The Management and Implementation of Human Rights Education in the Primary Schools of Lesotho

Abstract

Lesotho, being a signatory to international treaties, has a mandate to ensure that the contents of these treaties are up-held by its citizens. This necessitates the formulation of local laws in line with the international conventions. Education is very important in this case to ensure that citizens understand and abide by these laws. The purpose of this study was to find out if primary school teachers were conversant with international and local laws that protect children and how this knowledge (or lack of) impacts their practice in human rights education. To achieve this, 88 teachers responded to a questionnaire consisting of both closed and open ended items. The results of this study revealed that though teachers could not name international and local instruments that address children rights, they are aware of some rights such as right to education and right to be protected from abuse. Teachers do not only use this knowledge to advocate for children’s protection but they also appropriately seek help when children’s rights that they are aware of are violated.

DOI: 10.5901/mjss.2014.v5n11p131