The study examines the nature and extent of child labour in Goromonzi District farms in Zimbabwe. The main objective of the study was to investigate the nature and extent of child labour in Goromonzi District farms. The study reveals high levels of child exploitation and abuse. A qualitative design was chosen and purposive sampling was used. Interviews were used to collect data. The sample consisted of 40 children between 7 and 16 years. Interviews were also conducted with the Coalition Against Child Labour in Zimbabwe (CACLAZ). CACLAZ is an NGO that specializes in the elimination of child labour in Zimbabwe through the provision of education. The study reveals different forms of child labour. These include children working in communal and commercial farms, children working in domestic set up and child prostitution. The study exposes some of the causes and effects of child labour. Poverty, increased cost of education, and cultural practices were some of the causes of child labour. The study also reveals gaps that exist in the LRA. In view of the findings, the study makes recommendation on how to curb child labour and protect the rights of children as enshrined in various international instruments such as the CRC and ILO Conventions.

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.

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.

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.

Magister Philosophiae - MPhil / Ukuthwala is an ancient cultural practice that has been exercised in various parts of South Africa, especially in the Eastern Cape. It occurs in different communities and is informed by traditional beliefs. The man’s family devises a plan to bring the girl to their compound without her knowledge. In some instances, this plan is formulated together with the girl’s family, but when the man’s family acts without the prior knowledge of the girl’s family, they are obligated to inform them by means of a letter, or by delegating a family member, that their daughter is not missing. Furthermore, the man’s family will request a day with the girl’s family for lobolo (dowry) negotiations for the girl. The girl’s family will oversee the process of ukuthwala to ensure that all the requirements are met and that there is mutual understanding between the families; however, this is done without the involvement of the girl child (Mjwara, 2014).

This thesis aims to examine children's perceptions of decision-making at the Swedish preschool context by exploring children's voices. This qualitative work is motivated by the United Nations Rights of the Child that became law on the 1st of January 2020 in Sweden. Article 3 about the child's best interests and Article 12 about the voices of the children to be respected are important fundamentals in the preschool context. Therefore, it is crucial to eavesdrop children's perspectives on decision-making in relation to children's rights and what children's rights mean for them since the matter of children's rights concerns children more than anyone else. Semi-structured interviews were conducted with four 5-year old children at a preschool located in Sweden. Also, the drawing method was used to collect data, making the process more child-friendly and engaging. By using thematic analysis, three main themes emerged: children as decision-makers in the preschool, children as nondecision-makers in the preschool and to be heard at the preschool. Moreover, from the first theme, two subthemes arose: children deciding in the play and children deciding when eating and resting that identified in which situations perceive children themselves as decision-makers. The three subthemes that arose from the second theme were "The teachers!", Daily routines and "Deciding in the play but…" that present children's perceptions on why they are not decision-makers in those particular situations. The findings showed that the children perceive that they can have more influence on play and planned activities than on the daily routines of lunch time, sleeping/resting time or fruit time.

The driving force for this study was firstly to gain insight into young children's understanding of their rights and responsibilities in democratic South Africa. Secondly, to identify whether the participating learners were educated about and had insight into their rights and responsibilities. Thirdly, I explored gaps in participating learners' knowledge of their rights and responsibilities and determined areas that can be improved by the education policy and practice related to children's rights. The main purpose of this research was to contribute to the growing body of knowledge and in so doing, improve the education of the young child in general. The aim of this research was to assist and guide educators and all adults working with children on all levels to transform education related to the rights and responsibility of the young child. Fourthly, I to give children a voice in society. Empowering them with knowledge could ultimately assist adults working with children to raise strong, well-adjusted learners through knowing and understanding their rights. It was imperative for this study that I closely listen to and heard the participant children's voices. Giving children the opportunity to be heard empowers them to be participating citizens rather than being passive and reliant on others. The right to be heard can be referred to as a self-improving or self-regulating right. Children are knowledgeable regarding their own lives and their rights to self-expression, citizenship and their sense to fit in. Being knowledgeable makes children experts in their life-world. This is why it is very important to know how the South African child understands his or her rights and responsibilities. South Africa became a democracy in 1994. The children in this study live in South Africa and were born into the democracy of South Africa. The participant children were accustomed to living in democratic South Africa and voiced their opinions contextually and accordingly. This research design is of a qualitative nature, utilising case study as a method and took place in the natural environment of the participants where data was collected. Multiple case studies were utilised and viewed from an interpretivist perspective. This enabled the researcher to provide a construct of young children's understanding of their rights and responsibilities in democratic South Africa. The research context was the school grounds as well as the classroom of the participants. Data concerning the understanding that young children have of their rights and responsibilities was gathered through observations, interviews, discussions, artefacts made by the participants, photographs taken by the participants, stories and narratives in the form of text written by the participants and analysed by the researcher. The analysis of visual artefacts was instrumental in gathering data for this study. Data gathering took place in a Grade 3 classroom. The 17 research participants for this study were selected via convenience sampling. I examined the data collected to find and discover young learners' perceptions of their rights and responsibilities. I chose an independent school where the participants had diverse backgrounds regarding language, ability, socio-economic background, race and religion. This independent school had a high standard of education. According to the UNCRC children's ages ranges from birth to 18 years of age. The general age of Grade 3 children is nine years. This is right in the centre of childhood and therefore considered it an appropriate age to obtain an understanding of what the child has come to know and understand as his or her rights and responsibilities. A conceptual framework was developed during this study for children's rights and responsibility. By combining the social constructivist theory, the three p's and the ladder of participation, it assisted me in understanding the phenomenon under study. My findings are that the participant children had a certain amount of insight and possessed promising potential in participating. However, misperceptions occur and inadequate knowledge disappoints children to participate at their full potential. Rights education is crucial, as it will assist our children to understand their rights more clearly in order to become future citizens that will have the ability to participate in democratic processes. / Dissertation (MEd)--University of Pretoria, 2016. / Early Childhood Education / MEd / Unrestricted

BACKGROUND. The main goal of preschool teachers in inclusive settings should be providing the children with an environment that welcome all children, providing the child with freedom of expression and satisfying its primary needs, regardless of the child having difficulties or not and provide a high-quality education in their local surroundings together with their friends and peers. AIM. This study aims to answer which conditions for inclusive preschool settings are expressed in four countries in Europe: Austria, Croatia, Finland and Portugal. Furthermore, how the conditions presented on different levels of the Ecosystem are related to the Three P’s - Protection, Provision and Participation are also investigated. METHOD. This study was guided by the linguistic content analysis methodology. Text from each country was read in a systematic way and reduced by dividing it into the five dimensions of the Ecosystem model of Inclusive Early Childhood Education. This was followed by systematically coding the data through the lens of the three P’s. The final step was to visualize the links between the dimensions in the Ecosystem model and the three P’s. RESULTS. The analysis showed that all four countries provide information on most of the levels of the Ecosystem from macro- to micro-level. When it comes to Three P’s, most of them are verified on at least one of the levels of the Ecosystem. The last question showed that in comparison the macro level shows more similarities between countries than differences. CONCLUSION. To achieve an inclusive early childhood education setting and provide a calm, adequate welcoming preschool environment for all children, whether they have difficulties or not, the Convention on the Rights of Children (UNCRC, 1989) should be a work base and implemented in the National curriculum. In addition, both structures and processes and in all dimensions of the Ecosystem should be equally acknowledged

"Child pornography is the record of sexual abuse against a child. It can be a visual, descriptive or audio depiction of a child engaged in sexual activity with an adult, other children or sometimes an animal. Child pornography has existed for a long time and dates as far back as ordinary pornography. However, it has now become 'a problem of international proportion with the development of computer technology' and the Internet. Prior to the 1980's child pornography was produced into paper-based photographic forms, magazines, videos and in drawings. After that period and during the late 1980's the child pronography industry saw the emergence of the Internet as a means of producing, possessing and distributing child pornography by paedophiles, child molesters and for financial gain. This has inevitably increased the demand for child pornography because with the Internet, it is now possible to quickly distribute the images to millions of people by just a click of the mouse. The increased demand for child pornography was enhanced by the nature fo the Internet. The Internet is a public international network of millions of computers, which is a unique medium of communication. It allows its users to express ideas, opinions and share information inexpensively, at a fast speed and to all imaginable locations including the privacy of people's homes. A growing democratising medium, it is uniquely suited to both the promotion and violation of human rights. Admittedly, child pornography itself is a violation of the fundamental human rights of children, however, the Internet increases the scope of these violations. The increase in the scope of violation is due to the fact that the Internet provides a means whereby child pronography can be made available and accessible to many Internet users at the same time, thereby duplicating the abuse. These violations, especially in relation to child pornography, have resulted in legal and non-legal responses aimed at regulating the content of the Internet. ... The study will be divided into five chapters. Chapter one lays the basis for the study and the context in which the study is set with a brief introduction on the topic. Chapter two defines concepts such as child pornography in relation to sexual abuse and sexual exploitation of a child. The main focus of the chapter lies in the analysis of the exacerbated effects of child pornography on the Internet on the victims and on the society. Chapter three explores the legal responses to the problem with a view to demonstrate how the legal responses deal with child pornography on the Internet. Chapter four deals with the non-legal responses to child pornography on the Internet and chapter five concludes the study and sets out recommendations." -- Introduction. / Prepared under the supervision of Jacqui Gallinetti, Faculty of Law, University of Western Cape, Cape Town, South Africa / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2004. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

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