Sunday 6 May 2018

CORRUPTION IN THE EARLY CHURCH: Assignment written for Professor Rakotsoane


The early Church suffered a great confusion and distress due to the era where it lost its identity because of the love of money. Challenges like the task of building St Peters demanded lucrative amounts of money. The church and the state relationship also contributed immensely to the corruption that dominated the early Church. The fees charged by priests for ministering sacraments, the introduction of indulgence and selling of church positions through simony which were greatly challenged by reformers and contributed to the call for reformation.

Although the Lateran council directed that no priest was supposed to charge a fee for giving the service of sacraments, but the sacraments became commodities for sale in the early church (Zigira, 1999). That is to say the Catholic bishops were to speak what is regarded as the sacred commerce between heaven and earth. They were considered as middlemen between men’s salvation and God. Exuberant amount of money was paid to them for one to receive some religious objects.

Those who could afford them were the only people who could have them. Medieval priests were baptizing, hearing confessions, grant absolutions and anointing the sick with oil which were sacraments of extreme unction for money. It is clear that the less privileged were deprived the opportunity to receive such lucrative services from priests. Only money made it possible for people in the medieval Church era which compromised the teachings of the Bible that the Gospel is free. The above acts later fuelled the reformation in the early church.

The issue of indulgence is also core to the debate of commercializing the Gospel by early church authorities. An indulgency was a heresy that became popular during the time of purgatory ideology. They were granted by Popes, Bishops and Archbishops sometimes (Broussard, 2012). It was a piece of paper or certificate that one was given after paying or giving a certain bulk amount of offering to the church. We have to bare it in our minds that it was due to the demanding construction project of St Peter that also contributed to this situation. Money was needed and a lot of revenue was needed for that project.

The indulgence certificate was so popular and trending during this time with sugar-coated teachings about it. They were said to have the authority to cancel out previous sins. On this issue and in his response, Martin Luther wrote a letter to the Archbishop of Mainz tensely expressing his dissatisfaction about this ideology. In that letter, he outpoured his emotions and points out that souls were believing that they had to purchase the letter of indulgence in order to be saved. He further posits that the casting of contributions to the money-box was an automatically redemption of souls out of purgatory and that indulgences had the power to undo every committed sin no matter how big it was. For him this was in sharp contrary to the true teachings of the church (Halsall, 1998). This clearly indicate how desperate the church was to get money and how far they could go in compromising the Gospel. The indulgence looked like a replacement of the blood of Jesus Christ to salvation which later made reformers to stand up and challenge the church for this ideology.

As though that was not enough, the selling of church offices in the medieval church as common as taking a morning bath. That act is what is called simony according to Zigira. Money was in total control in the medieval church officials. Parishes were transacted to priests who were illiterate and clergy who could afford even more that one parish. Even more than one diocese were bought by bishops for themselves. Undeserving people stared occupying many offices for power and to get more money that giving service to the church. The worse of all was that even the papacy was up for sale to those who had money. A reference is made of Rodrigo Borgia who got to papacy through simony. Pope’s like Alexander in 1492 also ordained his son as a bishop and later as a cardinal. This indicates how corrupt the church was and all that were pointers to reformation which later took place to do a damage control.

Reformers like Martin Luther did not like the chaos they observed in the church. They identified an immediate need for reformation. This was due to the what (van Liere, 1999) calls the power-hungry popes and bishops, who enriched themselves by collecting tithes from unfortunate peasants who were misguided to the likes of indulgences. The reformation was a movement that was aiming at reshaping the image of the church and bringing back its dignity and trust. This was by correcting those errors it the church through castigation and opposition of those immorality that dominated the medieval church.

In addition to that, reformation was trying to take the church back to the scripture as having authority sola scriptura not the popes and bishops as it was in this case. They were also aiming at restoring the power and teachings of grace to salvation not through indulgences. Bayer (2005) postulates that reformers like Luther fought tirelessly against the Roman papacy. This fight was based on the arguments of facts that proved to be varnishing away from the church due to immorality and corruption. Halsall adds that Luther went as far as viewing the church authorities as criminals.

The extent to which the situation had gone opened room for reformation. It is why Barraclough (1968) alludes that reformers like Luther are credited with bringing the church back to its original New Testament ideal. This clearly shows how needed the reformation was in as far as correcting the situation that existed in the medieval church was concerned. Reformers like John Huss also challenged the church and called for changes. This includes the depriving of the clergy their wealth and living an apostolic life. He further argued that public sins like simony needed to be made subject to punishment. This was because the church had gone too far trying to accumulate money for itself and its officials which compromised the standard of the Gospel.

The Church could do anything to get money from all and sundry. This includes indulgences and selling of church offices. These led to the church becoming very rich and forgetting about its primary mandate. The situation led to reformation where reformers responded to correct the situation that prevailed within the medieval church. The movement was just a response to the situation that was getting out of hand every single day within the church. This had a clear agenda of restoring the church to its original doctrine of truth not the compromise to accumulate wealth.


REFERENCES

Barraclough, G. (1968). The Medieval Papacy: History of the European Civilization Library.

     New York

Bayer, O. (2005). The reformation Theologians: An introduction to Theology in the early

     Modern period. Oxford: Blackwell Publishing

Broussard, K. (2012). The Corruption of the Catholic Church. Accessed 26 February 2018


Halsall, P. (1998). Medieval Sourcebook: Martin Luther: Letter to the Archbishop of Mainz,

     1517. Accessed 26 February 26, 2018


Halsall, P. (1998). Medieval Sourcebook: Petrarch: Letter criticizing the Avignon Papacy.

     Accessed 26 February 26, 2018


Luther, M. (n.d). The Babylonian Captivity of the Church: A Prelude 1520, Jesus. Martin Luther,

     Augustinian, to his friend, Herman Tulich. Accessed 26 February 2018


van Liere, F. (1999). The ORB: On-line Reference Book for Medieval Studies: “Was the

     Medieval Church Corrupt?” Accessed 26 February 26, 2018


Zigira, C.A.B. (1999). The Reformation. Kwaluseni: University of Swaziland

Factors that made a number of Swazis to support the Imbokodvo National Movement and reasons that made the Imbokodvo to be victor during the 1967 national elections.


Mr Bongani Mhlanga, the blog publisher

Strong political pressure of Nationalism among the Swazis immensely led to the establishment of political parties. The emergence of elite and influential Swazis like Dr Ambrose Zwane and John Nquku changed the political landscape of Swaziland. King Sobhuza II charismatic leadership and quality education he received from Lovedale made him to stand strong and face the challenge and pressure of that time and formed his own party (the Imbokodvo (grindstone)[1] National Movement) which became a force to be reckon within the Swazi political arena. Therefore, this piece of work purports to discuss two factors that made a number of Swazis to support the Imbokodvo National Movement. It will also explain using three reasons that made the Imbokodvo to be victor during the 1967 national elections.

The elections were contestant by only four parties, being the Ngwane National Liberatory Congress, the Imbokodvo National Movement, the Swaziland United Front and the Swaziland Progressive Party.  [2] Swazis had enough time to look, plan and take a decision on which party to support. Many Swazis voted and were fully behind the Imbokodvo National Movement. This shows that the Imbokodvo National Movement was able to buy much interest and was appealing to a majority of Swazis. The questions remains as how did it succeed in this tough task out of all the parties.

Many Swazis chose the Imbokodvo National Movement because it was a non-discriminating party. It was not discriminatory in the sense that while in the other parties only the elitist, rich and educated people were allowed to be members. However, on a varying note the Imbokodvo National Movement opened its membership to all Swazis irrespective whether they were rich, poor, educated, uneducated.[3] These inclusive and accommodative elements of the Imbokodvo National Movement acted as a positive catalyst for gaining immense support among Swazis, since by then many Swazis were poor and uneducated. So as a result, such ideologies were seen by the Swazis as responding perfectly to their social and economic status, thus making it popular with the poor and uneducated Swazis. To support the non-discriminatory ideologies Simelane posits that the Imbokodvo National Movement believed the educated would bring professional quality to the movement while the uneducated would boost the movement with wisdom, thus making both the educated and uneducated equally important in the movement. The Imbokodvo National Movement therefore saw itself with an overwhelming support than the other parties.

Dlamini attest that the Imbokodvo is not a party but a movement of the people, which represent the interests of the entire people of Swaziland and serves to fulfill their needs, expectations and aspirations.[4] In addition to that, the Imbokodvo lies in its endeavors to try and translate the aspirations of the people of Swaziland into law, development projects, strategy and policy. It does not wish to impose on the people foreign ideologies. The Movement seeks to take the social structure, ideas, customs and philosophy of the Swazis as a starting point.[5] Thus this thought makes one to clearly underline the strategies used by the Imbokodvo and its ideologies to win the hearts of many Swazis.

Secondly, many Swazis supported the Imbokodvo National Movement because other parties had internal conflicts.[6] After the 1964 elections, many parties had leadership disputes which resulted in some parties splitting while others were completely dissolved which is evidence of disunity that existed in other parties. The Imbokodvo continued to enjoy peace which worked as an advantage because members of the other parties left their parties and join the Imbokodvo National Movement, since there was peace and unity. This made the Imbokodvo to be more powerful and one the popular parties however, matters were made worse when prominent members rejected their parties and joined the Imbokodvo. For example Arthur Khoza of the Ngwane National Liberatory Congress.

The above submission concur with Swazis prominent belief that parties were associated with umbango (quarrels), so many Swazis hated being associated with umbango, so they distanced themselves from such. This inevitably resulted to the Imbokodvo National Movement to gain considerable support as some members from the other parties join the movement, where unity and tranquility prevails since a symbol of peace and unity exist, the King.

Having demonstrated above the key factors that made a number of Swazis to support the Imbokodvo National Movement, the winning of the movement was eminent, so this last portion of the essay will explain reasons why the Imbokodvo won the national elections in 1967. One of the vital reasons that led the Imbokodvo to overwhelming victory was the influence of the chiefs in rural areas who campaign extensively for the Imbokodvo National Movement and the King.[7]  

Under the instruction from King Sobhuza II who was the party leader, (Tikhulu/Boshifu) Chiefs were instructed to preach a gospel of Imbokodvo National Movement glorification amongst their subjects. This was made possible because chiefs are appointed by the King, so there was no way in which they were to defy the king’s command, whom they were installed to serve. It is said that the chiefs refused to grant permission to the other parties to hold meetings in their respective areas; this demonstrates clearly that sometimes the Imbokodvo National Movement employed force and threats in its endeavor to win the elections. Consequently, those who were said to oppose the Imbokodvo National Movement were threatened with eviction, so such a threat compelled Swazis to vote for the Imbokodvo instead of losing the land and surviving being enemies with authorities.

Another reason that acted as positive catalyst in propelling the Imbokodvo National Movement to its emphatic victory in the 1967 elections, was staging its campaign mostly in rural areas.[8] This worked as an advantage to the Imbokodvo because many people were found in rural areas as they can’t afford to live in the urban areas due to lack of employment and their over-reliance on subsistence farming. To qualify this, Simelane postulates that 80% of the population during the elections lives in rural areas, which inevitably made it easier for the movement to get more votes as it has been mentioned earlier on that the people were threatened with eviction, if they do not join and also the fact that the other parties were not allowed to hold their meetings in rural areas.[9] This means that those Swazis in rural areas were automatically going to vote for the Imbokodvo.

Moreover, other parties like the Ngwane National Liberatory Congress focused their attention in the Sugar belts (Lubombo Ranches and Mhlume Sugar Estate).[10] Such strides could not bear any positive fruits because only a sizeable minority could be obtained because a majority of Swazis were unemployed residing in rural areas they mainly depended on subsistence farming for their livelihood. Therefore, it was impossible for the Ngwane National Liberatory Congress to win the elections other than mere participation. It worth an observation that education alone cannot be an answer in enhancing our wisdom, but natural wisdom as well can propels us into our dreams and aspirations. This was demonstrated by the King Sobhuza II, even though he was educated but he still maximized the natural wisdom of the chiefs, which resulted in the emphatic win of the National Elections of 1967.

Another reason that made the Imbokodvo to win the National Elections with flying colors were the symbols that the Imbokodvo used as opposed to its counterparts. The Imbokodvo used a sibaya (kraal) and Imbokodvo inside the kraal which were relevant even to non-educated Swazis. It had that implication of protection and the fact that Imbokodvo was used to grind maize in homesteads. It meant the party was to crush anything that cause a threat to Swazis. Other parties used very unpopular symbols and party names that made Swazis to distance themselves from the parties and clang to the Imbokodvo which led to its great victory during the National Election of 1967.

In conclusion, even though the political landscape seemed imbalance in Swaziland, other parties continued to be resilient until 1972 when the Imbokodvo was defeated. King Sobhuza II as a founder of the Imbokodvo upon realizing that his party has been defeated, he strategically introduced the 1973 Decree, banning all political parties in Swaziland. This marked an end to an eventful political field in Swaziland however, the Imbokodvo never seize to exist as its members were still dominating in parliament, which showed clearly that Swaziland remained a one party state and that party is Imbokodvo.


 BIBLIOGRAPHY

Cooper J.O. History of Southern Africa. London: James Curry Publishers, 1994.

Dlamini M. J. The Philosophy, Politics and Objects of the Imbokodvo National Movement.

          Mbabane: Printing and Publishing Company LTD, 1972.

Dlamini S. Swaziland in Focus. Manzini: Macmillan, 2012.

Matsebula J. S. M. A History of Swaziland: Cape Town: Longman, 1988.

Simelane C . Political and Economic Developments in Swaziland 1945-1995.Mbabane: T/A Kay

          Cee Enterprise, 2011.

Simelane L. A Handbook of the History of Swaziland from 1945-1995. Lobamba: Swaziland

          National Archives, 2014.

Internet sources

Macmillan, H. "Swaziland: Decolonisation and the Triumph of 'Tradition'", The Journal of

          Modern African Studies, 23(4), December 1985, http://www.jstor.org/stable/160683

          (accessed date February 8, 2018).

Patrick, R. M. “Modern Swazi History: 1900 To Present”, July 2000 www.sntc.org.sz (Accessed

          date February 6, 2018)



[1] R. M. Patricks,” Modern Swazi History: 1900 To Present”, July 2000 www.sntc.org.sz (Accessed date February 6, 2018)

2 J. S. M. Matsebula, A History of Swaziland(Cape Town: Longman, 1988) pg243
[3] S. Dlamini, Swaziland in Focus(Manzini:Macillan,2012) pg20
[4] M. J. Dlamini, The Philosophy, Politics and Objects of the Imbokodvo National Movement (Mbabane: Swaziland Printing and Publishing Company LTD,1972) pg 4
[5]Ibid pg5
[6] J. S. M. Matsebula, A History of Swaziland (Cape Town: Longman,1988) pg243
[7] S. Dlamini, Swaziland in Focus (Manzini:Macmillan,2012) pg21
[8] J. D. Omer Cooper, History of Southern Africa (London: James Curry Publishers, 1994) pg252
[9] C. Simelane, Political and Economic Developments in Swaziland 1945-1995 (Mbabane: T/A Kay Cee Enterprise, 2011) pg17
[10] J. D. Omer Cooper ,History of Southern Africa (London: James Curry Publishers, 1994) pg252

Issues addressed in those Letters that are authentic to Paul the Apostle: An assignment for Dr Tofa (New Testament lecturer at the University of Eswatini)


The New Testament has about 13 letters that tradition accredit to Paul as the novelist. Scholars have argued this thought looking closely at the style, message and theology of him that pins down 7 of the letters to be the authentic letters of Paul. These are called Pauline epistles. Key issues are addressed in those epistles which are Romans, I and II Corinthians, Galatians, I Thessalonians, Philippians and Philemon. These include the imminent second coming of Christ, the Christology of Paul, and justification by faith, and Christian conduct as key issues that are discussed in Pauline authentic epistles.

Many scholars believe that I Thessalonians is the 1st letter to have been written by Paul to the church in Thessalonica. The message in this letter is faith, hope and love. The Apostle was inspiring them to soldier on due to the pressure of persecution that the church was going through. He encourages them to remain steadfast and gives them some instructions. Like other churches where some correction needed to be done, this letter also tries to do the same to the church in Thessalonica. He teaches about how one has to take a wife which indicates the lines of arguments or center of controversies that either he heard about or that he wanted to just clarify to the church. With the Thessalonians it is just a placid letter that is full of hope and exhortations. There are issues of eschatology that are discussed in this letter. Paul talks about the second coming of Christ called the Second Advent or the Parousia (Hu, 2013). Some people were claiming that Christ had come, some people left occupation and all that confusion, so chapter 5 of I Thessalonians opens up with signs that will indicate the second coming of Christ.

Another letter to my confab is the epistle of Paul to the church in Galatia. Gundry (2012) gives name to the letter to Galatians as the early letter of Paul. The issue that dominates this letter is Judaizing controversy. The early church members were Jews and as the Gospel continued to be preached, more people joined the church including non-Jewish Christians or Gentile Christians in common term. This brought a conflict as the Jewish Christians believed on keeping the Laws like circumcision for Christians to be accepted and be members of the church. This is attested by Galatians 5:2 “Now I, Paul, say to you that if you receive circumcision, Christ will be of no advantage to you”. This is the central debate and theme of the issue in the book to the Galatians. The calling of Paul is not left out from the skirmish, hence he opens with a response statement that he was called by God not by men which alludes that there were conflicts which challenged his apostleship. It is believed that some superlative apostles came to challenge the apostleship of Paul. In this letter, he strongly talks against them and the tone is of anger as he refute their challenge by declaring himself as called by God not by men as in Galatians 1:1 “Paul an apostle—not from men nor through man, but through Jesus Christ…”. Galatians also addresses the issues of law versus grace, works versus faith and flesh versus spirit. It is similar to the letter to the Romans hence some scholars call Romans as Galatians in boom.

The book to the Romans is also one of the major letters that are authentic to Paul. It has a lot of issues that Apostle Paul is addressing. Some scholars call this book ‘the Paul’s Testament’ since it has all the theologies and ideologies of Paul. Some calls it Galatians in boom to mean that it is has the same ideologies as discussed in Galatians just that it is more detailed in Romans. The salvation by grace through faith is deliberated in details. It is clear that Gnosticism teachings which taught about salvation through knowledge (Meyer, 2018) were dominating this area. It had much influence in the church and Paul had to respond to them though it is believed to be a church he had never visited nor founded.

Gundry points to justification as the central theme of Romans. The justification of faith through Abraham in chapter four is covered in details. The book also addresses morality issues that were said to have dominated the church. Johnson (2006) posits that Romans is considered as the central writing in the Pauline corpus because of its subject matter as well as the length, power and clarity of its arguments. Paul had not been to Rome and this church was not founded by him but it looks like he was preparing an immediate visit to Rome (Romans 1:11). There were issues of idolatry and sexual immorality like homosexuality that prevailed in Rome

The letters to the Corinthians forms part of what scholars calls the major letters of Paul. The relationship of Paul with the church in Corinth is worth an observation. There are about 4 letters that scholars identify to have been written by Paul to the Corinthian church. It is a letter that was a response to the report by the Chloe’s about quarreling of brethren (1 Corinthians 1:11). There was division amongst them, some calling themselves of Paul, some of Apollos, Cephas and some called themselves of Christ. Paul castigates the division in the church and calls them to unity. The church was surrounded by the ungodly culture since the city was a center of trade. There temples of gods and a lot of immoral practices. He also touches in detail the issues of marriage, divorce and celibacy. He also explains the conduct of women in church services like the covering of the head. The theology of Paul on grace by faith to salvation is one major argument of Paul that has a great impact to present time in the theology of the church. Here he argues against works but puts more emphasis on grace (Klassek, 2012).

In summary about this book, it can be said that I Corinthians address the following issues; factionalism, sexual immorality, lawsuits, marriage and divorce issues, food dedicated to idols, the bare headedness of women praying and prophesying in church meetings, desecration of the Lord’s Supper, uncontrolled tongues-speaking which was causing confusion, denial of a future resurrection, and the business of collecting money for an offering to the church in Jerusalem. The tone of II Corinthians is a bit softer than the first one. Paul commends the church for standing with him against his oppositions and defends his calling which alludes that he was facing great opposition from other church leaders.

The letter to the Philippians is one of the authentic epistles of Paul which was written to give encouragement to the Church in suffering, most likely inspired by his imprisonment. Its audience is the Church at Philippi. There church was going through persecution from Judaizers. Paul uses his imprisonment to inspire the church to brave on the hardship they were going through. The church at Philippi appears to be Paul’s favorite. This is due to the continued support he got from the church. It is a thank you note, Paul is just happy about everything about this church.

The last letter I will discuss is the letter to Philemon. The letter was written by Paul while he was in prison. It is a personal letter to Philemon who might be closely related to Paul or a companion in faith. The main theme of the book is reconciliation (Bailey, 2010). There is an irony where he urge the slave master Philemon to accept the escaped slave Onesimus and pledge to repay all the damages yet he is unemployed but in prison. The question that pops up to a scholar’s mind is how is he going to pay it, but in fact he was negotiating and talking to a close friend who was going to understand him. He no longer sees him as a slave but a son of Paul in Philemon 1: 10.

The authentic letters of Paul share some common features; their messages are almost the same. They were addressing some issues from church to church but they have the gist of the Pauline theology. They explore much on grace, the second coming of Christ, freedom from the Law, addressing heresy teachings like Gnosticism.

 REFERANCES
Bayle, R. A. (2010). “The Structure of Paul’s Letters” 5th Ed. Accessed 20 March, 2018.


Eaglen, J. (2006). The presence of “high” Christology in the letters of Paul the Apostle. Georgia:

          The University of Georgia

Gundry, H. R. (2012). A survey of the New Testament, 5th Edition. Zondervan

Hu, W. (2013). “Study of Pauline Epistles in the New Testament Using Machine Learning”

          Sociology Mind. Vol.3, No.2, 193-203. Published Online April 2013 in SciRes

          http://www.scirp.org/journal/sm

Klassek, J. (2012). “Five major themes in Paul’s writing compared with Jesus’ teachings”

          Accessed 12 March, 2018 http://www.message7.org/discuss/five-major-themes-of-pauls


Mayer, L. (2018). “Gnosticism And Its Influence On Christianity”. Accessed March 12, 2018

Mr Bongani Mhlanga

 

 

NYAKATFO HIGH SCHOOL MINI RESEARCH PROJECT


RESEARCH TOPIC


The Academic Transition at Nyakatfo High School: The Pupils’ Perspectives


1.0 CHAPTER 1 - BACKGROUND OF THE STUDY


1.1 INTRODUCTION

Nyakatfo High School has a record of being one of the best performing schools in the rural areas in the Northern Hhohho.  This is supported by a report that was made by the minister of education when releasing the Junior Secondary (JC) results in 2016 where he said that the high achieving rural high schools includes Ebenezer, Duze, Mshengu, Mantambe, Nyakatfo and Free Evangelical High School (Sukati, 2016). This created curiosity for the researcher to investigate how the school has transformed learners in the process of education from form 1 to form 4.

1.2 PROBLEM STATEMENT

Students happen to come with STD 5 results that are not much good and the expectation is that the schools should transform them to become better in both JC and SGCSE regardless of how they were in STD 5. There was a need to investigate how that transformation happens in this high school and how students perceive the transition from primary schools to secondary and high school at this high school.

1.3 OBJECTIVES OF THE STUDY

The study might help to:
1.      Discuss the strength and weakness of the school as far as transforming students’ academic performances as they go through from JC to SGCSE.
2.      Analyze the strategies that best students use to make it in subjects that some students struggle on.
3.      Describe how the school has managed to transform the current form 4 students that went through the process of the school from form 1 to form 4.
4.      Give an analytical statistics of the performance of the school in transforming students’ results.
5.      Explain the practices that help pupils to do better and some recommendations they have which can help them to do better.

1.4 SIGNIFICANCE OF THE STUDY

The study may help other researchers to understand the experiences and practices of schools that help pupils to perform better. Since every school wants to know how best they can improve to achieve obtaining best results through transformation of pupil’s results from worse to best. The study may also be handful to other researchers who want to study the same phenomenon in different schools thus inform more about teaching and learning in different schools around Eswatini and beyond.

1.5 HYPOTHESIS

Nyakatfo High School transforms pupils academically from form 1 to form 5. This study was to prove  the authenticity of this hypothesis with the results of the findings and the chemistry behind its success from the point of view of the pupils.


1.6 THE LIMITATION OF THE STUDY

As the researcher is part of the staff members, there were possibilities that pupils were to be uncomfortable to share more personal challenges that they face with some teachers for the fear of victimisation. This was overcome by being as flexible as we could and assuring them about the confidentiality of the information they will give. They did not write their names to the personal questionnaire to affirm the researcher's commitment to confidentiality of the information they gave.

2.0 - CHAPTER 2 - LITERATURE REVIEW

Since government has adopted the Free Primary Education (FPE) in 2005, the government had shown much commitment to ensure equal opportunities to all Swazi children. We have special cases of pupils who dropped out of school due to lack of funds (Khumalo, 2013). The HIV and AIDS pandemic have worsened the situation by stealing bread winners to many family members. The great migration of pupils to school due to FPE has brought curiosity to many about the quality of education to be offered to those Swazi kids. Even after that, we have realized best performing pupils even in rural areas like Nyakatfo High School which is my focus of study for this research.

Schools like Evelyn Baring High falls under the best performers in the kingdom, this is attested by their motto; EXCELSIOR. The information does not give us more of what really are they doing so well to make them stay on top of the league (EduCare, 2018). In another note, Pressreader (2017) wrote an interesting article about one of the best performing school in the Northern Hhohho called Timphisini High School. The article reveals the principal of the school Mr. Sifiso Maseko bringing a tip of their success iceberg that their main focus on student centred learning including supporting afternoon studies has yielded good results for them as the school. The articles do not give us the gist of the matter behind the success stories of those schools. There is therefore a gap that is worth an inquiry where we will identify and discuss the processes from the point of view of pupils as far as academic excellence is concerned.

3.0 CHAPTER 3 - METHODOLOGY

3.1 DATA COLLECTION PROCEDURE AND INSTRUMENTS TO BE USED

Data collection tools were personal questionnaires which were given to every form 4 student to write for statistical purposes. Pupils were to respond to personal questions by writing. A focus group dialogues was also used to a sample of a group that forms more than half of the form 4s who have gone through the stages of education (from form 1-4) at Nyakatfo High School. They were engaged in a dialogue and shared their experiences since form 1 in the school. An open ended questionnaire was  used to collect data for the research. A recording device was also be used to record the focus group discussion to be used when writing the project with the consent of the pupils and the school administration.

CHAPTER 4.0 - DATA PRESENTATION AND ANALYSIS

4.1 ACADEMIC TRANSITION OF PUPILS FROM STD 5 TO JC

Nyakatfo High School has managed to produce the best results since it started operation in January 2011. The school usually accept all pupils regardless of the result they got in STD 5. They accept from third Class to Merits but in most cases the school receive minimal of merits. The school has managed to transform the pupils’ results by accepting a group without merits and produce merits in JC. This shows the school’s ability and success in shaping the future of the young stars. In the group we have interviewed in this research we found the remarkable transition of pupils’ academic performance. The third classes that were accepted from STD 5 were reduced and the second classes were also reduced but an increase with first classes and a new record of merits which were not accepted in STD 5.

The graph below shows the academic transition in Nyakatfo High School from form 1 to form 4.

 
The graph shows a great improvement in the academic transition of pupils.

 

THEME 1. FAILING RATE BETWEEN FORM 1 AND FORM 4

The report also shows a great increase of failures between form 1 and form 4 in the school. There is a small difference between those who have failed at least once from form 1 to form 4. But it is worth noting that the rate of those who pass is higher than those who fail.

 

  

The above pie chat shows that there is 53% of pupils who have failed at least once from form 1 to form 4. The most failed class being form 2 with 47% followed by form 1 with 35% and form 4 with 18%. Form 3 is not commonly failed since the study does not show anyone who has failed form 3 in the group. This is a good indicator for a positive transition.

 

THEME 2. DROP OUT RATE

The school dropout rate remains the best. It is remarkable. There are few pupils who drop out in Nyakatfo High School. It is a positive indicator that shows that the school is conducive for learners.

The above graph shows the dropout rate in the school.

It is worth an observation that there is a very few dropout rate in the school which the school has to trace and see how it can deal with it to be sure that pupils stay in school until they leave with their SGCSE Certificates.

THEME 3. BEST PERFORMED SUBJECTS

The worry of every school administration and teachers is which subjects are best performed and which are not. For those which are not well performed, pupils have expressed themselves as to what makes them to perform better in those subjects. Those subjects are Religious Education, Biology, siSwati and Agriculture.

The above graph shows the levels of challenges from subjects offered by the school.

When pupils were asked what makes it easy with these subjects, they said these subjects are most related to their day to day lives. “These subjects are more practical” some said, it makes it easier to understand. Another one said these subjects have been done in JC which makes them to be familiar to them. They said the teaching aids used also go an extra mile to enhance their comprehension. They also said the feedback from teachers helps them to be corrected early that going a long way with mistakes. This includes classwork’s and quiz which is marked and corrected.


THEME 4. CHALLENGING SUBJECTS

This part is so crucial where we look closely to subjects that are giving pupils high time in their day to day learning. The most challenging subject is Mathematics which is double the second challenging subjects. The second being English Language and Literature, siSwati and the focus group discussion points out Physics and Chemistry as most challenging but statistics from individuals does not show much of the sciences. Students denote that their attitude towards these subjects is a thorn to their flesh.

The first one is that English is a foreign language. It also kills them to fail to go an extra mile in enhancing their English for example not reading much English material like novels to improve their vocabulary. So they have pointed out that they think they will do English better when they are restarting. So, they stop focusing much on it and spare it for restarting or upgrading. Another strong point is that teachers for English Language are changed every now and then. “they say when they try to understand the concept of this one, the next comes with a new one which then confuse us some said, Sibese siyadideka (we get confused). For example, this group that was interviewed has changed 5 English teachers more than any other subject.

For Mathematics and Science, they are the attitude towards the subjects. They say it is their attitudes that they are difficult subjects. They also lack the art of giving themselves more practice. They also pointed out that the pride of asking in class or other pupils. The re-starters give them a very high competition which makes them to feel dull for asking what seems so easy for them. The use of calculators also kills them when it comes to the paper that does not require its use like paper 1 of Mathematics. The copying of homework from others also kills the spirit of measuring understanding. Those who have copied are assumed to have understood the equations only to find that they have cheated themselves. Pupils recommend class works than home works since home works are subjects to copying.

 

THEME 5. ATTITUDES OF PUPILS TOWARDS THE SCHOOL AND TEACHERS

Pupils see their teachers as good role models. This is attested by some wishing to be like them in many ways. They think that the school is also the best institutions though it still lacks fundamental facilities like the Science laboratory for practical part of their learning which can improve their performance in the sciences subjects like Chemistry. They alluded to the fact that some teachers would come to class with personal stresses and be hard on them which then create an attitude towards the teacher which then lead to the suffering of academic performances. They also denote that they are kids like any other kid out there with mistakes and therefore deserve a chance after mistakes and not be treated like criminals or bad kids since it then corrupts their attitudes towards themselves and make them to look at themselves as bad kids who will not make it in life like some use to say. “Teachers do not need to give up on us no matter what because we are an empty vessel that the devil also wants to fill up with evil, so they have to force the good in us and chuck out the bad” said one of them.

 

THEME 6. GAPS WHERE PUPILS NEED HELP

The study reveals that pupils need some guidance in study methods. Some say they do not know how to study at all. They just read those few minutes without grasping much. It also reveals that some pupils feel the need to be monitored closely by teachers. They say they might be passing but not the best expected performance so in that regard they need to be called to task or have a teacher talking to them because it is commonly due to some factors like relationships, and other life stresses that they face as children be it from home or academic related. The science laboratory as mentioned earlier on remain a challenge in as far as better performance in Chemistry and other science subjects that need practical or experimental for better understanding.

 

THEME 7. INSPIRING SCHOOL PRACTICES

i)                   Prizes and awards

The prizes that the school use go an extra mile in inspiring them. It makes it possible for them to compete with their peers and makes them to work harder in their school work. One of the pupils said the awards “ayasikhutsata kakhulu” (meaning the awards are a great motivation)

ii)                 Career Day

This practice has been applauded by the group as one of the greatest engine that makes them to improve. Bringing former pupils who have gone through our similar conditions like theirs and braved it all to colleges and universities ignite the hope for making it to the pupils too. It is one of the practices which has worked so well to raise the standard according to them. The successful people who are invited to speak to them also help so much. Their attitudes are reshaped and focus is framed after such events.

iii)               High discipline

The school has set a high pace since it started, so the pupils are working under pressure to maintain of do better. The discipline in the school is one of those key factors that the pupils have pointed out as the positive indicators of the performance they have experienced since they got to form 1 in the school. One of them said “bothishela abachubeke basikhutsate nje kakhulu sitophasa” (meaning let teachers continue motivating us with discipline so that we can pass).

 

THEME 8. PUPILS RECOMMENDATIONS

i)                   Homework vs classwork

Pupils reveals that the use of homework has a number of disadvantages. Some use to copy from their relatives who go to other schools or ask some people at home to write for them their homework. This makes it hard for teachers to identify learning difficulties with pupils. “Therefore, we realize the importance of classwork since it tests the learner there and then and does not open room for copying” said some of the pupils during the focus group discussion.

 

ii)                 Performance monitoring

Rather than looking at classroom performance, pupil points out the essence of monitoring individual performance. This includes an improvement from worse to better though one has not reached the high tides. Such motivation can help a lot rather than praising a few who scoop top positions always and neglect great improvers in particular subjects for example, in character, late coming, from position 20 to 5 for example.

 

iii)               Articles and events reporting

There are a number of activities that take place in the school like sports news, culture days, trips which have rich reports that need the skill of reporting and critical analysis. Pupils suggested some platforms by the English departments where they can report in written forms about such events and best articles be placed in the school notice boards for reading. Some coaching from English teachers or even journalists as far as moulding them in that critical writing skills. Critical skills like a critical commentary about pupil who left school, effects of love affairs within school, how school so and so lost their match to count a few. Such can make pupils to be critical thinkers which is a skill that most subjects need and also enhance the English vocabulary and understanding to pupils.

iv)               Oral presentation during assembly

Many students have shown a great concern about their challenge when it comes to oral tests in English. When asked how that can be worked out, some suggested the use of morning assembly presentations which must not be a platform to mock but enhance the skill of public speaking and fluency. This includes some morning dialogues and debates which foster the skill of expressing one’s self and fluency in speaking English.

 

CHAPTER 5.0 - PERSONAL FINDINGS AND RECOMMENDATIONS

Form the above dialogue with students and results analysis of the respondents, I can articulate that the school is capable of producing best results. It is producing best grades from their intakes and is able to transform their results for the better. The teachers are said to be committed and supportive to the students and they are disciplined. The school has good practices that includes career guidance and prize days. That gives them the chance to interact with the reality outside the world and inspire them to become better.

However, there is room for reinforcement here and there. Students posits that there are other activities that need to be done to fully engage them so that they can do even better. These includes the debates and assembly presentations for confidence and improvement to their struggle with English Language.

Mathematics remain the key Goliath in the school. From the group that I have interviewed, I found that more than 90% of them have a challenge with the subject. The school has to articulate and design long term solutions to the subject difficulty to learners or their attitudes towards it.

________________________________________________________________________

APENDICES I - PERSONAL DATA COLLECTION QUESTIONNAIRE

        1. GENDER (Male) (Female)

        2. POSITION OBTAINED IN STD 5. (Merit) (First) (Second) (Third)

       3.  POSITION OBTAINED IN JC. (Merit)(First)(Second)(Third)

       4.  HAVE YOU FAILED IN ANY CLASS SINCE FORM1? (YES)(NO)

        5. IF YES, WHICH CLASS DID YOU REPEAT? (Form1)(Form2)(Form3)(Form4)

        6. HAS THERE BE ANYTIME WHEN YOU WERE NOT AT SCHOOL SINCE YOU STARTED SCHOOLING AT NYAKATFO HIGH? (YES)(NO).


APENDICES II - FOCUS GROUP DISCUSSION QUESTIONNAIRE

 1. WHICH SUBJECTS ARE YOU PEFORMING SO WELL ON?

………………………………………………………………………………………………

 2. WHAT DO YOU THINK MAKES YOU TO PERFORM BETTER ON THEM?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 3. WHICH SUBJECTS GIVES YOU A CHALLENGE?

……………………………………………………………………………………………

4. WHAT DO YOU THINK MAKES YOU TO STRUGGLE WITH THOSE SUBJECTS?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. WHAT MADE YOU CHANGE FOR BETTER OR WORSE OR GET THE SAME RESULT THAT YOU GOT IN STD5 IN YOUR JC?

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6. HOW IS THE SCHOOL AS FAR AS SHAPPING YOUR FUTURE IN THE PAST 3 YEARS IN THE SCHOOL AND WHY?

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7. WHERE DO YOU THINK YOU NEED SUPPORT TO PERFORM BETTER IN YOUR SGCSE NEXT YEAR?

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REFERENCES

Khumalo, T. F. (2013). “Effective Delivery of Public Education Services”.

Machin, S., McNally, S., Meghir, C. (2010). Journal of the European Economic Association.

          Improving Pupil Performance in English Secondary School, Excellence in Cities.

          Accessed March 3, 2018 https://doi.org/10.1162/154247604323068087

Sukati, S. (2016/01/28). Times of Swaziland: “Rural form vs beat urbanities”

EduCare, “Evelyn Baring High School: Nhlangano, Shiselweni.” Accessed March 30, 2018


Pressreader, (2017). “Studying in our secret to good results” accessed March 20, 2018

          https://www.pressreader.com