|All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.|
|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Gender Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49836||Further Education and Training Certificate: Gender Practice|
|SGB Gender Equality and Women`s Empowerment|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|HW SETA - Health and Welfare Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 07 - Human and Social Studies||People/Human-Centred Development|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||152||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This Qualification will contribute to empowering learners and increasing awareness within the framework of gender equality and women's empowerment within various contexts. The Qualification also provides learners with a formal qualification that allows for recognition, further education and training opportunities at various levels as well as continued professional and personal development.
Gender training and empowerment is a key element in raising awareness of the negative impact of unequal gender relations on education, health, economic and political participation. The focus of training is also on teaching women about their rights and developing strategies in order to promote and protect these rights; as well as understand the different ways in which men, women, boys and girls experience armed conflict and the benefits of women's involvement in conflict transformation and peace-building processes. Gender-transformative education can also contribute to reducing gender-based violence, respecting women's rights, changing the images, attitudes, and stereotypes conveyed by media, as well as to analyse events, facts, issues and data from a gender perspective.
A person acquiring this Qualification will be able to:
The Qualification also aims at developing a competent and professional sector encompassing ethics and good governance for the effective delivery of services. The applied competencies demonstrated within this Qualification are essential for enabling a positive impact on gender equality and women's empowerment within South African society.
This Qualification is aimed at raising awareness and empowering learners with the competencies to deal with gender inequalities in various contexts. It also fulfils a Constitutional mandate to ensure a non-sexist society by promoting gender equality, equity and women empowerment across different spheres and sectors. It is intended to address issues relating to historical gender inequalities in a range of contexts. This Qualification will also contribute to raising awareness and dealing with changing attitudes and perceptions of gender stereotypes and prejudice.
The qualification will contribute to socio-economic empowerment and development as well as improve access to employment opportunities through job creation projects that require gender specific competencies. It will also ensure that women and men develop competencies to deal with improving gender relations at individual, family, work, community and government levels. The Qualification also provides the learner with the essential skills to facilitate a pathway for further learning as well as receive recognition for existing skills and knowledge.
The range of typical learners that will benefit from this qualification include:
Vulnerable groups in this context could also include farm workers, domestic workers, people with disabilities and mine workers.
The Qualification affirms the experiences of women and men through the recognition and credit accumulation of competencies; allowing for gender mainstreaming.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Recognition of prior learning:
The structure of this Unit Standards-based Qualification makes the Recognition of prior learning possible. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of prior learning will be done by means of Integrated Assessment as mentioned above.
This recognition of prior learning may allow:
Access to the qualification:
There is open access to this Qualification bearing in mind the Learning assumed to be in place.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 152 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of Unit Standards to the value of 80 credits all of which are compulsory.
The Elective Component consists of Unit Standards to the value of 113 credits. Learners are to choose Unit Standards to the minimum of 16 credits.
|EXIT LEVEL OUTCOMES|
|1. Communicate effectively using a range of strategies to identify and deal with gender inequalities and women's empowerment issues.
2. Demonstrate knowledge and understanding of the principles, concepts and theories of gender equality and women's empowerment.
3. Identify and select strategies that promote gender equality in a variety of contexts.
4. Identify and apply appropriate resources and training interventions to promote and support gender equality and women's empowerment.
5. Apply principles of social justice to promote gender equality and women's empowerment.
|ASSOCIATED ASSESSMENT CRITERIA|
> Range: Violence includes physical and emotional.
|The FETC: Gender Practice Qualification and related Unit Standards at NQF Level 4 have been compared with qualifications from various countries to assess global contrasts and/or similarities, regional considerations and standards.
The research conducted on international comparability with regard to gender and women's studies, women's empowerment and gender equality focused on both education and training programmes offered by a range of institutions and organisations, in both developing and developed nations, as well as on a range of sectors e.g. law, education, health, water and sanitation. The institutions and organisations researched included universities, government institutions and non-governmental service providers; many of which are located in sub-Saharan Africa. The information collected was limited to that which was currently available through internet searches, through personal contacts through tertiary institutions, and organisations that work in the area of gender and women's empowerment.
Elements of the unit standards developed at Level 4 compare favourably with standards identified in the women's studies courses of New Zealand and Scotland country recognised as leaders in the generation of unit standards and qualifications; these include the following:
> Self and Text - Level 3
> Gender and the media - Level 3
> Gender, Work and Consumer Culture - Level 3
> Masculinities - Level 3
> Governing Bodies - Level 3
> Sexuality and Colonisation - Level 3
> Develop own plans as a women - Level 3
> Communicate in a way that validates and includes women - Level 4
> Increase self-esteem for women - Level 4
> Gendering violence.
> Gender, sex and death in world politics.
> The social construction of gender.
> Introduction to Gender Studies: Men and Masculinity.
> The female icon.
> The second sex? Women in culture and society C2000 - C1000 AD
> Family and society
> Gender and communication
These qualifications compare favourably with the skills development achieved through the FETC: Gender Practice qualification because the outcomes and assessment criteria include much of the above terminology and broad perspectives. It is worth noting that the Level 4 qualification promotes the equality model in terms of recognising past inequalities and supports redress, empowerment and equity processes.
The information was sourced from a range of universities in Canada, Germany, Ireland, Sri Lanka, the Netherlands, USA, UK and India; as well as sub-Saharan African universities such as Cameroon, Kenya, Ghana, Ethiopia, Tanzania, Namibia and Zimbabwe which reflect a large number of women's and gender study programmes that lead to Certificate, Degree, Masters and Doctorate level qualifications. The short courses provided by universities award an internal certificate by the institution or organisation that has offered the study programme.
Similarly where study programmes and short courses have been offered by non-governmental organisations, other than a certificate of attendance, no accredited qualification is provided.
Gender inequalities are one of the primary obstacles to the universal realisation of human rights, citizenship, development and health. Unfortunately, gender continues to be omitted from the majority of programs and projects designed to address sustainable development and poverty eradication, which makes capacity building resources and standards on gender more important than ever. It is apparent that some NGO's are running gender awareness workshops within Africa and other developing countries funded by organisations such as the UN. Details on the content of programs offered in such African countries were limited, and the table below reflects the information that was available. No qualifications seem to be run at the lower levels and the focus is largely on "awareness" workshops.
> Understanding UN Security Council Resolution 1325 on Women, Peace and Security.
> Moving UNSC 1325 Forward: Some Advocacy Ideas.
> Head of Household, Survivor of Rape, Market Woman: Engendering Conflict Prevention Through a Holistic Framework for Action.
> Gender and Poverty.
> Gender and Governance.
> Gender and Conflict.
> ABANTU Internship: Nurturing young Leaders.
> Gender and Information, Communication & Technology (ICT).
> Studies, workshop reports and videos for use in training on gender mainstreaming.
> ABC of Gender Analysis: a Framework of Analysis.
> Elusions: Essays on the Social Construction of Gender.
> Road to Empowerment.
> Directory of Gender Trainers in the African Region.
> Gender and Development: a FEMNET Model.
> Gennews, a newsletter for trainers in gender mainstreaming.
> The organization coordinates a centre that collects materials on gender issues, conducts research and provides training for women on women's leadership, human rights and HIV/AIDS. They also publish a successful bi-monthly magazine called "Sister Namibia." The organization's aim is to increase awareness among women, men and young people of the ways in which political, social, cultural, legal and economic systems of power control girls and women; and to oppose and challenge racism, sexism, homophobia and other discourses and practices that divide and oppress people.
> Understanding gender and class and the nature of the micro & macro economic policy, planning and budgeting processes and management.
> Gender, policy and HIV issues within the sub region.
> Articulate with conceptual clarity key gender concepts relating to policy issues around HIV and AIDS interventions.
> Adopt a conceptual framework for gender analysis on the causality of inequalities in relation to HIV and AIDS in the sub-regions.
> Plan, formulate and manage progressive and gender sensitive interventions and develop indicators for monitoring gender impact on HIV and AIDS.
> Develop concrete plans of action for addressing the gender gaps within policies and programmes for more effective and sustainable interventions in the areas of their specific mandates.
> Towards a Human Rights Culture in Africa: A Manual for Teaching Human Rights.
> Human Rights and Democracy in Southern Africa.
> Cultivating Co-operation amongst Human Rights Institutions in the UNITWIN Network in Southern Africa.
> Democratisation of Southern Africa.
> The Southern African Human Rights Reader: Towards Creating a Sustainable Culture of Human Rights.
> Introducing Democracy, 80 Questions and Answers.
> Discourses on Human Rights.
> Education for Human Rights & Democracy in Southern Africa, A Teacher's Resource Manual.
> Vienna Plus Five: Towards a Sustainable Culture of Human Rights in Southern Africa.
From the research conducted within the field of Gender Equality and Women's Empowerment the Qualification compares with components, which are included in a range of Qualifications offered at Universities from Bachelor degree level. It also compares with aspects that are included in many of the women's and gender short courses, which are not linked to accredited national qualifications and Unit Standards.
|This Qualification articulates horizontally with the following registered Qualifications:
The Qualification articulates vertically with the following registered Qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessors registered with the relevant ETQA must carry out the assessment of candidates for any of the unit standards that make up this qualification. The following criteria are specified for an applicant to register as an assessor for this Qualification, the applicant should:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||13915||Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace||Level 3||NQF Level 03||4|
|Core||120036||Analyse the role of institutions in developing and perpetuating gender inequality||Level 4||NQF Level 04||5|
|Core||10022||Comply with organisational ethics||Level 4||NQF Level 04||4|
|Core||120033||Conduct gender audits to deal with redress, equity and diversity within organisations||Level 4||NQF Level 04||6|
|Core||117870||Conduct targeted training and development using given methodologies||Level 4||NQF Level 04||10|
|Core||14646||Demonstrate an understanding of the human rights contained in the bill of rights||Level 4||NQF Level 04||12|
|Core||119662||Describe the relevance of human rights and democratic practices in South African society||Level 4||NQF Level 04||8|
|Core||120085||Discuss the benefits and risks of engaging the media in different social contexts||Level 4||NQF Level 04||3|
|Core||7791||Display cultural awareness in dealing with customers and colleagues||Level 4||NQF Level 04||4|
|Core||120030||Identify and apply principles of social justice to empower women at different levels of society||Level 4||NQF Level 04||5|
|Core||120031||Promote and inform women's empowerment and gender practices||Level 4||NQF Level 04||5|
|Core||120029||Promote Gender Equality and Women's Empowerment through education, training and development||Level 4||NQF Level 04||6|
|Core||120082||Provide interventions in gender violence||Level 4||NQF Level 04||8|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8972||Interpret a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||8979||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||117877||Perform one-to-one training on the job||Level 3||NQF Level 03||4|
|Elective||119905||Analyse environmental impacts in rural areas||Level 4||NQF Level 04||3|
|Elective||115587||Collect and present community needs information||Level 4||NQF Level 04||8|
|Elective||116727||Communicate personal faith in a range of contexts||Level 4||NQF Level 04||3|
|Elective||110057||Conduct a self-evaluation of own progress and development||Level 4||NQF Level 04||2|
|Elective||110056||Conduct advocacy campaigns and workshops in development practice||Level 4||NQF Level 04||12|
|Elective||120076||Demonstrate an understanding of prevention programmes in Victim Empowerment||Level 4||NQF Level 04||4|
|Elective||117182||Demonstrate knowledge of programming and activities in child and youth care work||Level 4||NQF Level 04||6|
|Elective||117498||Demonstrate knowledge of the provision and implementation of primary health care within the community||Level 4||NQF Level 04||10|
|Elective||115591||Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context||Level 4||NQF Level 04||6|
|Elective||115596||Explain and apply principles and practices of social participation in society and environment interactions||Level 4||NQF Level 04||10|
|Elective||110055||Facilitate learning in development practice||Level 4||NQF Level 04||14|
|Elective||12544||Facilitate the preparation and presentation of evidence for assessment||Level 4||NQF Level 04||4|
|Elective||120077||Implement volunteer projects||Level 4||NQF Level 04||5|
|Elective||110023||Present information in report format||Level 4||NQF Level 04||6|
|Elective||120081||Provide support to child victims of abuse, neglect and exploitation||Level 4||NQF Level 04||4|
|Elective||119721||Support marginalised, "at risk" and vulnerable individuals and groups and identify appropriate referral services||Level 4||NQF Level 04||8|
|Elective||14609||Participate in management of conflict||Level 5||Level TBA: Pre-2009 was L5||4|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
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