TERM 1

Chapter 1 : Development of the self in society

1. Strategies to develop self-awareness, self-esteem and
self-development

1.1. Concepts

Self-awareness Self-esteem Self-development

How good you How much you like How you improve
know yourself yourself and how yourself by building
regarding interests, confident you are. up your strengths,
skills, strengths and improve your
weaknesses, likes weaknesses,
and dislikes, goals, develop your life
values and beliefs. skills and become
the best person you
can be.

1.2. Factors that influence self-awareness and self-esteem

 What other people say about you

 What happens in your life
 How well you cope with challenges
 How you respond to successes and failures
 How popular you are
 The media – newspapers, magazines, TV, and all social
media sources like Facebook, etc.
 Friends and peers
 Family members and community
 Educators

1.3. Strategies to build confidence in yourself and others

 Good communication skills

  Assertive attitude
- Say what you want to say clearly
- Be positive and respectful
- Know what you want
- Have a tall and straight body posture
- State your viewpoint clearly
- Be polite
 Complete tasks and projects successfully by managing
your time effectively
 Participate in community organisations
 Make good decisions
- Evaluate the situation
- Get information about the different options
- Consider the consequences of each decision
- Choose the best option
- Act on your decision
2. Power and gender

2.1 Concepts

Term Explanation

Gender Roles, behaviours, activities and qualities that society sees as

suitable for men / women.

Gender is learnt, it is not a biological function.

Sex Biological qualities that define men and women.

Female and male Groupings according to sex.

Feminine and masculine Grouping according to gender.

Power relations Sharing of power between people in a relationship. You may

have a dominant and a submissive partner in a relationship.
Dominance is often determined by gender and sex. Men have
traditionally more power than women.
2.2. Differences between a woman and a man

 The most obvious differences between the sexes are biological in nature.
Example :

Women
Menstruate
Ovaries that produce eggs
Have two x chromosomes ( XX )
Vagina is inside the body
Give birth
Smaller and lighter with less bone
mass
Less upper body strength
More white blood cells
Puberty starts two years before boys
Fertility lessens after the age of 35
Higher levels of the hormone
oestrogen
Less body hair
Skull is thinner and weaker
Have to work harder to build muscle
Men
No menstruation
Testicles that produce sperm
Have one X and one Y chromosome ( XY )
Penis is outside the body
Do not give birth
Taller and heavier with more bone mass
More upper body strength
More red blood cells
Puberty starts two years after girls
Fertile till old age
Higher levels of the hormone testosterone
More body hair
Skull is thicker and stronger
Build muscles easily

2.3. Stereotypical views of gender roles and

responsibilities
 Women may earn less than men for certain work
 Men are promoted to positions of power instead of
women
 Men are allowed to smoke, drink and have affairs in
some societies, while women are not.
 Male sports teams get more funding and media
coverage than women teams.
 Women have to do more housework than men.
 Women play a larger role in parenting.
 Some careers are traditionally seen as just for men.
2.4. Influence of gender inequality on
relationships and general well-being

 Sexual abuse and violence

- When women/girls are involved in
relationships where power is not equal, men
may decide on the conditions under which
sex happens. This may mean forced sex.
- Includes rape, incest and violent sexual acts.
- Some men are violent toward women and
beat them up.

 Teenage pregnancy
- Peer pressure
- Lack of information
- Poverty
- Rape
- Forced to get pregnant to prove fertility

 STIs including HIV/AIDS

- Women have no say in the use of protective
measures
- Age-mixing in a relationship ( sugar daddies /
sugar mommies )
- More than one partner
- Transactional sex ( sex that is paid for )
- Rape

Chapter 2 : Physical education : Fitness

1. Value of participating in exercise programs

1.1. Types of fitness

 Type of fitness Explanation Types of exercises
Cardiovascular fitness Have a strong heart and walking dancing
capillary vessels and a large cycling aerobics
lung capacity . running
Muscular strength Strong muscles and tendons. Weight lifting
Step climbing
Resistance exercises
Endurance The ability to exercise for a Cycling
long time without getting tired. Jogging
swimming
Flexibility The ability to move your joints Stretching
and use your muscles through Swimming
their full range of motion. Yoga

1.2. Why regular physical activity ?

 Reduces stress, worry and depression

 Helps you to relax
 Makes you feel more confident
 Helps you to sleep well
 Improves brain functioning

Chapter 3 : Careers and career choices

1. Self-knowledge for career choices

1.1. Step 1: Know your interests, abilities, talents and strengths and weaknesses

Concept Explanation
Interests What you like to spend your time doing. What you want to learn more
about.
Abilities The things you can do well. The skills you posses.
Talents The natural abilities you were born with.
Strengths The things that you are always good at.
Weaknesses The things you struggle with / not good at doing.
A B C
PERSONALITY TYPE PERSONALITY CAREER GROUP AND INTEREST
TRAIT

Natural Prefer/like to work with your hands, tools and machinery make or repair articles, look after
Open plants and animals, like outdoor work. Includes services such as cooking, making clothes,
Honest cutting hair, repairing and installing office and home equipment, growing, breeding and
Modest caring for animals or plants, construction and maintenance of roads, pipelines, buildings,
REALISTIC Shy etc., operation of heavy vehicles and machinery like bull-dozers, fork-lifts, trucks and
Perseverance buses, manufacture, repair or service machinery or electrical tools, engineering such as
Practical building bridges, designing aircraft, surveying or writing computer programs.
Steadfast

Careful
Critical Prefer to work on their own in a research environment, to investigate and discover new
Inquisitive facts, conduct experiments and observe with scientific equipment to find solutions,
INVESTIGATIVE Independent analytical and mental activities aimed at problem solving and application of knowledge
Systematic
Modest
 Precise
Reserved
Complicated Enjoy to work in an artistic environment which includes writing stories or plays, acting on
Confused stage, applied arts of which language is the main component (TV presenter, writing articles,
Sensitive translating a story), visual arts (sketching, drawing, photography, designing furniture,
ARTISTIC Expressive buildings, clothes) and popular entertainment (DJ, playing in a band, singer).
Impractical
Impulsive
Independent
Intuitive
Convincing Work and communicate with people, help and take care of others, teach them, rendering
Co-operative personal and household services (e.g. housekeeping, cleaning services, serving people in
Friendly restaurants, aircraft and trains), law enforcement and the protection of persons and
SOCIAL Helpful property..
Kind
Sociable
Tactful
Understanding
Adventurous Preference for activities through which they can influence, persuade, motivate or guide
Ambitious people to achieve a common goal e.g. promotions, management, sales, including politics
Demands attention
Domineering
ENTERPRISING Energetic
Optimistic
Self-confident
Popular
Conscientious Prefer routine and pre-determined instructions. Rather do tasks and problems which
Careful require the systematic processing of information using office machines and working in a
CONVENTIONAL Conservative controlled environment. Includes jobs of clerical and secretarial nature, paying and
Capable receiving money, operation of office machines, storing, dispatching and receiving goods
Obedient
Orderly
Persistent
Collectedness

1.2. Step 2 : Know more about jobs, occupations, careers and career fields

Concept Explanation

Job If you have a job, you are employed and get paid. You may need some
basic training.

Occupation This the work that you do and requires special education, training or a
skill.

Career An occupation that you have for the larger part of your life. It gives you
opportunities to progress.

Career field A grouping of occupations that are common regarding skills,

knowledge and work setting

CAREER GROUP
AND PERSONALITY EXAMPLES OF CAREERS
TYPE
Baker, Bus driver, Carpenter, Bricklayer, Draughtsman, Electrician, Spray
painter, Welder, Fireman, Motor mechanic, Plumber, Miner, Farmer, Tiler
REALISTIC (wall and floor), Miner, Filling station attendant
 IT specialist, Pharmacist, Technologist, Agriculturist, Engineer, Airline pilot,
Geologist, Dentist, Mathematician, Medical doctor, Chemist, Veterinary
INVESTIGATIVE surgeon, Optometrist, Surveyor, Social scientist, Statistician, Psychologist,
Criminologist, Biologist

Photographer, Singer, Musician, Actor, Interior designer, Fashion designer,

Architect, Artist, Writer, Editor, Cartoonist, Journalist, Sculptor, Poet,
AESTHETIC/ARTISTIC Composer, Choreographer

Hairdresser, Librarian, Training officer, Teacher, Coach, Historian, Social

worker, Occupational therapist, Radio/TV announcer, Speech therapist,
SOCIAL Counselor (Marriage, Trauma, HIV, Career), Psychologist, Diplomat,
Clergyman, Law enforcement and protection (Security, Soldier, Policeman),
Nurse, First aid, Flight attendant

Estate agent, Manager (marketing, sales, personnel, hotel) Sales rep,

Buyer, Building contractor, Attorney, Magistrate, Speculator, Insurance
ENTERPRISING agent

Usher, Postman, Waiter, Receptionist, Typist, Clerk, Bookkeeper, Cashier,

Library assistant, Accountant, Computer operator, Transport manager,
CONVENTIONAL Stock controller, Proof reader, Stock controller
( Focus, Maskew, Miller and Longman, page 43 )
1.3 Step 3 : Know the requirements of the National Curriculum Statement ( NCS )

 To qualify for a National Senior Certificate, candidates should offer a

minimum of 7 subjects as follows:

- Two official languages, at least one at Home Language level

- Mathematical Literacy or Mathematics
- Life Orientation
- Minimum of 3 subjects from the NCS approved subjects
- A candidate may not offer more than 4 languages in the package of 7

There are additional subjects that are recognized for the National Curriculum
Statements.
These are as follows:
Equine Studies, Nautical Science, Maritime Economics, Modern Greek (from 2009),
Sports and Exercise Science (from 2010). Only one of these can be offered as part of
the 7 subject programme. They may be offered in addition to the 7 subject package.

In all subjects, a portfolio of evidence will contribute 25% and final examination 75%.
Practical /performance assessment components may contribute up to a further 25%,
making the final examination in such cases worth 50%.

Life Orientation will be assessed through a combination of a portfolio of evidence and

prescribed subject specific practical assessment i.e. no external examination.

 Pass requirements

In order to qualify for a National Senior Certificate, a learner must achieve:

- A minimum rating of 3 i.e. 40% or more, in 3 subjects. One of the 3 subjects
must be an official language at Home Language level.
- A minimum rating of 2 i.e. 30% or more, in 3 other subjects.

Note:
It is compulsory for a learner to pass an official language at home language level i.e.
at 40% or above.
If a learner offers more than the minimum number of 7 subjects, passes in the
additional subjects will be taken into account when determining whether a learner
has met the minimum requirements.

 In order to qualify for entry into further study at the Higher Certificate level, a
learner must:
- Pass the NSC
- Meet the language requirement for further study at a South African institution,
namely, one of the two official languages offered by learner must be either
English or Afrikaans. To meet the language criterion to qualify for entry to study
at a tertiary education institution, the learner must pass either English or
Afrikaans at least at the 1st additional level i.e. at 30% or more.

 In order to qualify for entry into further study at the Diploma level, a learner must:
- Pass the NSC as follows:
 - One official language at home language level at 40%
- 3 other subjects at 40%
- 2 subjects at 30%
- Meet the language requirement for further study at a South African institution,
namely, one of the two official languages offered by learner must be either
English or Afrikaans. To meet the language criterion to qualify for entry to study
at a tertiary education institution, the learner must pass either English or
Afrikaans at least at the 1st additional level i.e. at 30% or more.

- The key difference between qualifying for entry to diploma study rather than
higher certificate study is that the learner must achieve 40% or more in 4 subjects
(incl. the official language at home language level) rather than just 3 subjects.

 In order to qualify for entry into further study at the Bachelor Degree level, a
learner must:
- Pass the NSC as follows:
- One official language at home language level at 40% or more
- 4 subjects from the designated list of subjects at 50% or more
- 2 subjects at a minimum of 30%
- Meet the language requirement for further study at a South African institution,
namely, one of the two official languages offered by learner must be either
English or Afrikaans. To meet the language criterion to qualify for entry to study
at a tertiary education institution, the learner must pass either English or
Afrikaans at least at the 1st additional level i.e. at 30% or more.

The list of designated subjects which will be in place for 3 years from 2008 is
as follows:

- Accounting
- Agricultural Sciences
- Business Studies
- Dramatic Arts
- Economics
- Engineering Graphics and Design
- Geography
- History
- Consumer Studies
- Information Technology
- Languages (one language of learning and teaching at a higher education
institution and two other recognised language subjects)
- Life Sciences
- Mathematics
- Mathematical Literacy
- Music
- Physical Sciences
- Religion Studies
- Visual Arts

 Note:

In respect of music, it is only the National Senior Certificate Music course that is
considered a designated subject. At this stage no other music courses are
considered designated. They are recognised as NSC subjects but are not considered
to be ‘designated’ for the purpose of qualification for degree studies.
 Non-designated subjects may contribute towards the Admission Points Score (APS)
and may be recognised as an institution or faculty specific entry requirement.
Learners must check their results against specific institutional requirements for the
course of study they wish to follow.

 Very important to note:

Specific institutional and programme needs may have a specific language

requirement, a specific level of performance in Life Orientation or require appropriate
combinations of recognised National Senior Certificate subjects and levels of
achievement. Learners must check their results against specific institutional
requirements for the course of study they wish to follow.

2. Life domains

2.1. Being
 Being means who you are.

Physical being Psychological being Spiritual being

Health Mental health Values
Nutrition Thinking Morals( rules on how to act
Exercise Feelings and behave )
Hygiene Self-awareness Spiritual/religious beliefs
Clothing Self-control
Physical appearance

2.2. Becoming
 What you do to achieve your goals, hopes and wishes. Becoming who you want to
be.

Practical becoming Leisure becoming Growth becoming

The everyday actions you Activities that promote Activities to promote,
take to live : relaxation and lessen improve or keep up your
Going to school stress : knowledge and skills :
Chores Physical exercise Studying
Paid work Playing games Attending
Volunteer work Visiting friends and workshops
Looking after your family Reading
health and social Using the social Learning
needs. media Asking questions
Spending time on
hobbies
Going on holidays
Watching TV,
reading a book
2.3. Community belonging
 Fitting in with your physical environment and being respected and accepted by your
social environment or by the people around you.

Physical belonging Social belonging Community belonging

Your link with your physical Your link with your social Your access to resources
environment : environment : and services available to
Home Family community members :
School Friends Clinics and health
Workplace Teachers services
Neighbourhood Co-workers Social services
community Neighbourhood Employment
community Education
Recreational,
sport and
community
activities

3. Socio-economic factors in study and career choices

3.1. Finances and affordability

Financial assistance Explanation

Bursary An amount of money given to a needy student to help pay for

tertiary studies. You do not pay back a bursary, but may be
required to work for the company who awarded you the bursary.

Student loan Money is borrowed from a financial institution and need to be paid
back with interest.

Scholarship Some companies, businesses and organisations award a once-off

monetary grant if a student performs well in sport / studies.

Learnership Allows you to earn while you learn. You study the theory at
college and practise what you have learnt in a real job.

3.2. Accessibility
  You need to ask yourself :
- How close are you to the nearest tertiary institution?
- If you have to travel, can you afford the transport cost?
- Can you perhaps study this course through distance education?

3.3. The impact of income tax

 What is income tax?

- It is a tax that an individual and companies pay for what they earn or for their
profits.
- The form of tax that people generally associate with the concept of tax is "normal"
income tax. The Act also establishes a few methods of paying income tax -
namely SITE, PAYE and provisional tax.

 What is a tax year?

- 1 March up to the end of February the next year.

 Who pay taxes?

- All individuals who earns any form of income in a tax year.
- The Minister announced “as from September this year SARS will require all those
receiving any form of employment income – including those below the tax
threshold (R120 000 )

 Who needs to submit a completed and signed income tax return to SARS?
Where taxpayers receive remuneration less than R120 000, taxpayers may elect not
to submit an
income tax return, provided the following criteria are met:
- Remuneration is from a single employer;
- Remuneration is for a full year of assessment (1 March – 28/29 February); and
no allowance was paid, from which PAYE was not deducted in full with regards to
travel allowance.
- The more you earn the more tax you will have to pay.

 Why do we need to pay taxes?

- The government uses the taxes to run the country and pay for roads, schools,
hospitals, pensions and teachers salaries. They pay grants from taxes.

 What if I don’t pay tax?

- It is a criminal offence not to pay income tax and if you’re court or cheat, you can
get a fine or sent to jail.

 Who collect taxes?

- The South African Revenue Services (SARS) collect tax.

 How much must I pay?

- SARS will work out the tax on your total income over a tax year.

 Is there more than one sort of tax than income tax?

- Yes, there are several other taxes like :

Types Who pays it?

VAT Everybody pay 14% VAT for all goods

 they buy. When you pay groceries it is
already included in the price. The shop
pays it back every month to the
government

SITE Standard income tax on employees.

This taxes is paid by employees who earn
less than R120 000 a year.

PAYE Pay as you earn. This tax will get

deducted from your salary every month if
you earn more than R120 000 per year.

Dirt taxes Taxes paid on goods like cigarettes and

alcohol

Import tax Paid on all good imported into the country

Provisional tax It is paid 2 times a year.

Tax paid by people who do not have the
same income every month and year e.g.
sports person earning money from his
winnings
Chapter 4 : Democracy and human rights

1. Diversity, discrimination and human rights violations

1.1. Diversity
 Diversity means being different.
- Culture
- Religion and belief system
- Race
- Language
- Gender
- Age
- Health status
- Place of birth
- Where you stay, etc.
 Every person is unique with individual differences. We must respect these
differences.
 To accept and honour diversity, you have to :
- Take pride in your own and other’s cultures
- Agree that we differ from each other
- Respect other’s opinions, even if you disagree with them
- Be willing to learn about the differences that define people

1.2. Discrimination and human rights

 Discrimination means to treat people unfairly and differently. Discrimination denies

people their rights, power and privileges.
 To discriminate is to violate human rights.
 Types of discrimination :
- Fair : discrimination to make up for the inequalities of the past
- Unfair : goes against the constitution example : disabilities, gender, race,
religious, sexual orientation, workplace, xenophobia
-

Type of discrimination Meaning Example of discrimination

Racism To treat somebody different To refuse somebody access to a place

because of their race or facility like a school because of their
race.

Bias To give someone or a group To give people from your culture better
unfair preference or favour them treatment than others e.g. if you are a
unfairly waiter at hotel, you will serve people of
one group first because they come from
the same cultural group as you

Gender stereotyping To treat people differently To keep some jobs for men e.g.
 because they are a male or engineering. Or to say men are better
female engineers than women.

Religious discrimination To treat people differently To refuse Moslem learners entrance to

because of their religion. a public school, because of their
religion

Sexual Orientation To be prejudice against people In Malawi men are put in jail if they
with same sex relationships have a gay relationship

Discrimination in the If you get sexually harassed
workplace
If men gets a job because they
are men and not because they
are the best candidate
Men gets more money for the same job
just because they are men
If you lose your job because you are
too old.

Xenophobia Prejudice against foreign When Zimbabwean’s are killed or

nationals, people from other chased from their houses or shops in
countries. town ships
Fear for strangers or foreigners

2. Our Bill of Rights and human rights instruments

2.1. The South African Bill of rights

 Chapter 2 of the Constitution is the Bill of Rights. These rights are based on : dignity,
democracy, equality and freedom

Summary of the Bill of Rights

 Equality
- Every person is equal to every other person according to the law. No one is allowed to
discriminate against people because of their race, gender, pregnancy, marriage, ethnicity,
social class, skin colour, sexual orientation, age,
disability, religion, conscience, belief, language or birth.

 Human dignity
- Everyone has the right to be respected.

 Life
- Everyone has the right to life. South Africa does not allow the death penalty.

 Freedom and security

- No one may be arrested without trial, violently assaulted, tortured or punished in cruel,
inhuman or degrading ways.

 Slavery
- No one can be forced to work as a slave, without pay or forced to work against their will.

 Privacy
 - Everyone has the right to privacy, to not have their home, body or property searched, their
possessions seized or private communications read or listened to without their permission.

 Freedom of religion, belief and opinion

- Everyone may practise the religion they choose, do what they believe is right and hold
their
own opinions, as long as they are consistent with the Bill of Rights and the Constitution.

 Freedom of expression
- Everyone may express themselves freely, including press and media, share ideas
and art and do academic and scientific research. No one may encourage war, incite
violence or use hate speech.

 Freedom of assembly
- Everyone has the right to gather together peacefully and unarmed to demonstrate
and protest.

 Freedom of association
- Everyone can join with other people for whatever reason.

 Political rights
- Everyone can participate in politics; have free, fair and regular elections, vote and stand
for public office and hold office if elected.

 Citizenship
- Citizenship of South Africa cannot be taken away from any citizen.

 Freedom of movement and residence

- Any citizen can leave South Africa and return, live where they choose and have a
passport.

 Freedom of trade, occupation and profession

- Everyone can choose their trade, occupation and profession.

 Labour relations
- Everyone has a right to fair labour practices, join trade unions, form or join employers
‘organisations.

 Environment
- Everyone has a right to an environment that does not harm their health and is protected
against polluting

 Property
- Everyone has the right to own land and other property. If the government needs privately
owned land or property, a fair price must be paid for it.

 Health care, food, water and social security

- Everyone has a right to health care, food and water. Social security (grants of money) is to
be available for people who cannot support themselves or their dependants by working.
  Children also have rights, but it is very important that we must understand that we also
have responsibilities because we have rights. What are they?

Right Responsibilities

Children have the right to be cared for by parents Children

and must respect and appreciate parents and
guardians
guardians

Children have the right to privacy Children must respect others privacy

Children have the right to good health care Children have the responsibility to take good care of

themselves

Children have the right to an education Children have the responsibility to study and respect

Teachers

Children have the right to a safe and comfortable Children

home have the responsibility to keep their rooms tidy

Children have the right to be protected from sexual

Children have the responsibility not to sexually abuse

Abuse others or put themselves in danger of being abused

2.2. Which organisations protect my human rights in?

 The Public Protector

 South African Human Rights Commission
(SAHRC)
 Commission on Gender Equality (CGE)
South Africa  Office of the Auditor General (A-G)
 Independent Electoral Commission (IEC)
 CEDAW
 Constitutional Court
 The Red Cross

The world  The African Union or AU

 The United Nations or UN
 United Nations Children’s fund (UNICEF)

2.3. Human rights and violations:

  Human rights are rules to help everybody li9ve together in peace, safety and
happiness. Sometimes people don’t follow these rules. Then they violate or
abuse human rights.

 An example of human rights violations are human trafficking

- Human trafficking is the global illegal transport of people across international and
local boarders. To be trafficked means to be taken against your will or tricked
into going with traffickers or criminals who then sell you. You may be bought, sold
and transported into slavery:
* You can be sold for sexual exploitation and forced marriage
* You can be sold to work in shops or factories for no pay
* You can be sold to beg to provide money for your capturers
* You can be sold to harvest and sell your organs such as kidneys
* You can be sold to work on farms or do domestic work.

2.4. What does prejudice mean?

 To judge people on untruths and their differences.
 To be pre-judging people without finding the facts.
 Prejudice promotes negative attitudes and behaviour
 Prejudice promotes discrimination

 Why is people prejudiced?

- Because people don’t know the other person
- Because people have political agendas
- Because people fear the other they don’t know
- Because of hatred of diversity
- Because of greed for money
- Because they are power hungry

 What is the impact of discrimination, oppression, bias, prejudice and violations of

human rights on individuals and society?
- The effect of discrimination is always negative on a person or a society or
community

 Challenging prejudice and discrimination: significant contributions by individuals and

organisations to address human rights violations
The following people help to fight against discrimination in South Africa

Desmond Tutu He worked hard to end apartheid

He called us the Rainbow nation
He always fights for the oppressed.

Nelson Mandela He fight for the promotion of the Freedom

Charter
 He is a role model for keeping values of
democracy and equality

Walter Sisulu Fight for the oppressed during apartheid

Beyers Naude He was in favour of non-racial religious

organisations that challenged the church and
gave humanitarian help to people

The following organisations protect you today

- Equality Courts - These courts protect you from

unfair discrimination. You can ask
these courts to help you with
harassment and hate speech and
unfair discrimination

- South African Human Rights - It is the national institution to

- commission support constitutional democracy.
- It promotes, protects and monitors
human rights for everyone.

- Treatment Action Campaign - It is a human rights advocacy

organisation.
- Fights for human rights of people
with HIV and AIDS

- Commission on Gender Equality - This organisation will promote and

protect gender equality in SA.
- It aims to create a society free of
discrimination

 Contemporary events showcasing the nature of a transforming South Africa

South African initiatives and campaigns:

- TAC (Treatment Action Campaign). This is a organisation that provides people living
with HIV and their families and caregivers with information about life-saving
medicines and treatment. The TAC advocates for the human rights of people living
with HIV and AIDS.
- South African Human rights Commission (SAHRC): This organisation promotes and
protects and monitors human rights for everyone. You can lodge a complaint with
the SAHRC if your human rights have been violated.
- Equality Courts: These are courts designed to deal with matters covered by
Promotion of Equality and Prevention of Unfair Discrimination.