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: 

Introduce South Africa to tourists 
SAQA US ID UNIT STANDARD TITLE
8480  Introduce South Africa to tourists 
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 4  NQF Level 04  7 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
The learner achieving this unit standard will be able to use a basic knowledge of South Africa and a local region to enhance their performance in a position that contributes to a tourist`s experience of South Africa.
This knowledge of South Africa contributes to a tourism sector that reflects the diversity of South Africa and its growing sense of nationhood. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that a learner entering a program leading to this unit standard has literacy, numeracy and communication skills equivalent to NQF Level 3. 

UNIT STANDARD RANGE 
Range statements are described by SAQA as a "general guide to the level, scope and complexity".
These are provided in the modifiers under each specific outcome. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Use basic information on South Africa and a local area to enhance a tourist's experience 
OUTCOME RANGE 
  • Advise tourist on a range of attractions that meets their particular interest.
  • Assist guests to plan their afternoon based on knowledge of local attractions. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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 
    Suggest and recommend alternative arrangements for clients based on changes in information 
    OUTCOME RANGE 
  • Suggest alternative venues or attractions to compensate for closures or cancellations.
  • Suggest supplementary attractions to enhance or alter a tourist itinerary. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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 
    Advise clients on appropriate behaviour based on knowledge of the context 
    OUTCOME RANGE 
  • Protocol at a religious site, personal security advice in a city; not littering or disturbing vegetation in a natural habitat 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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 
    Access sources of information in order to provide a service to clients 
    OUTCOME NOTES 
    Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    OUTCOME RANGE 
  • Find out about traditional food in a specific area; phoning the Automobile Association to find out the state of a road; knowing about current cultural events in the area; knowing the basic details about a current national issue.
  • By means of radio, Internet, newspaper, industry publications and talking to people who are "in the know". 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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 ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (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 which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learner is able to demonstrate a basic knowledge and understanding of eight areas of South African information.

    1. Knowledge of South Africa`s demographics
    2. Knowledge of South Africa`s economy
    3. Knowledge of South Africa`s infrastructure
    4. Knowledge of South Africa`s institutions.
    5. Knowledge of South Africa`s cultural heritage.
    6. Knowledge of South Africa`s natural heritage.

    This knowledge and understanding must include:

    Demographics
  • Approximate local and National total population figures including racial, gender and age breakdown.
  • South Africa`s culture groupings, including, broadly where they are to be found (if applicable) and the languages that they speak.
  • Languages used in South Africa (including official as well as other languages, e.g. signage).
  • Religious practices in South Africa.

    Economy
  • Major natural resources.
  • Major trading partners.
  • Major industries / commerce.
  • Major agriculture.
  • Major taxes such as import / export, VAT, Income Tax.
  • Trends in the economy such as declining or developing industries and some results and impact of these.

    Infrastructure
  • South Africa`s major transport infrastructure such as national rail, road and air routes.
  • South Africa`s major leisure attractions such as game parks, casinos, surfing areas and hiking trails.
  • Local area transport infrastructure such as public transport, road, rail and air links.
  • Local areas leisure infrastructure such as hotels, accommodation, restaurants, facilities for entertainment and sport, including nightclubs, theatres, theme parks and sport stadiums.

    Institutions
  • Legal system
    *SAPD / SANDF
    *Types of courts such as magistrate`s, children`s, tax court.
    *Types of officials such as magistrates, judges, advocates, attorneys and state prosecutors.
    *The absence of juries in South Africa and the reasons for this.
  • Constitution
    *Differences between our current constitution and previous constitutions.
    *Basic rights embodied in The Constitution of South Africa and the Bill of Rights.
  • National Symbols
    *Including the flag, the coat of arms, South Africa`s motto, national bird, national tree, national flower and anthem
  • Tourism institutions
    *Such as SATOUR; local, provincial and regional tourism authorities; and Consulates.
  • South African Governance
    *The Franchise.
    *Parliament, including the two houses, their main functions, and where they come from.
    *The structure of national government including the separation of executive, legislative and judicial power, the capital cities; the federal system and the place of traditional authorities within the system.
    *The basic composition and purpose of local and provincial government.
  • Basic facts about the political history of the APARTHEID system, including (previous constitution)
    *Lack of democracy in the political system.
    *Land ownership.
    *Forced removals.
    *The legal system.
    *Human rights abuses.
    *State sponsored religion.
    *Segregated facilities and life in South Africa.
    *Major players under the Apartheid system such as political parties and opposition groups.
    *End of Apartheid and first Democratic Government
    *South Africa`s efforts to come to terms with Apartheid, such as the Truth and Reconciliation Commission and Land redistribution.

    Cultural Heritage
  • Languages spoken in South Africa and a basic understanding of the origins.
  • Religions practised in South Africa, including:
    *A basic understanding of their origins.
    *Basic tenents and beliefs.
    *Protocol stemming from basic tenents and beliefs.
  • A range of South African foods reflecting our cultural diversity
    *Food protocol deriving from beliefs and faiths.
    *Acceptable food and drink combinations.
  • The diversity of South African cultures, including:
    *The ever-changing nature of culture.
    *The interactions and overlaps of cultures.
    *Key features of the predominant culture of a particular area, such as crafts, music, song, art, stories and beliefs and customs.

    Natural Heritage
  • Flagship species including
    *The Big Five animals.
    *Several of the Big Six birds.
    *The Big Two marine species.
    *Flagship species particular to a local area or region.
    *Rough distribution of species across the country.
  • Topography of South Africa including general altitude and broad characterisations of landscape such as highveld, lowveld, semi-tropical, desert, fynbos.
  • Key features of national and local climates such as average summer and winter temperatures, rainfall distribution and hazardous weather patterns.
  • Physical features, fauna and flora per region / province. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

    UNIT STANDARD CCFO WORKING 
    Team work relates to:
  • Use basic information on South Africa and a local area to enhance a tourist`s -experience.
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self organisation and -management relates to:
  • Use basic information on South Africa and a local area to enhance a tourist`s -experience.
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Use basic information on South Africa and a local area to enhance a tourist`s -experience.
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Advise clients on appropriate behaviour based on knowledge of the context.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Use basic information on South Africa and a local area to enhance a tourist`s -experience.
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Advise clients on appropriate behaviour based on knowledge of the context.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:
  • Use basic information on South Africa and a local area to enhance a tourist`s -experience.
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:
  • Use basic information on South Africa and a local area to enhance a tourist`s -experience.
  • Suggest and recommend alternative arrangements for clients based on changes in information.
  • Advise clients on appropriate behaviour based on knowledge of the context.
  • Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date. 
    		•

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

    UNIT STANDARD NOTES 
    It should be noted that this unit standard relates very closely to the unit standard `Acquire an Overview of South Africa` (NQF4). This unit standard however, has less complex specific outcomes and less essential embedded knowledge. Learners achieving this unit standard will easily progress to attain the larger unit standard.

    Values:

    Demonstration of the competence outlined in this unit standard must be consistent with the principles of the South African Bill of Rights, and in particular show a respect and valuing of the diversity of the country. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Core  17492   National Certificate: Tourism: Car Rental  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2004-06-13  CATHSSETA 
    Core  17390   National Certificate: Tourism: Event Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2004-06-13  Was CATHSSETA until Last Date for Achievement 
    Core  20513   National Certificate: Tourism: Reception  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2004-10-10  CATHSSETA 
    Core  18943   National Certificate: Tourism: Cabin Crew  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-01-10  CATHSSETA 
    Core  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    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. Wildlife and Environment Society of SA 


    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.