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: 

Apply knowledge of the relationship between tourism and the community 
SAQA US ID UNIT STANDARD TITLE
11337  Apply knowledge of the relationship between tourism and the community 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2002-08-14  2005-08-14  SAQA 0643/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-08-14   2009-08-14  

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 
A learner assessed as competent against this unit standard will be able to:

Contribute towards tourism development in their community, promote a positive community attitude towards tourism, create a promotional item for tourists, enhance the safety of tourists and understand the rights and responsibilities of tourists and the community. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner taking this unit standard is assumed to have language, literacy and communication skills at ABET 1 level or equivalent and mathematical (numeracy) skills at ABET 1 level or equivalent. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes are provided beneath each specific outcome. These are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to the scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and explain the impact of tourism on the community 
OUTCOME RANGE 
At least one positive and negative impact from each of the following categories: Social, economic and environmental. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1.Identify and discuss the benefits of tourism 

ASSESSMENT CRITERION 2 
2.Identify and discuss the negative impact of tourism 

SPECIFIC OUTCOME 2 
Identify the ways in which a community can promote tourism development 
OUTCOME RANGE 
Oral presentations, media, information centres, collecting information on the attitudes of the local community towards tourism and raising awareness in the community around tourism, illustrate how the community can promote tourism awareness, research and discuss the safety of tourists in the community, research the possible tourism resources available to the community.
Safety and security structures:
Police, Community Forums, Neighbourhood watch
Ways to improve safety and security measures by implementing some of the following measures:
Report crime, vigilance.
Membership to the structures listed in the range above.
Tourism resources 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1.List ways in which a community can promote tourism development 

ASSESSMENT CRITERION 2 
2.Discuss the ways in which the safety and security measures in the community promote tourism 

ASSESSMENT CRITERION 3 
3.Research the community's attitude towards tourism development 

ASSESSMENT CRITERION 4 
4.Identify the factors that are a threat to promoting tourism. 

SPECIFIC OUTCOME 3 
Plan, design and make an item to promote the local community 
OUTCOME RANGE 
Arts and crafts with the name of the place on it, for example: soap, ashtrays, scented candles with the town logo on, T-shirts, key rings etc. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1.Identify promotional items for the local market. 

ASSESSMENT CRITERION 2 
2.Plan and design promotional items 

ASSESSMENT CRITERION 3 
3.Make and display promotional items for the local tourism market 

SPECIFIC OUTCOME 4 
Discuss the legal and ethical issues relating to tourism 
OUTCOME RANGE 
Main points in the White Paper on Sustainable Tourism Development, Charter of the rights and responsibilities of tourists and the community towards each other, possible offensive behaviour:
Smoking, Sexist language, Swearing. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1.Discuss the rights and responsibilities of the tourist and of the tourism worker 

ASSESSMENT CRITERION 2 
2.List and explain the purpose of relevant tourism legislation. 

ASSESSMENT CRITERION 3 
3.Develop a code of conduct for tourists and a code of conduct for the community. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments as exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the qualification.

Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
The qualifying learner is able to demonstrate a basic knowledge and understanding of:

Tourism impact on communities
Economic benefits of tourism
Career opportunities in the communities
Community role in tourism
Safety and security of tourists
Tourism awareness, cultural awareness and diversity
Advantages and disadvantages of tourism/tourists 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO WORKING 
Working effectively with others as a member of a team, group, organisation or community. 

UNIT STANDARD CCFO ORGANISING 
Organizing and managing oneself effectively. 

UNIT STANDARD CCFO COMMUNICATING 
Communicating effectively. 

UNIT STANDARD CCFO SCIENCE 
Using science and technology effectively. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrating an understanding of the world as a set of related systems. 

UNIT STANDARD CCFO CONTRIBUTING 
Developing the whole person. 

UNIT STANDARD ASSESSOR CRITERIA 
When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. Assessment criteria have been included under each specific outcome.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. Further guidelines on assessment of Unit Standards at this level can be found in the ABET Assessment Action Plan published by the Department of Education and from the relevant ETQA.

Method of assessment:

Guidelines on the full range of assessment methods are given in the ABET Assessment Action Plan. Methods could include:
  • Direct observation
  • Compiling a portfolio of evidence
  • Written or oral assessments
  • Testimony from a third party

    Integrated assessment:

    It maybe more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2021-06-30  UMALUSI 


    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.
     
    NONE 



    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.