An Exploration Of The Experiences Of Migrant Secondary School Learners In Securing A Learning Place In The Manzini Region, Eswatini

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The main aim of the study was to explore the experiences of migrant secondary school learners in securing a learning place in the Manzini region of Eswatini. Its objectives were to explore the experiences of migrant learners in securing a learning place, examine how socio-cultural issues support or inhibit migrant learners’ inclusion in school activities, examine challenges faced by migrant learners in the educational settings, identify coping mechanisms used by migrant secondary school learners to overcome challenges and succeed academically and socially and suggest intervention strategies that may be utilised to best support migrant learners. The study employed the constructivist paradigm using a qualitative research method to collect data which included interview, focus group discussions, and field notes. The design of the study was a phenomenological and it used thematic approach to analyse data. Findings of the study revealed that migrant learners have administrative Gate-keeping challenges which enabled or obstructed their access to education, experience conflicts between school regulations and their socio-cultural beliefs and values leading exclusion and discomfort. Ultimately, learners encountered academic challenges due to the stringent linguistic demands of the curriculum. Learners adopted peer support as a pivotal coping strategy. The researcher concluded that cultural accommodation constitutes a pivotal domain where educational institutions can enhance their support for migrant learners. The study recommended that schools should develop policies and programmes that specifically address administrative gate keeping and create a supportive environment to bridge marginalisation and exclusions in schools and the provision of a flexible curriculum to ensure smooth transition from their home schools to Eswatini schools.