SAQA 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 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Identify and apply principles of social justice to empower women at different levels of society 
SAQA US ID UNIT STANDARD TITLE
120030  Identify and apply principles of social justice to empower women at different levels of society 
ORIGINATOR
SGB Gender Equality and Women`s Empowerment 
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
Undefined  Regular  Level 4  NQF Level 04  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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will enable learners to gain skills, knowledge, values and attributes to use the principles of social justice in gender practice to empower women at different levels of society. These competencies are required in gender practice to bring about change in personal, family, government and community contexts. This Unit Standard will also contribute to increasing levels of effectiveness to ensure that gender issues are addressed in various sectors of South African society. The skills, knowledge, values and understanding demonstrated within this unit standard are essential for a democratic society.

A person credited with this Unit Standard will be capable of:
  • Identifying and analysing principles of social justice with reference to Gender Equality and Women's Empowerment.
  • Identifying and analysing specific forms of discrimination that contribute to gender inequality and provide appropriate support.
  • Identifying and explaining ways to promote women's participation at different levels of society by using the principles of social justice to redress gender inequalities.
  • Assessing gender practices to address aspects of violence against women and provide appropriate support. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication at NQF level 3 or equivalent.
  • Basic knowledge of key gender equality and women's empowerment terminology at NQF level 2 or equivalent would be an advantage. 
    		•

    UNIT STANDARD RANGE 
    All women's empowerment and gender equality terminology are used in accordance with the South African National Policy Framework on Gender Equality and Women's Empowerment.
    Contexts include but are not limited to individual, workplace, family, community, society, and government.
    Target group refers to women and men, women and women, men and men, girls and boys. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and analyse principles of social justice with reference to Gender Equality and Women's Empowerment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of social justice is defined and explained in relation to Gender Equality and Women's Empowerment. 

    ASSESSMENT CRITERION 2 
    The concept of diversity is explained in terms of its impact and/or contribution to gender equality. 

    ASSESSMENT CRITERION 3 
    The principles of social justice are identified and explained in relation to Gender Equality and Women's Empowerment. 

    ASSESSMENT CRITERION 4 
    The concept of social justice is analysed in order to highlight best practices in the context of Gender Equality and Women's Empowerment. 
    ASSESSMENT CRITERION RANGE 
    Principles of social justice include but is not limited to equity, equality, transparency, good governance, social, economic and cultural efficiency.
     

    SPECIFIC OUTCOME 2 
    Identify and analyse specific forms of discrimination that contribute to gender inequality and provide appropriate support. 
    OUTCOME RANGE 
    Specific forms of discrimination includes but is not limited to homophobia, HIV/AIDS issues, class and race issues, rural and urban issues, physical disability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sexual orientation is explained and analysed in terms of its contribution to gender inequality. 

    ASSESSMENT CRITERION 2 
    Transgender issues are discussed in terms of its contribution to gender inequality. 

    ASSESSMENT CRITERION 3 
    HIV/AIDS issues are analysed as a gender discrimination tool in order to provide appropriate support through linking with existing structures and initiatives. 

    ASSESSMENT CRITERION 4 
    Class and race issues are analysed as gender discrimination tools in relation to providing appropriate support by linking with existing structures and initiatives. 

    ASSESSMENT CRITERION 5 
    The developmental differences and needs of rural and urban women are explored and discussed in order to determine its impact on women's empowerment. 

    ASSESSMENT CRITERION 6 
    The difficulties faced by women with physical challenges/disabilities are discussed in terms of its impact on women's disempowerment. 

    SPECIFIC OUTCOME 3 
    Identify and explain ways to promote women's participation at different levels of society by using the principles of social justice to redress gender inequalities. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key resources and opportunities are identified and discussed as a means to increasing women's participation at various levels of society. 

    ASSESSMENT CRITERION 2 
    Strategies of accessing resources and opportunities are identified and discussed in order to redress gender inequality. 

    ASSESSMENT CRITERION 3 
    The role of education as a vehicle to redress gender inequalities is discussed to determine how it could contribute to increasing women's participation. 

    ASSESSMENT CRITERION 4 
    Ways to enhance women's active involvement and participation are discussed and developed to redress gender inequality. 

    ASSESSMENT CRITERION 5 
    Information about women's oppression at different levels is explained and shared through awareness-raising activities and processes. 

    SPECIFIC OUTCOME 4 
    Assess gender practices to address aspects of violence against women and provide the appropriate support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Violence against women is explained to determine the way in which it contributes to women's disempowerment. 

    ASSESSMENT CRITERION 2 
    Relevant and legal and civil remedies available to survivors of gender violence is explained with examples. 

    ASSESSMENT CRITERION 3 
    Relevant information and support services are accessed through existing structures and initiatives. 

    ASSESSMENT CRITERION 4 
    Relevant networks are used to promote appropriate gender practices that address violence against women. 

    ASSESSMENT CRITERION 5 
    Ways in which sexual harassment as a form of violence manifests itself in the workplace is analysed with examples. 

    ASSESSMENT CRITERION 6 
    Best practice examples are identified and assessed in terms of the way they can assist to address aspects of violence against women. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.
  • Assessors must be registered as assessors with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Training providers must be accredited by the relevant ETQA.
  • The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification. This unit standard can be achieved through the recognition of prior learning.
  • Proven subject knowledge at NQF level 5 or above. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Names, functions and locations of:
    > Gender
    > Gender equality
    > Gender awareness
    > Gender issues
    > Gender pay gap
    > Gender equity
    > Empowerment
    > Oppression
    > Gender roles
    > Gender structures in government and civil society (national gender machinery)
  • Purpose of processes and procedures of:
    > Communication
    > Networking
    > Accessing data
  • Attributes, properties, characteristics related to:
    > Gender sensitivity
    > Human rights values
    > Religion
    > Culture
  • Cause and effect, implications of:
    > Women and women's rights
    > Equality and women's empowerment
  • Procedures and techniques:
    > Self learning
    > Collecting and reporting
  • Regulations, legislation, agreements, policies:
    > The South African Constitution (Bill of Rights)
    > Government policy on human rights and equity
    > The South Africa's National Policy framework for Women's Empowerment and Gender Equality
  • Theory - rules, laws, principles:
    > The role of the Liberation and Mass Democratic Movement
    > Diversity
    > Principle of Ubuntu
    > Batho Pele
  • Relationships, systems between:
    > Political, legislative, social, cultural, traditional and economic systems 
    		•

    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:
  • Identifying and accessing gender equality and women's empowerment support structures and resources in specific contexts. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • Sharing information during a gender equality and women's empowerment activity. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Accessing and prioritising information.
  • Establishing relationships.
  • Reporting information. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Accessing and prioritising information. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Reporting, distributing and sharing information. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
  • Using different mediums.
  • Establishing relationships.
  • Networking. 
    		•

    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:
  • Understanding gender equality and women's empowerment within political, social, cultural, traditional and economic systems and others. 
    		•

    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 
    Supplementary Information:

    Glossary of Terms as reflected in the South African National Policy Framework on Gender Equality and Women's Empowerment as well as from other International Instruments.

    Gender issues: Arise when the relationships between women and men, their roles, privileges, status and positions are identified and analysed. Gender issues arise where inequalities and inequities are shown to exist between people purely on the basis of their being female or male. The fact that gender and gender differences are socially constructed is itself a primary issue to deal with.

    Gender practice: Refers to the activities that gender practitioners are involved in, in different settings to promote gender equality.

    Gender sensitive indicators:
  • Women and men participate equally in planning and implementing the project.
  • Women and men benefit equally from its interventions.
  • If women have a subordinate role in the context of the issue being addressed, the project advances women's status and decision making power.
  • Women and men are sensitized to gender concerns.
  • Where relevant all data is collected and analysed on a sex-aggregated basis.

    Gender specific: Refers to activities and information that are predicated on the existence of division of labour based on gender.

    Sex-disaggregated: Information differentiated on the basis of what pertains to women and their roles; and to men and their roles.

    Culture: Culture is that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man (and woman) as a member of society (Tyler 1996). Culture provides a way of transmitting the guidelines (for practice and behaviour) by use of symbols, language, art and ritual (Helman, 1990). The context of culture is historical, economic, social, and political and has geographic elements (Helman, 1990).

    Tradition: An inherited pattern of thought or action; A specific practice of long standing.

    Patriarchy: It is a sex/gender system in which men dominate women, and that which is considered masculine is more highly valued than that which is considered feminine. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49836   Further Education and Training Certificate: Gender Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. Dee s Training PTY LTD 
    2. Gender Education & Development Institute (GEDI 
    3. Gotsec Skills Training 
    4. LESEDI EDUCARE ASSOCIATION 
    5. MENTORNET (PTY) LTD 
    6. 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.