SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Analyse the tourism industry and the links between the various sectors

SAQA US ID	UNIT STANDARD TITLE
7935	Analyse the tourism industry and the links between the various sectors
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
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	5
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2009-11-03	2011-07-31	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-07-31		2015-07-31

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

Each learner should understand the industry as a whole and the way various parts of the industry relate to each other. He/she should also understand the effects that external events have on the industry and base decisions in practice on this understanding.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

None

UNIT STANDARD RANGE

Range statements are included with specific outcomes as necessary.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrated KNOWLEDGE and UNDERSTANDING.

OUTCOME NOTES

1. Describe sectors and sub-sectors of the industry of their function. (Range of Sectors: providers of transportation, accommodation, restaurants, inbound tour operators, outbound tour operators, retail travel agencies, tour guides).

2. Describe support services in terms of the services offered. (Range of Support Services: tourist associations, education & training establishments, public ports, port services, visa & passport offices, information centres, travel insurance companies, industry related publications, reservation services).

3. Explain how to identify the different types of tourists and the reasons why they travel.

4. Describe the paths of both tourist and tourist documentation, from the time of entering the travel agency to the completion of the trip.

5. Describe the interrelationships between travel sectors and explain how these sectors rely on each other for communication and business

6. Describe the Interrelationships between travel sectors and support services.

7. Describe the impact on tourism of crime, sports events, exchange rates, seasons and charges. (Range of Tourism : internationally inbound, internationally outbound and domestic)

8. Describe the impact of current world affairs on tourism in South Africa.

9. Explain how to identify the reasons why the tourist is travelling when seen against the tourist's itinerary and overall characteristics.

10. Describe and evaluate the effect that mass tourism could have on the ecology, economy, cultures and communities of South Africa.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

There are no restrictions on where this unit standard may be assessed.

The unit standard can be assessed in isolation from other unit standards.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of cases studies, projects, written tests and discussion with the candidate.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 2

Demonstrated ability to make DECISIONS about practice and ACT accordingly.

OUTCOME NOTES

11. Identify the providers of services and explain the way to access these services.

12. Identify opportunities that capitalise on situations, and describe which current affairs are impacting on tourism.

13. Given a range of current affairs, describe ways the tourists may alter their plans and how to anticipate this.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

There are no restrictions on where this unit standard may be assessed.

The unit standard can be assessed in isolation from other unit standards.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of cases studies, projects, written tests and discussion with the candidate.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 3

Demonstrated ability to learn from our actions and to adapt performance.

OUTCOME NOTES

14. Given an entirely different field, describe the impact which current affairs might have on that field. (Range of field: agriculture or manufacturing or information technology)

15. Given an entirely different context, describe the potential for tourism. ( Range of context : urban or rural, coastal or inland, technology intensive or non-intensive)

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

There are no restrictions on where this unit standard may be assessed.

The unit standard can be assessed in isolation from other unit standards.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of cases studies, projects, written tests and discussion with the candidate.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA

2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

4. Moderation of assessment will be done by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Embedded knowledge and Critical cross-field outcomes have been included within the specific outcomes category. This has been done as it was deemed necessary to ensure holistic assessment occurred.

The specific outcomes can be applied in a range of contexts.

Many of the outcomes have been written in such a way that competence must be demonstrated in the context as opposed to in isolation from a context.

The specific outcomes are comparable to outcomes used internationally.

We therefore structured outcomes using the format noun + verb + condition (modifying phrase)Specific outcomes have been split into three categoriesa) knowledge and understanding (what the learner must know and understand)b) decision-making and acting (what the learner must do)c) adapting performance ( including reflexive competence)In many instances there are more than six specific outcomes, as the inclusion of critical cross-field outcomes and embedded knowledge has increased the number of specific outcomes.

If competencies are to be clustered in a meaningful way, then these unit standards cannot be split.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems (Specific Outcome 9,11,12,13,14,15)

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems (Specific Outcome 1,5,6,7,8,10,12)

UNIT STANDARD NOTES

Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated KNOWLEDGE and UNDERSTANDING" is required.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	61597	National Certificate: General Travel	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	61609	Further Education and Training Certificate: Volunteer Support	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	80946	National Certificate: Community Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

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.

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