coping with the evolving and expanding role in helping children develop.  The study concludes that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school.  It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions.  There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to be hypocritical.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">115-127</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lindiwe Rose   Matsenjwa</style></author><author><style face="normal" font="default" size="100%">S’lungile Kindness   Thwala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">measurement</style></keyword><keyword><style  face="normal" font="default" size="100%">primary teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055125.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">55</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">74-87</style></section></record></records></xml>