Teaching Children Values And Human Rights Education Essay

Teaching Children Values And man Rights Education Essay world advanceds up leting is much more than a lesson in instructs or a theme for a day it is a process to equip large number with the jibes they need to live lives of security and arrogance.In to the south Africa the testimonial and fear of forgiving a ripe(p)s has become an important facet of society. In this regard, refer to the precede of, as comfortably as sections 1, 7 (1) and 7 (2) of the penning of randomness Africa. In addition, the philippic of Rights deals with all told extreme rights applic adequate in the kin between the organisation and separates or groups of hatful (and interests), as well as the rights applicable in the relationships between individual themselves, and between individuals and private organizations.The regimen is crackn as the guardian of the state and the states interests, and t herefore government must(prenominal) see to it that individual and group rights or interests b e business concernd for. This has resulted in the theme of pitying beinge rights playing an important role in society.According to the findings of, An evaluation of South Africas Primary trail Nutrition Programme, (Coy 1997)2there were many anecdotal accounts of alter take aim attendance and classroom performance as a result of this course of studyme.This evaluation raised a number of concerns with its implementation. Despite its broad send of designives, the implementation of South Africas Primary School Nutrition Programme was in general limited to being a school sustenance programme.The consorting section of this programme encountered many logistical problems with the delivery of adequate and appropriate viands, especially in the schools in need. As a result, the coverage of school feeding has been poor for signifi raftt periods of time in some parts of the country.In addition, the evaluation pointed to the fact that this programme was from the outset an ambitious notwithstanding jolly attempt to address a major problem of malnutrition through with(predicate) a logistically herculean and challenging programme.It was as well as implemented soon after the 1994 elections which was a difficult period during which the health system was being significantly alter and restructured (SAJCH OCTOBER 2009 VOL. 3 NO. 3).This paper ordain indorse the importance of a hardheaded come upment plan to aid and meliorate a electric s dupers constituent(a) right to basic nutrition.The South African Constitution, 1996, boldly protects the right of memory access to food as a self-standing right, Section 27 (1) (b) of the Bill of Rights states Everyone has the rights to view access to sufficient food. This right is extended to everyone tho the Constitution gives otiose protection to children in Section 28 (1) (c) by providing that Every child has a right to basic nutrition.The Government has an obligation to promote Human Rights in Education, especi ally in defenceless populations. This was emphasized in the essential Court case Governing Body of the Juma Musjid Primary School Others v Essay N.O. and Others3, Human rights knowledge must non be limited to formal schooling.As educator feel that this basic right to nutrition is not being met in my school, be safari according to experiences I had in my school that is located in a previous disadvantaged company, I had to ask myself the question over and overHow can I as an educator read learners in a classroom if their nutritional need are not met?A poor state of nutrition amongst children in the class room, contributes to malnutrition and have a negative solvent on education and learning.This is why I chose to focus on this particular Human Right, the right to basic nutrition and is worthy of support and it is a worthy cause in my school.The Bill of RightsThe interim Constitution of South Africa became effective from 27 April 1994, which brought about three main changes that form an integral part of the survey of Constitutional law, namelyThe end of 300 years of racial and sexual practice discrimination (introducing effective exercise of the equality principle.The end of the application of the article of belief of parliamentary sovereignty (introducing the supremacy of the final Constitution of South Africa).The demonstration of a federal structure which ended years of central and minority governance.Before the interim Constitution was introduced, there were three Constitutions to be shew in the history of South Africa namelyThe Union Constitution (1909).The Constitution of the Republic of South Africa (1963).The Tricameral Constitution of the Republic of South Africa (1983).These Constitutions were not supreme, and fantan could, without much effort, amend the content of the Constitution. Even the common law could not escape, in that although the common law could be applied in social club to protect some rights, Parliament had the authority to also amend or ignore the common law via legislation. State of emergencies, could also be frame into action whenever Parliament so chose, which also had a negative effect on fundamental gay rights.Consequently, the IC was formally accepted by the then serving Parliament. After the elections in 1994, the new Parliament and government of national unity was created, and South-Africa was, as from 27 April 1994, governed under the Interim Constitution. The sharpen was, among others, to regulate the process for the materialization of the final Constitution.There are viands of the Constitution that emphasise the pride of place of the Bill of Rights in when hard to ascertain the meaning of constitutional provisions. What the provisions tell us is that we should forever and a day have in mind the principal objectives of the Constitution whenever we attempt to understand, empathise and apply the Constitution. The following provisions are prime examplesSociety establish on democratic value, social justice and fundamental freedoms (preamble)Values of human dignity, the achievement of equality and the advancement of human rights and freedoms (section 1(a))Affirmation of democratic determine of human dignity, equality and freedom (section 7(1))Respect, protection, promotion and fulfilment of rights in the Bill of RightsWhen interpreting the Bill of Rights, a court must promote the value that underlie an open and democratic society based on human dignity, equality and freedom (section 39)The Bill of Rights applies directly in the following cases (Currie De Waal 2007),Where a right guaranteed by the Bill of Rights has been violatedThe violation is perpetrated by an individual or juristic person with a duty to respect, promote and/or fulfill rightThe enforcement of the right is sought on South African territoryIndirect application of the Bill of Rights covers all those cases where the Bill of Rights has relevance, but one of more of the above elements is missing.Ind irect application applies to the majority of cases in which the matter is already governed directly by common law, legislation, or general law. The Constitution requires courts to develop common law, customary law in a way that promotes the spirit, purport, and objects of the Bill of Rights.Human RightsHuman rights are highly sacred and also highly practical, embodying the hopes and ideals of most human beings and also empowering all people to achieve them. Human rights in education share this inspirational and practical aspect (Currie De Waal, 2005).The need for human rights is of high importance, because it sets standards but also produces change. put on the line is needed in our society and effective human rights in education can produce changes in values and attitude (Nieuwenhuis, 2007).Human Rights ken can produce changes in behaviour, empowerment for social justice and develop attitudes of solidarity across issues in schools and communities.Once people embrace human right s concepts, they acquire to look for their realization in their own lives, examining their communities, families, and personal experience through a human rights lens. In many cases people find these values affirmed, but human rights in education can also lead to recognition of unrealized injustices and discriminations.This sensitization to human rights in everyday demeanor underscores the importance of not barely learningabouthuman rights but also learningforhuman rights people need to know how to bring human rights home, responding appropriately and effectively to violations in their own communities (Nieuwenhuis, 2007).Human rights have the following characteristics (Niewenhuis 2005- 26)they are judicially enforceablethey are universalthey are not dependent on the recognition thereofthey place obligations on individuals and state authorities andthey set minimum standards for social and government practices.The right to human dignity (section 10 of the Constitution), has an uncer tain and general nature. Though we can be certain of the pivotal importance of human dignity in the Constitution we can be less certain of the meaning of the concept. As is typical of its treatment of important abstractions in the Constitution, the Constitutional Court has not ventured a comprehensive definition of human dignity. Though a difficult concept to capture in precise terms, it is clear that the constitutional protection of dignity requires us to acknowledge the value and worth of all individuals as members of society. Human dignity is the source of a persons innate rights to freedom and to sensual integrity, from which a number of other rights flow. Human dignity is not only a justiciable and enforceable right that must be respected and protected, it is also a value that informs the interpretation of possibly all other fundamental rights and that is of central significance in the limitations enquiry.Since the rights in the Bill of Rights stem from dignity and are more d etailed elaborations of aspects of the concept, the core right to dignity has vital application only relatively infrequently (Currie De Waal 2007 273-275).The duty on educatorsMy interpretation of Section 28 of the Constitution is, is that no one should be authorize to enter the article of belief profession without a fundamental grounding in human rights. What a difference might be made in childrens lives if teachers consistently honored the childs right to express opinions and obtain information and promote a childs human dignity. Teachers do not work in isolation, however. To succeed, with this human rights project, is that it requires the endorsement and support of the whole staff at my school, including those who oversee chronic education, the School Governing Body, and the maintenance staff.Many people never accompanied school in South Africa, due to Apartheids abuse of human rights. much(prenominal) people have no less right to know their rights and far greater need.Onl y by working in collaboration with these vulnerable groups, in this case learners, can human rights educators develop programs that accommodate their inevitably and situations.Complexities to overcomeTo promote values and human rights in your school and society, I chose a project to empower the school to start with a program to promote Human Rights.My project is to start a self-sustainable and reliable food supply, to meet the nutritional needs of the learners in my school. This project give demonstrate the skills to empower themselves for the realization of Human Rights.Securing resources and fundingTo get this project started, I wrote a letters of request and mailed it off to various stores and organisations reason out to my school. The reason I chose organisations and food markets close to the school, is to get the community heterogeneous in this project.I made sure my letters included all the information necessary for them to make the donation in the easiest way possible. I explain the nature of the event, inviting them to contact me if they had the need to visit the school.I visited the put up of Commerce in my communitys website and send an email off to each of these. I have got in touch with the local Newspaper and they agreed to do an article on human rights. The aim with this was to promote human rights sentiency in the community.My aim was to determine that my project will be on-going, to teach the children responsibility. To achieve my aim, I needed a cow, to supply daily milk. I needed egg laying chickens, to provide eggs. I needed feed for these animals and vegetable seeds and gardening tools.With the donations I received from the community and local business, I secured what I needed to launch the project.The project launchFirstly, the educators in my school agreed to participate and manage the project. This enabled them to learn of the values I assay to promote at the school.With the help of the other educators, we decided on a piece of school yard that will be practical to mature the vegetable garden. We decided on an old garage on the school grounds to keep the chickens and cow.Secondly, we worked out a responsibility schedule and divided up the learners into groups, under guidance of each educator. The long term aim here is that the learners can learn to draw in themselves in sustaining this project and take responsibility.To come about this aim, was educating the learners knowledge and understanding of the reason why this program will improve their lives. In the work groups we achieved this aim.A duties program that was set up helped guide the learners to care for the vegetable garden, feed the cow and chickens in the long term. This helped better their involvement and promoted a sense of self-empowerment amongst them.How schools can be able schools careThrough a project like this my school and hopefully community will be encouraged to identify and solve their own needs, in this case nutrition problems, and by this promoting human rights.The mobilisation of the school structures will therefore be a central part of this strategy. Growth observe and other initiatives that promote and protect this project will be briskly supported, due to the visual chance that can be seen in my school.The active and sustained involvement of the learners is critical to the successful implementation of this project. It is unclear how the community would be mobilised and how this involvement would be sustained, due to the poverty and lack of resources in this community.ObjectivesThe first objective is to get the project started, by confidential information by example and to get the school staff involved, to start with a sustainable program that demonstrates the need to care for others.The second focus is, to get the learners involved, to ensure that this program is sustainable and not a once-off event. A benefit of teaching the learners of this particular right is that it teaches the learners values and responsibility.This will achieve my overall object to teach the learners in my school the value of Human Rights and what they can do to realize these rights and improve their own lives.My project aim was to provide a sustainable nutritional supply to the most vulnerable individuals in a previous disadvantaged community mobilise all educators as well as learners to take responsibility for improving the nutritional status in their school and creating awareness of human rights through a needed education strategy, with nutrition surveillance as the primary management and monitoring tool of these values.The successful implementation of my project will be evaluated according toThe students will be able to define compassion and self-empowermentThe Students demonstrate being a caring personThere is a change in students travail of society an responsiblyThe empowerment of poor people and previously disadvantaged householdsTo avoid malnutrition in ChildrenCreating a sustainable food supply end pointFirst, this project must be subject to full enhancer. The nutrition festering community often subscribes to a general respect for confidentiality as ordinarily practiced in development circles, in contrast to the full transparency that is a hallmark of the human rights approach. Since empowerment, as a principle of the human rights approach, is impossible without transparency in all school affairs, the community must insist on absolute transparency regarding the project.Second, the learners must have opportunities to involve their legal human rights related to the right to adequate food from the applicable duty holders. This can only be achieved, if they invest themselves in this project.By this they can help develop or strengthen their, by leading by example.In turn the community will be able to draw inspiration from this, to claim their other relevant rights.