Submitted in fulfillment of the requirement for the degree of MASTER OF EDUCATION in the Dcpartment of Educational Psychology of the FACULTY OF EDUCATION of the University of Zululand, 2003. / This study involves an investigation into the effect of changes in society on the pedagogic relationship of trust. An attempt was made to look at these changes in general and how they have affected the learner-educator relationship of trust The literature study has revealed that educators have problems in adjusting to the introduction of the human rights culture in the classroom, as part of a broader political change whilst maintaining their authoritative guidance. These changes include internal factors like the family, divorce and separation, single parenting, family violence, women empowerment child abuse, polygamy, extended family and peer pressure. There are also external factors like parents' social class. political change, economic change, technological change, demographic change and the change in value systems and future perspective mat were explored. In order to gain insight into the impact of changes in society on the pedagogic relationship of trust, a literature study on inter alia the three relationship structures was undertaken. The investigation was aided by an empirical study comprising a structured questionnaire completed by educators in Umlazi and Umbumbulu districts. The study has confirmed that die relationship of trust is affected by changes in society. The study has also revealed that most of the experienced educators have since left die education system through voluntary severance packages. Both the literature study and the empirical survey have revealed that educators have misunderstood the learner's freedom of expression in class as a threat to their authority. The study has also shown mat mere is a need by educators to accept change and democracy before they deal with learners from a highly politicised society. It has also been revealed mat the present economic policy and redistribution of wealth have felled to provide employment opportunities and as such, the crime rate has increased. The impoverished society is therefore not taking care of learners" needs from home. by instilling the right values and morals, hence the increased rate of rape and sexual abuse of learners. In conclusion, a summary was presented and based on the findings of this study. The following are some recommendations that are made: > Parents, members of the Governing Body, principals, staff, management teams, learner representative councils and Student Christian Organizations should use democratic values and principles to implement policies and procedures. The vision and mission of the school should be clearly known to ail stakeholders. Information should circulate freely amongst all involved. > Educators should strive to interact with learners in a manner that values and respect for human rights emulate from interaction. > Educators should conduct regular searches with observing the dignity of fee learner, identifying learners in possession of a firearm, drugs or harmful substances, stolen property or pornographic material.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / During his presidency, Mr Nelson Mandela could not emphasise enough the rights of children and the conditions of children and youth in detention. In his first opening speech of Parliament in 1994 he made it quite clear that the rights of children had to be prioritised. In May 1995, a year after the Government of National Unity came into power, Mr Mandela recommended that an Inter-Ministerial Committee for Youth at Risk should be appointed to draft an improved system for Child and Youth Care. With regard to children who are guilty of lawlessness, drug abuse, gangsterism and juvenile delinquency, Places of Safety occupy an important position in the South African education system. In this research I conclude that the biggest stumbling block for the effective application of moral education in Places of Safety could be attributed to the fact that children admitted to these places are hardened street children. They form a sub-culture on their own, who could easily be influenced by the group of whom they are part. The multi-disciplinary teams who are responsible for the moral education of these learners are not always adequately trained to handle their tasks effectively, and do not always realise the necessity thereof. The limited time that these learners/children spend at Places of Safety also has an influence on the effective application of their moral education. The programmes at Places of Safety are specifically designed to support the regeneration of morality for children who stray from accepted social norms and values of society. The National Institute for Crime Prevention and the Reintegration of Offenders (NICRO) has support structures in the community in places which support children and youth, who are guilty of unacceptable social behaviour, such as violent crimes, house burglary and rape. One may refer to support structures as diversion programmes, and they are managed by NICRO to support institutions that are currently working with persons in conflict with the law.