Secondary school teacher preparedness for the Introduction of human rights education in the Midlands Province of Zimbabwe

Abstract

The study examined Midlands Province secondaiy school teacher preparedness for the introduction of human rights education in Zimbabwe. The study was based on the awareness that steps are being taken by both the Ministry of Education, Sport and Culture and the Ministry of Higher Education and Technology to have the subject taught in schools and colleges (Kamba, 1998). Questionnaires supplemented by interviews were the mode of data collection. The study found out that there is a general lack of clarity on the objectives of human rights education among teachers. The research revealed the need for the training of teachers in human rights education. However, there is no unanimity on how this can best be done. From the findings, it is clear that a lot needs to be done before human rights education can be effectively introduced in secondary schools.