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: 

Describe ethical procedures and practices for social justice 
SAQA US ID UNIT STANDARD TITLE
116491  Describe ethical procedures and practices for social justice 
ORIGINATOR
SGB Ethical Foundations of Society World of Ideas 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 is designed to assist learners in understanding and developing ethical procedures for the practice of social justice. It equips people to conduct themselves ethically according to the purpose and ethical procedures for the practice of social justice, as conceptualized and developed to ensure high standards of ethical conduct for the sector, workplace or institution; to regulate their own moral conduct based on the ethical procedures of their moral framework; and to guide people to determine for themselves which actions or forms of behaviour are within the limits of their authority, confidence and trust.

People credited with this unit standard are able to:
  • Describe and explain the concept of social justice
  • Demonstrate understanding of the role and responsibilities of the state with respect to social justice in South Africa
  • Demonstrate understanding of influences promoting or negating social justice in society
  • Develop ethical procedures for the practice of social justice at the sector, workplace or institution 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Communication at NQF Level 4 or equivalent competence
  • Learners would benefit from the competence described in the Unit Standard, "Identify the basis for distinctions between morally acceptable and unacceptable behaviour in society" before attempting this Unit Standard. 

  • UNIT STANDARD RANGE 
    The typical scope of this Unit Standard is:

    1. Principles in their moral framework.
    2. Ethical framework provided by their workplace/sector.
    3. Established procedures for inspiring and supporting learners to adhere to the code of conduct for the workplace. At this level the learners should also be able to describe, explain and justify policies and practices that facilitate the implementation of the accepted ethical code in various situations within the context of the workplace.
    4. Ethical responsibilities honour the framework for their established and implemented ethical code, as described in this unit standard. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and explain the concept of social justice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various approaches to the idea of social justice are identified and contrasted in terms of their key components, internal logic, and strengths and weaknesses. 
    ASSESSMENT CRITERION RANGE 
    Approaches include: common good, virtue ethics, respect for person ethics, self examination (Plato), consequentialist ethics (practical consequences of not being socially just).
     

    ASSESSMENT CRITERION 2 
    Situations where social injustice is evident are identified, and the implications of a selected approach to social justice are described for that situation. 

    ASSESSMENT CRITERION 3 
    The definition of social justice provided is consistent with the selected model used to approach the idea. 

    ASSESSMENT CRITERION 4 
    The rationale for social justice as a basis for action is described in terms of the issues confronted by "good" societies in their move towards equity. 
    ASSESSMENT CRITERION RANGE 
    Issues include: poverty, discrimination, corruption, fraud.
     

    ASSESSMENT CRITERION 5 
    Social justice in a particular society is described in terms of key ethical concepts and within a particular analytical framework consistent with generally accepted approaches and current literature. 
    ASSESSMENT CRITERION RANGE 
    Concepts include: injustice, equity, fairness, distributive justice, retributive justice, and procedural justice.
     

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of the role and responsibilities of the State with respect to social justice in South Africa. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Positive rights are distinguished from political rights in terms of obligations placed on the State, and its role and responsibility in delivering these rights to citizens. 
    ASSESSMENT CRITERION RANGE 
    Positive rights include: rights to housing, health, education, right to development negative rights include: political rights, right to non-interference, right to life.
     

    ASSESSMENT CRITERION 2 
    Rights are described in relation to obligations and responsibility attached to the use of those rights. 

    ASSESSMENT CRITERION 3 
    The legal framework created in South Africa to address social justice is identified and explained in terms of its provisions and intentions, unintended consequences, and underpinning key ethical concepts. 
    ASSESSMENT CRITERION RANGE 
    Provisions include: legislation dealing with illegal evictions, extension of security of tenure.
     

    ASSESSMENT CRITERION 4 
    Legal provisions are examined in terms of their intended and actual impact in society, and the reason for and means of any manipulation for unethical purposes are identified. 

    SPECIFIC OUTCOME 3 
    Demonstrate understanding of influences promoting or negating social justice in society. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Social mechanisms and pressures through which social justice occurs are identified and described in terms of their intent and effect. 
    ASSESSMENT CRITERION RANGE 
    Mechanisms and pressures include: minimum wage, outsourcing, mechanisation, wage gaps - entry levels vs highest wages, best practice in social justice, institutional incapacity to deliver.
     

    ASSESSMENT CRITERION 2 
    Responses to situations of social injustice are identified and examined in terms of their intent and actual effect in specified workplaces, institutions or communities. 
    ASSESSMENT CRITERION RANGE 
    Responses include: social security, medical aids and access to health care, care for the aged, provisions for vulnerable communities, safety measures in the workplace (OHS Act).
     

    ASSESSMENT CRITERION 3 
    The importance of information sharing, leadership and advocacy in promoting social justice are described in terms of their role and application in practice. Examples selected illustrate this role. 
    ASSESSMENT CRITERION RANGE 
    Examples include: practical illustrations affecting social justice such as the UN Development Report 2000, describing ways of using Human Rights as a mechanism to achieve social justice.
     

    ASSESSMENT CRITERION 4 
    The influence of social justice on policy making is identified and described in terms of allocations and provisions at local and national levels. 
    ASSESSMENT CRITERION RANGE 
    Allocations and provisions include: provision for the creation, distribution and redistribution of wealth; social justice in relation to marginalised groups in society (immigrants, refugees) and access to justice for these groups; related issues of poverty and crime; issues of corruption in the public service which provides and administers the systems for social justice.
     

    ASSESSMENT CRITERION 5 
    Corporate social responsibility and investment is evaluated in terms of notions of social justice and good corporate citizenship. 

    SPECIFIC OUTCOME 4 
    Develop ethical procedures for the practice of social justice at the sector, workplace or institution. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The development of ethical procedures is consistent with key ethical concepts and concepts of social justice in professional and/or personal affairs, and inside and outside of the sector, workplace or institution. 

    ASSESSMENT CRITERION 2 
    Various forms of experienced social injustices are identified, and activities in the form of direct practice which promote social justice and address social injustice are justified in terms of a selected approach to social justice. 

    ASSESSMENT CRITERION 3 
    Specific examples of the applied practice of these procedures in regard to ethical procedures for enhancing people's capacity to address their own needs, are identified and assessed for effectiveness in addressing issues of social justice. 

    ASSESSMENT CRITERION 4 
    The ethical process and procedures applied to adjudicate ethical and policy complaints, which are filed by people outside the sector/ workplace/ institution, are demonstrated. 

    ASSESSMENT CRITERION 5 
    The ethical code underpinning procedural efforts towards social justice is explained and its relevance to the Constitution of the nation described. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of this Unit Standard should be contextual, practical and be conducted in the workplace as far as possible.
  • Assessors must be registered as assessors with the appropriate ETQA.
  • Moderators must be registered as assessors with the appropriate ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • The mechanisms and requirements for moderation should be applied as per the SAQA criteria.
  • Assessment should include both formative and summative assessment.
  • Training providers must be accredited by the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems identifying causes of actions that reflect social injustices and irregularities with regards to the practice of social justice. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, organise and evaluate information by identifying and analysing the consequences of irregularities related to procedures for social justice. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively when planning procedures and practice for social justice; and use effective reading and writing skills in reviewing policies and producing procedures. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems, and the importance of social justice for the effective operation of communities and societies. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Show awareness of the importance of effective learning strategies in promoting social justice, and developing new concepts of responsible citizenship. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49257   National Certificate: Conflict Management and Transformation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Fundamental  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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. Artshub Institute (Pty) Ltd 
    2. ATTI Nelspruit Pty Ltd 
    3. Falcon Business Institute (Pty) Ltd 
    4. IALE School of Advanced Learning and Education (Pty) Ltd 
    5. Jeppe College of Commerce and Computer Studies 
    6. KMS COLLEGE 
    7. Reflections Development Institute 
    8. South African Film Institute 



    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.