A l'heure où la famille moderne se conçoit au pluriel, à l'heure où les ascendants organisent en amont la transmission et la dévolution de leur patrimoine, à l'heure où la mondialisation prône l'uniformisation du droit et la fin des spécificités étatiques, il est nécessaire de s'interroger sur l'avenir de la réserve héréditaire. Les parents ne souhaitent plus être privés de leur pouvoir de disposer librement de leur patrimoine, même pour cause de mort. Que répondre à un père qui angoisse à l'idée de voir son patrimoine dilapidé par un enfant ingrat avec lequel il ne vit que de conflits ? Que dire à cet enfant qui a vu son frère avantagé par décision maternelle, de manière abusive et arbitraire ? Quels conseils donner à ces individus qui ouvrent chaque jour la porte de nos offices pour demander l'aide de leur notaire ? Que dire à cet époux qui veut protéger son conjoint de la véhémence d’enfants d’un premier lit ? Afin de leur répondre dans la pratique, appliquons-nous à étudier les moyens de contourner cette réserve héréditaire. Attachons-nous à vérifier leur efficacité. Au-delà des mécanismes classiques du Code civil tels que le testament et la donation, l'intérêt de cette thèse est de se tourner vers des mécanismes plus complexes, afin de répondre aux parents déçus par leur progéniture, mais aussi à eux, enfants lésés, pour leur donner des moyens juridiques de contrer une injuste privation. Il est utile de comprendre et de connaître ce qu’il est possible de faire pour transmettre son patrimoine avec une liberté recouvrée sans risquer les foudres de la loi. A travers l’étude de ces instruments, de leur efficacité et de leur traitement tant légal que familial, la question de la modernisation de la réserve ressurgit. La famille change, et avec elle, la conception traditionnelle de la réserve héréditaire. / At a time when the modern family is conceived in the plural, at a time when ascendants organize upstream transmission and devolution of their heritage, at a time when globalization advocates the standardization of law and the end of specificities States, it is necessary to question the future of the hereditary reserve. Parents no longer wish to be deprived of their power to freely dispose of their patrimony, even for reasons of death. What to answer to a father who is anxious about seeing his heritage squandered by an ungrateful child with whom he lives only conflicts ? What to say to this child who saw his brother favored by maternal decision, in an abusive and arbitrary way ? What advice can be given to those individuals who open the door of our offices every day to ask the help of their notary ? What to say to this husband who wants to protect his spouse from the angry of children from a first bed ? In order to answer them in practice, let us study ways of circumventing this hereditary reserve. Let's focus on checking their effectiveness. Beyond the classical mechanisms of the Civil Code such as the will and the gift, the interest of this thesis is to turn to more complex mechanisms, in order to answer the parents disappointed by their offspring, but also to them, children wronged to give them legal means to counter unfair deprivation. It is useful to understand and know what can be done to transmit one's heritage with a recovered freedom without risking the wrath of the law. Through the study of these instruments, their efficiency and their legal and family treatment, the question of the modernization of the reserve resurfaces. The family changes, and with it, the traditional conception of the hereditary reserve.

Harming the dignity of the learner; refusing to hear his side of the story; neglecting to help him retrieve his stolen property : such are the unfortunate occurrences at many South African schools, and such are the experiences that have led to this research. Dedicated educators sometimes default, leaving their wronged learners out m the cold. The questions are therefore: • What causes this conduct of educators and why does it recur? • Is it ignorance of their legal position? • Is it insensitivity to common law principles and statutory provisions? • Is it sheer carelessness? Mindful of the introduction of the South African Constitution Act 108 of 1996, wh1ch contains the long-awaited Bill of Fundamental Rights, this study has been undertaken to give an educational-juridical perspective of the educator-learner relationship 1n South African public schools by means of a literature study and an elementary legal comparative study. Various legal terms which influence the educator-learner relationship significantly are defined. In conjunction with the private law status of the learner, the position of the learner within the school system, and the fundamental rights of the learner in the context of the administration of justice are identified and dealt with in so far as they have any bearing on the educator-learner relationship, Moreover, the legal determinants of the educator-learner relationship and the educator's duty of care are pinpointed to determine their significance in an accountable, responsive and open educator-learner relationship, A comparative school law perspective of the sources of school law, the duties and responsibilities of educators, the fundamental rights and legal obligations of the learner, the educator's duty of care, discipline and legal liability in England and Wales, Canada, Japan, and South Africa is presented in terms of similarities and differences, Attention is paid to the necessity of informing educators and learners concerning their respective rights and duties, in order to develop accountable, responsive and open educator-learner relationships in South African schools, / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

Harming the dignity of the learner; refusing to hear his side of the story; neglecting to help him retrieve his stolen property : such are the unfortunate occurrences at many South African schools, and such are the experiences that have led to this research. Dedicated educators sometimes default, leaving their wronged learners out m the cold. The questions are therefore: • What causes this conduct of educators and why does it recur? • Is it ignorance of their legal position? • Is it insensitivity to common law principles and statutory provisions? • Is it sheer carelessness? Mindful of the introduction of the South African Constitution Act 108 of 1996, wh1ch contains the long-awaited Bill of Fundamental Rights, this study has been undertaken to give an educational-juridical perspective of the educator-learner relationship 1n South African public schools by means of a literature study and an elementary legal comparative study. Various legal terms which influence the educator-learner relationship significantly are defined. In conjunction with the private law status of the learner, the position of the learner within the school system, and the fundamental rights of the learner in the context of the administration of justice are identified and dealt with in so far as they have any bearing on the educator-learner relationship, Moreover, the legal determinants of the educator-learner relationship and the educator's duty of care are pinpointed to determine their significance in an accountable, responsive and open educator-learner relationship, A comparative school law perspective of the sources of school law, the duties and responsibilities of educators, the fundamental rights and legal obligations of the learner, the educator's duty of care, discipline and legal liability in England and Wales, Canada, Japan, and South Africa is presented in terms of similarities and differences, Attention is paid to the necessity of informing educators and learners concerning their respective rights and duties, in order to develop accountable, responsive and open educator-learner relationships in South African schools, / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000