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 gender equality and women's empowerment in employment 
SAQA US ID UNIT STANDARD TITLE
243851  Promote gender equality and women's empowerment in employment 
ORIGINATOR
SGB Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
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, become more aware and better understand the need to address Gender Equality and Women's Empowerment in employment. It will provide learners with competencies to promote Gender Equality and Women's Empowerment through collective bargaining and other avenues open to the union when addressing issues with employers.

This Unit Standard aims to develop competent and professional trade union representatives who are able to effectively negotiate for Gender Equality and Women's Empowerment in all sectors of South African societies. The skills, knowledge, values and understanding demonstrated within this Unit Standard are essential for a positive impact on gender equality and women's empowerment and thereby contribute to the social, political and economic transformation of South African society.

A person credited with this unit standard will be capable of:
  • Explaining and using terminology related to Gender Equality and Women's Empowerment.
  • Demonstrating an understanding of the relationships between race, class and gender and how they impact on gender inequality and discrimination in the workplace.
  • Identify, collect and prepare information on gender issues in a workplace or company.
  • Promoting Gender Equality and Women's Empowerment and values through the identification and transformation of discriminatory practices in the workplace.
  • Negotiating to ensure that collective agreements aim to transform discrimination and actively promote and foster women empowerment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners assessing this unit standard will have demonstrated competence in:
  • Communication at NQF Level 3 or equivalent. 

  • UNIT STANDARD RANGE 
  • Women empowerment includes but is not limited to the following domains, concepts and activities: empowerment in all spheres of a woman's life e.g. political, social, cultural, economic, educational, family, legal; individual rights, education and awareness-raising regarding the law; legislation and rights, cultural diversity; economic empowerment; empowerment and awareness of choice; consciousness-raising about oppression; empowerment of individuals in private and public spaces; multiple oppression of women.
  • Gender equality and gender equity: includes but is not limited to the following domains, concepts and activities; to achieve equity in terms of a fair society, recognition of previous disadvantage; equal access to and control over resources; equal access to decision making; transformation of power relations; women's empowerment in the context of women's and men's lives; harmonious relationships between women and men regardless of sexual orientation; positive relationships between women and men, women and women, men and men, girls and boys; equality in terms of femininity and masculinity; portrayal of women and men in the media; preventing the degradation of women through media; traditional and cultural practices, socialisation of children.
  • Contexts include but are not limited to individual, workplace, family, community contexts.
  • Target group refers to women and men, women and women, men and men, girls and boys. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain and use terminology related to gender equality and women's empowerment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Gender equality and women's empowerment terminology is explained and used appropriately within different contexts. 

    ASSESSMENT CRITERION 2 
    Differences and/or similarities between gender equality and women's empowerment terminology are explained with examples. 

    ASSESSMENT CRITERION 3 
    Terminology which supports behaviours, attitudes and values that enhance understanding of gender equality are explained and reflected upon within different contexts. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the relationships between race, class and gender and how they impact on gender inequality and discrimination in the workplace. 
    OUTCOME RANGE 
    Work refers to employment generally in South Africa, workplaces in the public, private and NGO sectors. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The relationships and intersections between racial, gender and class discrimination are explored in terms of their individual and collective impact on gender inequality. 

    ASSESSMENT CRITERION 2 
    Racial, gender and class discrimination is explained with regard to how they relate to each other and impact on workers. 

    ASSESSMENT CRITERION 3 
    The role of media in reinforcing gender discrimination is analysed using practical examples. 
    ASSESSMENT CRITERION RANGE 
    Media refers to but is not limited to television, newspapers, radio.
     

    ASSESSMENT CRITERION 4 
    Legislation and the broad framework for redress of gender inequality in South Africa are outlined in terms of the union's role within that framework. 

    SPECIFIC OUTCOME 3 
    Collect and prepare information on gender issues in a workplace. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources and structures are identified to collect information to assess the extent of gender equality and women's empowerment in the workplace. 

    ASSESSMENT CRITERION 2 
    Strategies based on information from sources are prepared to reduce gender inequality in the workplace. 
    ASSESSMENT CRITERION RANGE 
    Sources of information include but are not limited to company records and publications, other written and verbal communication.
     

    ASSESSMENT CRITERION 3 
    Information is collected and prepared to reflect the needs and interests of workers. 

    ASSESSMENT CRITERION 4 
    Communication tools are used to sensitise workers about gender equality in the workplace. 
    ASSESSMENT CRITERION RANGE 
    Sensitise workers include but is not limited to age, language, culture, sexual orientation, ethnicity, class, religion.
     

    SPECIFIC OUTCOME 4 
    Identify strategies and techniques to transform discriminatory practices in the workplace. 
    OUTCOME RANGE 
  • Aspects of discrimination include but are not limited to harassment, grading and job descriptions, pay differentials, access to training, and access to decision-making in the workplace.
  • Empowerment issues include but are not limited to recruitment policy, maternity and childcare arrangements, affirmative action, and career-pathing. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Discriminatory practices in the workplace are identified and described and solutions are motivated in order to eliminate gender discrimination. 

    ASSESSMENT CRITERION 2 
    A case for ending discriminatory practices is made using practical real-life examples. 

    ASSESSMENT CRITERION 3 
    The mechanisms through which women's empowerment within a workplace context can be advanced are identified and explained with examples. 

    ASSESSMENT CRITERION 4 
    A range of empowerment opportunities are planned and prepared in order to negotiate with the employer. 

    SPECIFIC OUTCOME 5 
    Negotiate collective agreements that aim to transform discrimination and promote women's empowerment. 
    OUTCOME RANGE 
  • Aspects of discrimination include but are not limited to harassment, grading and job descriptions, pay differentials, access to training, and access to decision-making in the workplace.
  • Empowerment issues include but are not limited to recruitment policy, maternity and childcare arrangements, affirmative action, and career-pathing. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A case of discrimination to be presented at a formal hearing is prepared using procedures, and an understanding of the law and collective agreements. 
    ASSESSMENT CRITERION RANGE 
    Procedures include but are not limited to those of a trade union, company, Non-Governmental Organisation.
     

    ASSESSMENT CRITERION 2 
    An agreement with an employer is negotiated to achieve empowerment opportunities for women. 

    ASSESSMENT CRITERION 3 
    The outcomes of discrimination cases and empowerment negotiations are examined in terms of the implications for reviewing trade union policy and strategy. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • 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).

    Purpose of processes and procedures of:
  • Communication.
  • Networking.
  • Accessing data.
  • Taking grievances.
  • Negotiating with employers.

    Attributes, properties, characteristics related to:
  • Gender sensitivity.
  • Human rights values.

    Cause and effect, implications of:
  • Women and women's rights.
  • Equality and women's empowerment.
  • The links between race, gender and class.

    Procedures and techniques:
  • Self learning.
  • Collecting and reporting.
  • Case studies.
  • Role play.

    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.
  • Union and Federation policy.

    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 related to the identifying and accessing gender support structures and resources in specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others 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 and reporting information. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain when accessing and prioritising information and preparing a case. 

    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, presenting a case and reporting on outcomes of cases and negotiations. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when using different mediums and negotiating with the employer. 

    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.
  • Understanding and working with differing attitudes and perceptions of workers. 

  • 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:
  • Empowerment: Refers to the process of "conscientisation" which builds critical analytical skills for an individual to gain self-confidence in order to take control of her or his life. Empowerment of women is an essential process in the transformation of gender relations because it addresses the structural and underlying causes of subordination and discrimination.
  • Equality of opportunity: Refers to a fundamental human right embedded in the Constitution of South Africa. This Gender Policy Framework aims towards the achievement of equality of opportunity, in access to and share of employment opportunities, services and resources as well as in equality of treatment by employers and service providers.
  • Equality of treatment: Refers to meeting the specific and distinct needs of different social categories of women and men. This can often involve special programmes and the commitment of additional resources, for example in the case of women and men with disabilities. Equality of treatment does not mean treating all men and all women in exactly the same way (i.e. in a gender blind fashion) as this would only serve to perpetuate existing disparities.
  • Gender: In this policy framework document, refers to the social roles allocated respectively to women and to men in particular societies and at particular times. Such roles, and the differences between them, are conditioned by a variety of political, economic, ideological and cultural factors and are characterised in most societies by unequal power relations. Gender is distinguished from sex which is biologically determined.
  • Gender awareness: Refers to a state of knowledge of the differences in roles and relations of women and men and how this results in differences in power relations, status, privileges and needs.
  • Gender discrimination: The treatment of members of a targeted group less favourably than those of the dominant group; where the targeted group are mainly women and the dominant group are mainly men. Discrimination often occurs when the dominant group determines the access to resources for the targeted group and/or their rights and privileges. Gender discrimination in the public sphere often results in lower wages and fewer job opportunities for women.
  • Gender equality: Refers to a situation where women and men have equal conditions for realizing their full human rights and potential; are able to contribute equally to national political, economic, social and cultural development; and benefit equally from the results. Gender Equality entails that the underlying causes of discrimination are systematically identified and removed in order to give women and men equal opportunities. The concept of Gender Equality, as used in this policy framework, takes into account women's existing subordinate positions within social relations and aims at the restructuring of society so as to eradicate male domination. Therefore, equality is understood to include both formal equality and substantive equality; not merely simple equality to men.
  • Gender equity: Refers to the fair and just distribution of all means of opportunities and resources between women and men.
  • 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 oppression: The experience of undervaluing of what is seen as femininity and masculinity leading to powerless of the targeted group. Because societies support patriarchal norms and male domination, all women experience gender oppression to a greater or lesser degree.
  • Gender perspective: Refers to an approach in which the ultimate goal is to create equity and equality between women and men. Such an approach has a set of tools for and guidelines on how to identify the impact on development of the relations and roles of women and men.
  • Gender sensitive: Refers to the state of knowledge of the socially constructed differences between women and men, including differences in their needs, as well as to the use of such knowledge to identify and understand the problems arising from such differences and to act purposefully to address them.
  • Gender stereotyping: Making generalisations or incorrect assumptions about women and men, girls and boys, based on prejudices and fears; individuals are then judged according to their group identity. This results in privilege and access to resources and rights of a particular group of people based on their belonging to that group and not on their individual or personal characteristics, attitudes and skills.
  • Male domination: Privilege and access to resources and rights experienced by men based on their belonging to the dominant group and not on their individual or personal characteristics, attitudes and skills. This results in limited or no access to resources and rights for women who become the targeted group. This unequal access gives men more power than women in a society.
  • Socially constructed roles: Learned behaviour in a society and/or community that conditions group members to understand activities, tasks, roles and responsibilities as female and male. Gender roles are learned and change over time and vary according to culture, class, ethnicity, and race. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58337   Further Education and Training Certificate: Trade Union Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 


    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. Motheo Training Institute Trust 



    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.