It is well documented that reading plays a crucial role in success at school and beyond. Studies indicate that reading not only contributes to academic performance, but also enriches vocabulary. Positive reading attitudes and the will to read are factors that determine whether or not students read at school. However, not much reading research has been conducted in Swaziland. Using Form 5 learners from four public schools, this study explores the relationships between reading ability, vocabulary, reading attitudes, habits and access and academic performance among Form 5 Swazi learners. To complement the quantitative study, classroom observations were conducted to contextualise the quantitative results. The combined findings indicate that reading correlates robustly with vocabulary development and also with academic performance. The findings suggest that the ability to read and understand text plays a dynamic role in academic success. For students to be well informed and have a rich vocabulary, schools should make reading a priority. Key words: Reading comprehension, vocabulary knowledge / Linguistics and Modern Languages / M.A. (Applied Linguistics)

The aim of this study was to investigate the implementation and sustainability of Free Primary Education (FPE) in Swaziland in terms of the interplay between policy and practice. The study was undertaken in four schools in the Manzini region of Swaziland. The schools were purposively sampled on the basis of their location. The participants consisted of the head teacher, a teacher and a parent, and six learners from each of the schools. Two Ministry of Education and Training (MoET) officials were also included; a regional inspector for primary schools stationed at the Manzini Regional Education Offices (REOs) and a senior official stationed at MoET headquarters. A qualitative approach and a case study design were used. The participants were interviewed using semi-structured interview schedules, while the learners were engaged in focus group interviews at each school which were conducted according to a focus group interview schedule. Documents were also used as data sources. Data was analysed using a thematic and document analysis approach. The findings revealed a disconnection between policy and practice. FPE implementers are not well versed on the policies they are supposed to implement as they were not included in the policy-making process. Moreover, no consideration had been given to the legal framework underpinning FPE. It was found that the sustainability of FPE is threatened by certain indirect costs of schooling as well as the top-up fees that are being charged illegally by some schools, resulting in some learners dropping out of school – defeating the purpose of FPE and violating their right to access education. It would appear that the most contentious issue for FPE in Swaziland is the top-fee, although the head teachers were of the view that the FPE grant paid by government is inadequate for running schools and therefore top-up fees are necessary. Problems were also identified with the embezzling of school funds by head teachers. These issues have led to tension between schools and the MoET / Educational Leadership and Management / D. Ed. (Education Management)