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: 

Promote and inform women's empowerment and gender practices 
SAQA US ID UNIT STANDARD TITLE
120031  Promote and inform women's empowerment and gender practices 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 contribute to promoting and informing current women's empowerment and gender practices. 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 a variety of contexts. 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:
  • Analysing the role of women's organisations in contributing to transformation in South Africa.
  • Contributing to the development of policy, legislation and/or structures that promote gender equality and women's empowerment in local, district, provincial or national activities.
  • Identifying and applying different methods to promote the voice of women through advocacy and mobilisation activities.
  • Promoting women's visibility in authority, decision making and leadership roles. 

  • 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 advantageous. 

  • 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 
    Analyse the role of women's organisations in contributing to transformation in South Africa. 
    OUTCOME RANGE 
    Women's organisations include but are not limited to networks, federations, leagues and coalitions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of women's organisations in South Africa is identified and explained in terms of their contribution to shaping democracy in South Africa. 

    ASSESSMENT CRITERION 2 
    The role of women's organisations is analysed in terms of its impact and effect on women's participation in different spheres of South African society. 

    ASSESSMENT CRITERION 3 
    The role of women's voices in gender activities, policy development and related processes are discussed in terms of advancing gender equality. 

    SPECIFIC OUTCOME 2 
    Contribute to the development of policy, legislation and/or structures that promote gender equality and women's empowerment. 
    OUTCOME RANGE 
    Context includes local, district, provincial or national activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Relevant and current South African Gender policy, legislation and/or structures are identified and analysed in terms of its effect on gender equality and women's empowerment. 

    ASSESSMENT CRITERION 2 
    The role that women play in contributing to building an equitable and just society is discussed in relation to key decision-making processes. 

    ASSESSMENT CRITERION 3 
    Ways to enhance and maximise women's participation in policy and legislation structures and processes are identified and explained at various levels. 

    ASSESSMENT CRITERION 4 
    Consultative processes are identified and set up for the purpose of networking and promoting women's participation in policy making and decision making structures that affect women. 

    SPECIFIC OUTCOME 3 
    Identify and apply different methods to promote the voice of women through advocacy and mobilisation activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The contribution and participation of women in different spheres of society are discussed with examples. 

    ASSESSMENT CRITERION 2 
    Different methods that promote the voices of women are identified and applied in gender equality and women's empowerment advocacy and mobilisation activities. 
    ASSESSMENT CRITERION RANGE 
    Different methods include but are not limited to, advocacy, workshops, media, training, lobbying, internet, conference briefings, pamphlets and public events.
     

    ASSESSMENT CRITERION 3 
    A variety of gender sensitive networks and strategies are used for advocacy and mobilisation activities that advance women's empowerment. 

    ASSESSMENT CRITERION 4 
    Platforms/Forums are sensitised and organised to promote dialogue on gender specific issues and advance women's needs. 
    ASSESSMENT CRITERION RANGE 
    Emphasis is on enhancing the involvement of young women.
     

    ASSESSMENT CRITERION 5 
    Events are planned to inform people on key calendar dates dedicated to women's roles in advancing transformation in South Africa. 

    ASSESSMENT CRITERION 6 
    Task teams, gender specific desks and gender focal points are identified and set up to promote maximum participation of women at different levels. 

    SPECIFIC OUTCOME 4 
    Promote women's visibility in authority, decision-making and leadership roles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Women's visibility in authority, decision-making and leadership roles is discussed for the purpose of reviewing gender equality and women's empowerment in organisations. 

    ASSESSMENT CRITERION 2 
    Ways to empower women are discussed in terms of accessing educational opportunities and capacity building processes to enhance their leadership and decision-making roles in society. 

    ASSESSMENT CRITERION 3 
    Ways to encourage women to participate and engage with key issues that affect women in the political, economic and social spheres of society are discussed in order to promote their leadership and participation in decision-making. 

    ASSESSMENT CRITERION 4 
    Gender equality and women's empowerment knowledge, skills and attributes are identified and discussed for the purpose of empowering and promoting women in leadership positions. 
    ASSESSMENT CRITERION RANGE 
    Young girls and young women.
     

    ASSESSMENT CRITERION 5 
    Ways to increase women's visibility in positions of authority and decision-making are discussed using various mediums. 
    ASSESSMENT CRITERION RANGE 
    Mediums include but are not limited to radio, newspaper, drama, music, oral communication, dialogue, flyers.
     

    ASSESSMENT CRITERION 6 
    A gender sensitive environment is created and supported that is receptive and conducive to women leaders and emerging women leaders. 

    ASSESSMENT CRITERION 7 
    Strategies to deal with negative attitudes and stereotypes about women in management and leadership roles are discussed with a view to eradicating bias. 


    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).
  • Gender succession plans.
  • Strategies.
  • Policy development.
  • Coaching, mentoring, leading and managing.

    Purpose of processes and procedures of:
  • Communication.
  • Gender sensitive networks.
  • Accessing data.

    Attributes, properties, characteristics related to:
  • Gender sensitivity.
  • Human rights values.
  • Gender sensitive management.
  • Gender sensitive environment.
  • Gender sensitive indicators.
  • Gender sensitive style.

    Cause and effect, implications of:
  • Women and women's rights.
  • Equality and women's empowerment.
  • Discriminatory practices.

    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 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. 

  • 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 and economic systems. 

  • 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 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  Reregistered  2023-06-30  HW SETA 
    Elective  67509   Further Education and Training Certificate: Community Development  Level 4  NQF Level 04  Reregistered  2021-06-30  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. Gotsec Skills Training 
    2. LESEDI EDUCARE ASSOCIATION 
    3. MENTORNET (PTY) LTD 
    4. 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.