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: 

Demonstrate an understanding of how media contributes to gender stereotyping 
SAQA US ID UNIT STANDARD TITLE
117896  Demonstrate an understanding of how media contributes to gender stereotyping 
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 2  NQF Level 02  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, become more aware, and better understand the needs to address Gender Equality and Women's Empowerment which include but is not limited to inequality, discrimination and exclusion based on gender, race, class, ethnicity and sexual orientation.This unit standard provides learners with competencies to demonstrate an understanding of how media contributes to gender stereotyping and provides a broad knowledge base necessary for change in personal, family and community contexts.

This unit standard will also contribute to increasing levels of effectiveness to ensure that Gender Equality and Women's Empowerment issues are addressed in all sectors of South African Society.

A person credited with this unit standard is able to:
  • Describe and give examples of gender stereotyping in the different communication media.
  • Describe and give examples of the role of mass media on people's attitudes and behaviours towards gender issues.
  • Raise awareness on gender insensitive language and signs used by media in communication.

    This unit standard aims at contributing to the development of competent and professional sectors for the effective delivery of Gender Equality and Women's Empowerment. The skills, knowledge, values and understanding demonstrated within this unit standard are essential for a positive impact on gender equality and women's empowerment, social and psychological, political and economic transformation and upliftment within South African society. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication NQF level 1 or equivalent. 

    UNIT STANDARD RANGE 
    Women empowerment (see glossary) includes but is not limited to the following domains, concepts and activities: empowerment in all spheres of a women's life e.g. political, social, cultural, economic, educational, familial, 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 (see glossary) 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. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and give examples of gender stereotyping in the different communication media. 
    OUTCOME RANGE 
    Communication media includes but not limited to radio, TV, print, electronic. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Gender stereotypes in different types of media are identified and described with examples. 
    ASSESSMENT CRITERION RANGE 
    Print, audio, visual, electronic etc.
     

    ASSESSMENT CRITERION 2 
    Reasons for gender stereotyping in the media are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Reasons include but are not limited to media practices, male dominance, employment practices, advertising.
     

    ASSESSMENT CRITERION 3 
    The way in which women and men are stereotyped in the different media is explained and described with examples. 

    SPECIFIC OUTCOME 2 
    Describe and give examples of the role of mass media on people's attitudes and behaviours towards gender issues. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The media representation of women and men in maintaining gender stereotypes is understood, described and explained with examples. 

    ASSESSMENT CRITERION 2 
    The way in which the media can shape attitudes and behaviours of women and men on gender issues is understood, described and explained with examples. 

    ASSESSMENT CRITERION 3 
    The way in which the media can shape attitudes and behaviours of girls and boys on gender issues is understood, described and explained with examples. 

    SPECIFIC OUTCOME 3 
    Raise awareness on gender insensitive language and signs used by media in communication. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Gender discriminatory language used by media is understood, described and explained with examples. 

    ASSESSMENT CRITERION 2 
    The use of gender discriminatory advertising by businesses and organisations is understood, described and explained with examples. 

    ASSESSMENT CRITERION 3 
    Information about gender discrimination language and practices in the media is explained and shared through awareness raising. 


    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.
  • 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. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    1. 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 stereotyping.

    2. Purpose of processes and procedures of:
  • Communication.
  • Networking.
  • Raising awareness.

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

    4. Cause and effect, implications of:
  • Women and women's rights.
  • Equality and women's empowerment.

    5. Procedures and techniques:
  • Self learning.
  • Lifeskills.

    6. 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.

    7. Theory - rules, laws, principles:
  • The role of the Liberation and Mass Democratic Movement.
  • Diversity.
  • Principle of Ubuntu.
  • Batho Pele.

    8. 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 gender stereotypes in media. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • Sharing information. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Establishing relationships.
  • Raising awareness. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Accessing and prioritising information.
  • Using media. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Distributing and sharing information.
  • Raising awareness. 
    		•

    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 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

    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
    Elective  49600   National Certificate: Development Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2009-05-13  Was ETDP SETA until Last Date for Achievement 


    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.
     
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    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.