The aims of this study are two-fold: (a) to describe facilitators' educational beliefs about human rights education (HRE), and (b) to identify which of these are shared and are idiosyncratic. Using research on teachers' educational beliefs as a starting point for this study, the following five dimensions of educational beliefs about HRE were explored: (a) participants and participating, (b) facilitation, (c) HRE, (d) learning to facilitate, and (e) Self and the facilitation role. A sample of facilitators from North and Central America, Eastern Europe, Western and Eastern Africa, and South and South-East Asia who were affiliated with a large-scale HRE training program were invited to participate in this study. Fifteen facilitators were interviewed, three of whom consented to providing additional data through stimulated recall sessions. Research results suggest that facilitators' shared educational beliefs about HRE represent universal principles of facilitation practices in the field, while idiosyncratic beliefs are linked to local needs and issues, respectively. Focusing on facilitators' shared educational beliefs provides the basis for a general model of possible relationships that exist between key components of HRE. Outcomes from this study indicate that the psychological construct of educational beliefs is both a significant factor and viable research focus involved in the professional practices of facilitators working in non-formal contexts. Implications for future research and professional development arising from this study of facilitators' edudtional beliefs in non-formal educational contexts are discussed.

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M.Ed. / Please refer to full text to view abstract

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

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M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Sociology of Education) / This study is part of a broader research project that deals with educating towards human rights. The purpose of this study was to determine the matriculants' perception of the duty of the State and the responsibility of the individual towards the State. It is also aimed at informing readers about the rights and duties of the State and individuals as far as education is concerned.

M.Ed. (Educational Psychology) / Education in human rights has been grossly neglected in the South African schooling system. The far-reaching changes that are currently being worked in this country, however, compel all educators to start instructing their students not only in their own rights, but also in the rights of their fellow-citizens. This study forms part of a greater research project that has been launched by the Department of Educational Sciences of the Rand Afrikaans University. The aim of this study was to establish to what extent pupils have been made aware of their right to freedom and privacy by the time they have reached Std. 10. The following aspects of the right to freedom and privacy were identified on the basis of a literature study: the right to protection of a person's body, freedom of speech and expression, freedom of association, freedom of thought, freedom of worship, freedom of movement and the right to privacy. Following the identification of the above-mentioned aspects, a questionnaire was compiled, the results of which were verified by the process of content validation. Hypotheses made on the bases of pender, age group and religious affiliation were tested and the confidence of the questionnaire was tested on the 1% and 5% level. The most important findings of the investigation are as follows: The high average values obtained in respect of all aspects of freedom and privacy indicate that the respondents attach much importance to and are well informed on their right to freedom and privacy. The fact that so many respondents attach much importance to the right to the protection of their bodies, to the right to associate with whomever they choose and to freedom of speech, shows these factors to be of vital importance to their education. It was found that female respondents were of the opinion that pupils were made more aware of their right to freedom and privacy by the time they had reached Std. 10 than their male counterparts. Significant differences of opinion were found to exist between teachers and pupils, the various age groups, language groups, religions and teachers with different teaching experiences and qualifications as regards the question to what extent schools have made children aware of their right to freedom and privacy by the time they have reached Std. 10. Respondents were of the opinion that neither media exposure (l.e. radio, television and newspapers) nor school education and guardianship had any significant influence on the extent to which pupils are informed on their right to freedom and privacy. It can be concluded, therefore, that greater awareness needs to be created at school level as far as the education of pupils as to their right to freedom and privacy is concerned. It is recommended, furthermore, that a counselling programme be launched that would enable teachers, parents and pupils to gain thorough knowledge of their right to freedom and privacy, and of their responsibility to exercise these rights.

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

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