School-based Understanding of Human Rights in four Countries - A Commonwealth Study - Education research paper No. 22: 5 Significant country variables

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School-based Understanding of Human Rights in four Countries - A Commonwealth Study - Education research paper No. 22 (DFID; 1997; 62 pages)
	Department for International Development - Education Papers
	Executive summary
	1 Introduction
	2 Issues
		a Relationships between Commonwealth membership, international conventions, national constitutions and school curricula
		b Content, ownership, cross-curricular or single subject
		c Resourcing, material, teacher preparation
		d Effectiveness, examined or unexamined
	3 Human rights and intercultural education in the Commonwealth
	4 Methodology of a four country study
		a Choice of countries, schools
		b Conceptual map
		c Relationship between student survey and contextual inquiries
		d Nature of an impact study
		e Questions that students could understand
		f What “is” and what “ought” to be
		g Linguistic issues
	5 Significant country variables
		a Botswana
		b India
		c Northern Ireland
		d Zimbabwe
	6 Findings of the study of student perceptions
		a Law and the administration of justice
		b Equality of opportunity
		c History
		d Civic and social rights and responsibilities
		e Consumer rights
		f Violence
		g Identity
		h Experience of human rights education at school
	7 Conclusions and recommendations reached by each country team
	8 Commonwealth cooperation and the 13th conference of commonwealth education ministers, Gaborone, Botswana, 28 july -1 august 1997
	9 Summary of findings of the study
	Acknowledgements
	Brief bibliography

5 Significant country variables

The school and curricular structures of each of the four countries are of course quite distinct. It is necessary to sketch these, and key points which arose from the interviews, before analysing the findings of the student survey.

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