Slungile K Thwala
Biographic Data
| ID | 4628840 |
|---|---|
| NAME | Slungile K Thwala |
| GIVEN NAMES | Slungile K |
| FAMILY NAME | Thwala |
| SIGNATURE | THWALA S K |
| AFFILIATIONS | University of Eswatini |
| ORCID | 0000-0002-7844-1514 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From policy to practice: Eswatini perspective on the implementation of inclusive education policy
Resilience in Families Raising Children With Disabilities in Rural Communities in the Manzini Region of Eswatini
The purpose of this study was to examine resilience in families raising children with disabilities in rural communities in the Manzini Region of Eswatini. Utilizing a qualitative research approach and a phenomenological research design, the study involved a purposive sample of 24 participants, all of whom were members of families with disabled children residing in rural Manzini. Data were gathered through individual interviews and observations, f…
The Impact of the Covid‐19 Global Health Pandemic in Early Childhood Education Within Four Countries
The recent Covid‐19 global health pandemic has negatively affected the political and economic development of communities around the world. This article shares the lessons from our multi‐country project Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts (UKRI GCRF) on how children in communities in Brazil, Eswatini, South Africa, and Scotland have experienced the effects of the pandemic. This article be…
Teachers' perspectives on the implementation of teenage mothers' school re‐entry policy in Eswatini Kingdom: Implication for educational evaluators
INTRODUCTION: In the global context, there have been high records of teenage girls drop out in schools than teenage boys. This ugly occurrence is attributed to teenage pregnancy and little or no concerns have been given to the school re-entry policy for such category of students especially in the Eswatini Kingdom, Swaziland. Thus, this study explored the perceptions of teachers regarding the implementation of the teenage mothers' school re-entry …
Lived experiences of school-going early mothers in Swaziland
This study explored the lived family and community experiences of Swazi school-going early mothers (N = 15; age range 13–22 years). Participants responded to family and community relationship experiences focus group discussions. The data were content thematically analysed. The findings suggest that early mothers experience strained relationships with their fathers, and receive emotional and material support from their mothers. The young mothers p…
Single parenting effects: Resource access and coping of children in Swaziland
This study investigated single parenting influences on the psychosocial development of children in Swaziland. Participants were a convenience sample of 24 students attending eight urban and rural schools (females = 54%; males =46%; age range 13–21). Data on experiences of single parenthood and their sense of well-being were collected using focus group interviews. The data were thematically analysed. The findings suggest that children experience p…
The role of culture in psychosocial development of orphans and vulnerable children
Orphans and vulnerable children (OVC) remain a pressing challenge for many countries in sub-Saharan Africa due to HIV/AIDS. In the face of the HIV/AIDS pandemic the study reveals that many OVC experience psychosocial problems. However, the psychosocial needs of OVC are downplayed to a certain extent and the emphasis has so far been mostly on their physical needs. The findings indicate that the country's intervention programmes focus on the childr…
Resilience and religion in children and youth in Southern Africa
This article focuses on the relationship between religion and resilience in children and youth in difficult situations. The article builds on two data collections: (a) a retrospective study where preschool teacher students from Zambia and Swaziland wrote about a difficult period in their childhood and what made them to cope; and (b) an interview study where orphans in schools in Swaziland where interviewed about their situation and needs. The aut…
The Impact of the Covid‐19 Global Health Pandemic in Early Childhood Education Within Four Countries
The recent Covid‐19 global health pandemic has negatively affected the political and economic development of communities around the world. This article shares the lessons from our multi‐country project Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts (UKRI GCRF) on how children in communities in Brazil, Eswatini, South Africa, and Scotland have experienced the effects of the pandemic. This article be…
Resilience and religion in children and youth in Southern Africa
This article focuses on the relationship between religion and resilience in children and youth in difficult situations. The article builds on two data collections: (a) a retrospective study where preschool teacher students from Zambia and Swaziland wrote about a difficult period in their childhood and what made them to cope; and (b) an interview study where orphans in schools in Swaziland where interviewed about their situation and needs. The aut…
The role of culture in psychosocial development of orphans and vulnerable children
Orphans and vulnerable children (OVC) remain a pressing challenge for many countries in sub-Saharan Africa due to HIV/AIDS. In the face of the HIV/AIDS pandemic the study reveals that many OVC experience psychosocial problems. However, the psychosocial needs of OVC are downplayed to a certain extent and the emphasis has so far been mostly on their physical needs. The findings indicate that the country's intervention programmes focus on the childr…
Single parenting effects: Resource access and coping of children in Swaziland
This study investigated single parenting influences on the psychosocial development of children in Swaziland. Participants were a convenience sample of 24 students attending eight urban and rural schools (females = 54%; males =46%; age range 13–21). Data on experiences of single parenthood and their sense of well-being were collected using focus group interviews. The data were thematically analysed. The findings suggest that children experience p…
Lived experiences of school-going early mothers in Swaziland
This study explored the lived family and community experiences of Swazi school-going early mothers (N = 15; age range 13–22 years). Participants responded to family and community relationship experiences focus group discussions. The data were content thematically analysed. The findings suggest that early mothers experience strained relationships with their fathers, and receive emotional and material support from their mothers. The young mothers p…
The Impact of the Covid‐19 Global Health Pandemic in Early Childhood Education Within Four Countries
The recent Covid‐19 global health pandemic has negatively affected the political and economic development of communities around the world. This article shares the lessons from our multi‐country project Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts (UKRI GCRF) on how children in communities in Brazil, Eswatini, South Africa, and Scotland have experienced the effects of the pandemic. This article be…
Teachers' perspectives on the implementation of teenage mothers' school re‐entry policy in Eswatini Kingdom: Implication for educational evaluators
INTRODUCTION: In the global context, there have been high records of teenage girls drop out in schools than teenage boys. This ugly occurrence is attributed to teenage pregnancy and little or no concerns have been given to the school re-entry policy for such category of students especially in the Eswatini Kingdom, Swaziland. Thus, this study explored the perceptions of teachers regarding the implementation of the teenage mothers' school re-entry …
Resilience in Families Raising Children With Disabilities in Rural Communities in the Manzini Region of Eswatini
The purpose of this study was to examine resilience in families raising children with disabilities in rural communities in the Manzini Region of Eswatini. Utilizing a qualitative research approach and a phenomenological research design, the study involved a purposive sample of 24 participants, all of whom were members of families with disabled children residing in rural Manzini. Data were gathered through individual interviews and observations, f…
From policy to practice: Eswatini perspective on the implementation of inclusive education policy
Psychology (6 works) · Developmental psychology (5 works) · Early Childhood Education and Development (4 works) · Poverty, Education, and Child Welfare (4 works) · Sociology (4 works) · Clinical Psychology (3 works) · Medicine (3 works) · Social Psychology (3 works) · Clinical Psychology (2 works) · Coronavirus disease 2019 (COVID-19 (2 works)