In the Kingdom of Eswatini, a new approach is helping prepare students for STEM careers

On our recent visit to Eswatini, our team observed overwhelming enthusiasm among students and teachers during science and mathematics lessons. We were excited to see this, as it bodes well for our efforts to support students in building skills for 21^st century employment. Nomvuselelo Magagula, a Grade 8 student at Madzanga High School in rural Eswatini, vividly recalls a time when mathematics felt like an insurmountable wall. As a primary school student, she struggled with mathematics because it seemed far removed from her own world. Today, her relationship with the subject has transformed. “Mathematics and science are fun and easy now,” she says, her eyes lighting up as she describes the tablets and interactive whiteboard that are central to her new experience.

Her story is far from unique. Nomvuselelo is one of over 2,000 students across 20 pilot schools in Eswatini enjoying the benefits of a revolution in STEM education through the Progressive Mathematics Initiative (PMI) and Progressive Science Initiative (PSI) model funded by the Strengthening Early Childhood Development and Basic Education Systems to Support Human Capital Development in Eswatini Project. The PMI/PSI model is reigniting curiosity and confidence in STEM subjects. What sets it apart is both the classroom technology and the way it combines social constructivism instruction with gender-responsive teacher training to strengthen students’ interest and learning outcomes in Mathematics and Science.

Building a strong STEM foundation

We consider the past while anticipating a positive future. Eswatini’s pre-COVID-19 STEM performance, as highlighted in the Eswatini Education Sector Analysis (2021), revealed that a significant portion of students struggled in mathematics and science. For instance, approximately 25% of junior secondary students failed core English, mathematics, and science. Gender disparities in STEM disciplines remain evident: in the 2024 Junior Certificate Examinations, the pass rate for boys was 76.2%, compared to 70.5% for girls. To address these challenges, Eswatini adopted a new instructional model that allows students to work collaboratively and construct knowledge through shared problem- solving, while teachers provide instructions and coaching. Students use interactive whiteboards and tablets for real-time formative assessments.

Improved STEM learning engagement and teacher capacity development

Watching students adopt these new tools led us to a compelling truth: when learners are placed at the center of instruction, and supported by adequate digital tools and well-equipped teachers, their experience with Mathematics and Science shifts from fear to interest and engagement. We also noticed measurable gains in subject matter knowledge in mathematics and science among the 131 teachers who followed a PMI/PSI model training. For example, the average scores for science teachers grew from 69.8% to 82.8%, a statistically significant progress—and great news for students, too, since research has shown that increased teacher subject knowledge leads to better student achievement.

Although baseline scores in pilot and control schools were generally low, particularly in science where the average score remains far below 40%, we can expect that this 13-point increase in teacher knowledge will improve classroom instruction quality in pilot schools, and thus student outcomes. Importantly, the training provided to teachers incorporates gender-responsive teaching methods designed to strengthen inclusivity and foster classroom environments that encourage girls to develop into confident STEM learners. These emerging and potential gains highlight both the initiative’s immediate benefits and its potential to improve learning outcomes and workforce readiness in the long run.

Challenges and opportunities

Jobs give people dignity, purpose, and stability. Over the next decade, more than one billion young people in developing countries will reach their working age, while only about 400 million new jobs are projected to be created. That’s why job creation is at the center of everything we do, and STEM innovations can be a fuel to drive this agenda in the context of the fourth industrial revolution. The African Union’s Agenda 2063 prioritizes STEM education to harness Africa’s youth potential for accelerated development, and Eswatini shares this vision, aiming to build gender-responsive STEM human capital.

The PMI/PSI model contributes to this goal by laying a solid foundation, with an ambition to reach over 21,000 students in 126 junior secondary schools, deliberately ensuring equal participation of girls. This foundation is critical for generating the skills and innovations to enhance Eswatini’s productivity, competitiveness, and long‑term economic development, and to foster dignity and stability among its population, especially youth.

As the initiative expands to additional schools, both challenges and opportunities persist. A primary issue is the availability of reliable internet connectivity in schools. While the Government of Eswatini provided Internet data bundles to teachers for training and teaching, these have proven insufficient to steadily support teaching and learning, particularly in rural areas. For example, in the Shiselweni Region, only about 40% of schools have access to the internet for teaching and learning.

Encouragingly, the Government of Eswatini’s participation in the Giga initiative led by UNICEF and the International Telecommunication Union (ITU) aims to connect every school to the Internet, offering potential for equitable expansion of the PMI/PSI model. In addition, the integration of the PSI/PMI modules into local teacher training institutions is an opportunity for cost-effective sustainability. It would result in strengthened capacity within pre-service training institutions, and sustainable expansion through in-service teacher professional training level.

Lessons from the team

This intervention demonstrates that meaningful STEM education reform is achievable when technology, pedagogy, and teacher support advancement together. For teams pursuing similar initiatives, the key lessons are clear: pair digital tools with a strong instructional model, prioritize continuous teacher development, account for connectivity and infrastructure constraints, and involve local teacher training institutions to ensure sustainability.

Eswatini’s STEM approach shows that with adequate partnerships, smart design, and a commitment to equity, even a small pilot can lay the groundwork for system-wide transformation and a stronger pipeline of future-ready STEM talent for jobs.