Author(s)Maluleka, John Shebabese
Human rights in South Africa
Children's rights advocacy
Children's rights and the law
Implications of children's rights
Aims of children's rights
Disturbed educator-educand relationships
Inadequate teaching-learning climate
Lack of discipline
Decline of norms and values
Children's rights -- South Africa
Education, Secondary -- Aims and objectives -- South Africa
Education, Rural -- South Africa -- Mpumalanga -- Social aspects
Blacks -- Education (Secondary) -- South Africa -- Mpumalanga
Students, Black -- Civil rights -- South Africa -- Mpumalanga
Students, Black -- South Africa -- Mpumalanga -- Attitudes
Human rights advocacy -- South Africa
School discipline -- South Africa -- Mpumalanga
Educational sociology -- South Africa
Social perception in children -- South Africa -- Mpumalanga
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AbstractMost black rural schools in South Africa are beset with discipline and relationship problems
attributed to the way children interpret and exercise their rights. Children's misconceptions
of rights impede the operation of educational institutions. A literature study investigated the implications of children's rights on their relationships and behaviour. A qualitative investigation of the socio-educative implications of children's rights was conducted in two rural secondary schools in Mpumalanga. Data gathering was
done through participant observation, in-depth interviews with two principals and a tribal
chief, and focus group interviews with two groups of teachers, parents and learners. Data
were analysed, discussed and synthesised. The major findings emerged: limited understanding of rights and concomitant responsibilities and misconceptions of rights leading to the subversion of authority and
morality. Recommendations include that rights-education be introduced in schools to improve
children's understanding ofrights and to address negative social behaviour. Educators need
to be empowered to handle human rights issues within socio-educational institutions.
M. Ed. (Socio-Education)
Showing items related by title, author, creator and subject.
Dealing with sexually abused children:
a framework for social workers in the South African justice systemBloem, C. H. M.; Makhubu, Lindiwe Yvonne (2009-08-25)The South African Justice System is a broader system that brings law and order to society. This law and order also includes the constitutional rights of the sexually abused children. A special court dealing with cases of children who are sexually abused is functioning throughout the country.
The purpose of this study is to develop a framework for social workers working with children in these special courts. The problem identified is that in these courts no framework exists for social workers focusing on the guidance of the child through the processes of the Justice System. This includes the therapeutic guidance by means of brief or directive therapy.
The research methodology for this study focused on developmental research by using the Intervention research model of Rothman and Thomas (1994). The phases implemented in the study were Problem analysis and project planning, information gathering and synthesis and design.
Qualitative data was gathered by means of semi-structured interviews and integrated in phase two of the research report. A proto-type guideline was developed and needs to be evaluated in future research.
A child’s right to a basic education: a comparative studyKruger, Johanna Margaretha; Chürr, Chrizell (2013-02-04)Education is since the inception of the world regarded as the formal process by which
society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide.
In South Africa, the right to a basic education is entrenched in the Constitution and is
regarded as one of the most crucial constitutional rights, particularly because it promotes economical and social well-being. The protection of a child’s right to a basic education in terms of the South African Constitution together with the most important
international instruments pertaining to education will be extensively discussed and the
most important similarities and differences between, and challenges in the legal systems of South Africa, New Zealand and Namibia regarding a child’s right to (a) basic
education will be addressed with due consideration of factors such as early childhood
development and education, mother tongue education and HIV/AIDS which may affect a child’s right to (a) basic education. It is submitted that the success of any country, whether it is social, financial or economic success, depends on how its citizens are educated. Moreover, a good education system is crucial, not only for ensuring that its
populace are well educated, but also for optimal human development and for the maintenance and preservation of socially responsive economic and political systems.
Education is a life-long process and in order to give effect to the right to (a) basic
education, the adoption and implementation of the recommendations made throughout
this study are proposed.
A critical analysis of the procedures followed in child rape cases in Mpumalanga ProvinceBenson, B.; Boodhoo, Vinesh (2015-10-02)This study reflects a critical analysis of the procedures followed in child rape cases in
Mpumalanga Province and in the process to enhance investigative capabilities with sound detective development.
Empirical research was conducted with a literature review, docket analysis and interviews as methods to obtain information where the following important aspects were addressed: an overview of the field of forensic investigation, the shortcomings with regard to child rape investigations and correct procedures for conducting child rape investigations formulated.
The study found that generally rape cases were not properly investigated, correct procedures were not followed (biological/physical evidence was not readily identified nor correctly handled) and applicable directives pertaining to child rape investigations not complied with. Investigators had a narrow understanding of the concept forensic investigation. In child rape investigations it would be of more evidential value and reliable to collect physical evidence such as blood, semen, vaginal fluids and saliva as the child’s testimony at court might not be reliable, particularly when subjected to cross examination. Rape is both a contact crime as well as a psychologically motivated crime and both aspects of the trauma needs attention during the investigation process.
Crimes against women and children are also a national concern, thus making child rape a priority crime for the South African Police Service. For any successful prosecution it is necessary that policy and correct procedures are not compromised but rather strictly adhered to.
The Locard Principle in relation to physical evidence such as body fluids at the crime scene needs to be focussed on during the investigation process. The research suggests that the current standing operating procedures be amended to include the critical aspects of child rape investigation such as processing of the crime scene, the search for biological evidence as well as the packaging and preservation of biological evidence.