Postgraduate Diploma in Gender Studies

Purpose

The aim of the UFS's Gender Studies Programme as a whole is to equip individuals with the knowledge and analytical skills to engage constructively and creatively with the changing paradigm in gender relations, thereby both creating career prospects for learners and building human capacity within governance, education and the economy (inter alia) whereby the ongoing transformation of the country may be further advanced.

It already operates at the level of an MA in Gender Studies (for which the postgraduate diploma was originally only an exit option). The initiation of the postgraduate diploma in addition to the existing MA will make these skills and this knowledge accessible to a much wider range of citizens/employees as learners, thereby having a greater impact upon society at large for equity and empowerment. It also fills a specific need among candidates who, for reasons ranging from finance through family responsibilities to academic ability, are in a position to attain a one-year qualification but not the existing two-year MA.

Specifically, the postgraduate diploma aims to create diplomates who are competent to critically position themselves regarding the major ideological perspectives and theoretical traditions in the study of gender, and in the multidisciplinary analysis and description of the major issues pertaining to gender. They will be able to utilise this competence in the service of gender equity in the workplace and beyond, thereby contributing meaningfully to the social and economic advancement of South African society at large.

During their studies they will have demonstrated their ability to conduct small-scale gender research and design projects relating to their field of employment, where most of them are likely to occupy (or hope to occupy after qualifying) gender focal desks or similar positions.

Rationale

The Gender Studies Programme and its qualifications contribute to an integrated set of qualifications that complies with the requirements and essential values of the NQF, both in terms of the field of study and the specified objectives.

One of the many concepts captured by the label "post-modern" is the spread of diversity. Gender - together with race and disability - is a crucial diversity issue, and gender issues are currently receiving much attention, both locally and internationally. Gender equality is a cultural ideal whose time has finally come, especially for South Africa. However, it involves many unresolved issues, extending across the boundaries of various disciplines. To fully grasp the complexities and the range of possible solutions to gender issues, a multidisciplinary approach such as in the UFS's Gender Studies Programme is thus called for.

Traditional scholarship was flawed to the extent that it excluded and/or marginalised women and their concerns. The Gender Studies Programme and its qualifications assist in correcting many of the omissions and distortions of the past, e.g. by emphasising the intersectionality of gender with race and class. The Programme is already generating new knowledge, much of which has important implications for social policy. Students stand to acquire personal, social, national and human values from their participation in it.

The application of knowledge and skills from a variety of disciplines in a focus on gender will also provide learners with access to various career opportunities. Because of the importance gender has been accorded since the advent of democracy in South Africa, in particular by way of labour legislation which identifies it as one of the designated groups, both the public and the private sectors are either establishing gender desks or appointing gender "focal personnel". Successful learners will therefore be much in demand in both the public and the private contexts. Such people will be empowered and skilled to analyse and strategise in relation to the issue of gender, as well as to develop and manage policy, particularly in relation to gender mainstreaming. This qualification will therefore impact significantly on the learners' marketability and employability, while at the same time empowering them to contribute meaningfully to the transformation of society by addressing traditional gender ideologies, mainstreaming gender, and eradicating inequalities.

The Postgraduate Diploma, in particular, will open up access to a wider range of learners than was the case with only the M.A. They are likely to come mainly from the designated group of women.

Any recognised three-year bachelor's degree or equivalent qualification equal to 360 credits on NQF Level 6.

Recognition of Prior Learning (RPL)

At this postgraduate level, the standard of work required is such as to render a formal bachelor's degree (or the equivalent) a prerequisite, as stipulated above under "Access" and "Learning assumed to be in place". However, a wide range of major subjects in the Humanities (and even adjacent, related areas such as Economics) will be deemed acceptable. Furthermore, in exceptional cases, potential students may apply to the Programme Directorate for exemption from the prerequisite on the grounds of prior learning or experience. Each such case will be judged on its merits.

Access to the Qualification

Any recognised three-year bachelor's degree or equivalent qualification equal to 360 credits on NQF Level 6.

• NQF Level: 7.
• Credits: 120.
• Duration: 1 year (1200 notional hours).

Mode: Four contact sessions of two to three days each, with ongoing support via mail, email, fax and telephone.

Learning components

• 1 core, compulsory course (30 credits): GTN 608 - Feminist theory.

Elective courses (3 x 30 credits) selected from

• GAW 608 - Gender and work.
• GIT 608 - Gender and institutional transformation.
• GLA 608 - Gender and language.
• GTA 608 - Gender and tradition.
• CGM 680 - Gender, education and management.

Successful learners will be capable of

• Developing and applying a multidisciplinary perspective on gender issues at the local level.
• Identifying and debating some of the central issues in respect of gender and equality, i.e. Gender and work; gender and language/communication; gender and (education) management; gender and tradition.
• Determining and formulating strategies for intervention, e.g. Gender mainstreaming.
• Utilising research methodology in projects within their work environments or similar contexts.

In terms of Critical Cross-Field Outcomes, they will have acquired skills/values in

• Problem-centered argumentation.
• Professionalism.
• Integrity in both their research and their practice of their vocation.

In more specific terms relating to assessment, they will be able to

• Analyse and critically reflect on current gender equity initiatives in South (and even Southern) Africa.
• Deal with issues of gender and human rights in the workplace.
• Research, strategise for, design, implement and manage gender-sensitive policies and programmes within organisations.
• Advise on the modification of the discourse of both women and men so as to facilitate smooth interaction in the workplace.

Integrated Assessment

Assessment, as appropriate to the various courses, will be by means of

• Independent written assignments (essays, research reports, case studies, etc.).
• Independent written/visual projects.
• Syndicate assignments.
• Seminars (oral presentation of papers, PowerPoint, discussion, etc.).
• Formal examinations.
• In all the above formats, learners will demonstrate their understanding of gender issues as well as their ability to apply this knowledge and the appropriate skills by devising appropriate strategies to effectively address specific gender issues within specific contexts, such as the workplace.

(See also Quality Assurance under "Moderation").