This field study explored the lives of children with hearing loss on the biggest island of Zanzibar, Unguja. Through a qualitative method the collecting of data was performed by interviewing one ministry, one organization, two non-governmental organizations (NGOs), and 14 children with hearing loss. The method to find participants to the study was done through snowballing. The organizations have project plans to improve the living situation for the people with hearing loss on Zanzibar, however they lack resources and fundings to implement them. The consequences of living with undiagnosed hearing loss are behavioral problems and mental health issues, lower academic results, and working on less paid jobs. This research relates to the Sustainable Development Goals with focus on goal four, quality education. The result of this study is divided into two, one descriptive part and one covering the interviews of the children. The descriptive part enhances an understanding of the context and the view of people with hearing loss. The interviews with the children constitutes the data analyzed through the theoretical framework. The study established that the children on Unguja are limited in their development due to the lack of knowledge about hearing loss in communities, limited communication abilities, and lack of support in school. Resulting in limited abilities to develop and improve their living situations.

Syftet med studien har varit att undersöka socialsekreterares upplevelser av att arbeta inom den sociala barnavården vilken förutsätter föräldrars frivillighet för att barn ska få sina rättigheter gällande stöd, skydd och delaktighet tillgodosedda. Studien har i synnerhet fokuserats kring att undersöka huruvida socialsekreterare upplever att föräldrars lagstadgade rätt till frivillighet begränsar barns lagstadgade rätt till delaktighet och skydd. Kvalitativ forskningsmetod valdes för att besvara frågeställningarna och studiens empiri består av intervjuer med sex socialsekreterare och en sektionschef, samtliga verksamma inom den sociala barnavården. För att bearbeta och analysera empirin användes tematisk innehållsanalys. Studiens teoretiska ramverk vilket empirin tolkats och analyserats genom består av två teorier. Den första teorin, gräsrotsbyråkrati, har använts för att förstå och förklara de dilemman som socialsekreterare behöver hantera och ta ställning till i sitt arbete. Den andra teorin består av barndomssociologi vilken utgår ifrån vikten av att betrakta barn som kompetenta aktörer i samhället. Studiens resultat visar att ett bra samarbete mellan socialsekreterare och föräldrar är avgörande för att barnet ska få tillgång till stöd. Vidare tyder studiens resultat på att socialsekreterare upplever att föräldrars rättigheter utgör ett hinder i deras arbete med att tillgodose och främja barns lagstadgade rättigheter. Föräldrars lagstadgade rätt till frivillighet riskerar att innebära att barnets rätt till delaktighet och skydd försummas. / The aim of this study has been to examine social workers experiences of working in social childcare, which requires parents voluntariness in order for children to have their rights regarding support, protection and participation fullfilled. In particular, the study has focused on investigating whether social workers feel that parents statutory right to voluntariness limits children's statutory right to participation and protection. Qualitative research method was chosen to answer the questions and the study's empirical data consists of interviews with six social workers and one section manager, all active in social childcare. To process and analyze the empirical data, thematic content analysis was used. The study's theoretical framework through which the empirical evidence was interpreted and analyzed consists of two theories. The first theory, street-level bureaucracy, has been used to understand and explain the dilemmas that social workers meet and need to deal with in their work. The second theory consists of childhood sociology, which is based on the importance of considering children as competent actors in society. The study's results show that good cooperation between social workers and parents is crucial for the child to have access to support. Furthermore, the study's results indicate that social workers feel that parents rights constitute an obstacle in their work to accommodate and promote children's statutory rights. Parents' statutory right to volunteering risks neglecting the child's right to participation and protection.

Through the centuries the parental authority has dwindled from the absolute power of the father to the rights of autonomy of the child. At present in the South African law the parental authority is still largely determined by the common law and can be described as the sum total of rights and obligations which parents enjoy in relation to their children. Guardianship and custody are the separate incidents of parental authority. The Child Care Act 74 of 1983, The Constitution of the Republic of South Africa 108 of 1996, The Guardianship Act 192 of 1993, The Choice on Termination of Pregnancy Act 92 of 1996, the ratification of the United Nations Convention on the Rights of the Child 1989 by South Africa on 16 June 1995 and case law have contributed to increasing limitations on the exercise of parental authority. A balance needs to be found between the parental authority and the rights of the child to ensure that neither is absolute. Parents need to respect the evolving capacities of the child and children need to respect the guidance of the parents. / Jurisprudence / LL.M

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. / Educational Studies / D.Ed. (Educational Management)

Through the centuries the parental authority has dwindled from the absolute power of the father to the rights of autonomy of the child. At present in the South African law the parental authority is still largely determined by the common law and can be described as the sum total of rights and obligations which parents enjoy in relation to their children. Guardianship and custody are the separate incidents of parental authority. The Child Care Act 74 of 1983, The Constitution of the Republic of South Africa 108 of 1996, The Guardianship Act 192 of 1993, The Choice on Termination of Pregnancy Act 92 of 1996, the ratification of the United Nations Convention on the Rights of the Child 1989 by South Africa on 16 June 1995 and case law have contributed to increasing limitations on the exercise of parental authority. A balance needs to be found between the parental authority and the rights of the child to ensure that neither is absolute. Parents need to respect the evolving capacities of the child and children need to respect the guidance of the parents. / Jurisprudence / LL.M

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. / Educational Studies / D.Ed. (Educational Management)

Syftet med denna uppsats har varit att undersöka vilka faktorer som styr socialsekreterares arbete med barns rätt och delaktighet samt vilken betydelse barnkonventionen har i socialsekreterarens arbete och om det har skett någon förändring sedan barnkonventionen inkorporerades som lag.  Studien baserades på fem kvalitativa semistrukturerade intervjuer. Tre av intervjuerna genomfördes med personer som arbetar som socialsekreterare och två intervjuer med personer som i dagsläget arbetar som biträdande enhetschefer på en familjeenhet. Resultatet av studien har bearbetats utifrån en tematisk analys, för att sedan analyseras utifrån de teoretiska perspektiven systemteori, ekologisk systemteori och gräsrotsbyråkrati samt de teoretiska begreppen barnperspektiv och barns perspektiv. Det som framkommit av studien gällande våra frågeställningar om faktorer som möjliggör och hindrar socialsekreteraren i arbetet för barnets rätt och barnets bästa, har summerats i två huvudteman med tillhörande subteman. Resultatet av studien har visat att barnkonventionen länge varit en självklar del i socialsekreterarens arbetssätt, både praktiskt och teoretiskt. Därför har lagförandet av barnkonventionen inte gjort någon större skillnad hos socialsekreterarna på familjeenheten. Däremot visar studien att de större förändringarna som skett efter att barnkonventionen blivit lag snarare handlar om andra aktörers arbete, vilket i sin tur har medfört en betydande skillnad i socialsekreterarnas arbete för barnets rättigheter och bästa. Studiens övergripande slutsatser kan sammanfattas i följande punkter; Samhällssystemen styr socialsekreterarens förutsättningar att utföra sitt arbete, Barnkonventionen har gett verktyg för andra aktörer att inta ett barnrättsperspektiv, De organisatoriska förutsättningarna på varje enhet spel en stor roll samt Politikens prioriteringar påverkar socialsekreterarens förutsättningar i stor utsträckning. Avslutningsvis visar resultatet av vår studie att det är många andra faktorer än bara lagar som påverkar förutsättningarna för att socialsekreteraren ska kunna utföra sitt arbete på ett adekvat sätt och att det i nuläget finns fler hinder än möjligheter för en socialsekreterare att arbeta för barnets rättigheter och bästa. / The purpose of this thesis has been to investigate the factors that are influencing govern social workers' work with children's rights and participation and the importance of the Convention on the Rights of the Child in the work of social workers and whether any changes has occurred since the Convention on the Rights of the Child was incorporated into law. The study was based on five qualitative semi-structured interviews, three of which were conducted with social workers and two with current assistant unit managers in a family unit. The empirical data was analysed using thematic analysis, and the analysis was guided by the theoretical perspectives of systems theory and street level bureaucracy, as well as the theoretical concepts of child perspective and children's perspective. The study has shown that the Convention on the Rights of the Child has always played a natural part in the social workers' working methods, both practically and theoretically. However, the study also reveals that the major changes that have occurred since the Convention on the Rights of the Child became law are more related to the work of other actors rather than the social workers encountered in this study.  The overall conclusions of the study can be summarized in the following points; Social systems determine the social worker's ability to perform their work, Political priorities affect the social worker's conditions to a great extent, The Convention on the Rights of the Child has provided tools for other actors to adopt a child rights perspective, The organizational conditions in each unit play a major role. In conclusion, the results of our study show that there are many factors other than just laws that affect the conditions for the social worker to be able to perform their work adequately, therefore there are currently more obstacles than opportunities for a social worker to work for the rights and best interests of the child.