By NOXOLO DLAMINI
PIGGS PEAK – The Ministry of Education and Training (MOET) is moving to improve learning conditions at Lufafa Primary School and Gobolondlo Primary School, with interventions targeting early childhood education facilities, classroom roofing and shortages of student desks.
The Ministry’s team, led by Principal Secretary Nanikie Mnisi, visited the two schools yesterday as part of ongoing efforts to assess infrastructure challenges and ensure that learners have access to safe and conducive learning environments.
At Lufafa Primary School, the Ministry has committed to supporting the construction of a Grade Zero classroom to improve facilities for early childhood learners.
The school is also among 359 primary schools nationwide benefiting from a World Bank project that is installing outdoor learning facilities.
The Ministry is working urgently to replace existing makeshift structures used for learning, with the aim of protecting young learners from rain and dust while reducing congestion.
The condition of temporary learning structures remains a concern, particularly for early childhood learners who require safe and appropriate spaces to support their development.
In addition to classroom improvements, the Ministry has highlighted the need for roofing materials for a building at Lufafa Primary School.
Peak Timbers has contributed towards this need through its Corporate Social Responsibility programme, an intervention acknowledged by the Ministry as it called on other private sector partners to support school infrastructure development.
The appeal underscores the role businesses can play in complementing government efforts to improve the quality of education by supporting schools with essential resources.
Meanwhile, both Lufafa Primary School and Gobolondlo Primary School urgently require student desks, with steps being taken to address the shortage.
The provision of adequate furniture and suitable classrooms is essential to creating an environment in which learners can participate effectively in lessons and teachers can deliver the curriculum under appropriate conditions.
The interventions form part of the Ministry’s broader commitment to improving school infrastructure and ensuring that every child in Eswatini learns in a safe, dignified and supportive environment, in line with Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education.
While the planned classroom construction, roofing support and furniture interventions represent progress, addressing the outstanding needs at the two schools remains crucial to improving the daily learning experience of pupils.
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