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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate knowledge and understanding of the relationships between social justice, human rights and democracy 
SAQA US ID UNIT STANDARD TITLE
115477  Demonstrate knowledge and understanding of the relationships between social justice, human rights and democracy 
ORIGINATOR
SGB Democracy, Human Rights, Peace and Elections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular  Level 1  NQF Level 01  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7487  Discuss the interrelationships between social justice, equity and democracy  Level 1  NQF Level 01  4   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for any person who requires a basic understanding of the relationships between social justice, human rights and democracy and the role it has within the world of work, society and environment. It is therefore relevant to learners who are involved with issues relating to concepts such as social justice, human rights and democracy.

A person credited with this Unit Standard is capable to:
  • Explaining the role of social justice, human rights, and democracy
  • Demonstrating an understanding of the structures that influence social justice, human rights and democracy
  • Explaining the role of advice offices in respect of social justice 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Language and communication at ABET Level 3. 
    		•

    UNIT STANDARD RANGE 
    The concepts in this Unit Standard cover social justice, human rights, and democracy and must be understood in terms of the SA Constitution and Bill of Rights, which are referred to as national documents. Regional documents refer to the African Charter and international documents will refer to the Universal Declaration of human rights.

    This Unit Standard is intended for learners who have life experience to make independent judgements with regard to social justice, human rights, and democracy related issues. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the role of social justice, human rights, and democracy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The terms social justice, human rights and democracy are explained with examples. 

    ASSESSMENT CRITERION 2 
    The relationship between social justice, human rights, and democracy is identified and described in terms of own contexts. 

    ASSESSMENT CRITERION 3 
    The principles of social justice, human rights, and democracy are compared in terms of the similarities and differences between them. 

    ASSESSMENT CRITERION 4 
    The key stakeholders are identified in terms of the role they play in the context of social justice, human rights, and democracy. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the structures that influence social justice, human rights and democracy. 
    OUTCOME RANGE 
    Structures refer to local, provincial and national level. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Structures that are involved in dealing with social justice, human rights and democracy are identified in terms of the contexts in which they operate. 

    ASSESSMENT CRITERION 2 
    Ways of accessing the various structures dealing with human justice issues are investigated for a specific area. 

    ASSESSMENT CRITERION 3 
    The role of social justice and human rights, and democracy in a society is explained with examples. 

    SPECIFIC OUTCOME 3 
    Explain the role of advice offices in respect of social justice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role of advice offices is identified in terms of access to justice. 
    ASSESSMENT CRITERION RANGE 
    The role of advice offices must be looked at in terms of community-based, urban paralegals (paralegals in law firms), advice office workers.
     

    ASSESSMENT CRITERION 2 
    The different types of advice-office workers dealing with social justice are identified and listed in accordance with their functions and current practice. 
    ASSESSMENT CRITERION RANGE 
    Identify the paralegal in terms of community based and other types.
     

    ASSESSMENT CRITERION 3 
    The relationship between advice-office workers and the legal system is explained in terms of their areas of operation. 

    ASSESSMENT CRITERION 4 
    The role of governmental and non-governmental institutions in accessing justice is explained in accordance with the SA Constitution and the Bill of Rights. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assurance Body (ETQA) that has jurisdiction over this field of learning.
  • The assessor will be accredited and have a relevant qualification and/or be a subject matter expert in this learning area.
  • The learner can be assessed against this Unit Standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation and external moderation will be conducted.
  • An assessor, accredited by the relevant ETQA in the learning area, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all learners will have equal opportunities. Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • How the environment impacts on the concepts of social justice, human rights and democracy
  • How advice office workers contribute to social justice
  • The concepts of sustainable peace and development
  • Defining the processes involved within the social justice system, human rights and democracy
  • Explaining concepts of social and legal justice

    Purpose of:
  • Explaining the concepts of social justice, human rights and democracy
  • Explaining the concepts of social justice in relation to the role of advice office workers
  • Awareness of the processes involved in respect of the structures
  • Understanding why access is needed

    Cause and effect, implications of:
  • Demonstrating an understanding of the basic National Regional and International documents that impact on these 3 concepts
  • How the structure within the constitution underpin the structures within social justice, human rights and democracy

    Procedures and techniques
  • Defining current livelihood status
  • Defining concept of advice office workers
  • The Constitution and Bill of Rights as the foundation in achieving access to justice

    Theory, rules, principles, laws
  • Know about basic rights as stipulated in the constitution and government policy
  • Unpack sustainable peace and development
  • Underpin the concepts of sustainable peace and development with the Constitution and Bill of Rights 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Identify situations which create barriers in obtaining an environment for sustainable peace and development.
  • Identify the various structures that contribute to effective functioning of social justice, human rights and democracy. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • Evaluating the structures that influence sustainable peace and development.
  • Utilising the methodology of accessing the relevant structures.
  • Engaging in different modes of accessing justice. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Reflecting how social justice, human rights and democracy contribute to creating an environment for sustainable peace and development. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • The inter-relationship between social justice, human rights and democracy.
  • Critically evaluating the difference between social justice, human rights and democracy.
  • The stakeholders of social justice, human rights and democracy.
  • The role of advice offices in accessing justice.
  • The different types of advice office workers in explaining social justice.
  • How the paralegal interacts with the legal system.
  • The learner is able to procedurally evaluate the current structures.
  • Information in respect of social and legal justice.
  • Comparison between social and legal justice. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Holistically comparing social justice, human rights and democracy. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 7487, "Discuss the interrelationships between social justice, equity and democracy", ABET Level 4, 4 credits.

    Supplementary Information:

    Definitions
    Advice office worker: community advice office workers, paralegals, human rights activists, civil society based advice workers, union based advice workers

    Notes to Assessors

    Assessors should keep the following general principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2028-06-30  UMALUSI 
    Elective  49279   National Certificate: Victim Empowerment and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.
     
    1. Aubrey Nyiko Business Enterprise cc 
    2. College of Cape Town - Athlone Campus 
    3. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    4. Leronsa Trading Enterprise 
    5. Northlink College 
    6. People Upliftments t/a POPUP Upliftment 
    7. Professional Development and Training Institute (Pty) Ltd 
    8. Project Literacy 
    9. SEOPOSENGOE TRAINING CONSULTANCY CC 
    10. South Cape Public FET College - George Campus 
    11. South West Gauteng Tvet College 
    12. Tembe Service Providers 


    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.