Thesis (Ph. D. (Social Work)) -- University of Limpopo, 2018 / Teenage pregnancy is a social problem that affects and destroys the future of teenage girls, especially teenage learners. Its impact is not only felt by the teenage girls, but also by their families, schools, and the country in general. This study sought to develop an educational social group work model on teenage pregnancy for learners in schools in the North West province. To this effect, this study was anchored on five objectives, namely: to establish the extent of teenage pregnancy amongst learners in schools in the North West province; to assess factors that predispose learners to indulge in sexual activities despite the risk of pregnancy and sexually transmitted diseases; to describe the roles of parents in the prevention of teenage pregnancy amongst learners; to identify prevention measures used by the schools to prevent teenage pregnancy; and to develop, implement, and evaluate an educational social group work model on teenage pregnancy for learners. The study adopted a mixed methods approach by combining the qualitative and quantitative paradigms. The population of the study consisted of learners, while school principals, deputy principals, Life Orientation teachers, and parents/guardians were the key informants. The findings of this study confirm that teenage pregnancy is a serious problem that continues to affect schools. All grades from the secondary schools that participated in this study reported cases of learner pregnancies. The grades with high reported cases include Grades 10, 11, and 12, while Grades 8 and 9 appeared to be the least affected. Furthermore, the findings indicate that male learners are most likely to father children with female learners. The development of an educational social group work model on teenage pregnancy for learners was achieved via a literature review and the empirical findings from learners and the key informants. Group work as a method of the social work profession was chosen in this study because it is intensive in nature, and the follow-up sessions provided a platform for the evaluation of social worker interventions and the performance of individual members and the entire group. The developed model was implemented and evaluated. Different topics were discussed during a marathon of eight

The dissertation deals with an inquiry concerning how the transformation of community work can be understood from a comparative perspective within the framework of social work in Scandinavia. Community work is examined by means of two main studies: an international literature review and an empirical study in four Nordic countries (Denmark, Finland, Norway and Sweden). The transformation is discussed in the light of theories of modernisation and discourse analysis. The results propose that the transformation is characterised by differentiation, both divergence and convergence. The discourses are far from constant, while the practices seem to remain the same. There are surprisingly many similarities between settlement work and contemporary community strategies across the globe. Since the 1980´s, they have expanded rapidly because of the political and ideological changes within welfare states – towards decentralisation and devolution. The concept of community work has been replaced by a plurality of community-orientated concepts. Within social work, it has converged into community social work. The transformation of Nordic community work has also moved towards a national and local diversity. The Nordic countries share similar phases of transformation of community work, but also have traits of their own. In general, community work has been carried out as projects. Denmark is characterised as the promised land of projects, Finland as the community land of minimal number of projects, Norway as the land of co-ordinated projects, and Sweden as the land of structural project-ideology. The transformation has also resulted in a polarisation – an increased professionalisation in academic communities and deprofessionalisation in practice. A constant problem with community work is its temporary nature, due to dependence upon recurring projects. There is a great need for sector transcending and integrating research, knowledge and practice development within the area of community policy and practice, including community work.

Este estudo evidencia a existência de um descompasso entre as concepções de saúde descritas nos documentos oficiais e a encontrada na realidade. Trata-se de uma pesquisa de natureza qualitativa, alicerçada teoricamente no materialismo dialético, com o objetivo de conhecer, descrever, explicar, interpretar e compreender as contradições que se manifestam nas relações entre a Política Nacional de Educação Permanente em Saúde (PNEPS) e a realidade dos trabalhadores, com suas implicações nas práticas nos serviços de saúde no Rio Grande do Sul. Tese: a Educação Permanente em Saúde traz em si uma possibilidade de transformação das práticas e do processo de trabalho nos serviços de saúde, todavia a contradição capital-trabalho abre espaço para a separação entre o econômico, o político e o jurídico, em que o Estado se desresponsabiliza sem prover as condições necessárias para que os trabalhadores possam transformar suas práticas e realizá-las de forma a responder às necessidades de saúde da população. Abrange o período de 2004 a 2015, constitui-se de revisão da literatura, busca em bancos de dados e entrevistas semiestruturadas. A educação permanente atrelada aos movimentos do processo de acumulação, concentração e centralização do capital, no Brasil, retorna, em 2004, como a Política Nacional na Saúde, objetivando a formação dos trabalhadores da área, a modificação das práticas e do processo de trabalho e a reorganização dos serviços. Resultados: Os trabalhadores de saúde, no RS, não vivenciam a educação permanente como possibilidade de transformação de suas práticas, alguns sequer sabem do que se trata, consideram que a educação permanente e a PNEPS tem o sentido de mais uma política, política mascarada, uma determinação a ser cumprida, precarizando o trabalho. A EPS está posta como impossibilidade para a transformação das práticas, como processo não se esgota em si mesmo e nem cumpre com o anunciado pelo Estado. / This study evidences the existence of a mismatch between the conceptions of health described in the official documents and the current reality. It is a research of a qualitative nature, theoretically grounded in dialectical materialism, with the purpose of knowing, describing, explaining, interpreting and understanding the contradictions manifested in the relations between the Política Nacional de Educação Permanente em Saúde (PNEPS - National Policy on Permanent Education in Health) and the reality of its employers, as well as its implications on the health’s services practices in the Rio Grande do Sul State (Brazil). Thesis: the Permanent Education in Health brings with it a possibility to transform the practices and the work process in the health services, however the capital-labor contradiction opens space for the separation between the economic, the political and the legal, in which the State takes no responsibility for providing the necessary conditions to the workers be able to transform their practices and carry them out in a way that answer the population health’s needs. It covers the period from 2004 to 2015, and it consists of background review, database search and semi-structured interviews. The permanent education in helth linked to the movements of the accumulation, concentration and centralization of capital in Brazil, returns in 2004 as the National Health Policy, aiming at the training of workers in the area, the modification of working practices and process, and the reorganization of services. Results: The health workers in the State do not experience the permanent education in health (EPS) as a possibility to transform their practices, some do not even know what this Policy is, they consider that permanent education and PNEPS is just another politics, masked politics, a determination to be fulfilled, harming the work. The EPS makes the practices transformation impossible, as process does not end in itself and does not fulfill the announced by the State. / Este estudio muestra que hay una falta de correspondencia entre los conceptos de salud presentes en los documentos oficiales y la realidad. Se trata de una investigación cualitativa, fundamentada teóricamente en el materialismo dialéctico, con el fin de conocer, describir, explicar, interpretar y comprender y contradicciones que surgen en las relaciones entre la Política Nacional de Educación Permanente en Salud, la realidad de los trabajadores y sus implicaciones para la práctica en los servicios de salud en RS. Tesis: la Educación Permanente en Salud (EPS) lleva una posibilidad de transformación de las prácticas y el proceso de trabajo en los servicios de salud, sin embargo, la contradicción capital-trabajo deja espacio para la separación entre lo económico, político y jurídico, en que el Estado se exime sin proporcionar las condiciones necesarias para que los trabajadores puedan transformar sus prácticas y llevarlas a cabo con el fin de responder a las necesidades de salud de la población. Abarca el período 2004-2015, se compone de revisión de la literatura, buscar en bases de datos y entrevistas sumí-estructuradas. La educación permanente vinculada a los movimientos del proceso de acumulación, concentración y centralización del capital en Brasil, retorna, en el año 2004, como Política Nacional de Salud, dirigida a la formación de los trabajadores de la salud, la modificación de las prácticas y el proceso de trabajo y reorganización de los servicios. Resultados: Los trabajadores de la salud en RS, no experimentan la educación permanente como una posibilidad de cambiar sus prácticas, algunos incluso no saben lo que es, consideran que la educación permanente y la PNEPS tienen el significado de una política más, política enmascarada, una determinación que debe cumplirse, precarizando el trabajo. La EPS se establece como imposibilidad de transformar las prácticas, como proceso no termina en sí misma, ni cumple con lo anunciado por el Estado.

Este estudo evidencia a existência de um descompasso entre as concepções de saúde descritas nos documentos oficiais e a encontrada na realidade. Trata-se de uma pesquisa de natureza qualitativa, alicerçada teoricamente no materialismo dialético, com o objetivo de conhecer, descrever, explicar, interpretar e compreender as contradições que se manifestam nas relações entre a Política Nacional de Educação Permanente em Saúde (PNEPS) e a realidade dos trabalhadores, com suas implicações nas práticas nos serviços de saúde no Rio Grande do Sul. Tese: a Educação Permanente em Saúde traz em si uma possibilidade de transformação das práticas e do processo de trabalho nos serviços de saúde, todavia a contradição capital-trabalho abre espaço para a separação entre o econômico, o político e o jurídico, em que o Estado se desresponsabiliza sem prover as condições necessárias para que os trabalhadores possam transformar suas práticas e realizá-las de forma a responder às necessidades de saúde da população. Abrange o período de 2004 a 2015, constitui-se de revisão da literatura, busca em bancos de dados e entrevistas semiestruturadas. A educação permanente atrelada aos movimentos do processo de acumulação, concentração e centralização do capital, no Brasil, retorna, em 2004, como a Política Nacional na Saúde, objetivando a formação dos trabalhadores da área, a modificação das práticas e do processo de trabalho e a reorganização dos serviços. Resultados: Os trabalhadores de saúde, no RS, não vivenciam a educação permanente como possibilidade de transformação de suas práticas, alguns sequer sabem do que se trata, consideram que a educação permanente e a PNEPS tem o sentido de mais uma política, política mascarada, uma determinação a ser cumprida, precarizando o trabalho. A EPS está posta como impossibilidade para a transformação das práticas, como processo não se esgota em si mesmo e nem cumpre com o anunciado pelo Estado. / This study evidences the existence of a mismatch between the conceptions of health described in the official documents and the current reality. It is a research of a qualitative nature, theoretically grounded in dialectical materialism, with the purpose of knowing, describing, explaining, interpreting and understanding the contradictions manifested in the relations between the Política Nacional de Educação Permanente em Saúde (PNEPS - National Policy on Permanent Education in Health) and the reality of its employers, as well as its implications on the health’s services practices in the Rio Grande do Sul State (Brazil). Thesis: the Permanent Education in Health brings with it a possibility to transform the practices and the work process in the health services, however the capital-labor contradiction opens space for the separation between the economic, the political and the legal, in which the State takes no responsibility for providing the necessary conditions to the workers be able to transform their practices and carry them out in a way that answer the population health’s needs. It covers the period from 2004 to 2015, and it consists of background review, database search and semi-structured interviews. The permanent education in helth linked to the movements of the accumulation, concentration and centralization of capital in Brazil, returns in 2004 as the National Health Policy, aiming at the training of workers in the area, the modification of working practices and process, and the reorganization of services. Results: The health workers in the State do not experience the permanent education in health (EPS) as a possibility to transform their practices, some do not even know what this Policy is, they consider that permanent education and PNEPS is just another politics, masked politics, a determination to be fulfilled, harming the work. The EPS makes the practices transformation impossible, as process does not end in itself and does not fulfill the announced by the State. / Este estudio muestra que hay una falta de correspondencia entre los conceptos de salud presentes en los documentos oficiales y la realidad. Se trata de una investigación cualitativa, fundamentada teóricamente en el materialismo dialéctico, con el fin de conocer, describir, explicar, interpretar y comprender y contradicciones que surgen en las relaciones entre la Política Nacional de Educación Permanente en Salud, la realidad de los trabajadores y sus implicaciones para la práctica en los servicios de salud en RS. Tesis: la Educación Permanente en Salud (EPS) lleva una posibilidad de transformación de las prácticas y el proceso de trabajo en los servicios de salud, sin embargo, la contradicción capital-trabajo deja espacio para la separación entre lo económico, político y jurídico, en que el Estado se exime sin proporcionar las condiciones necesarias para que los trabajadores puedan transformar sus prácticas y llevarlas a cabo con el fin de responder a las necesidades de salud de la población. Abarca el período 2004-2015, se compone de revisión de la literatura, buscar en bases de datos y entrevistas sumí-estructuradas. La educación permanente vinculada a los movimientos del proceso de acumulación, concentración y centralización del capital en Brasil, retorna, en el año 2004, como Política Nacional de Salud, dirigida a la formación de los trabajadores de la salud, la modificación de las prácticas y el proceso de trabajo y reorganización de los servicios. Resultados: Los trabajadores de la salud en RS, no experimentan la educación permanente como una posibilidad de cambiar sus prácticas, algunos incluso no saben lo que es, consideran que la educación permanente y la PNEPS tienen el significado de una política más, política enmascarada, una determinación que debe cumplirse, precarizando el trabajo. La EPS se establece como imposibilidad de transformar las prácticas, como proceso no termina en sí misma, ni cumple con lo anunciado por el Estado.

Quality of life is one of the main concerns in long-term care amongst ageing populations in many countries. This problem is historically unique and increases the demand for research material. This thesis looks at how different societies promote or fail to promote successful ageing of long-term care of older people, and considers how countries may learn from one another in their search for solutions. The three countries studied (England, the Netherlands and Taiwan) correspond to Esping-Anderson's three types of welfare system (Esping-Anderson, 1990). In addition, the Asian-European dimension has been employed as it is a neglected one. Data sources included conceptual, empirical and statistical documents on long-term care of older people. Moreover, this research used identical qualitative cross-national research methods on three levels in each country: national, county and municipal. A total of 142 interviews were carried out in 2004. This aim of this study was broadly to rank the three welfare systems where there were clear differences but to qualify this by pointing out the complexities and difficulties of mixed economy comparisons. The overall conclusion is that the Netherlands provides higher quality care to older people, thus confirming Esping-Andersen's finding about the superiority of social democratic systems. In reviewing current policies and research in needs and successful ageing, this qualitative comparative study has focused on needs, social inclusion, power and autonomy, care resources as well as partnership as crucial concepts in care systems and discovered good practice in each and lessons to be learnt.

Pharmacogenetics (PGx) and personalised medicine are new disciplines that, gathering the existing knowledge about the genetic and phenotypic factors that underpin drug response, aim to deliver more targeted therapies that avoid the existing problems of adverse drug reactions or lack of drug efficacy. PGx and personalised medicine imply a shift in the way drugs are prescribed, as they require introducing diagnostic tools and implementing pre-screening mechanisms that assess patients' susceptibility to new or existing drugs. The direct benefit is an improvement in drug safety and/or efficacy. However, neither pharmacogenetics nor personalised medicine, are widely used in clinical practice. Both technologies face a number of controversies that hamper their widespread use in clinical practice. This thesis investigates the scientific; technological; social; economic; regulatory and ethical implications of PGx and personalised medicine, to understand the enablers and barriers that drive the process of technology diffusion in three conditions: autoimmune diseases, acute lymphoblastic leukaemia and non-small cell lung cancer.The thesis uses concepts of the sociology of science and a qualitative approach, to explore the arguments for and against the use of the technology by different actors (pharmaceutical and biotechnology companies, researchers, clinicians, regulators and patient organisations). The core of this analysis lies in the understanding of how, diagnostic testing (TPMT testing in the case of autoimmune diseases, acute lymphoblastic leukaemia, and EGFR testing in the case of non-small-cell lung cancer) may affect the existing drug development and service delivery mechanisms, with a particular focus on the user-producer interactions and feedback mechanisms that underpin diffusion of medical innovations and technological change in medicine.The thesis concludes by identifying gaps in knowledge and common issues among TPMT and EGFR testing, which might be used, in the future, to inform policy on how to improve PGx service delivery through a public Health System such as the NHS.

The aim of this study is to explore what happens when the Swedish disability policy (LSS) is translated into practice. The study focuses on the organizing that takes place at a local, municipal level. It uses a qualitative approach with a mix of qualitative methods and is actively involving practitioners in the co-­‐ production of empirical data. Drawing on Actor-­‐network theory (ANT) as a conceptual framework, the analysis focuses on how actors and actants are assembled in networks. A detailed map is developed, comprising relations, formations and tensions that emerges from the efforts of translating policy into practice, Results identify the function of front-­‐line managers as a central and overloaded hub. It shows how unforeseen, unintended and undesirable effects arise as a result of both planned action programs and recurrent, not anticipated events. An ongoing professionalization, is described as a result of internal organizational conditions, rather than policy implementation or the self-­‐ interest of professions. The study illustrates the complexity and challenges of welfare organizations and the results can be used for further organizational studies as well as serve as a roadmap for organizational development within disability services.

Urban, suburban and rural school districts across the country are all grappling with issues concerning the plight of students of color and in particular males of color who continue to lag academically behind their female counterparts and in particular their same age male complements. This qualitative research study explored factors and procedural operations contributing to the founding, expansion and ultimate success of a predominantly African American single gender public charter high school serving young men located in a large metropolitan northeastern city. Study participants included teachers, school administrators, school board members, and other school staff who agreed to participate in this study, conducted over a two-year period. At the time of the study, the school enrolled 498 young men and employed approximately 47 staff, which included teachers, non-instructional personnel and administrative staff. In addition to first-hand interviews accounts, findings were documented through field observations, review of anecdotal records such as Staff and Student Handbooks, teacher lesson plans and standardized test scores, which included the state-mandated annual examination. Three primary findings emerged from almost 100 hours of the study and were operationalized bounded by a conceptual framework around three distinct themes: (1) teacher/student developed relationships in the classroom and outside the classroom, (2) school climate and culture, and tangible policies and procedures developed to encourage a peaceful and purposeful school environment, linked to incentives, a documented rigid i disciplinary style approach to education, and (3) the role of consistent and effective school governance from a committed Board of Trustees and the resiliency and sustainable leadership of school administrators. These three conceptual domains formed the basis that this school has made key strides in demonstrating social and academic success in the lives of African American males. The findings also amplify that despite discourse which suggests the underachievement of Black boys in schools, the young men attending West Philadelphia Preparatory Charter School (pseudonym) enrolled with a variety of assets which included mentors, parents who demonstrated immense interest in the success of their children, peer to peer supports, high attendance records and resiliency in negotiating challenges between their communities of residence and the school. These findings are significant for single gender schools, urban public education, charter and independent schools, classroom management and the influence of a Latin-based foundation as they provide the critical ingredients desired to improve K-12 spaces delivering increased opportunities for postsecondary success and future workforce-ready participants. The results of the study tell us that teachers, administrators and other school personnel play a key role in delivering a specific set of actions items which tend to illuminate assets that young men bring to school which eventually contributes to their successful matriculation through high school. Further, results identify key functions of school policy and procedures that produced an academically rich, culturally sensitive and safe environment which contributed to maintaining high academic performance, increased student attendance and a unique set of in school and non-traditional extended day activities for African American males. / Educational Leadership

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015