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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Explain ethical principles for equality of opportunity 
SAQA US ID UNIT STANDARD TITLE
116494  Explain ethical principles for equality of opportunity 
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  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
2026-06-30   2029-06-30  

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 to:
  • Show an understanding of the ethical principles of conduct in a workplace/institution/sector that ensures equality of opportunity.
  • Conduct oneself in a way that ensures equality of opportunity, as created and developed to ensure high standards of ethical conduct for the sector, workplace or institution.

    People credited with this unit standard are able to:
  • Demonstrate understanding of equality of opportunity in relation to key ethical concepts
  • Differentiate and describe legal and moral aspects of equality of opportunity
  • Explain the significance of equality of opportunity in relation to current South African society
  • Explain strategies to overcome instances of inequality in a workplace/sector/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:
  • Communications at NQF Level 4 or equivalent competence
  • Learners would benefit by having competence equivalent to that described in the Unit Standard, "Demonstrate an understanding of the ethical foundations of society" before attempting this Unit Standard. 
    		•

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

    1. Learners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be practically interpreting the high standards of conduct in their duties and functions, in accordance with the principles contained in their code of ethics.
    2. Learners are required to demonstrate the competence described in this unit standard in the context of the ethical framework provided by their workplace/sector. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of equality of opportunity in relation to key ethical concepts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Equality of opportunity is defined and explained in relation to discrimination and non-discrimination. 

    ASSESSMENT CRITERION 2 
    The idea of discrimination is defined and explained in relation to other related key ethical concepts. 
    ASSESSMENT CRITERION RANGE 
    Concepts include: equality, fairness, unfairness, justice, individual worth, ability and competence, and opportunity.
     

    ASSESSMENT CRITERION 3 
    The basis for non-discrimination is explained in terms of practical and moral considerations. 
    ASSESSMENT CRITERION RANGE 
  • Practical considerations include: race and gender, historical discrimination, age, disability, appearance, ethnicity, economic discrimination, class discrimination.
  • Moral considerations include: inclusivity, rights, fairness, justice, respect for persons, common good.
     
    		•

    ASSESSMENT CRITERION 4 
    Ideas which promote equality and inequality among people are identified and described in terms of the worldviews that have influenced them. 

    SPECIFIC OUTCOME 2 
    Differentiate and describe legal and moral aspects of equality of opportunity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Legal instruments and regulatory guidelines for non-discrimination are analysed in terms of their underlying ethical concepts and frameworks. 
    ASSESSMENT CRITERION RANGE 
    Legal instruments and guidelines include: 'Promotion of equality and prevention of unfair discrimination Act 4/2000'; the Constitution; the UDHR; New International Criminal Court.
     

    ASSESSMENT CRITERION 2 
    The positive and negative impact of legal instruments are identified and explained in terms of their intentions, application and consequences in the workplace and/or context and/or institution or society. 

    ASSESSMENT CRITERION 3 
    Legal and moral rights are differentiated in terms of origin and implications. 

    ASSESSMENT CRITERION 4 
    The concept of moral equality is described in relation to the right of choice, and contextual choices or 'informed' choices. 

    ASSESSMENT CRITERION 5 
    Examples where equality of opportunity is compromised are identified and explained in terms of rights, discrimination, response, and social responsibility. 
    ASSESSMENT CRITERION RANGE 
  • Equal opportunity includes: equal "voice" - freedom of expression, freedom of speech/right to be heard; access to medicine and health care; food security; access to education and RPL; political affiliation; housing
  • Responses include: affirmative action; social responsibility - addressing inequalities of the past; pricing and distribution policies; regulatory mechanisms; recourse to justice
     
    		•

    ASSESSMENT CRITERION 6 
    Codes of conduct in the workplace or sector or institution are evaluated in terms of their intentions, underlying ethical principles, and the extent to which they promote, or act as stumbling blocks, to fairness in practice. 

    ASSESSMENT CRITERION 7 
    Social responsibility is described in terms of the ability to redress inequities and restore equality of opportunity for individuals and communities. 

    SPECIFIC OUTCOME 3 
    Explain the significance of equality of opportunity in relation to current South African society. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The historical impact of the lack of opportunity is identified and described in terms of effect on workplaces, and communities, families and individuals. 

    ASSESSMENT CRITERION 2 
    The concept of equality of opportunity is defined in relation to particular features of the South African context. 
    ASSESSMENT CRITERION RANGE 
    Context includes: educational, social, economic.
     

    ASSESSMENT CRITERION 3 
    Examples of equality of opportunity, in line with accepted definitions within the South African context, are identified in a workplace context. 

    ASSESSMENT CRITERION 4 
    The advantages of the equality of opportunity are described in relation to the current South African context, workplace, sector or institution. 

    ASSESSMENT CRITERION 5 
    Definitions of equality of opportunity are used to evaluate particular practices in the South African context that help to establish, justify or perpetuate inequality in the workplace, sector or institution. 

    SPECIFIC OUTCOME 4 
    Definitions of equality of opportunity are used to evaluate particular practices in the South African context that help to establish, justify or perpetuate inequality in the workplace, sector or institution. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The design targets identified instances of inequality, and strategies are appropriate to the context and support ethical principles and codes of conduct which promote fairness in practice. 

    ASSESSMENT CRITERION 2 
    Strategies are evaluated in terms of their effectiveness as approaches to equality of opportunity within particular ethical codes and specific workplace, sector or institution contexts. 

    ASSESSMENT CRITERION 3 
    Relevant procedures for adjusting practice are explained and demonstrated in ways that are consistent with the ethical code and strategies for equality of opportunity. 

    ASSESSMENT CRITERION 4 
    Options for personal responses to specified contexts display moral responsibility, and are consistent with own worldview and its key ethical concepts. 


    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 an assessor 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 
    Identify and solve problems by identifying underlying causes of conduct that do not ensure equality of opportunity. 

    UNIT STANDARD CCFO WORKING 
    Working as a team by cooperating with peers and management/leaders to determine procedures for coordinating the principles developed for this policy in line with the Constitution of the nation. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself by ensuring that principles and strategies of the workplace, sector or institution for equality of opportunity is understood, and that their implementation is integrated and maintained in each individual and group situation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information and behaviour by identifying and analysing the consequences of the lack of fulfillment of the basic human needs in relation to equality of opportunity, when dealing with people at/away from the workplace, sector or institution. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, as when planning skills development strategies and activities that foster an observance to equality of opportunity. 

    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
    Fundamental  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  49710   National Diploma: Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  SABPP 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "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. Aubrey Nyiko Business Enterprise cc 
    2. Frayintermedia Cc 
    3. HILLCROSS BUSINESS SCHOOL (PTY 
    4. HOPE ACADEMIC AND SKILL CENTRE 
    5. Jeppe College of Commerce and 
    6. MBOWA COLLEGE PTY LTD 
    7. Montague Education and Training (PTY)Ltd 
    8. Musengavhadzimu Media 
    9. Nsovo Learning Academy 
    10. Posh Multimedia 
    11. Pretoria Technical College 
    12. South African Guide-Dogs Association for the Blind 
    13. South West Gauteng Tvet College 
    14. Tembe Service Providers 
    15. TMG Quality Services 
    16. Together Lifestyle Resort Pty Ltd 
    17. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    18. TSP COLLEGE 
    19. Varsity Institute of Science & Technology (Pty)Ltd 
    20. VUTHLARI MARKETING CONSULTING 
    21. VUWA PROJECTS 
    22. Whitestone College 
    23. Yellow Media Learning Institute (Pty) Ltd 


    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.