From policy to practice: Eswatini perspective on the implementation of inclusive education policy

This scoping review examines the documented evidence on the implementation of inclusive education policy in Eswatini. It aims to identify the reported barriers between policy intentions and classroom practice, analyse the contributing factors and propose strategies for enhancement. Analysing 13 key documents (policy texts, national reports and local studies) published between 2000 and 2023, the review followed a structured process of identification, screening and thematic analysis. The findings, synthesised directly from the documents, reveal five consistent themes: (1) a documented chasm between policy rhetoric and on-the-ground resources and monitoring; (2) the prevalence of teacher-centered pedagogies incongruent with inclusive principles; (3) the influence of top-down policy development and cultural stigma; (4) significant gaps in teacher preparedness and support; and (5) a rigid, standardised curriculum. The review concludes that without addressing these interconnected systemic, pedagogical and socio-cultural barriers, inclusive education in Eswatini will remain aspirational. It advocates for a paradigm shift towards flexible, learner-centered practices, grounded in stronger theoretical and operational frameworks.