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Opvoeding tot menseregte : materiële middele en eiendom

- Olsen, Vincent Gilroy

  • Authors: Olsen, Vincent Gilroy
  • Date: 2014-05-08
  • Subjects: Human rights - South Africa , Human rights - Study and teaching - Economic aspects , Human rights - Study and teaching
  • Type: Thesis
  • Identifier: uj:10942 , http://hdl.handle.net/10210/10515
  • Description: M.Ed. (Educational Psychology) , Social structures in educational contexts are changing drastically and consequently teachers and children are facing new demands in their relationships with other people. Human rights education is a much wider concept than the study of legal and constitutional texts and mechanisms. Human rights should permeate the whole of school life - the ethos and organization of the school as well as the content of the curriculum. Schools should show respect and consideration for all their members encourage solidarity and promote dialogue. They should also provide young people with opportunities for meaningful participation in the running of their school. This study forms part of a research project initiated by the Department of Educational Sciences of the Rand Afrikaans University. It sets out to determine to what extent schools have pointed out to children, by the time they reach std. 10 certain aspects of property and economic rights as aspects of human rights. The aim of this particular study was to determine what aspects of human rights, that pertain to property and economic rights have already been taught at school. A literature study revealed important factors such as a democratic environment respect for others, tolerance for divergent views, a participative and just community accepting responsibility, discipline, personal dignity, privacy, mutual respect and freedom of expression, as well as the mastering of intellectual and social skills. These factors are all relevant to encouraging a human rights culture in SouthAfrica. findings of the above mentioned Following the identification of the above mentioned factors, a questionnaire was compiled to establish to what extent schools have pointed out to children, by the time they reach std 10, certain aspects of property and economic rights as aspects of human rights. Teachers and matric pupils were approached to respond to the questionnaire. Hypotheses on gender, language, age, language of tuition, religion, how many times they read a newspaper, listen to news on the radio and watch news on television, teaching experience, educational qualifications, subject fields and guardians of pupils were tested. Significance was tested on the 1% and 5% level. The most important investigation are as follows: * The high averages obtained in some of the items on property and economic rights indicate that these aspects of human rights are regarded as being statistically significant. * Significant differences of opinion were found between men and women, language groups, age groups, of tuition, religious groups, news on television, experience and subject groups. to exist language teaching between relgious * No significant differences of opinion were found respondents at different age groups, men and women, groups (pupils), news in newspapers, news on the radio, teacher qualifications and guardians of pupils. It is concluded that property and economic rights as a facet of human rights education is very important for the education of children in our modern society. It is recommended that a guidance programme in human rights education should be developed to equip educators with the necessary knowledge, skills and attitudes regarding human rights education for the child.
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Opvoeding tot menseregte : verantwoordelike burgerskap en politieke regte

- Van den Heever, Ebbilina Elizabeth

  • Authors: Van den Heever, Ebbilina Elizabeth
  • Date: 2014-09-03
  • Subjects: Human rights - Study and teaching , Citizenship - South Africa , Political rights - South Africa
  • Type: Thesis
  • Identifier: uj:12216 , http://hdl.handle.net/10210/11984
  • Description: M.Ed. , The purpose of this study is to determine whether the question of human rights education has been attended to by schools, and particularly then the following aspects: citizens' rights and political rights. In this study the researcher endeavoured to shed some light on the uncertainty surrounding the education of human rights, in particular citizens' and political rights. The answers to the following questions had to be determined: * why is it important for children to know about these aspects of human rights I why would it seem to be a priority? * are pupils presently being informed about the above mentioned aspects of human rights? * if the answer to the above mentioned question is yes, it leads to the following: to what extend are they being informed? * if it should appear that there are indeed shortcomings in the education programmes in this regard, how severe are they? * what levels of research remains after the completion of this particular study? The literature study involves theoretical descriptions of certain concepts, such as: human rights, the development of a declaration of human rights, the importance of this issue, the legal position of a bill of rights as stipulated in the constitution of a country; the implications of the absence of a bill of rights in the constitutional law of a country. Furthermore certain facets of citizens' and political rights were prominent in this research study: the right to vote; the right to obtain a passport; the right to be allowed back in the country after overseas visits; the right not te be banned; the right not to be intimidated and the right to free participation in the activities of any political party. Validity of the empirical component of the investigation were ascertained by presenting the content thereof to experts in the field, for their approval. Multi-variate Analyses (MANOVA and HOTELLING T-SQUARE) as well as Single variate Analyses (ANOVA, Student T-test, Scheffe test) were used in the statistical analyses of the data. Hypotheses on gender, professional capacity, age, home and tutor language mediums~ religious stance, frequency of obtaining media news through television, newspaper and radio, teachers' experience, subject involvement, and pupil's dependancy position were set. THE MOST IMPORTANT FINDINGS: * at present there exists a definite gap in education programmes as far as human rights' issues are concerned; * specific respondents, grouped according to biographical data, (especially such as difference in home language, age, religion and years of experience) indicate only a slight difference in perceptions regarding pupils' knowledge of the facets of citizens' and political rights, * pupils are well informed about certain facets of the above mentioned rights, but quite poorly informed about some very important facets.
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Opvoeding tot menseregte : die dienste van die staat en die verpligting van die indiwidu teenoor die staat

- Stellenberg, Glen Elvis

Opvoeding tot menseregte : geslagspesifieke regte

- Lima, Amelia

Opvoeding tot menseregte : menswaardigheidsregte

- Flattery, Julian Patrick

Opvoeding tot menseregte : arbeid en verhoudinge met werkgewers

- Steenekamp, Annemarie

  • Authors: Steenekamp, Annemarie
  • Date: 2014-02-11
  • Subjects: Human rights - South Africa , Human rights - Study and teaching
  • Type: Thesis
  • Identifier: uj:3867 , http://hdl.handle.net/10210/9234
  • Description: M.Ed. (Sociology of Education) , One of the outstanding characteristics of the present South Africa is an accountable Charter of Human Rights. Rapid changes have taken place on the political, economic and social levels lately. The labour market is influenced by the new dispensation. Most individuals, sometime or another, form part of the labour market and they should be explicitly made aware of their rights and responsibilities. The employer sector requires an education system that will equip people with skills and integrity to take their place in the labour market. The task of the teacher and school cannot be over-estimated. The purpose of this study is to establish to what extent pupils on reaching St 10 have been made aware of their rights in the labour market. In order to achieve this, a questionnaire of six items has been developed based on the literature study in Chapter II of this Script. The variables obtained from this analysis, were applied to test structure and detailed hypothesis concerning the various groups. In this comparison the Hotelling T-test was used to examine the combination of the six facets of labour law and human rights. Where significant multivariate differences were found, they were further investigated by means of the Student's t-test. For three or more groups, the multivariate hypothesis on the six facets of labour relations and human rights were investigated with the use of the one-way Manova. Where significant multivariate differences were found, the univariate differences were investigated further with an Anova and Scheffe.
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Opvoeding en onderrig in menseregte

- Kriek, Hendrik Jacobus

  • Authors: Kriek, Hendrik Jacobus
  • Date: 2014-04-03
  • Subjects: Human rights - South Africa , Human rights - Study and teaching , Education - South Africa - Aims and objectives
  • Type: Thesis
  • Identifier: uj:10521 , http://hdl.handle.net/10210/10022
  • Description: D.Ed. , On 27 April 1994 every person in South Africa exercised his/her basic rights as a citizen. By making a cross, citizens acknowledged the authority of the Constitution, and accepted the responsibility this places on their shoulders. The success or failure of the new South Africa is not dependent on the wording or impact of the Constitution, but relies on the willingness of all South Africans to honour the content of the Constitution. Fundamental rights which apply to each person in the country, can only be demanded on the condition that people want these rights for others too. Every right that is demanded, implies the responsibility to honour that right. South Africa needs humanity, goodwill, benevolence, acceptance and forgiveness. Provided that a culture of human rights can be established in the country, these ideals can become reality. Human rights can and should be made part of the South African reality; the Constitution describes it, the RDP calls for it and society demands it. In the course of this dissertation, school is focused on as the one institution in society that is eligible for the establishment of a culture of human rights. A survey done among practising teachers, underlines this thought. The necessity of, and the need for human rights education is founded in official documentation such as international bills of human rights and conventions, policies of Unesco and the Council of Europe, as well as the educational policies of different countries. World leaders and international academicians plead for the inclusion of human rights teaching programmes in the school curricula and the establishment of a human rights culture as part of the ethos of every school. Available material on the subject, that is implemented in schools all over the world, are introduced and evaluated in the light of South African circumstances and needs. Contents that could possibly be included in a curriculum in South African schools, are represented in terms of knowledge, skills, attitudes and values. Problems facing human rights education in the South African society, as well as worldwide criticism against human rights education are dealt with. The inclusion of a human rights period and the incorporation of human rights contents in the total school curriculum, are suggested in order to establish a human rights ethos in schools. Some examples are given to indicate how contents can be concretised within the class situation. The establishment of an education and a teaching strategy that puts human rights first, and that has the support of all role players, is recommended. The success of the new South Africa will not be determined by the stock exchange, sport achievements, technological breakthroughs or political opinions, but through the attitude and will of each man and each woman to live and let live, and to strive towards a future together. Education and teaching can make each child and each home aware, and sensitise them to acknowledge, respect and accept every other human being. The Bill of Human Rights should not only remain part of the Constitution, but should indeed become part of every person's philosophy of life and attitude towards life.
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Opvoeding tot menseregte : die regte van die kind

- Venter, Elizabeth Jacoba

Opvoeding tot menseregte : godsdiens, taal en kultuur

- Van Loggerenberg, Gerhardus Daniel

Opvoeding in menseregte : regte van spesifieke groepe

- Van Tonder, Lars

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