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: 

Analyse the role of institutions in developing and perpetuating gender inequality 
SAQA US ID UNIT STANDARD TITLE
120036  Analyse the role of institutions in developing and perpetuating gender inequality 
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 analyse the role played by institutions in developing, maintaining and perpetuating gender inequality. These competencies are required in gender practice to bring about change in personal, family and community contexts. This Unit Standard will also contribute to increasing levels of effectiveness to ensure that gender issues are addressed in various sectors. 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 the family in shaping the attitudes of women, men, girls and boys.
  • Analysing the role of institutions in shaping the attitudes of women, men, girls and boys.
  • Explaining and analysing the role of power relations within a group and ways to manage oneself.
  • Identifying and explaining the impact of unequal power relations on gender inequality. 
    		•

    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 
  • Institutions refer to informal and formal social constructions such as political groups, family, social and sports clubs, faith-based groups, tradition, industry, government and education structures.
  • 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 the family in shaping the attitudes of women, men, girls and boys. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role of socialisation and its impact on shaping values, attitudes and perceptions of girls, boys, women and men is analysed with examples. 
    ASSESSMENT CRITERION RANGE 
    Socialisation refers to the process of acquiring behaviours that are considered appropriate in society. It includes the way boys and girls are brought up differently and the ways in which recreational activities such as toys, books and magazines reinforce gender perceptions and stereotyping.

    Families: nuclear, single-parent, extended, same-sex families.
     

    ASSESSMENT CRITERION 2 
    The ways in which families reinforce gender stereotyping are explained with examples. 

    ASSESSMENT CRITERION 3 
    The role and impact of media are discussed to determine its contribution in shaping gender stereotyping/inequality within a family. 
    ASSESSMENT CRITERION RANGE 
    Media includes but is not limited to advertisements.
     

    ASSESSMENT CRITERION 4 
    The ways in which toys, books and magazines are selected and used within families are analysed to determine the impact on the division of labour and gender stereotyping. 

    ASSESSMENT CRITERION 5 
    Recreational activities are explained to reflect how they could be used as a vehicle that perpetuates gender stereotyping and the division of labour in families. 

    ASSESSMENT CRITERION 6 
    The impact of culture and traditions is discussed in terms of the role that it plays in perpetuating gender inequalities within family practices. 

    SPECIFIC OUTCOME 2 
    Analyse the role of institutions in shaping the attitudes and perceptions of women, men, girls and boys. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Other institutions which shape/influence values and attitudes of girls and boys and women and men are identified with examples. 
    ASSESSMENT CRITERION RANGE 
    Other institutions include, but are not limited to faith-based, traditional institutions, government, industry, the media and educational institutions.
     

    ASSESSMENT CRITERION 2 
    The role of faith-based institutions and tradition in upholding discriminatory practices is analysed to determine how it shapes the attitudes of women, men, girls and boys. 

    ASSESSMENT CRITERION 3 
    The role of economy is analysed to indicate how racism can be used to control access to resources/income and contribute to shaping the attitudes of women, men, girls and boys. 

    ASSESSMENT CRITERION 4 
    The role of economy is analysed to indicate access to resources, income and how unequal distribution of power can contribute to inequality and gender discrimination. 

    ASSESSMENT CRITERION 5 
    The role and impact of media in shaping gender stereotyping/inequality within the family and society is described with examples. 
    ASSESSMENT CRITERION RANGE 
    Media includes but is not limited to all forms of electronic and written media, print, audio-visual etc. media and include newspaper articles and advertisements.
     

    ASSESSMENT CRITERION 6 
    The role of education as a tool for shaping attitudes and perpetuating the stereotypes of masculinity and femininity is analysed with examples. 
    ASSESSMENT CRITERION RANGE 
    Education includes but is not limited to training materials, curriculum, career guidance, educators, governing bodies and recreation.
     

    SPECIFIC OUTCOME 3 
    Explain and analyse the role of power relations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of power relations is defined with examples. 

    ASSESSMENT CRITERION 2 
    The role and impact of traditional practices in society is explained in terms of how it perpetuates gender stereotyping and inequality. 

    ASSESSMENT CRITERION 3 
    The historical inferior status of women is explained in terms of the role of power relations. 
    ASSESSMENT CRITERION RANGE 
    Inferior status includes roles, responsibilities and position of women in society.
     

    ASSESSMENT CRITERION 4 
    Information about the historical superiority, roles, responsibilities and status of men is explained in terms of the power relations. 
    ASSESSMENT CRITERION RANGE 
    Superior status includes roles, responsibilities and position of men in society and their role as providers of the family.
     

    ASSESSMENT CRITERION 5 
    The types of power relations within different contexts are identified and discussed in terms of the impact on gender inequality. 
    ASSESSMENT CRITERION RANGE 
    Power relations include but are not limited to class, race and sexism.
     

    ASSESSMENT CRITERION 6 
    The role of culture and tradition is identified and explained in terms of how it perpetuates the status quo of unequal power relations and gender inequality. 

    ASSESSMENT CRITERION 7 
    The effect of gender stereotyping in different contexts is identified and explained in terms of its contribution to unequal power relations and impact on gender inequality. 

    ASSESSMENT CRITERION 8 
    Discriminatory practices are identified and analysed to reflect how unequal power relations are perpetuated within various institutions. 

    ASSESSMENT CRITERION 9 
    The relationship between gender inequality and violence/conflict is explained with examples in a variety of contexts. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Names, functions and locations of:

    > Masculinity, femininity, patriarchy, chauvinism, hierarchy, sexual orientation.
    > Gender.
    > Gender equality and gender equity.
    > Gender awareness.
    > Gender issues.
    > Income disparities.
    > Empowerment.
    > Oppression.
    > Gender roles.
    > Gender structures in government and civil society (national gender machinery).
    > Different gender needs.
  • Purpose of processes and procedures of:

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

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

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

    > Self learning.
    > Self management.
    > 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.
  • Relationships, systems between:
    > Political, legislative, social, cultural, traditional and economic systems 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:
  • Analysing problems in gender relations. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • Operating as a member of the family, community or in the workplace. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Accessing and prioritising information.
  • Reporting information.
  • Evaluating gender-related information. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Networking.
  • Information sharing processes. 
    		•

    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:
  • Interpreting the role played by institutions in developing, maintaining and perpetuating gender inequality.
  • 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 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 
    Elective  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    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. Damelin Correspondence College (Pty) Ltd 
    2. FURNITURE WORLD TRAINING CENTRE 
    3. Gender Education & Development Institute (GEDI 
    4. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 


    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.