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: 

Conduct gender audits to deal with redress, equity and diversity within organisations 
SAQA US ID UNIT STANDARD TITLE
120033  Conduct gender audits to deal with redress, equity and diversity within organisations 
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 plan, conduct a gender audit in a range of contexts. These competencies are required to promote redress and equity in women's empowerment in personal, family and community contexts. This Unit Standard will also contribute to meeting the needs of the South African Constitution mandate in promoting women's empowerment in all spheres of society. The skills, knowledge, values and understanding demonstrated within this unit standard are essential for a democratic, non-sexist, and non-racist society.

A person credited with this Unit Standard will be capable of:
  • Planning for gender audits.
  • Conducting gender audits.
  • Recording findings from gender audits and making recommendations for improvement.
  • Assessing and evaluating gender auditing practices. 

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

  • 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 
    Plan for gender audits. 
    OUTCOME RANGE 
    Concepts include but not limited to gender needs analysis and gender gaps. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Policies, procedures, tools and other relevant documentation are identified to prepare for the gender audit. 

    ASSESSMENT CRITERION 2 
    The relevant tools are developed according to the National Gender Framework. 

    ASSESSMENT CRITERION 3 
    Logistics, administration and resources are identified and confirmed in order to meet the objectives of the gender audit. 

    ASSESSMENT CRITERION 4 
    A gender audit plan is developed utilising identified policies, procedures and resources. 
    ASSESSMENT CRITERION RANGE 
    Includes but is not limited to division of labour, allocation of resources, facilities, budgets, procurement, benefits, training and support structures.
     

    ASSESSMENT CRITERION 5 
    A gender audit plan is presented for consultation to the appropriate personnel within the organisation. 

    ASSESSMENT CRITERION 6 
    The terminology used in a gender audit are identified and explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Includes gender framework, gender specific, gender sensitive indicators, gender sensitive, gender gaps.
     

    ASSESSMENT CRITERION 7 
    The gender analysis framework is identified and applied to the gender auditing process. 
    ASSESSMENT CRITERION RANGE 
    Includes but is not limited to the national gender analysis framework, and specific organisational gender analysis frameworks.
     

    ASSESSMENT CRITERION 8 
    A case for implementing a gender audit in a specific sector is presented with a view to gaining support and buy-in from role-players. 

    SPECIFIC OUTCOME 2 
    Conduct gender audits within different contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The gender audit plan is used to conduct the audit and accommodates deviations and adjustments to the plan where appropriate. 

    ASSESSMENT CRITERION 2 
    A variety of gender sensitive methodologies are used in a way which promote professional relationships between auditors and other staff. 
    ASSESSMENT CRITERION RANGE 
    Includes interviews, questionnaires, observations.
     

    ASSESSMENT CRITERION 3 
    The policies, procedures and resources are analysed with a view to identifying the gender inequities within an organisation. 

    ASSESSMENT CRITERION 4 
    Confidentiality procedures are strictly observed in accordance with the prescribed standards. 

    ASSESSMENT CRITERION 5 
    The gender needs analysis is conducted following appropriate steps and processes to arrive at the objectives of the audit. 

    SPECIFIC OUTCOME 3 
    Record findings from gender audits and make recommendations for improvement. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Deviations from policies are identified and recorded with the view to improving implementation practices. 

    ASSESSMENT CRITERION 2 
    Findings from the audit are recorded and gaps in resources, policies and procedures are identified and submitted for approval and consultation by relevant roleplayers. 

    ASSESSMENT CRITERION 3 
    Findings from the audit are analysed with the view to their alignment with gender mainstreaming principles. 

    ASSESSMENT CRITERION 4 
    Recommendations are made in order to develop strategies for stimulating, enhancing and encouraging gender equality in organisational processes. 

    ASSESSMENT CRITERION 5 
    Appropriate interventions and initiatives are identified and recommended to deal with redress equity and diversity issues. 

    ASSESSMENT CRITERION 6 
    The frequency in which audits need to be undertaken are identified based on the analysis of the audit. 

    SPECIFIC OUTCOME 4 
    Assess and evaluate gender auditing practices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Tools for the evaluating and monitoring gender audit processes are identified and developed to ensure improved auditing practice and achievement of the audit objectives. 

    ASSESSMENT CRITERION 2 
    Feedback mechanisms are developed to ensure continuous improvement on auditing practice and processes. 
    ASSESSMENT CRITERION RANGE 
    Feedback mechanisms include but not limited to reports, questionnaires and reviews.
     

    ASSESSMENT CRITERION 3 
    Feedback from the audited organisation is reflected on and analysed to inform future auditing activities. 


    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 audit
  • Gender equity
  • Empowerment
  • Oppression
  • Gender roles
  • Gender structures in government and civil society (national gender machinery)
  • Roles of women and men

    Purpose of processes and procedures of:
  • Communication
  • Networking
  • Accessing data

    Attributes, properties, characteristics related to:
  • Gender sensitivity
  • Human rights values
  • Religion and culture

    Cause and effect, implications of:
  • Women and women's rights
  • Equality and women's empowerment
  • Women and men, men and men, girls and boys

    Procedures and techniques:
  • Self learning
  • Collecting and reporting
  • Evaluation

    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
  • Traditional

    Relationships, systems between:
  • Political, legislative, social, cultural, economic systems and traditional and others 

  • 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
  • Evaluation 

  • 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
  • Networking
  • Data analysis 

  • 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, economic systems and traditional 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 different settings.

    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. Phakamisa Training Company 
    5. 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.