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: 

Promote Gender Equality and Women's Empowerment through education, training and development 
SAQA US ID UNIT STANDARD TITLE
120029  Promote Gender Equality and Women's Empowerment through education, training and development 
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  6 
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 promote gender equality and women's empowerment through education, training and development activities and processes in order to educate constituencies. It will be useful for learners who are in a range of different contexts such as government departments, women's organisations, industry, Non-Government Organisations (NGOs) and Labour. This Unit Standard will contribute to increasing levels of effectiveness to ensure that gender issues are addressed in all sectors of South African 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 and preparing Gender Equality and Women's Empowerment training interventions.
  • Facilitating Gender Equality and Women's Empowerment training interventions.
  • Evaluating Gender Equality and Women's Empowerment training interventions.
  • Providing appropriate support on Gender Equality and Women's Empowerment issues through coaching and mentoring. 
    		•

    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 and society.
  • 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 and prepare for Gender Equality and Women's Empowerment training interventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Target group needs are identified in order to prepare, plan and determine the logistics, outcomes, objectives and the appropriate learning materials to enhance the training intervention. 
    ASSESSMENT CRITERION RANGE 
    Includes but is not limited to special needs, gender, culture, diversity, language, literacy and numeracy levels, different learning styles.
     

    ASSESSMENT CRITERION 2 
    The learning materials are identified and reviewed to suit the learning activities and the learners. 

    ASSESSMENT CRITERION 3 
    Training methodologies are selected appropriately using a gender sensitive perspective. 

    ASSESSMENT CRITERION 4 
    A conducive gender sensitive environment is arranged in order to promote active participation and meets individual needs of the learners. 

    ASSESSMENT CRITERION 5 
    Evaluation and assessment guidelines are prepared to evaluate the training intervention against set objectives. 

    SPECIFIC OUTCOME 2 
    Facilitate Gender Equality and Women's Empowerment training interventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The purpose of the gender equality and women's empowerment intervention is explained in terms of the learning outcomes. 

    ASSESSMENT CRITERION 2 
    The methodologies selected foster active participation and promote input from learners on their own experiences in order to encourage initiative. 

    ASSESSMENT CRITERION 3 
    Training facilitation promotes and reinforces Gender Equality and Women's Empowerment issues. 
    ASSESSMENT CRITERION RANGE 
    Facilitation includes different styles; effective use of eye contact, voice modulation, body language.
     

    ASSESSMENT CRITERION 4 
    The appropriate facilitation skills are selected and applied to enhance training delivery. 

    ASSESSMENT CRITERION 5 
    The Gender Equality and Women's Empowerment training intervention provides opportunities to monitor learners' progress in terms of the learning outcomes and allows for flexibility in its approach. 

    SPECIFIC OUTCOME 3 
    Evaluate Gender Equality and Women's Empowerment training interventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The gender sensitive indicators are used to develop measurements for evaluation in order to assess whether the outcomes have been met in terms of the gender equality and women's empowerment training intervention. 

    ASSESSMENT CRITERION 2 
    Learner's feedback on the gender equality and women's empowerment intervention is gathered and evaluated against reviewed criteria. 

    ASSESSMENT CRITERION 3 
    A report is produced against the training plan to evaluate the training intervention in terms of advancing the outcomes of Gender Equality and Women's Empowerment issues. 

    ASSESSMENT CRITERION 4 
    Lessons learnt including the strengths and weaknesses of the planning, preparation and delivery of the training are reflected on for improvement of future interventions. 

    SPECIFIC OUTCOME 4 
    Provide appropriate support on gender equality and women's empowerment issues through coaching and mentoring. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Coaching and mentoring processes are developed and implemented in a gender sensitive environment, which are inclusive of learning initiatives. 

    ASSESSMENT CRITERION 2 
    A gender sensitive style is used in advising, coaching, mentoring, managing and guiding learners on issues that advance gender equality and women's empowerment. 

    ASSESSMENT CRITERION 3 
    Gender sensitive networks are identified and their role explained in terms of supporting women's development and empowerment. 

    ASSESSMENT CRITERION 4 
    Coaching and mentoring processes for Gender Equality and Women's Empowerment issues are evaluated for continuous improvement. 


    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 indicators.
  • Purpose of processes and procedures of:

    > Communication.
    > Networking.
    > Accessing data.
  • Attributes, properties, characteristics related to:

    > Gender sensitivity.
    > Human rights values.
    > Gender sensitive lens.
  • Cause and effect, implications of:

    > Women and women's rights.
    > Equality and women's empowerment.
  • Procedures and techniques:

    > Self learning.
    > Collecting and reporting.
    > Project management.
    > Interventions.
  • 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, traditional 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.
  • 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  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  65051   Further Education and Training Certificate: Arts and Culture Development Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    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 
    Elective  80946   National Certificate: Community Development  Level 5  NQF Level 05  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. DC Academy (PTY)LTD 
    2. Dee s Training PTY LTD 
    3. Gender Education & Development Institute (GEDI 
    4. Gotsec Skills Training 
    5. LESEDI EDUCARE ASSOCIATION 
    6. MENTORNET (PTY) LTD 
    7. Sebenzisanane Human Capital 
    8. 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.