Strategic litigation for the achievement of education rights for pregnant learners in Africa has emerged at both national and regional level in recent years. While it is important that the narrative shaped by these cases reflect a child-rights approach, informed by sufficient child participation and consideration of their views, a child-rights approach is not always followed, nor is the content of such an approach sufficiently explored in the literature. This study explores the theoretical content of a child-rights compliant approach to litigation as well as its application in African cases, and the effect that this approach or lack thereof has on children’s long-term enjoyment of their rights. The main question the research seeks to answer is whether strategic litigation on pregnant learners in Africa has effectively applied a child-rights compliant approach. In order to answer that question the scope and content of, and the normative basis for, a child-rights compliant approach to strategic litigation is explored. The research seeks to answer whether the cases before the African human rights system’s judicial bodies are compliant with such an approach. The main research question is complemented by secondary questions: What is the effect of a child-rights approach to impact litigation on access to education for pregnant learners in Africa, and what can future litigators do to improve child-rights compliance to litigation? The study reveals that the essential tenets of a child-rights approach consist of four crucial elements, namely a basis in conception of childhood as agentic as opposed to protectionist; procedural child-friendly access to justice; child participation through being heard and by being parties to a case; and rootedness in a child inclusive social movement. It concludes by making recommendations to various stakeholders towards improved implementation of a child-rights approach in strategic litigation. / Mini Dissertation (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2021. / Centre for Human Rights / LLM (Human Rights and Democratisation in Africa) / Unrestricted

Text in English / Learner pregnancy in secondary schools of South Africa is a public health problem that requires the involvement of parents, teachers and health workers in order to promote maternal and child health and retain learners in school. The aim of this study was to explore and describe the experiences of teachers, parents and pregnant learners regarding facilitation of health for pregnant learners and then develop a model to facilitate social support for pregnant learners attending secondary schools in order to attain and maintain health for the mother and her newborn baby and prevent school dropout. A qualitative, exploratory, descriptive and contextual theory generating study was conducted using semi-structured interviews to collect data from ten pregnant learners, ten teachers and five parents who were purposely selected and voluntarily participated. Data was analysed using Tesch’s open coding method where six themes emerged. The themes were then discussed with literature control. The findings revealed that pregnancy amongst secondary school learners in Limpopo Province is a challenge to teachers, parents and pregnant learners regarding social support for pregnant learners to continue attending school and remaining healthy. A concept analysis was performed and revealed facilitation of social support as the main concept, and then other concepts related to it were identified and classified. The model was developed through the steps of theory generation and was then submitted to a panel of experts for evaluation who found it useful to nursing practice and society in general. The model promotes interaction between the role players in education to address learner pregnancy and can also be useful in addressing other challenges in the schools. It is facilitated by a school health nurse but can also be facilitated by a teacher or a social worker in cases where a school health nurse is not available. The guidelines for the implementation of the model were formulated and described. Pregnant learners, as recipient of social support, should submit themselves to the support offered by the social network and communicate their needs openly to the professional nurse, their parents and teachers, so that they can receive adequate social support. / Health Studies / D. Litt. et Phil. (Health Studies) / 1 online resource (xv, 206 pages) : illustrations (some color), maps (some color)