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: 

Identify career opportunities in different sectors of the tourism industry 
SAQA US ID UNIT STANDARD TITLE
12539  Identify career opportunities in different sectors of the tourism industry 
ORIGINATOR
SGB Tourism Guiding 
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
Undefined  Regular  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
A learner who achieves this standard will be able to distinguish between the functional areas of the various sectors in the tourism industry in order to make informed decisions when selecting a career path in tourism, or identifying new opportunities if he/she is already in the industry.

In addition the learner will gain knowledge and understanding of his/her own role within a sector and will be in a better position to develop and progress further. Understanding and knowledge of other sectors in the industry will encourage further learning, thus contributing to economic growth in South Africa. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner has language and communications skills at ABET Level 3. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Discuss the different sectors in the tourism industry. 
OUTCOME NOTES 
Discuss the different sectors in the tourism industry to demonstrate understanding of the functional areas within each sector. 
OUTCOME RANGE 
For example:
Accommodation sector (hotels, guest houses, B&Bs, camping sites, caravan sites, apartments, chalets);
Transport/Carrier sector (air transport, sea transport, rail, coaches, car rental);
Attractions sector (museums, art galleries, heritage sites, archaeological sites, theme parks, national parks, natural attractions);
Travel organisers sector (tour operators, tour wholesalers, retail travel agents, conference and other events organisers, booking agencies, incentive travel organisers)
Destination organisation sector (national tourism offices, regional/provincial tourist offices, local information bureaux, tourism associations)
Support services sector, public and private (National tourist organisations, regional tourist organisations, public airports and ports; catering services, courier services, tourist guides, visa and passport offices, travel insurance companies, banks, travel trade press). 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Sectors in the tourism industry are identified and the role of each sector is discussed.
2. Career paths in different local tourism sectors are explored.
3. Career opportunities within the local sectors are investigated and the skills and knowledge required to qualify for these opportunities are determined.
4. The relevance of the various tourism bodies/organisations is understood.
5. Interdependence of the various sectors in the tourism industry is understood.
6. Communication skills are utilised to research career opportunities.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
7. Reflect on own performance in order to enhance future practice and learning.

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.

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.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT

Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

A range of assessment methods should be used, including:

Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

Integrated assessment

It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Identify the sectors represented locally. 
    OUTCOME NOTES 
    Identify the sectors represented locally and select a minimum of two sectors to investigate career opportunities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Sectors in the tourism industry are identified and the role of each sector is discussed.
    2. Career paths in different local tourism sectors are explored.
    3. Career opportunities within the local sectors are investigated and the skills and knowledge required to qualify for these opportunities are determined.
    4. The relevance of the various tourism bodies/organisations is understood.
    5. Interdependence of the various sectors in the tourism industry is understood.
    6. Communication skills are utilised to research career opportunities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. Reflect on own performance in order to enhance future practice and learning.

    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.

    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.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT

    Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Demonstrate a thorough understanding of the skills and knowledge required. 
    OUTCOME NOTES 
    Demonstrate a thorough understanding of the skills and knowledge required and the scope for further progress in a minimum of three identified career opportunities across the chosen sectors. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Sectors in the tourism industry are identified and the role of each sector is discussed.
    2. Career paths in different local tourism sectors are explored.
    3. Career opportunities within the local sectors are investigated and the skills and knowledge required to qualify for these opportunities are determined.
    4. The relevance of the various tourism bodies/organisations is understood.
    5. Interdependence of the various sectors in the tourism industry is understood.
    6. Communication skills are utilised to research career opportunities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. Reflect on own performance in order to enhance future practice and learning.

    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.

    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.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT

    Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Investigate the organisations in the support services sector. 
    OUTCOME NOTES 
    Investigate the organisations in the support services sector to identify the bodies representing the various sectors in the tourism industry. 
    OUTCOME RANGE 
    THETA-Tourism, Hospitality and Sport Education and Training Authority, South African Tourism, Provincial and regional Tourism Department. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

    NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Sectors in the tourism industry are identified and the role of each sector is discussed.
    2. Career paths in different local tourism sectors are explored.
    3. Career opportunities within the local sectors are investigated and the skills and knowledge required to qualify for these opportunities are determined.
    4. The relevance of the various tourism bodies/organisations is understood.
    5. Interdependence of the various sectors in the tourism industry is understood.
    6. Communication skills are utilised to research career opportunities.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    7. Reflect on own performance in order to enhance future practice and learning.

    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.

    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.

    Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT

    Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

    Integrated assessment

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.
  • Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • 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 the 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 at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification 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 
    Functions and relationships {links} between the different sectors in the tourism industry
    Knowledge of relevant tourism associations / role players and what sector they represent
    Career opportunities in different sectors
    Understanding what specific skills and knowledge are required when planning a specific career path. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    This unit standard promotes, in particular:

    Self-organisation and -management. 

    UNIT STANDARD CCFO COLLECTING 
    This unit standard promotes, in particular:

    Information evaluation. 

    UNIT STANDARD CCFO COMMUNICATING 
    This unit standard promotes, in particular:

    Communication. 

    UNIT STANDARD CCFO DEMONSTRATING 
    This unit standard promotes, in particular:

    Inter-relatedness of systems. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22190   General Education and Training Certificate: Tourism  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    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  24153   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2008-09-13  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.
     
    1. KINGSBURY INTERNATIONAL COLLEGE SA (PTY) LTD (Middelburg)(TP) 
    2. KINGSBURY INTERNATIONAL COLLEGE SA PTY LTD 
    3. Tembe Service Providers 



    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.