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Dissertations / Theses on the topic 'Implementation of children’s rights'
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1
Ogbuitepu, Flora O. "Seeking an effective national supervisory intitution on the implementation of childrens rights in Africa." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/16769.
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It can be argued that the definition of a child as a human being below the age of 18 years is a
western construct due to the fact that in Africa the duration of childhood is much shorter than
that of the West. Thus, in some African societies childhood ends at the age of 14 or 16
depending on the cultural implications in that society. It must be pointed out here that there
is no universal definition of childhood due to the fact that the definition of a child is culture
specific. Having laid down the differences in the definition of childhood between Africa and
the West, it is necessary to discuss the concept of children’s rights.Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010.
A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Angelo Mutusse of the Centre of Human Rights, Faculty of Law, Eduardo Mondlane University, Maputo, Mozambique. 2010.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
2
Twum-Danso, Afua Oppong. "Searching for a middleground in children’s rights : the implementation of the Convention on the Rights of the Child in Ghana." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/453/.
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The Convention on the Rights of the Child, adopted unanimously by the United Nations General Assembly in 1989, is the world’s most widely and rapidly ratified international convention. Although it was hoped that the Convention would have an enormously positive impact on all children, this has not happened in many parts of the world for a variety of reasons, including its western bias, which has, hitherto, dominated the debate on children’s rights. However, this universality vs. relativity dichotomy does not help us to protect children on the ground. Hence, it is necessary to move beyond the binary debate relating to the universality and relativity of children’s rights and engage with children’s local realities, which illustrate that there is, indeed, a middle ground in which people live their lives that may facilitate dialogue on children’s rights with local communities. In order to identify this middle ground the thesis focused on eliciting the perceptions of adults and children in two local communities in Accra, Ghana, the first country to ratify the Convention in February 1990, on children’s rights, constructing childhood and the socialization of children and their implications for the implementation of the Convention. Special attention is given to Article 12, which has caused controversy in countries around the world.
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Niemi, Pia, and Emma Cete. "Knowledge and Attitudes amongst Teacher-Students in Senegal regarding Girls’ Right to Education : A qualitative study concerning the disparity in school attendance due to gender." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81462.
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Despite Senegal’s ratifications of the UN Conventions CRC and the CEDAW, a noticeable discrepancy regarding secondary school attendance due to the pupil’s sex has been recognized in enrolment and fulfilment ratios. (www.unicef.org, 2011a) The main issue to be examined in this thesis was the teacher-students’ knowledge of girls’ right to education and their attitudes concerning the difference in pupils participating in secondary schools based on the pupil’s sex and how the matter is being addressed amongst teachers. Qualitative interviews were carried out amongst teacher-students at University of Cheikh Anta Diop, Dakar. We reflected upon the collected material mainly through theories of feminism and social constructivism, and moreover briefly through post-colonialism and structural functionalism, as well as in relation to previous research. We found that the respondents lacked deeper juridical knowledge concerning right to education. Overall the respondents expressed an ambiguity in their gender awareness, and their perception of girls’ education in relation to cultural traditions. The main obstacles for girls schooling were gender cultural traditions and socio-economic factors.
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Johannes, Warren Dewald. "The Scope and content of the rights to ‘Basic Education’ and its implementation in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/646.
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In terms of Section 29 (1) of the Constitution, everyone has the right to basic education. This right is not subject to ‘reasonable legislative and other measures, available resources and progressive realisation.’ The right to basic, compulsory education is widely regarded as a fundamental human right. For example, this right is included in a number of international human rights treaties such as the ‘Universal Declaration of Human Rights’, the ‘International Covenant on Economic, Social and Cultural Rights,’ the ‘African Charter on the Rights and Welfare of the Child’, the ‘Convention on the Rights of the Child’, the ‘Dakar Framework for Action: Education for All’, and ‘UNESCO Convention against Discrimination in Education’. The South African Constitution, however, does not clarify the content and scope of the right to basic education. Consequently, the Constitution has given the state wide discretion to determine the scope, nature and content of this basic right. Apartheid left the South African education system fragmented and unequal. The South African educational system has gone through numerous curricula and institutional changes. The changes in the curriculum were part of the transformation process of the South African education system. In addition, the state has allocated substantial public funds towards basic education. However, the investment in basic education does not commensurate with the quality of teaching and learning in poor and marginalised schools. For example, several rural and farm schools in the Eastern Cape lacked toilet facilities; textbooks and other education support material; furniture; and other essential necessities. Education loses its transformative power when poor and marginalised schools continue to lack these essential services. Consequently, inequality is perpetuated and the poor and marginalised are unable to compete meaningfully in the social, economic and political life of South Africa. The mini dissertation concludes by recommending that the Department of Basic Education should ensure that all schools, especially those in rural communities and farms, have access to textbooks, qualified teachers, clean water and toilet facilities and other essential necessities needed for the delivery of quality basic education.
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Svensson, Jennie. "The implementation of children's rights - working with working children in Somoto Nicaragua." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27071.
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The United Nations' Convention on the rights of the child presents a legislative framework that nations worldwide through their ratification have promised to aim for. Going from theory to practice this field study intends to investigate how the work to implement the children’s rights is carried out in reality by social institutions in Somoto Nicaragua. This essay specifically looks at how a children’s rights approach is performed in the work with working children and will therefore focus on two rights that protrude as relevant to the target group; the right to education and the right to be protected from hazardous work and economic exploitation. Furthermore, this paper considers existent criticism towards the human rights conventions for being Eurocentric in its visions and not always applicable to local conditions. Therefore the perception of working children locally in Nicaragua is examined to see how well this is in accordance with the legislation on children’s rights or if the social institutions have met difficulties in the implementation. Fundamental in the work carried out by the social institutions has been to raise awareness in the society on the children’s rights. The conclusion is that attitudes to working children have gone through a change since the introduction of a children’s rights approach in Somoto, but what remains the major obstacle to implementation is the restricted access to economic resources.
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Chilemba, Enoch MacDonnell. "The national implementation of international human rights law pertaining to children with disabilities in selected jurisdictions in Africa." Thesis, University of Western Cape, 2014. http://hdl.handle.net/11394/3775.
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Doctor Legum - LLDThis thesis considers two jurisdictions, namely Malawi and South Africa, and attributes the problem to the lack of appropriate national implementation of the applicable human rights law by these states. Consequently, the study is based on the underlying assumption that one of the main ways of addressing this problem is for African states to undertake measures that comply with international standards for ensuring the appropriate national implementation of the applicable international human rights law.
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Susantijo, Susi. "The impact of the rule of law on the implementation of the Convention on the Rights of the Child in Indonesia and Australia /." Susantijo, Susi (2009) The impact of the rule of law on the implementation of the convention on the rights of the child in Indonesia and Australia. Masters by Research thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/1655/.
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This thesis concerns the implementation of the Convention on the Rights of the Child (‘the CRC’) in Indonesia: The chasm between theory and practice. Despite the enactment of several laws and regulations aimed at protecting the rights of the child, Indonesia’s implementation of children’s rights remains very limited. The theme of this thesis is that, despite the existence of adequate written laws, a state can fail to achieve an effective implementation of human rights, as exemplified by Indonesia. This thesis will focus on the impact of the rule of law on the holistic well-being of children, a group that Indonesia has acknowledged plays ‘a strategic role’ and is in a ‘unique position [to ensure] the continued existence of the nation’.
The development of the rule of law and its impact on the implementation of the CRC in Indonesia will be compared to Australia, a state where the CRC has been much better implemented. There is an inextricable link between the rule of law and human rights. The prevailing view is that the rule of law does not depend on written laws; the rule of law is more about the extra-legal aspects of a society, such as culture, socio-economic factors and political factors. In the absence of the rule of law, human rights can only be selectively implemented and enforced.
The rights of the child are a global human rights issue, which is particularly pertinent to Indonesia, a nation with a poor record for implementing children’s rights. Children’s rights are well established in international law, largely due to the adoption of the CRC. The CRC has provided the greatest contribution to the field of children’s rights and will serve as the focus of this thesis. Apart from being the most universally ratified human rights convention in history, the CRC expressly recognises a range of children’s rights including civil, political, socio-economic and cultural rights. More importantly, the CRC shifted the responsibility for implementing children’s rights from parents and local communities to State Parties. The CRC is thus an advanced tool for assessing the standard of children’s rights internationally and for implementing change, and will be used to compare the current status of children’s rights in Indonesia and Australia.
Arguably, the issue of children’s rights is complex and the implementation of children’s rights requires a multifaceted approach. This thesis will conclude with recommendations on how Indonesia can move forward to achieve a better implementation of children’s rights.
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Agere, Leonard Munyaradzi. "An evaluation of the role of child and youth care centres in the implementation of South Africa’s children’s act." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015406.
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The aim of this study was to evaluate the role played by CYCCs to provide support and protection to children who have been found to be in need of care, according to the criteria given in the Children’s Act No. 38/2005 as amended. The study made use of a qualitative approach and the research design was provided by the case study. Data was gathered by means of semi-structured interviews and focus group discussions. The most important findings to emerge from the study were that the factors which affect the operation of CYCCs are either institutional, or else challenges arising from issues pertaining to infrastructure and human resources. However, it was also acknowledged that, despite the challenges which affect their ability to provide their services to young people, the CYCCs had also made progressive steps to halt the suppression of the fundamental rights of children. It has been recommended that the government should apply comprehensive funding to the objectives of the Children’s Act, which would entail increasing the subsidies to CYCCs. It has also been recommended that the Policy on Financial Rewards should call for the same benefits and salary scales to apply for professional staff working in the government and to those working in the CYCCs. The repercussions from failing to adjust to these recommendations will inevitably lead to the employment of a remedial model of care.
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Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.
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This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
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Korula, Anna Rebecca. "The protection of children in armed conflict : The Implementation of Human Rights Regimes." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503402.
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Jonas, Benjamin. "Towards effective implementation of children's rights in Tanzania: lessons and opportunities from Ghana and South Africa." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/1223.
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"Despite the adoption and wide ratification of the CRC and ACRWC, the miseries identified and intended to be dealt with by the two instruments are still rampant in many parts of the globe. Tanzania, as will be clearly shown in chapter three of this study, is not an exception in this regard. ... Tanzania has ratified both the CRC and ACRWC without reservations. In relation to international law, Tanzania follows a dualist approach. Despite the fact that Tanzania has ratified the two instruments to date, it does not have a specific comprehensive law on children's rights. That notwithstanding, various laws have been enacted, other amended and several programs put in place to protect children from exploitation, and safeguarding their interests. However, these measures have not yielded any feasible results since their adoption. There are still cases of discrimination in respect of girls, children born out of wedlock, non-fulfilment of the principle of best intersts of the child, socio-economic difficulties threatening children's right to life, survival and development of the child; police brutality against street children, the increasing number of children deprived of a family environment, especially AIDS orphans, and an increase in the incidence of child prostitution, early marriages, and various cultural practices which are harmful to children. This study necessitates investigation of the mechanisms which could be adopted, to assist in the successful implementation of children's rights in Tanzania. ... This study, therefore, draws inspirations from the laws and practices on children's rights in Ghana and South Africa and explores the most effective mode of implementation that can ensure the translation of the noble intentions in the two instruments into genuine effective tools for enhancing the well-being of the children in Tanzania." -- Introduction.Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006.
Prepared under the supervision of Ms. Christine Dowuona-Hammond at the Faculty of Law, University of Ghana, Legon
http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html
Centre for Human Rights
LLM
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Gerzic, Emel, and Rozh Rafik. "INKORPORERING AV FN:S KONVENTION OM BARNETS RÄTTIGHETER -En kvalitativ studie om implementering av barnrättslagen i två svenska kommuner." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85645.
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The UN committee on CRC have criticized Sweden on many occasions for differences in relation to implementation of the CRC at municipal level. Studies notes that there’s existing challenges to realize the convention. This thesis studies the implementation process which is also a part of the policy process in two Swedish municipalities where the local government has come to a decision to implement the CRC in governing documents and include the CRC in all decision concerning children and young people up to eighteen years old. The chosen municipalities in the study differ in area, number of population and number of employees. The thesis purpose is to increase the understanding of how the implementation of the CRC in two Swedish municipalities works, and what strategy uses for the implementation of CRC. The purpose is also to identify similarities and differences in the municipalities way to achieve a full implementation according to Löpa linan ut-modell, and to investigate whether the official’s power and capacity for action have an impact on the implementation process. The theoretical framework has been based on theories of implementation process, and the finding have been compiled qualitative text analysis. The study shows how far the municipalities have come with the implementation of CRC, why they have come so far, how much work they have left to do to achieve a full implementation, and finally the studie finds the power of official’s and their capacity for action have an impact of the implementations progress and success in both municipalities.
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Achan-Okitia, Patricia. "The internal displacement crisis in Africa : implementation of national and international law on the child marriage phenomenon in Uganda." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/5276.
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This research focuses on the role that International Human Rights Law, policy and legislation should play in the protection of the rights of internally displaced children against child marriage. This thesis examines international treaties and domestic laws that purport to prohibit the
practice of child marriage with particular attention to laws relating to the protection of internally displaced children (IDPs).Mini Dissertation (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2007.
Dissertation submitted to the Faculty of Law of the University of Pretoria, in partial fulfilment of the requirements for the degree of Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Dr Lana Baydas at the Department of Law, American University in Cairo, Egypt. 29 October 2007
www.chr.up.ac.za
Centre for Human Rights
LLM
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de, Brito August. "STREET CHILDREN AND THE IMPLEMENTATION OF CHILD PROTECTIONREGULATIONS : COMPARING BRAZIL AND SOUTH AFRICA." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-37114.
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Children are the group of a society that is most vulnerable to the effects of poverty and inequality.Street children, particularly, could represent the ultimate misfortune of poverty and inequality. The problem is enlarged by the indication that the number of street children around the world isincreasing in pace with increasing social inequality. This study departs from a rights-based approach of research informed by United Nations Convention on the Rights of the Child (CRC). The purpose of this study is to compare Brazil and South Africa in their levels of commitment to children's rights, specifically in making internationaland national laws and regulations widely known and enforced in their respective societies, measured through the knowledge and perceptions of NGO-staff not only as professionals, but also as private citizens. The main data sources used were email-surveys and telephone interviews with NGO-staff, alongside with analysis of the CRC and the national child protection regulations in Brazil and South Africa. The main findings of this study represent a step towards covering some of the gaps in the researchliterature concerning street children. These findings are that Brazil and South Africa do not fully cover the contents of the CRC into their national child protection laws. The other finding regards the fact that Brazilian NGOs working with street children do not make consistent use of the national institutions responsible for the protection of children's rights. South African institutions, on theother hand, do make use of the national institutions responsible for the protection of children's rights.
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Asvelius, Edit. "Barnkonventionen på lokal nivå : En kvalitativ studie om implementeringen av barnkonventionen i två svenska kommuner." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31821.
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The UN Committee on the Rights of the Child has repeatedly criticized Sweden for the differences regarding the implementation of the Convention on the Rights of the Child (CRC) at the municipal level. Even so, studies show that there is a political will in the municipalities when it comes to realize the CRC. It indicates that there are challenges in terms of implementation. This thesis examines the implementation process in two Swedish municipalities where the local government has decided to implement the CRC. The purpose is to identify and describe the challenges that exist in the municipalities regarding the implementation and to determine to what extent the challenges can be influenced from the political level. The theoretical framework is grounded on theories of policy implementation and the findings have been compiled through interviews and qualitative text analyses. The study identifies challenges that are related, inter alia, to the ability to evaluate and control the implementation and the findings implies that the majority of the identified challenges can be influenced from the political level.
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Tängmark, Karolina. "Barnets rättigheter i Svenska kyrkan : Hur införandet av barnkonsekvensanalyser har implementerats i församlingsinstruktioner." Thesis, Uppsala universitet, Religionsbeteendevetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-432164.
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This thesis has studied how the decision of the Church of Sweden to introduce Child Impact Assessments has changed the way children and adolescents are mentioned in Pastoral instructions. Using quantitative and qualitative content analysis and the theory of implementation, it has studied how often children and adolescents are mentioned and how the rights of the child are concretized in the latest versions of the Pastoral instructions in the 13 Cathedral Parishes. Central to this study are the three foundational perspectives on the rights of the child: a Child’s-rights perspective, a Children’s perspective, and A Child’s perspective. The thesis concludes that while the overall frequency of references to children and adolescents in the Pastoral instructions has doubled since the introduction of Child Impact Assessments, the parishes have not satisfactorily considered the rights of the child, since only a few instructions have made use of the three perspectives. The thesis argues that, in order for the parishes to fully implement the Church’s decision, and to better consider the rights of the child in their future work, there is a need for educative efforts towards staff in the parishes.
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Cunha, Michele Lee. "Privacy Rights for Families and Children in K-12 Schools| A Mixed-Methods Study on the Effects of Perceptions of Educators on Implementation of the Family Educational Rights and Privacy Act (FERPA)." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843290.
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In the 1960s and 1970s, there was an important issue in education that dealt with student privacy. Student education records were not accessible to parents, and important decisions were being made for the students without input from the parents. Based on this abuse, the Family Educational Rights and Privacy Act (FERPA) was signed into law.
The purpose of this study was to determine if site administrators and teachers from educational institutions understand how to enforce FERPA. This study assessed the site administrators’ understanding of FERPA via a survey with questions on the knowledge of FERPA, student data, and student/parent rights. The study also assessed the impact of providing FERPA training to site administrators with a pre- and post-test. Interviews were conducted with the teachers to gain an understanding of their knowledge of FERPA with questions on student confidentiality and student data. The methodology for this study was a mixed-methods approach that used a one-group pretest-posttest design for the quantitative research and was supplemented by the qualitative data.
The results presented in this study contribute to the research literature on the importance of being trained in FERPA to enforce compliance and protect student confidentiality and privacy. Although there was a small sample size, there were slight increases from the pre-test to the post-test, which reinforces the importance of being trained on FERPA.
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Englundh, Elizabeth. "Folkrätt för barn som pedagogiskt åtagande : Statligt ansvar - regionalt lärande?" Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7312.
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This thesis focuses on the problem of learning processes in an organization that has decided to implement the UN Convention on the Rights of the Child (CRC). It is based on an assumption that there is interdependency between learning about the CRC and its implementation. The aim is to understand the conditions for individual learning and group learning in the organization. The empirical material consists of 52 interviews, notes and written material from the UN, the Swedish government, and regional levels. The research design is qualitative and the method used is abduction and retroduction. Sensitizing concepts have also been used. The regional context is a county council which has decided to implement the CRC by educating a "pilot-group", and whose task will be to integrate the CRC in the organization. The theoretical frame is mainly constructivistic; learning is an "inside-out" process. It is the individual who does the learning, but these individuals meet in the pilot-group and create knowledge based on their own experiences. The most significant results point out that learning about the CRC is a prerequisite for implementation. Once the individuals have learned about the CRC and how to understand and interpret its implicantions, they also know what has to be done in the administration in order to speed upp and secure implementation. Other important results show how the individuals act depending on to their position in the organization. The administration directors show passive resistence by not including the question on the agenda. The operations managers show active resistence by not taking the CRC into consideration in their contracts "because then you have to show what you have accomplished".
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Mohammed, Nishitiman. "A comparative analysis of how the rights of children as set out in the United Nations Convention on the Rights of the Child are made effective through their implementation in Kurdistan/Iraq and the United Kingdom." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1569.
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The United Nations Convention on the Rights of the Child was unanimously adopted in 1989. It was hoped that the Convention would have a positive impact on all children however, despite a country ratifying the Convention and proclaiming to have laws in the interests of children it is still possible for that country to fail in the attempt to implement children’s rights effectively. This can clearly be seen in Kurdistan, Iraq where implementation of children’s rights remains limited. With the continuing violence in Iraq, children’s rights have been somewhat neglected and as with many such situations children are the innocent victims. Ensuring and improving the rights of the next generation of Iraq is vitally important at a time when the country is going through important changes and re-generation. This thesis gives information on the historical background of the UNCRC and looks at its substantive provisions in detail, it then goes on to compare the implementation of children’s rights in Kurdistan and the UK. The thesis highlights methods of implementation in both countries and looks at ways in which some of the Convention’s articles are written into law. The thesis concludes with recommendations on how Kurdistan can move forward to achieve better implementation of children’s rights.
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Mankazana, Sobantu Vincent. "Investigation into the implementation of the childrens act no 38 of 2005 in mainstream schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/502.
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In this study the focus is on the implementation of the Children’s Act in mainstream schools. The Children’s Act mandates that all children who are in need of care both in school and out of school should be taken care of and be protected. However, they are often not afforded the full opportunity to enjoy the benefits of this Act. This is due to various factors that hinder the process of its implementation in mainstream schools. The main emphasis of this study is on the factors that hinder the implementation of the Children’s Act. The aim of the Children’s Act is to look after and provide services and support to children in need of care and protection. In order to provide such services and support to children, one needs to first identify such learners in need of care and their needs. Having done this, the support needed can be assessed and provided. This process is not easily achieved in mainstream schools. This study seeks to determine the factors that discourage the implementation process of the Children’s Act in mainstream schools. Data collection for this study included face to face interviews with teachers who are principals of schools and Life Orientation teachers, a social workers and school nurse. The data was used to analyze and interpret the challenges that hinder the implementation of the Children’s Act in mainstream schools. Among others, the study found that there is a lack of collaboration among stakeholders and coordination of service delivery. Poor parental involvement and commitment to parent involvement programmes was also evident. However, to a limited degree, there is interaction between the schools and relevant government departments. The study recommends that multidisciplinary teams should be formed whereby scarce resources can be shared. Various professionals should have the opportunity to come together toshare ideas and information. In order to encourage identification of learners in need of care, it is recommended that, the peer groups or peer educators be established and awareness campaign be conducted in schools. The study also recommends that developmental assessment programmes be conducted. Developmental assessment programmes will help gather information directly from learners or from an appropriate adult in the child’s life. They provide frameworks which can be used as guides for eliciting and analysing information.
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Adewumi, Toyin Mary. "The implementation of inclusion policy for learners with special education needs in primary schools in Fort beafort district :Towards a rights based approach to education." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5873.
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The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
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Lindström, Josephine. "FN:s barnkonvention : Demokratins positiva inverkan på staters implementering av barnkonventionen. Fallet Nigeria." Thesis, University of Kalmar, School of Human Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2256.
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Even though many states have ratified the UN Convention on the Rights of the Child and sworn to protect human rights, viloations occur every day both in developed and developing countries. United Nations gave Sweden critique for not implementing the Convention conrerning article 11, which raises the question how respected the Convention is amongst other states? Does democracy contribute to a higher level of implementation?
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Stedt, Rebecca. "Implementeringsproblematiken inom mänskliga rättigheter - en fallstudie baserat på implementeringsforskning med utgångspunkt i artikel 16.2 i CEDAW och hur denna implementeras i Gambia - Implementation issues within Human Rights - a case study based on implementetion reserach, article 16.2 in CEDAW and how this is implemented in The Gambia." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22717.
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Implementationsproblematiken inom de mänskliga rättigheterna är en pågående diskussion. Denna undersökning behandlar hur artikel 16.2 implementerats i Gambia och vad det kan finnas för svårigheter i implementeringen av en artikel som behandlar barnäktenskap. Genom fallstudien som metod och implementeringsforskning, Susan Möller Okin samt Sheyla Benhabibs teori gällande grupprättigheter kontra kvinnors rättigheter på individnivå undersöks hur artikel 16.2 i CEDAW implementerats i Gambia. Artikel 16.2, vilken beskriver barnets trolovning och äktenskap, dekonstrueras och utifrån det diskuteras innebörden i artikeln vilket senare jämförs med Gambias nationella lagstiftning. Undersökningen består av att se hur artikel 16.2 implementerats i Gambiaoch vad det kan finnas för svårigheter i implementeringen av en artikel som behandlarbarnäktenskap. Slutligen konstateras implementeringsproblematikens komplexitet och hur ett fall och en implementering av en specifik artikel i en specifik stat inte är den andra lik. Därmed inte sagt att det inte går att eliminera de grövsta misstagen genom att lära av tidigare försök och forskning.Implementation issues within Human Rights is an ongoing discussion. This study deals with how Article 16.2 was implemented in The Gambia and what difficulties can arise in the implementation of an article on child marriage. Through case study as a method and implementation research, Susan Moller Okin and Sheyla Benhabibs theory of group rights versus the rights of women on an individual level I wish to examinate how Article 16.2 in CEDAW is implemented in the Gambia.Article 16.2, which describes the child betrothal and marriage, is being deconstructed and from that discussed the meaning of the article, which later is compared with the Gambia national legislation. The study consists of seeing how Article 16.2 was implemented in The Gambia and what the difficulties in the implementation of an article on child marriage may be. Finally it is confirmed that implementation issues complexity, a case and an implementation of a specific item in a specific state is not like the other. That said, it is not possible to eliminate the largest mistakes by learning from previous experiments and research.
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Liljekvist, Frida. "Children’s Rights: the balance between children’s participation and protection : A policy analysis of the government report “A window of opportunity- a strengthen children’s rights perspective for children in refuges”." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151669.
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In November 2016 the Swedish government requested a study where actions were suggested in order to strengthen the children's rights perspective for those children living at refuges. This resulted in the commission of inquiry "A window of opportunity- a strengthen children's rights perspective for children in refuges" (SOU 2017:112). The aim for this paper is to study how this inquiry is constructed and in which way it problematize children's rights and will be guided by three research questions: how is the concept ‘children's rights' problematized in the report SOU 2017:112, how does the problematization of children's rights position children living at the refuges in order to strengthen them as rights holders and what implicit assumptions are made as a way to increase the children's rights perspective for the children living at refuges? To investigate these questions this paper will do a policy analysis based on Carol Bacchi’s (2009) “What’s the Problem Represented to Be?” (WPR) approach. The method is chosen since the WPR-approach is used for the study of policies and especially studies the way a policy constructs a problem. This paper argues that the problematization of children's rights positions the children at the refuges as in need of protection and care and at the same time emphasizes their right to get their voice heard, as they are being active individuals. The urge to strengthen the children is argued to be a way to prevent the children who have experienced violence to become abusive themselves. As such, the conclusion is that a strengthen children's rights perspective for those children living in refuges transmits to them becoming ‘good citizens'.
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Tuveng, Marthe Rise. "That is children’s right – isn’t it? : How does Statens Barnehus bring forward children’s rights to be heard?" Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23726.
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Through qualitative analysis with basis in a theoretical framework constructed by perspectives from sociology of childhood and Freeman and Dwyer’s understanding of children’s rights, this thesis contributes to in depth knowledge and critical analysis of actors perspectives and experience with Statens Barnehus forwarding children’s rights. This thesis has the aim to explore and examine the role of Statens Barnehus and their work with abused children. Through 8 in-depth interviews this thesis set focus on the impact of establishment of Statens Barnehus and their process related to forensic interview and problematize the concept of understanding children’s rights in different institutions. The aim of the in-depth interviews is to explore different actors understanding of `Statens Barnehus´ and how Statens Barnehus can contribute to forwarding children’s rights to be heard.
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Sargeant, Malcolm. "Implementation of the Acquired Rights Directive." Thesis, Middlesex University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337841.
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Giviashvili, I. "The implementation of procedural environmental rights : the BTC case study on the implementation of procedural environmental rights." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/187/.
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This PhD dissertation includes a case study on the Baku-Tbilisi-Ceyhan (BTC) Pipeline Project and aims to examine questions related to the implementation and exercise of procedural environmental rights. The BTC Pipeline was constructed to transport oil from Azerbaijan, through Georgia, to Turkey. More specifically, this dissertation aims to examine: the obligations of state with regard to the implementation of procedural environmental rights under the Aarhus Convention; the requirements of private sector borrowers under the Equator Principles regarding the disclosure of information and public consultation; the European Convention on Human Rights (ECHR) in the light of its potential to be used for environmental protection. This PhD dissertation seeks to make an original contribution to knowledge through the drawing up of conclusions on the: 1) legal regime of the BTC project in the light of the relationship between the BTC project agreements, the Aarhus Convention and the domestic normative acts of Georgia; 2) non-implementation by Georgia of procedural environmental rights under the Aarhus Convention in the context of the BTC project; violation by Georgia of Articles 8, 1 of Protocol No. 1, 10 and 11 of the ECHR in the BTC project context; non-compliance by the BTC Co. with the requirements of the Equator Principles; 3) presence of links between the existence and proper functioning of democracy and the effective exercise of the Aarhus Convention rights; 4) existence of links between the enjoyment of the ECHR rights and the effective exercise of the Aarhus Convention rights; 5) existence of links between the implementation of the Aarhus Convention rights and those of the ECHR. The study seeks also to make an original contribution to knowledge by reaching conclusions as to how to redress the shortcoming of the revised Equator Principles and how to improve the implementation of the Equator Principles on behalf of the “Equator” banks.
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Budde, Rebecca [Verfasser]. "Qualification of Children’s Rights Experts in Academia - a Qualitative Impact Assessment / Rebecca Budde." Berlin : Freie Universität Berlin, 2018. http://d-nb.info/1176640038/34.
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Montgomery, Stewart. "The implementation of rights in housing law." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/1321/.
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This thesis examines a range of issues concerning legal rights implementation in the field of Scottish housing law. This examination comprises three principle themes: firstly, an evaluation of the broad range of factors that can affect the implementation of legal rights. These factors are gleaned from an extensive literature review. Secondly, a critical analysis of key factors that affect the implementation of rights in respect of two Scottish councils, including assessment of the implementation of a select cluster of legal rights. Thirdly, drawing conclusions that identify the key factors pertinent to rights implementation. Legal developments in the field of housing have been diverse. But there has been little systematic study in the housing field of those factors that affect the implementation of legal rights. The thesis considers these factors in detail and reveals a complicated nexus of inter-relating elements that either contribute to or inhibit effective rights implementation. Political and ideological influences are shown to be significant, as is the influence of the legal process itself. But paramount in explaining rights implementation is the complex relationship that exists between council landlords and their tenants. Tenants, as key players in deciding to exercise their rights, often fail to do so; while landlords, charged by Central Government with the administrative task of implementing legal provisions, can be remiss in accomplishing their legal duties as a result of various organisational deficiencies. Organisational systems theory is applied to identify key organisational elements that are critical to ensure effective rights implementation. These elements are analysed in detail in the fieldwork that evaluates the organisational practices of two Scottish councils; this fieldwork incorporates analysis of implementation of four specific legal housing rights. Findings suggest that rights implementation is often ineffective, this failing attributable to a number of specific organisational deficiencies that include dearth of strategic planning, inadequacy of policy and procedural documentation, inappropriate work practices including lack of relevant performance indicators, ineffective communication systems and, crucially, under-developed training programmes for housing staff.
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Adegbola, Ruth Esemeje. "Children’s rights in Africa : an appraisal of the African Committee of Experts on the rights and welfare of the child." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/5343.
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The purpose of this work is to appraise the mandate of the African Committee of Experts on the Rights and Welfare of the Child, seek out the loopholes and loose ends and propose positive and proactive ways in ensuring the fulfilment of the mandate of the Committee for an effective child rights promotion and protection in Africa.Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2007.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Professor Tilahun Teshome, Faculty of Law, Addis Ababa University, Ethiopia.
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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Sloth-Nielsen, Julia, and Helen Kruuse. "A maturing manifesto: the constitutionalisation of children’s rights in South African jurisprudence 2007-2012." Brill Academic Publishers, 2013. http://hdl.handle.net/10962/68972.
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Pre-printThis article represents the next in a series of five-year overviews of children’s rights in the courts in South Africa. Using the Convention on the Rights of the Child and the African Charter on the Welfare of Children as a point of departure, the study suggests that it is in the public sphere that children’s rights have had their most impact in the period under review. The article highlights eight areas of distinction in this five-year period: these include judicial approval of resource mobilisation for the fulfilment of children’s rights, emphasis on the quality of and standards in education; the development of innovative remedies to deal with unreasonable state measures affecting children, and an increasing focus on the right to dignity of the child. The authors conclude that the scope of the cases cited points to the growing insertion of children’s rights considerations in increasingly diverse areas of legal interaction. Furthermore, the authors posit that the CRC and ACRWC – together with non-binding sources of international law – have substantively informed and enriched the jurisprudence of South African courts.
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Carlsson, Josefine. "Children’s Rights in International Social Work : A critical analysis of a campaign by UNICEF." Thesis, Linköpings universitet, Avdelningen för socialt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167899.
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Children’s rights and childhood are concepts that are a part of everyday discussions for many people around the world, but the understanding of the concepts shifts through time and space. The Convention on the Right of the Child, CRC, is supposed to protect children’s rights and relies upon the idea of childhood that describes children both as active agents and in need of protection. UNICEF, an organization within the UN, has the CRC as a guiding principle to achieve its mission to improve the lives of every child globally. However, previous research has criticized the CRC and UNICEF for ignoring particular children’s needs and having a western bias. Thus, even if an international social work program aims to protect children’s rights, it can end up excluding the needs of particular groups of children. This study aims to provide an understanding of how the problem of children’s rights discriminations is represented to be in UNICEF’s campaign #ENDviolence. The study fulfills the aim by using Carol Bacchi’s approach “What’s the problem represented to be?” WPR, and its six guiding questions. The empirical data is UNICEF’s campaign report, because the present study aims to investigate children’s rights discrimination, and the organization works with children and uses the CRC as a guiding principle. The study uses the WPR approach because it stresses that problems are created and given meanings through policies and programs. This study also uses the social constructionist theory and the two concepts, intersectionality and intertextuality, to provide a broader understanding. The results show that the campaign does only have a limited intersectional perspective, by not including children’s different identities, relating to such as race, nationality, alternative gender identification and sexuality, and abilities/disabilities, and it also does not acknowledge children’s multiple identities. Instead, the problem representation solely relies upon the concepts of sex (boy/girl) or age. Hence, the campaign leaves particular children and their needs unrecognized. An explanation for this approach is the campaign’s stable intertextual connection to the UN, and the writings, CRC and SDGs, Sustainable development goals. The campaign also tends to have a western bias, through silencing western countries, the data it uses and how it presents the data. The campaign ignores particular children and how institutional structures may affect them differently because of their identities. Thus, discrimination and violence against specific children can continue and suggested solutions would not necessarily help them.
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Ostojic, Jovana. "United Nations’ Naming and Shaming of Children’s Rights Abusers in Conflict: A Critical Assessment." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22235.
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Naming and shaming is a widely used strategy by the transnational advocacy network (TAN) to prevent human rights abuses and increase compliance to international humanitarian law (IHL). However, existing research demonstrates controversial results about the efficacy of naming and shaming as a method to increase compliance to IHL. To add new insights to the ongoing IR debate, this paper investigates United Nations’ (UN’s) naming and shaming of children’s rights abusers in conflict. A quantitative analysis of UN’s Annual Reports on Children and Armed Conflict between 2013-2018 provides an assessment of the assumed link between public condemnation of state actors and armed non-state actors (ANSAs) who commit children’s rights violations in conflict, and an increase in compliance to IHL and protection of children. This paper aims to investigate the results of UN’s shaming policy through the theoretical framework of Constructivism and thus provide a critical assessment of the issue. The results of this thesis indicate that there seems to be a convincing link between the number of state actors listed on UN’s “lists of shame” and the number of parties who put in place measures to improve protection of children and increase compliance to IHL. On the other hand, the link seems to be weak when it comes to the number of publicly exposed ANSAs who subsequently commit to UN action plans and increase compliance to IHL.
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Koopman, Gonzalez Sarah. "The Normalization of Everyday Violence: Rights, Education, and Violence Management in Salvadoran Children’s Lives." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1481145904042934.
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Ribaeus, Katarina. "Demokratiuppdrag i förskolan." Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31484.
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The aim of the study was to explore the democratic mission of the preschool as expressed in the preschool teachers’ talk and practical work and also through the children’s actions. The goal was to acquire new knowledge about how the democratic mission is carried out in preschool practice and what democratic subjects are supported and developed by the preschool teachers. Field studies were carried out between 2008 and 2010, with a concentration in spring 2009. The study included 5 preschool teachers and 20 children aged 3-6. Observations were made during the teachers’ planning meetings, when they worked with the children and when the children were playing or acting on their own. Two focus group interviews with the preschool teachers were also carried out, and local documents, for example work plans and evaluations, were analyzed. The results indicate that there has been a shift in view from group orientation in the preschool to greater focus on the individual child. In the analysis of the democratic subjects it was clear that much of what happens in the preschool is focused on individual children rather than the children as a group. In summary, preschool teachers speak of the democratic mandate as important but difficult to implement in their daily work. Children’s influence and participation are set up as goals in the work plan, but the preschool teachers do not feel they come to fruition in the pedagogical practice. Still, they define and condition children’s influence and they do work at the task, seemingly unconsciously, in practice. For their part, the children often seize opportunities when they arise but they also create their own. They take initiative and present ideas about what they want to do in preschool. It even turned out they had influence far beyond the preschool walls.Förskolans demokratiuppdrag beskrivs som centralt och viktigt men hur omsätts det i praktiken? Hur ser förskollärarna på det de förväntas göra, hur arbetar de med detta i förskolans vardag och hur går det att förstå ur ett barnperspektiv? Observationer har genomförts på en förskoleavdelning med barn i åldern 3-5 år. Förskollärarna har intervjuats och förskolans olika dokument har analyserats. Syftet var att undersöka förskolans demokratiuppdrag så som det kommer till uttryck genom förskollärares tal och handlingar och genom barns agerande i förskolans verksamhet. Resultaten visar att förskollärarna framförallt förstår demokratiuppdrag i förskolan som en fråga om barns möjligheter till inflytande- ett villkorat inflytande. Barnen tar, inom ramen för de villkor som ställs upp, vara på de möjligheter till inflytande som ges. Bland annat genom att ta egna initiativ, göra motstånd under planerade aktiviteter och utmana de regler som finns på förskolan. Analysen visar också att förskollärarna har en komplex syn på det demokratiska subjekt som eftersträvas. Det ses som individualistiskt ur vissa aspekter, barnen ska kunna stå för sina egna åsikter, det ses som socialt, barnen ska lära sig att lyssna på andra, och det ses också som politiskt, barnen ska kunna vara med och påverka verksamheten genom att själva handla. Som ett didaktiskt bidrag presenteras en ny analysmodell; Institutionella demokratihändelser.
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Löfkvist, Martin. "Corporal Punishment : A study about attitudes and opinions to corporal punishment and the connection to children’s rights in South Africa and Sweden." Thesis, Högskolan Dalarna, Religionsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19522.
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Corporal punishment is a worldwide problem. The purpose withthis thesis is to promote a constructive discussion about the problem andconnect this to children’s rights. This gives the possibility to start adiscussion about suggestions and measures to reduce the problem. Thetheory is that corporal punishment is used as a disciplinary method tochange behavior. Children’s rights is regulated by conventions and nationallaws. The method is to conduct an analysis with interpretations andcommentaries of the research materials from South Africa and Sweden.The conclusion is that those who are positive to corporal punishment thinksit is an efficient working method, and it is about children’s safety. Thosewho are negative have experienced that alternative methods works. Asuggestion is to involve children in the work with children’s rights andeducate them in human and children’s rights with focus on obligations andresponsibility.
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Louw, Sideen. "Rights of the child and Euthanasia in the context of South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/7586.
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Magister Legum - LLMEuthanasia is controversial topic that attracts conversations on grounds of fundamental human rights and freedoms. The opinions of legal scholars are inconsistent because while some view euthanasia as a gross violation of one’s human rights, others argue that it should be regarded as a fundamental human right. Extending the ‘right to die’ to children is more controversial because they are considered to be a vulnerable demographic and generally presumed to be legally incompetent to exercise their rights autonomously. The State aims to protect children by restricting their rights rather than enhancing their autonomy and including them in the discussion. To that end, children are often excluded from decision-making on the understanding that they are legally incompetent and cannot comprehend the consequences of their decisions.
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Mawodza, Obdiah. "Protecting girls against child motherhood and the rights of child mothers in Zimbabwe." University of the Western Cape, 2018. http://hdl.handle.net/11394/6827.
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Doctor Legum - LLDThe issue of child motherhood remains a key challenge, especially in developing countries such as Zimbabwe. Despite bearing the worst of its effects, Zimbabwe looks largely to have fallen short of answers to solve this problem. The focus has been on legal solutions to prevent and ban child marriages, which leaves the plight of child mothers and/or motherhood often forgotten. Interestingly, the 2016 landmark case of Mudzuru and another v Minister of Justice, Legal and Parliamentary Affairs which declared child marriages illegal serves as an eye opener to the challenges of how to legally protect child mothers in Zimbabwe. Though dealing with child marriages, the importance of the case is the fact that child marriages are the major contributor of adolescent motherhood in that married girls become predominantly child-bearers. According to provincial statistics in Zimbabwe, Manicaland and Mashonaland Central provinces have the highest number of child mothers averaging 27 and 30 per cent, respectively. The Zimbabwe Demographic and Health Survey reported that nine out of 10 teens aged 15 to 19 are sexually active, and two out three first have had sex before the age of 15. Therefore, girls are at risk of becoming child mothers, without necessarily being married. Consequently, the need to protect girls from early motherhood, and give effect to the rights of girls who are already child mothers becomes a pressing issue. Zimbabwe has made several international commitments to the realisation of children’s rights. It is a signatory to the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child, which contain provisions that protect girls against child motherhood and the rights of child mothers. In 2013, Zimbabwe adopted a new Constitution. It espouses a regime of justiciable children’s rights. It has also promulgated subsidiary laws that are also relevant to children’s rights. Therefore, the main purpose of this study is to critically analyse legal and policy measures towards the protection of girls against child motherhood and the rights of child mothers in Zimbabwe.
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Mollvik, Lia. "Are Children Seeds or Are They Soil? : A Comparison between Martha Nussbaum’s Capability Approach and Utilitarian Philosophy applied to Critical Thinking in the Rwandan Education System." Thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254488.
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Much research has been done within the field of Education on how to integrate Human Rights in education, both as a class subject and as a value system. Similarly, the research field of Education also contains many discussions of how “critical thinking” is taught and what its role in education is and should be. This thesis instead approaches the topic from “the other way round” so to speak, by using a “human rights lens” to explore ethical and political views on the goals of education generally and the role of critical thinking in education particularly, as they appear within a particular educational context – Rwanda’s education system. The philosophy of education of utilitarianism and that of Martha Nussbaum’s Capability Approach are here compared and contrasted with each other and act as a theoretical framework for understanding the Rwandan education system as it appears through the reading of policy documents and through the experience of a selected group of Rwandan primary and secondary school students. The thesis argues that an ethically acceptable and stable philosophy of education should spring from a conception of human beings as ends and not means. Starting with such a conception of human beings, the goal of education becomes that of developing each individual’s capabilities to their fullest potential. Additionally, the thesis argues that the role of critical thinking in education should be regarded as central, as the capability for critical thinking enhances the flourishing of other human capabilities.
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Prellwitz, Marina. "Protecting the Rightless - Are Refugees’ Rights Still the Paradox of Human Rights? : A Case Study of Refugee Children’s Access to Education in Lebanon." Thesis, Uppsala universitet, Teologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-294944.
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This thesis explores the relationship between citizenship and human rights by focusing on refugee’s rights. The study is based on Hannah Arendt’s theories that when someone loses state-protection human rights appear weak, and one finds oneself in a state of rightlessness (1976). She developed her thoughts during the refugee crisis after the Second World War, and by discussing her theories in relationship to a field study performed in Lebanon this thesis applies her theories on the current refugee crisis, investigating how applicable her theories are on refugees today. This opens up a discussion on if and how the modern human right framework has managed to solve some of the issues that were present for refugees more than 50 years ago. The empirical study is based on a minor field study in Lebanon concerning refugee children’s right to education. By performing interviews and observations, the obstacles that these children face are presented and analysed according to a framework on vulnerabilities that migrant’s face developed by Sabates-Wheeler and Feldman (2011). The result of this study is a discussion that connects the theoretical framework with the empirical findings by discussing traits in the relevant theories in connection to the case study. The thesis finally concludes that many vulnerabilities that Arendt discussed still affects refugee’s lives today, despite the development of human rights.
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Lekman, Hansen Camilla, and Lena Pedersen. "The Need for Play and Creativity in Children’s Rehabilitation Process: a Field Study in the Philippines." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21168.
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De förhållanden som många filippinska barn lever under stämmer inte överens med de rättigheter de har under barnkonventionen. Extrem fattigdom och utbredd korruption gör att människor lever under svåra livsförhållanden och de värst utsatta är barnen. Den filippinska staten varken respekterar, skyddar eller uppfyller dess skyldigheter under internationell lag. Därför måste andra aktörer, som olika NGOs, ta på sig ansvaret för att barnens behov ska bli uppfyllda. Många barn från försummande och utnyttjande situationer är i behov av rehabilitering.Denna uppsats är baserad på en fältstudie med fokus på det arbete som två NGOs på Filippinerna utför för att ge barn tillbaka deras förlorade barndom. Syftet är att väcka uppmärksamhet kring de behov som barn har för deras utveckling och välbefinnande, speciellt behovet av lek och kreativitet, två behov som tenderar att komma i skymundan i arbetet för barnets bästa.The situation of children in the Philippines is not in accordance with the rights stipulated under the CRC. The extreme poverty and widespread corruption in the country creates an abusive and neglectful environment for people, with children being the most severely affected. The Philippine state does not appear to respect, protect and fulfil its obligations under international law. Other agents, such as NGOs therefore assume responsibility to fulfil the needs of children. Many children are maltreated and in need of rehabilitation.This thesis is based on a field study focusing on the work performed by two NGOs in the Philippines that help children renew their lost childhood. The aim is to draw attention to the needs the child has in their development and wellbeing, especially the need for play and creativity. Two needs that tend to get overlooked in the assessment of the best interest of the child.
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Trägårdh, Jessica. "It is good! It always reminds us that they have rights and we have rights : A study about working with children’s rights in a few preschools in South Africa." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19349.
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BACKGROUND: The rights of the child are a subject that never stops to be of immense significance and import. All people are bearers of human rights yet children are, due to their vulnerability, always subordinated adults. It is therefore of great magnitude that we learn to respect and treat the child with dignity. It is our duty as preschool teachers to implement these rights and to raise the children in a democratic spirit, to achieve this we need to act accordingly. This can sometimes be a complex matter. South Africa has a history of violence and discrimination; nonetheless the country has made substantial progress in these areas. I decided to go and see for myself how the work with children’s rights was coming along. PURPOSE: The main purpose of this study is to find out how a few preschool teachers work with children’s rights in the country of South Africa. I decided to focus on children’s participation and on corporal punishment and the teachers own views on these topics METHOD: This study takes a hermeneutic scientific conduct, through ethnographic research I try to analyze and interpret a few preschool teachers’ views and actions concerning children’s rights. In this field study data was collected through interviews and observations. RESULT: Earlier research and concluding observations say that South Africa is having difficulties in realizing children’s rights in numerous areas. Both the child’s participatory rights and the continuous use of corporal punishment are expressed as concerns. In this thesis I find that teachers are unfamiliar with the UN Convention on the Rights of the Child and that they receive no education or support from the government in these matters. The teachers are however aware of the concept “children’s rights” and they have some understanding of what it is relating to. The teachers states that the work with children’s rights every day and in all activities but no organized situations about this is observed. The child’s possibilities to participate are scares and the teachers are relatively novel towards the involvement of the child. Most teachers consider benefits from corporal punishment and the continuous use is evident.
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Vega, Leyton Birgitta. "Women's Human Rights : Issues of Implementation in Sri Lanka." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-675.
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This thesis is about issues concerning the implementation of women's human rights in Sri Lanka.
Sri Lanka has had a conflict between the Government and the Liberation Tigers of Tamil Ealam, LTTE for two decades. Since 2002 there has been a ceasefire agreement in place, which is being violated by both parties. Before being abandoned in 2003, one woman was present during the peace talks that were held.
In this paper I present the results of my field research conducted in Sri Lanka in November and December of 2005. The aim was to find out how women were active in the peace process since it is stipulated in international conventions that they have a right to participation. During the interviews with women activists it became evident that women were not involved in the official peace process. Therefore the thesis is about women’s human rights in Sri Lanka and the obstacles for their implementation.
Two main reasons for the lack of implementation of women’s human rights in Sri Lanka are identified. Firstly, for reasons of culture and patriarchal structures, there is a general lack of implementation internationally of women’s human rights. Secondly, the unresolved conflict situation in Sri Lanka, which reflects the unequal power relations between men and women that existed prior to the conflict. The lack of implementation of women’s human rights in Sri Lanka results in women not being present in the political life and they are therefore not part of the official peace process.
International conventions such as the Convention on the Elimination of Discrimination Against Women, CEDAW and the UN Security Council Resolution 1325 on peace and security are addressed in the thesis in order to examine women’s human rights and their right to participation in politics and peace building.
Finally, I conclude that in order to include women in the official peace negotiations women need to actively participate in politics. The method presented to ensure such participation is that of affirmative action. It is a measure that falls under the category of temporary measures, which is suggested in CEDAW article 4.1.
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Chambers, Angela, and not supplied. "Human rights - education and implementation in a commercial organisation." RMIT University. Management, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070207.163032.
Full textAbstract:
This case study explored the process of incorporating human rights into the operation of an international commercial organisation. Constructing a dialogue to bridge the gap between human rights discourse and commercial realities, this case study identified the unique roles required to develop dialogue and created a model as a diagnostic and educational tool. The roles specific to human rights consulting, of interpreter, Champoin and Enabler afforded effective penetration into the participating industry partner's operational levels. These roles emerged from the process of constructing a human rights discourse and tensions therein where the existing theory of organisational change and consulting was found to be inadequate for human rights intervention. Based on the data of industry partner's existing practices and human rights concerns and on the process of collecting and analysing this data, the model for education and implementation was constructed. It is a flexible tool for examining human rights practices from bottom up as well as top down of an organisation. This research showed that having a comprehensive picture of the complexities involved sas an effective method of exploration and making sense of human rights education and implementation in a multinational industrial setting. The construction of the roles and of the model relied on the central premise of willingness of a multinational corporation to examine its practices and take an autonomous position of corporate citizenship and responsibility. This was consistent with the participatory research design of the study. Theretically this research challenges the appropriateness of traditional organisational change concepts when dealing with human rights; provides a diagnostic and educational tool for human rights consulting; and points to further research in this area.
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Mo, Karin. "The Practical Implementation of Human Rights – Universal or Contextual?" Thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-267286.
Full textAbstract:
This thesis aims to explore how human rights practitioners interpret human rights (as either universal or contextual), and if their interpretation influence the way in which human rights are implemented in development assistance. In order to answer this question, I have conducted field studies in Stockholm, Sweden and Kampala, Uganda. By viewing the outcomes of these field studies through a theoretical lens concerning the universality or contextuality of human rights, the study intends to cast light on human rights practitioners’ own personal notions of human rights and what implications these views have for development assistance. The study shows that all of the respondents in the case studies share a common view concerning the universality of human rights, and that the rights articulated in the Universal Declaration of Human Rights (UDHR) are indeed universal and should be shared by all people everywhere. That being said, the result also demonstrate that there is a common notion among the respondents from Kampala that this universality does not exists in the practical implementation of human rights in development assistance. Furthermore, the results show that all respondents see that clear prioritizations are made in terms of which rights are focused on in the field of development assistance specifically. The respondents perceive these prioritizations to be set on the basis of the political agenda of the international community and major donors. Which priorities end up at the top of the agenda depends on any number of cultural, historical, ideological and economic factors that differ from situation to situation. In light of these findings, I argue in this study that there exist weaknesses in the universal approach to human rights that are claimed by Jack Donnelly and the donor community when it comes to practical implementation in development assistance. The results of this study show that the universality of human rights is threatened by uneven power dynamics that exist between donors and partner countries. This has implications for the ability of both practitioners in the field of human rights and donors to instill confidence in a local context. Therefore, this thesis suggests that there is a need for a re-examination of how this universality is approached from the international community and the donors when it comes to the practical implementation in development assistance in order for the common goal to be fulfilled.
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Rodriguez, Adriana. "Stakeholder Views on Children’s Mental Health Services." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2891.
Full textAbstract:
Identification of evidence-based treatments (EBTs) has been an important development; however recently, some shortcomings of the approach have been highlighted. These complexities have led to a surge in transportability research in mental health services science with goals of identifying needed strategies to encourage the adoption of innovations. The mental health system ecological (MHSE) model is an approach necessary to assist with closing this gap effectively as it integrates mental health contexts: client-level, provider-level, intervention-specific, service delivery, organizational, and service system characteristics. The aim of this study is to use the MHSE model to examine perspectives of mental health stakeholders on their needs. Data consists of qualitative transcripts from parent, therapist, and administrator interviews/focus groups. Mixed methods were used to develop and analyze codes according to the MHSE model. Results suggested that stakeholder groups mentioned needs relevant to the group of interest and thus have implications for future dissemination efforts.
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Thomas, Bernice Karen. "The importance of documentation for the protection of unaccompanied and separated migrant children and the realisation of access to socio-economic rights: An assessment of the participation and roles of stakeholders." University of Western Cape, 2021. http://hdl.handle.net/11394/8335.
Full textAbstract:
Magister Legum - LLMThis paper reports on the findings of a study on the importance of documentation for unaccompanied separated migrant children on South African soil. The objectives of the study is to identify what the international and national laws and policies state about protecting children’s rights, particularly, their socio-economic rights, in the context of irregular migration. Their rights to have legal documentation, their right to education as well as health care, among others. Most importantly, the paper attempts to gain an understanding of the role and obligations of South African stakeholders in terms of the requirements of documentation and the implementation of the relevant laws and policies. To understand what the relevant stakeholders such as NGO’s, DE, Health, DSD and DHA do to protect USMC’s socio-economic rights. Their right to documentation, their right to education, to health care, to the justice system and child protection systems.
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Palmer, Claire Helen. "Unfinished business : legalisation and implementation in business and human rights." Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:c296ae90-ad73-49c9-a0b3-b1170ca30930.
Full textAbstract:
The thesis explores the nature of transnational legalisation by identifying one emerging norm - corporate accountability for human rights violations - and tracing its promotion through three separate pathways of legalisation. At the domestic level, the thesis discusses the jurisprudence of domestic courts that have contemplated assuming extraterritorial jurisdiction over alleged human rights violations of transnational corporations (TNCs) in other states. At the international level, the thesis considers developments in the United Nations (UN), which in 2011 launched a new normative framework to bolster the accountability of TNCs in respect of human rights. At the transnational level, the thesis discusses the Kimberley Process Certification Scheme (KPCS), the Extractive Industries Transparency Initiative (EITI), and the Voluntary Principles on Security and Human Rights (VPs), which have been selected as representative of the range of hybrid schemes increasingly developed by government and industry representatives to ameliorate the impact of TNCs on human rights. The thesis also develops a framework with which to analyse these trends by adopting (and further developing) the liberal institutionalist tool of legalisation, which is described in Kenneth Abbott et al's 'The Concept of Legalisation'. This thesis argues that this classic framework can be adapted and reimagined in the context of the transnational legal system, which is characterised by thick configurations of agents working across a multiplicity of issue areas. I suggest that in applying the classic framework in the transnational context, there appears to be an omitted variable - that of implementation, which exists alongside obligation, precision, and delegation. Implementation refers to the specific actions taken by agents to translate legal or law-like principles into practical, workable instructions for courts, governments, companies and other non-state actors to follow. The thesis argues that an increased focus on implementation generally leads to more effective or greater legalisation. The empirical chapters demonstrate that efforts in implementation are often undertaken for the purpose of strengthening one or more other legalisation characteristics in the long run. This suggests that agents will be willing to accept lower levels of obligation, precision and/or delegation if they believe a focus on implementation will help strengthen these characteristics over time.
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Helgesson, Sara. "Children’s Rights and corporal punishment in Sweden: A content analysis of the 1978 bill against Corporal Punishment." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22804.
Full textAbstract:
This paper (will conduct) a content analysis on the bill put forward by the Swedish government in 1978 that advised for legislation against corporal punishment in Sweden. The analysis will use coding to discover the motives behind the bill what institutions and people that were used as instruments, and which institutions and organisations that were delegated the responsibility to uphold and protect these rights. Additionally, there will be a presentation of the history and background of children’s rights in the “western world” and in Sweden. In the case of Sweden, the social and political structures that exist as a result of the social reforms in the twentieth century will also be presented. Furthermore, social democratic, liberal, and feminist theory will be used in the study of the bill to uncover the limitations that the legislation holds on children’s rights in Sweden.
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Viviers, Andries. "The ethics of child participation." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26096.
Full textAbstract:
Child participation is one of the fundamental principles of the United Nations Convention on the Rights of the Child (1989), which South Africa ratified in 1995, together with (a) the best interest of the child; (b) survival, protection and development; and (c) non-discrimination (Hodgkin&Newell, 2002:17). It can be viewed as one of the cornerstones of child rights (and also human rights) as far as the Convention is concerned. The strongest foundations for children’s right to participation in society can be found in universally agreed upon human rights treaties as well as domestic laws. These provide, either directly or by interpretation, for the right of children to participate in claiming their civil and political rights (first order rights) as well as their social, economic and cultural rights (second order rights). It is apparent that the construction of childhood by the adult portion of society directly affects children’s ability to claim and execute their right to participation as citizens. These constructions of childhood are largely determined by the large differences in power between children and adults, where adults hold the power and decide when and how much power will be given to children, and by children’s perceived status as “lesser” than adults and, as such, needing to behave and respond in certain ways. Both these perceptions influence the meaningful participation of children. Despite progression being made globally on the importance and value of children’s participation, there remains a tension between children’s right to participation and society’s construct of children and childhood. While this tension prevails, it is important that mechanisms be found that will ensure that children’s right to participation is executed in a way that will ensure that society’s perceptions of childhood do not influence the quality of meaningful participation. Authentic and meaningful participation can be safeguarded by ensuring that participation occurs within a framework that spells out the ethical principles to which child participation should adhere. Research was undertaken to explore the foundations of child participation as a fundamental right, and to develop ethical principles for child participation for use in practice. As part of a qualitative study, semi-structured interviews were conducted with adult experts in child participation, and focus group discussions were held with children involved in child participation. From the study it was concluded that ethical principles for child participation are important to ensure that children are enabled to participate in an authentic and meaningful manner in all matters that affect them and their communities. Based on the findings and the conclusion, a framework for the ethical principles of child participation was developed. Recommendations included the following: - Publishing and dissemination of the framework for the ethical principles of child participation.
- Monitoring of child participation to ensure that it is ethical.
- Training in ethical child participation for all role players.
Dissertation (MA)--University of Pretoria, 2010.
Social Work and Criminology
unrestricted