BY SIFISO NHLABATSI
MBABANE— The proposed Sebenta National Institute Bill, 2026 could open a new chapter for thousands of emaSwati who did not follow the conventional education route, providing opportunities to have skills and knowledge gained through life and work formally recognised.
The Bill, which was tabled by Minister for Education and Training Owen Nxumalo, seeks to place Sebenta National Institute on a firm statutory footing after more than six decades of providing literacy, alternative education, lifelong learning and vocational skills training.
For an ordinary Liswati who left school early, learned a trade through practical experience or needs to acquire new skills later in life, the proposed law could provide a pathway towards having that learning recognised within the national education and training system.
The Minister told the Portfolio Committee on the Ministry of Education and Training that the Bill seeks to create opportunities for people who acquired valuable knowledge and competencies outside the conventional school system to have their learning assessed, validated and recognised for progression, certification and attainment of qualifications.
This means that learning gained through employment, vocational practice, community engagement, non-formal education and life experience could increasingly have a route into formal recognition.
The proposed legislation also broadens Sebenta’s mandate beyond its traditional association with adult literacy.
It provides for basic literacy, alternative education, lifelong learning and vocational skills training for out-of-school children, youth, adults and, following a proposed amendment, persons with disabilities.
For young people and adults looking for practical opportunities, the Committee highlighted the importance of programmes that can support employment, entrepreneurship and local productive capacity.
Members also encouraged diversification into areas such as agriculture and other practical disciplines, while calling for Sebenta’s programmes to remain aligned with the skills required by the country’s labour market.
The Bill could therefore benefit a person who wants to improve their literacy, acquire a practical skill, formalise experience gained at work or pursue further learning without necessarily having followed the traditional school-to-college pathway.
Another important change is the proposed legal status of Sebenta.
The Bill seeks to establish the Institute as a statutory body corporate with legal personality, enabling it to hold property, enter into contracts and manage its affairs under a clear legislative framework.
The Minister explained that some of Sebenta’s immovable property is currently registered under the names of Board of Trustees members, some of whom are deceased. The proposed legal status is intended to address this situation while strengthening the Institute’s institutional foundation.
The legislation could also strengthen Sebenta’s ability to work with development partners and other organisations.
According to the Minister, the Institute works with organisations including USAID/PEPFAR, World Vision and the United Nations family and is in advanced negotiations with the Commonwealth of Learning for possible funding and collaboration. The Minister said these agreements require Sebenta to be a statutory body corporate with legal personality.
For learners, this could translate into expanded opportunities as the Institute develops partnerships and seeks additional resources for education and skills programmes.
Access is another area the Committee wants strengthened.
Members called for Sebenta programmes to reach rural and underserved communities, while encouraging greater use of digital and online learning to overcome geographical barriers.
The Institute told the Committee that it increasingly favours flexible, community-based learning spaces rather than permanent infrastructure because of the costs of constructing and maintaining dedicated facilities. It also conducts community needs assessments and sources facilitators according to identified training requirements.
This approach could make it easier for people to access training closer to their communities rather than having to depend entirely on traditional education institutions.
The Committee also examined the stigma historically associated with Sebenta.
The Institute told Members that it was working to reposition itself, including changing its slogan from “Imfundvo Yebantfu Labadzala” to “Imfundvo Yawonke Wonke” and introducing graduation ceremonies to showcase learner achievements.
The Committee further considered affordability, recognising that practical training can require materials, machinery and facilitators. Sebenta maintained that its programmes remained comparatively affordable, while exploring partnerships and income-generating initiatives to strengthen its financial sustainability.
The proposed law could also strengthen education opportunities for vulnerable groups.
His Majesty’s Correctional Services highlighted Sebenta’s role in providing education to inmates, from basic literacy towards higher levels of education, including Grade Seven. Concerns were raised over inadequate teaching and learning materials in correctional facilities.
Ultimately, the Committee found that passing the Bill would provide Sebenta with a firm statutory foundation but stressed that legislation alone would not be enough.
It recommended that Sebenta’s programmes and qualifications be appropriately accredited and recognised, continuously aligned with national skills and labour-market requirements, and linked to pathways for further education, employment and entrepreneurship.
The Committee further recommended that regulations needed to implement the Act be developed and tabled in Parliament within six months of the Act’s commencement.
If enacted and effectively implemented, the proposed law could therefore transform Sebenta from an institution often associated primarily with adult literacy into a broader gateway for lifelong learning, skills recognition and second-chance education.
For an ordinary Liswati, the opportunity is simple: learning does not have to end because the traditional school route ended.
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(Courtesy Pic)
