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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: International Tourism 
SAQA QUAL ID QUALIFICATION TITLE
65859  Further Education and Training Certificate: International Tourism 
ORIGINATOR
City Guilds International 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  132  Level 4  NQF Level 04  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2023-06-30 
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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the qualification is to provide learners with the necessary underpinning knowledge and practical skills required to be employed in the tourism industry.

Learners who achieve this qualification are able to:
  • Describe the importance of tourism.
  • Investigate potential job roles within the tourism industry.
  • Investigate visitor flows, transport routes and world time zones.
  • Explain the importance of customer services within the travel and tourism industry in order to attract and keep customers.
  • Provide excellent customer service.
  • Provide information within tourism organisations effectively.
  • Structure and deliver an effective presentation.
  • Explain the importance of marketing in order to ensure that organisations meet their customers' needs.
  • Describe marketing principles.
  • Carry out market research.
  • Develop promotional materials.
  • Identify a range of visitor attractions throughout the world and examine their appeal and popularity.
  • Explain the process involved when making a reservation and issuing tickets, including costings.
  • Explain how the tourism industry has developed and key factors that have affected its development.
  • Examine the reasons why people travel, the impact of tourism on destinations and future developments and opportunities.
  • Locate major international destinations throughout the world, including gateways, tourist attractions and local languages.
  • Convert local times.
  • Carry out currency transactions.
  • Calculate journey times.
  • Explain the importance of customer services with the travel and tourism industry, focusing on customer service standards, procedures and customer feedback.
  • Investigate organisational structures and staff recruitment, including legal requirements.
  • Explain the day-to-day systems that need to be in place for a business to run effectively and efficiently.
  • Describe the role and importance of marketing in the continued success of travel and tourism organisations.
  • Explain the need for the responsible development of tourism.
  • Describe related services in the travel market, including car hire, travel insurance and the cruise market.

    Rationale:

    This qualification has been designed to develop a broad range of skills appropriate to a person who is undergoing training or operating as a front line worker in the international tourism industry with some supervisory responsibilities. It brings together the theoretical and practical elements of international tourism operations and will help to professionalise the travel and tourism industry. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have achieved the equivalent of NQF Level 3 in a formal education environment.

    Recognition of Prior Learning:

    The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning may allow:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a unit standard.
  • Obtaining of this qualification in part or in whole.

    Access to the Qualification:

    There is open access to the qualification. However, it is preferable that learners should acquired language competencies and mathematical literacy competencies at NQF Level 3. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components (132 credits).

    Fundamental Component (48 credits):
  • Communication; 20 credits.
  • Mathematical; Literacy 16 credits.
  • Research; 6 credits.
  • Technology; 6 credits.

    Core Component (55 credits).

    Elective Component (29 credits). 

  • EXIT LEVEL OUTCOMES 
    1. Use effective communication skills within the workplace.

    2. Use mathematics in real life situations.

    3. Describe the development of the tourism industry.

    4. Explain how geography impacts on international tourism.

    5. Deliver customer services.

    6. Present tourism products and services.

    7. Develop people within the tourism industry.

    8. Implement business systems.

    9. Market products and services.

    10. Develop a visitor's attraction.

    11. Develop local tourism destinations.

    12. Make reservations.

    13. Implement related tourism services.

    Critical Cross-Field Outcomes:

    This qualification addresses all the Critical Cross-Field Outcomes. A learner who obtains this qualification can:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community.
  • Organise and manage oneself and one`s activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Use the writing process to compose various reports and texts required within the workplace.
  • Read and interpret various texts with understanding.
  • Maintain and adapt oral communication as required.
  • Use appropriate communication skills within the workplace.

    Associated assessment criteria for Exit level Outcome 2:
  • Use mathematical functions correctly to solve routine problems and tasks within the workplace.

    Associated assessment criteria for Exit level Outcome 3:
  • Explain the importance of International and National Tourism.
  • Identify and explain various job roles within the International tourism industry.
  • Identify the different types of accommodation and classification systems used worldwide.
  • Carry out research which identifies the different reasons why people travel.
  • Prepare a presentation investigating the positive and negative economic impacts of tourism using various sources including books, the media and the World Wide Web.
  • Carry out research on the growth and development of new tourism initiatives worldwide including adventure, nature-based and independent travel.
  • Research different tourism jobs in your own area and identify the skills required in each.
  • Carry out research which identifies the different reasons why people travel.

    Associated assessment criteria for Exit level Outcome 4:
  • With the use of an atlas identify key map features.
  • Identify key features of atlases and maps.
  • Explain how topographical features influence tourism.
  • Prepare a report on two major tourism transportation routes between the candidate's country and a destination in the opposite Hemisphere.
  • Research a popular country in your area, explain the positive and negative effects of geographical features on tourism.
  • Convert local times to and from Universal Time Coordinates (UTC)/or Greenwich Mean Time (GMT), using time calculation tools such as time zone charts.
  • State the factors involved in time conversion.
  • Calculate foreign currency exchange transactions with commission charges between:
    > Your own country and eight foreign countries.
    > Three pairs of foreign countries.

    Associated assessment criteria for Exit level Outcome 5:
  • Carry out research into different tourism organisations which identifies the main types of customer.
  • Explain the service standards used in three different tourism organisations.
  • Give examples for each of the four levels of customer service.
  • Use effective customer service in three different selected situations: deal with a new customer, deal with a customer who has special needs, deal with a customer who has a complaint.
  • Produce a customer service induction document identifying the key components of customer service.
  • Research reference sources and procedures for handling complaints and produce a letter in response to a customer's complaint and identify the methods of recording complaints.
  • Produce guidelines for recommendations for the development of customer service in a tourism organisation.
  • Prepare a report comparing customer service in two selected tourism organisations.

    Associated assessment criteria for Exit level Outcome 6:
  • Collect and identify reasons for different forms of information used by tourism organisations to present different tourism products and services.
  • Collect information identifying the key elements of a verbal presentation and deliver a presentation on a selected tourism product or service.

    Associated assessment criteria for Exit level Outcome 7:
  • Produce a diagram of organisational structures, explaining the factors which have influenced the development of two tourism organisations.
  • Research various positions within the tourism industry.
  • Prepare a job specification and description in order to produce a job advertisement.
  • Develop a personal curriculum vitae/resume.
  • Prepare a presentation on workplace standards of practice, operation and legislation.
  • Produce a report identifying team member roles, responsibilities and factors influencing the effectiveness of their team.

    Associated assessment criteria for Exit level Outcome 8:
  • Explain how financial performance is monitored in tourism organisations.
  • Identify any factors affecting financial performance and the financial terms used.
  • Carry out and describe simple budgeting from given financial data.
  • Prepare a report which explains the impact of future technological developments upon business systems in tourism organisations.

    Associated assessment criteria for Exit level Outcome 9:
  • Explain what is meant by the term 'marketing mix' and the functions of each element of the marketing mix.
  • Identify the reasons why market research is carried out and the methods of conducting market research.
  • Carry out a marketing activity involving market research in relation to tourism organisation.
  • Carry out research into identifying promotional methods and media.
  • Match promotional methods with customer groups, products and services.
  • Carry out research into three different tourism organisations and prepare a report comparing their marketing activities.
  • Undertake market research for a new tourism product or service identifying the objectives, the research process and the techniques used.
  • Produce a marketing plan identifying the components for the selected product or service.
  • Select promotional methods appropriate to your marketing plan and produce examples of materials to be used.

    Associated assessment criteria for Exit level Outcome 10:
  • Select two major visitor attractions one in the Northern, one in the Southern Hemisphere and research how each attraction was developed.
  • Carry out research into the same two visitor attractions and obtain examples of sales and promotional materials both paper-based and via the Internet.
  • Prepare a presentation which compares sales and promotional activities in each attraction.

    Associated assessment criteria for Exit level Outcome 11:
  • Produce a report on a local tourism destination of your choice. The report should concentrate on the reasons for the tourism development, the stages in its development, organisations which influenced the development, sources of funding and the impact on the local community.
  • Analyse the factors involved in marketing a local tourism destination.

    Associated assessment criteria for Exit level Outcome 12:
  • Interpret screen information from a computer reservation system.
  • Interpret and analyse costings in different forms of travel.
  • Research how different tickets are completed for different types of international tourism.

    Associated assessment criteria for Exit level Outcome 13:
  • Produce a guide for customers which explains different types of travel insurance.
  • Research car hire including costings, car groups in accordance with client's needs.

    Integrated Assessment Appropriately Incorporated to Ensure that the Purpose of the Qualification is Achieved:

    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever.

    This qualification is comprised of the following:
  • Practical competences: What a candidate must be able to do.
  • Knowledge requirements: What a candidate must know.

    There are several ways in which these can be assessed:

    Practical:

    Assessors may be required to use different assessment methods:
  • Competence checklist: Observation of performance.
  • Competence checklist: Appraisal of a product.
  • Practical assignment.

    Knowledge requirements:

    Learners will be required to take tests to show that they meet the knowledge requirements.

    These assessments can take the following forms:
  • Written tests: Multiple choice.
  • Written tests: Short, structured questions.

    Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the modules will be integrated.

    Assessment of communication, language, literacy and numeracy should be integrated as far as possible with other aspects and should use practical contexts wherever possible.

    Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques such as realistic working environment including real work timescales and pressures should be used to provide a context appropriate to the assessment.

    During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflexive competencies.

    All learners are required to complete an externally set and marked international examination in order to achieve the qualification.

    Assessment should ensure that all outcomes and critical cross-field outcomes are evaluated. 

  • INTERNATIONAL COMPARABILITY 
    The International Vocational Qualification (IVQ) Certificate in International Tourism and the IVQ Diploma in International Tourism have been benchmarked against international standards and qualifications, including those of the United Kingdom, Australia, France, Germany and Singapore, in order to establish comparability to levels of the National Qualifications Framework (NQF) of England, Wales and Northern Ireland and UK National Occupational Standards (NOS):

    City & Guilds IVQ; NQF Level; NOS:
  • Certificate; Level 1; Customer Service.
  • Diploma; Level 2; Travel and Tourism.

    National Qualifications Framework of England, Wales and Northern Ireland (NQF).
    UK National Occupational Standards (NOS).

    According to the 'Rough Guide to Comparing Qualifications in the UK and Ireland' published by the National Qualifications Authority of Ireland (NQAI) and the four UK regulators (Qualifications Curriculum Authority (QCA) - now called the Office of the Qualifications and Examinations Regulator (Ofqual), the Scottish Qualifications Authority (SQA), the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) and the Council for the Curriculum, Examinations and Assessment in Northern Ireland (CCEA)), the IVQ Certificate in International Tourism and the IVQ Diploma in International Tourism are comparable to the following levels:

    City & Guilds IVQ; NQF; NFQ3; SCQF4:
  • Certificate; Level 1; Level 3; Level 4.
  • Diploma; Level 2; Level 4; Level 5.

    The National Framework of Qualifications for Ireland (NFQ).
    Scottish Credit and Qualifications Framework (SCQF). 

  • ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.

    Vertical articulation can occur by embarking on the study of related NQF Level 5 qualifications within the Hospitality, Tourism, Travel, Gaming and Leisure field.

    Horizontal articulation can occur with qualifications on NQF Level 4. 

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered and appointed by the provider according to existing moderation guidelines of the FETQC/HEQC or relevant ETQA/SETA.
  • Any institution offering learning of this qualification must be accredited as a provider with the relevant ETQA/SETA.
  • Assessment and moderation of assessment will be overseen by City & Guilds and relevant ETQA.
  • Moderation should also validate the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options as described in the qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Interpersonal skills, subject matter expertise and assessment experience.
  • To be competent in the planning and conducting of assessment of learning outcomes.
  • The subject matter experience must be well developed within the relevant field and subfield practices.

    The assessor must have completed:
  • A similar qualification or from the same family of qualifications, at or above the level of the qualification.
  • Minimum of two years relevant experience.

    The subject matter experience of the assessor can be established by recognition of prior learning.

    Assessors need to be registered with the relevant Education and Training Quality Assurance Body. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.