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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Further Education and Training Certificate: International Hotel Management 
SAQA QUAL ID QUALIFICATION TITLE
66990  Further Education and Training Certificate: International Hotel Management 
ORIGINATOR
Damelin 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
QCTO - Quality Council for Trades and Occupations  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  180  Level 4  NQF Level 04  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "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 of the Qualification:

This qualification has been developed to equip learners, within the international hotel management industry, with skills, knowledge, abilities and a global perspective on the operations of the industry to work in a wide range of areas at entry-level.

The aim of this programme is to educate learners in the fields of:
  • Food and Beverage Service and Management.
  • Front Office Operations and Management.
  • Catering Theory and Practice.
  • Accommodation Service and Management.
  • Workplace Skills for Hospitality.
  • Management Skills for Hospitality.

    Upon successful completion of the Program, it is expected that graduates will have developed:
  • The technical and supervisory management skills and product knowledge necessary for a career in the hospitality industry.
  • The ability to think logically and communicate clearly.
  • An inter-disciplinary approach to problem-solving and decision-making.

    The course is ideally suited for persons wishing to pursue a General Management position in hotels and other accommodation establishments as well as specialised Hotel Management career positions.

    Learners acquiring the qualification will demonstrate competence at Level NQF 4 in the area of international hotel management and will learn towards a range of fundamental and core components leading to the qualification.

    Rationale for the Qualification:

    The inherent global nature of today's hospitality industry and the need for various trained professionals in the field necessitated the development of this qualification. The Certificate in International Hotel Management is designed to equip learners with a comprehensive knowledge of the hospitality industry.
    The qualification meets the needs of learners who wish to pursue careers in various niche markets such as Guesthouses and B&B's, Casino Hotels, Spas, Boutique Hotels, Game Lodges and the Cruise Ship Industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Candidates accessing this qualification should demonstrate their ability to read, analyse and reflect on study material at least at NQF Level 3. Candidates should be able to demonstrate:
  • Knowledge, comprehension and application of language at NQF Level 3/Grade 11 or equivalent.
  • Basic knowledge, comprehension and application of mathematics at NQF Level 3/Grade 11 or equivalent.
  • Basic computer skills.

    Recognition of Prior Learning:

    The Certificate in International Hotel Management at NQF Level 4 allows for open access and may be achieved in part or in whole through the process of Recognition of Prior Learning (RPL). Provision should be made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this Qualification.

    Current competencies in the field of international hotel management that have been acquired by prior learning or through related practical experience will be assessed. Candidates must, at the time of application, provide proof in the form of a portfolio of evidence to substantiate prior learning. Such competencies may help gain access to the programme leading to this qualification, or advanced placement therein. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The learning programme leading to this qualification should consist of:

    Fundamentals: 56 credits - includes communication in two South African languages.
    Core: 114 credits.
    Electives: 10 credits. 

    EXIT LEVEL OUTCOMES 
    Specific Outcomes for Fundamentals:

    1. Communicate and evaluate oral text.

    2. Read, analyse and respond to written texts.

    3. Write for specific contexts.

    4. Use mathematics for personal calculations.

    Specific Outcomes for Core:

    5. Have a basic understanding of the security systems and procedures in a working environment.

    6. Develop and implement procedures and policies to enhance customer service quality.

    7. Explain and use inter- and intra personal skills when interacting with team members and customers.

    8. Demonstrate a basic understanding of Health and Safety procedures.

    9. Implement and monitor cleaning procedures.

    10. Plan and design accommodation layout and furnishings

    11. Explain the various procedures that are used for cleaning and taking care of textiles.

    12. Have a good understanding of the catering and hospitality industry.

    13. Demonstrate an understanding of food safety in catering.

    14. Prepare healthier foods and special diets.

    15. Identify and use kitchen equipment.

    16. Prepare and cook food by using various techniques e.g. boiling, frying, baking.

    17. Prepare cold food.

    18. Understand and apply general billing procedures.

    19. Understand and apply Menu compilation practices.

    20. Give an explanation of the minimum hygiene requirements of the hotel, restaurant and catering industry.

    21. Demonstrate an understanding of pre-service procedures.

    22. Provide a table service.

    23. Clean and store crockery and cutlery.

    24. Use Food and Beverage service terminology effectively.

    25. Provide a beverage service.

    26. Spirits, liqueurs and hot beverages.

    27. Understand and apply pre-arrival processes and procedures.

    28. Apply correct arrival procedure.

    29. Apply the correct Procedures during occupancy.

    30. Explain and use the correct processes and procedures during departures.

    31. Apply the correct accounting procedures.

    32. Understand and apply credit and accounting control as well as banking procedures.

    33. Apply and understand motivational practices.

    34. Have an understanding of and apply time management techniques.

    35. Explain and apply stress management techniques and methods.

    36. Have a good demonstrated understanding of conflict management.

    37. Explain the components and the purpose of a business plan.

    38. Explain the role of human resource management in a global environment.

    39. Explain the concepts of strategic management in relation within organisational management.

    40. Develop and monitor financial procedures and systems.

    Specific Outcomes for Electives:

    41. Forecast financial needs of specific projects.

    42. Prepare financial records.

    43. Discuss the basic concepts of Demand and Supply.

    44. Understand the concepts of marketing research.

    45. Prepare marketing strategies.

    Exit Level Outcomes:

    Successful candidates awarded the Certificate in International Hotel Management will be able to:

    Exit-level outcomes related to fundamental learning:
  • Engage in sustained oral communication and evaluate spoken texts.
  • Read, analyse and respond critically to a variety of texts produced for a range of purposes, audiences and contexts.
  • Write for a wide range of contexts.
  • Use language and communication in occupational learning programmes.

    Exit-level outcomes related to core learning:
  • Understand and apply Food and Beverage Service and Management practices.
  • Operate and Manage a Front Office.
  • Apply and understand Catering Theories and Practices.
  • Manage Accommodation Services.
  • Monitor and controle Workplace Skills for Hospitality.
  • Apply Management Skills in the Hospitality indusrty.

    Critical Cross Field Outcomes:

    The programme aims to develop the SAQA critical cross-field outcomes listed below:
  • 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.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

    Assessors should ensure that critical cross-field outcomes are assessed within the context of the specific outcomes. It should be ensured that learners have the competency to apply critical outcomes to his/her work or field of learning. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Fundamentals for Exit Level Outcomes

    Associated Assessment Criteria for Exit Level Outcomes 1:

    Assessors should ensure that learners demonstrate the following competencies:
  • An appropriate response as a listener is demonstrated.
  • Own responses are evaluated.
  • Own position is put forward and defended.
  • Tone, approach and style is appropriate to context.
  • Discourse is evaluated.
  • Interaction successfully with audience.
  • Manipulative use of language is identified.

    Associated Assessment Criteria for Fundamentals for Exit Level Outcomes 2:

    Assessors should ensure that learners demonstrate the following competencies:
  • Text within context is analysed and critically evaluated.
  • The values, attitudes and assumptions embedded in text are identified and explained.
  • Readers' responses to specific texts are evaluated.
  • Basic research is conducted and findings are analysed.
  • Reading and viewing strategies are used to demonstrate understanding of a text.
  • Implicit messages in texts are identified and explained.

    Associated Assessment Criteria for Fundamentals for Exit Level Outcomes 3:

    Assessors should ensure that learners demonstrate the following competencies:
  • A range of topics are written effectively and creatively.
  • Writing is edited for fluency and ease of communicating.
  • Information required to write own text is identified and collected.
  • A text is composed using plain languag.
  • A text is organised and structured appropriately.

    Associated Assessment Criteria for Fundamentals for Exit Level Outcomes 4:

    Assessors should ensure that learners demonstrate the following competencies:
  • Mathematics is used to plan and control financial instruments.
  • Simple and compound interest is calculated.
  • Costs and revenue are calculated.
  • Date are collected, organized and represented.
  • Theory on probability is described and used correctly.
  • Probability models are used correctly.
  • Quantities are measured, estimated and calculated.
  • Geometrical relationships are described and interpreted.

    Associated Assessment Criteria for Exit Level Outcomes for Core:

    Associated Assessment Criteria for Core for Exit Level Outcomes 5:

    Assessors should ensure that learners demonstrate the following competencies:
  • Handle safely establishment key systems within responsibility.
  • Use appropriate security procedures with regard to guests' belongings.
  • Use appropriate security procedures with regard to equipment and materials.
  • Report security hazards and suspicious items to the appropriate authority.
  • Report incidents in accordance with establishment procedures.
  • Follow emergency procedures in accordance with establishment guidelines.
  • Identify and describe the key systems within an organisation.
  • State the procedures for reporting lost and found property.
  • Explain the security procedures for equipment and materials.
  • Identify security hazards within the workplace.
  • State the procedures for reporting security incidents.
  • Outline the personal characteristics required of staff to deal with ongoing security.

    Associated Assessment Criteria for Core for Exit Level Outcomes 6:

    Assessors should ensure that learners demonstrate the following competencies:
  • Deal with customers politely and promptly.
  • Establish customer requirements and deal with them promptly.
  • Communicate with customers appropriately on the telephone.
  • Deal with customers appropriately in face to face interaction
  • Deal with difficult customers.
  • Deal with customers with special needs appropriately.
  • Provide appropriate information and assistance to customers.
  • Refer customers to the appropriate contact where necessary.
  • Identify the personal characteristics and social skills of staff required to perform successful customer care.
  • Describe the kinds of situations requiring customer attention.
  • Describe the benefits of a sound customer care policy.
  • Describe standard customer care procedures.

    Associated Assessment Criteria for Core for Exit Level Outcomes 7:

    Assessors should ensure that learners demonstrate the following competencies:
  • Present self positively and in accordance with establishment standards.
  • Use suitable health and hygiene practices.
  • Complete all tasks with a professional attitude.
  • Operate effectively and co-operatively in team situations.
  • Communicate clearly and effectively at all times.
  • List the elements of good personal presentation.
  • Describe the appropriate health and hygiene practices.
  • Describe the importance of adopting a professional attitude.
  • Describe the likely effects of negative personal attitudes.
    > Identify the basic elements of good team work.
    > Describe the importance of effective communication skills.
    > State the role of staff in promoting good customer care.

    Associated Assessment Criteria for Core for Exit Level Outcomes 8:

    Assessors should ensure that learners demonstrate the following competencies:

    Wear appropriate protective clothing at all times.
  • Use only safe and fully maintained equipment.
  • Use equipment and cleaning chemicals safely.
  • Complete a basic safety hazard analysis.
  • Report safety hazards to the appropriate authority.
  • Operate and clean equipment safely and with reference to manufacturers' instructions as appropriate.
  • Store dangerous substances safely.
  • Carry out simple first aid procedures.
  • State the benefits of wearing protective clothing.
  • Identify faults which would make equipment unsafe to use.
  • Describe the safety procedures for equipment and cleaning materials.
  • Identify the safety hazards within the workplace
  • Describe the reporting procedures for safety hazards.
  • Describe the care and storage of potentially dangerous substances.
  • Explain the basic first aid procedures.
  • Take appropriate action on the discovery of a fire hazard.
  • Take appropriate action on the discovery of a fire.
  • Use fire fighting techniques and skills in accordance with training to deal with fire safely.
  • Identify possible causes of fire.
  • State the action to be taken on the discovery of a fire.
  • Explain the appropriate methods of fire fighting.
  • Identify and describe fire detection equipment.
  • State the reporting procedures for fire hazards and fires.

    Associated Assessment Criteria for Core for Exit Level Outcomes 9:

    Assessors should ensure that learners demonstrate the following competencies:
  • Use the correct procedures in accordance with manufacturers' instructions when operating cleaning equipment.
  • Handle and use cleaning chemicals safely.
  • Wear appropriate protective clothing for all cleaning tasks.
  • Clean different floor coverings using appropriate methods and materials.
  • Clean ceilings and walls using appropriate methods and materials.
  • Clean sanitary fittings using appropriate methods and materials.
  • Clean furniture using appropriate methods and materials.
  • Clean bedrooms using appropriate methods and materials.
  • Clean public areas using appropriate methods and materials.
  • Clean function rooms using appropriate methods and materials.
  • State the basic reasons for cleaning.
  • Identify the different types of spoilage.
  • Explain the ways in which soiling occurs.
  • Describe the methods of controlling soiling.
  • Explain factors affecting the standard of cleanliness.
  • List types of cleaning equipment.
  • List types of cleaning chemicals.
  • Identify the cross contamination hazards.
  • Describe types of surface finishes.
  • Describe cleaning methods for hard floors.
  • Describe the cleaning methods for floor coverings.
  • Describe the cleaning methods for ceilings and walls.
  • Describe the cleaning methods for sanitary fittings.
  • Describe the cleaning methods for furniture.
  • Describe the cleaning procedures for bathrooms.
  • Describe the cleaning procedures for bedrooms.
  • Describe the cleaning procedures for public areas.
  • Describe the cleaning procedures for function rooms.
  • Select appropriate cleaning procedures for a variety of situations.
  • Organise cleaning tasks effectively and efficiently.
  • Organise cleaning tasks according to type.
  • Process and complete appropriate documentation.
  • Monitor standards according to establishment requirements.
  • State the factors that have an effect on cleaning schedules.
  • Explain the benefits of effective and efficient working methods.
  • State the factors affecting the allocation of duties.
  • Explain the necessity for tasks to be designated.
  • Explain the documentation used in the organisation of cleaning.
  • Explain the need to monitor standards.
  • List the other departments with which liaison is needed.

    Associated Assessment Criteria for Core for Exit Level Outcomes 10:

    Assessors should ensure that learners demonstrate the following competencies:
  • Prepare a diagram of a basic room layout for a specific target market.
  • Prepare a diagram of a basic bedroom layout, suitable for a disabled guest.
  • Identify the basic accommodation needs of customers.
  • Explain the importance of room design and appearance

    Associated Assessment Criteria for Core for Exit Level Outcomes 11:

    Assessors should ensure that learners demonstrate the following competencies:
  • Use appropriate control procedures when handling linen.
  • Handle linen hygienically.
  • Make beds in accordance with establishment standards.
  • Identify and remove stains appropriately.
  • Use appropriate washing processes for linen items.
  • Select suitable cleaning processes for soft furnishings.
  • Use appropriate ironing and finishing processes for linen items.
  • Select and organise appropriate storage facilities for textiles.
  • Complete a linen condition check and report results.
  • Identify the linen items used in accommodation and restaurant areas.
  • Identify the linen items used in accommodation and restaurant areas.
  • Explain the factors that determine the purchase of linen.
  • State the different types of laundering services.
  • Describe linen control systems.
  • Describe the operational requirements of a linen storage area.
  • State the basic rules for stain removal.
  • Report damaged textile items appropriately.

    Associated Assessment Criteria for Core for Exit Level Outcomes 12:

    Assessors should ensure that learners demonstrate the following competencies:
  • Understand the term 'hospitality' and 'catering'.
  • Compare the sectors and different types of operations in the industry.
  • Describe the main features of establishments within the different sectors.
  • Identify staffing structures and job roles in different establishments.
  • Identify training opportunities, related qualifications and employment rights and responsibilities.
  • List some of the associations related to professional cookery.

    Associated Assessment Criteria for Core for Exit Level Outcomes 13:

    Assessors should ensure that learners demonstrate the following competencies:
  • Be aware of your responsibility for personal cleanliness during food preparation and cooking in the workplace and unsafe behaviuor.
  • Maintain clean and hygienic work surfaces and equipment.
  • Check food into premises and identify specific labels.
  • Understand correct use of storage control, stock rotation system and keeping records.
  • Know how to safely defrost and thoroughly wash food.
  • Know regulations for safe cooking, holding as safe reheating of food.
  • Chill and freeze cooked food not for immediate consumption.
  • Identify food bacteria and other organisms and food hazards in the workplace.

    Associated Assessment Criteria for Core for Exit Level Outcomes 14:

    Assessors should ensure that learners demonstrate the following competencies:
  • Identify the main categories of nutrient
  • State importance of nutrients in the diet.
  • Describe a range of foods within the main food groups and the key nutrients they contain.
  • Explain the importance of water and fibre in the diet.
  • Identify vulnerable groups of people and groups with special dietary requirements.
  • Describe the effects a lack or excess of nutrients may have with regard to health and wellbeing.
  • Identify foods that may cause allergies or intolerances.
  • List sources and content of current Government guidelines.

    Associated Assessment Criteria for Core for Exit Level Outcomes 15:

    Assessors should ensure that learners demonstrate the following competencies:
  • State the factors in selecting equipment and utensils for use.
  • State how to use equipment and utensils correctly and safely.
  • Identify associated hazards with using, cleaning and storing equipment and utensils.
  • State how to carry out routine care and storage of equipment and utensils.
  • Identify the different types of knives and cutting equipment and their uses.
  • State the importance of correct and safe use of knives and cutting equipment.
  • Describe how to clean, maintain and store knives and cutting equipment.
  • Identify relevant age restrictions specific to the use of cutting equipment.

    Associated Assessment Criteria for Core for Exit Level Outcomes 16:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe the methods of boiling, poaching and steaming.
  • Identify foods that can be boiled, poached and steamed.
  • Identify liquids that are used to boil, poach and steam.
  • Select suitable techniques associated with boiling, poaching and steaming.
  • Describe associated products that are made when boiling and poaching.
  • List the quality points to look for in food that has been boiled, poached and steamed.
  • List the general safety points to follow when boiling, poaching and steaming.
  • Describe the methods of stewing and braising
  • Identify foods that can be stewed and braised.
  • Identify the most suitable equipment for stewing and braising.
  • Describe the techniques associated with stewing and braising.
  • State the points that require consideration when stewing and braising food.
  • List the quality points to look for in food that has been stewed and braised.
  • List the general safety points to follow when stewing and braising food.
  • Describe the methods of baking, roasting and grilling.
  • Identify foods that can be baked, roasted and grilled.
  • Identify the most suitable type/s of equipment for baking, roasting and grilling.
  • Describe the techniques associated with baking, roasting and grilling.
  • State the points that require consideration when baking, roasting and grilling.
  • List the quality points to look for in food that has been baked, roasted and grilled.
  • List the general safety points to follow when baking, roasting and grilling.
  • Describe the methods of shallow and deep frying.
  • Identify foods that can be shallow and deep fried.
  • Identify the fats and oils that are used to shallow and deep fry.
  • Select suitable techniques to shallow and deep fry.
  • List the quality points to look for in food that has been shallow or deep fried.
  • List the general safety points to follow when shallow or deep frying food.

    Associated Assessment Criteria for Core for Exit Level Outcomes 17:

    Assessors should ensure that learners demonstrate the following competencies:
  • State the meal occasions when cold food may be presented oIdentify foods used in cold preparation.
  • Identify the quality points when preparing cold foods.
  • Describe a range of hors d'oevres, salads and sandwiches.
  • List the techniques used to present cold foods.
  • List the general safety points to follow when preparing and presenting foods for cold presentation.

    Associated Assessment Criteria for Core for Exit Level Outcomes 18:

    Assessors should ensure that learners demonstrate the following competencies:
  • List the different types of checking and billing systems.
  • Describe the techniques of taking food and drink orders.
  • Describe the procedures for processing and checking items to bills.
  • State the procedures for opening and operating a payment point.
  • State the procedures involved in handling and recording payments.
  • Describe the procedures for processing payments.
  • State the procedures for dealing with refunds.
  • Describe the procedures for dealing with vouchers, tokens and transfers.
  • Identify problems when processing payments and the procedures for dealing with them.

    Associated Assessment Criteria for Core for Exit Level Outcomes 19:

    Assessors should ensure that learners demonstrate the following competencies:
  • List the different types of menus in current use, e.g. types and meals.
  • State the sequence of courses on various types of menus.
  • Explain the different preparations times of dishes and the implications for food service.
  • Describe the availability of fresh foods and the relevant seasonal factors.
  • Define simple cooking terms.
  • Describe briefly special diet and cultural needs.

    Associated Assessment Criteria for Core for Exit Level Outcomes 20:

    Assessors should ensure that learners demonstrate the following competencies:
  • Maintain personal cleanliness to meet the required standard of the establishment.
  • Wear the appropriate uniform correctly, neatly and to establishment standards.
  • Maintain clean work areas and equipment.
  • Ensure all foods are protected from contamination.
  • Explain the importance of maintaining personal cleanliness and hygiene.
  • Explain the importance of maintaining a clean and tidy uniform.
  • Describe the appropriate methods of cleaning and handling materials.
  • Identify sources of contamination in the service of foods and beverages.

    Associated Assessment Criteria for Core for Exit Level Outcomes 21:

    Assessors should ensure that learners demonstrate the following competencies:
  • Complete all tasks involved in preparing a room and ancillary areas for service
  • Organise and carry out all special requirements related to the menu.
  • Select appropriate equipment for the service.
  • Use procedures relating to portion control efficiently.
  • Prepare and serve non-alcoholic beverages.
  • Complete after-service clearing and storage procedures for equipment.
  • Complete all service preparation with appropriate speed and quality.
  • Deal with any items of equipment or utensils not immediately in a fit state for use in food service.
  • Complete a final brief inspection of the food service areas and confirm standards.
  • Describe the tasks involved in the preparation of service and ancillary areas.
  • State the specialist items required for the service of different menus.
  • Identify the appropriate equipment necessary for food and beverage service.
  • Explain the importance and application of portion control.
  • Describe the procedures for serving non-alcoholic beverages.
  • State the factors involved in meeting pre-service preparation deadlines.
  • State the procedures for rectifying the poor repair and cleanliness of equipment and utensils.
  • Describe the pre-service inspections necessary to establish the standards of the food service area.

    Associated Assessment Criteria for Core for Exit Level Outcomes 22:

    Assessors should ensure that learners demonstrate the following competencies:
  • Greet and seat customers promptly and politely.
  • Identify the host and respond appropriately where necessary.
  • Present menus in accordance with establishment practice.
  • Provide clear explanations of dishes as requested by the customers.
  • Take customer orders, without delay, in the appropriate manner.
  • Serve customer orders according to the appropriate style.
  • Comply with all relevant health and safety standards.
  • Portion and serve food and drinks in the appropriate manner.
  • Use equipment and utensils appropriately at all stages of the service.
  • Clear down and complete storing procedures according to establishment procedures.
  • Clean and store equipment and utensils according to establishment procedures.
  • Complete exit procedures according to establishment requirements.
  • Describe the methods and procedures for greeting and seating guests.
  • Describe the methods and procedures for taking orders.
  • Describe the methods and procedures for serving customers.
  • Describe the kinds of items that are served at table.
  • Describe the procedures and methods for the after-service clearing and storage of equipment.
  • State the procedures for presenting the bill and customer exit.
  • Identify and explain the exit procedures.

    Associated Assessment Criteria for Core for Exit Level Outcomes 23:

    Assessors should ensure that learners demonstrate the following competencies:
  • Cleaning methods.
  • Storage of crockery and cutlery.
  • Cleaning materials and equipment.
  • Cleaning requirements.

    Associated Assessment Criteria for Core for Exit Level Outcomes 24:

    Assessors should ensure that learners demonstrate the following competencies:
  • French terminology.
  • Drink service terminology.
  • Glassware.

    Associated Assessment Criteria for Core for Exit Level Outcomes 25:

    Assessors should ensure that learners demonstrate the following competencies:
  • The food and beverage service hierarchy.
  • Preparation for beverage service.
  • Drink service items and equipment.
  • Customer relations and taking of drink orders.
  • Accurate information regarding beverage service.
  • Promotion of beverages.
  • Stock and accompaniments for beverage service.
  • Dispensing and serving of drinks.
  • Maintaining customer service areas.
  • Beverage service and the law.
  • Maintaining beverage storage areas.
  • Environmental control systems.
  • Dealing with beverage waste.
  • Security issues.

    Associated Assessment Criteria for Core for Exit Level Outcomes26:

    Assessors should ensure that learners demonstrate the following competencies:
  • Introduction to spirits and liqueurs.
  • Manufacturing processes of spirits and liqueurs.
  • Product knowledge and advice.
  • Service items and equipment.
  • Mixed drinks and cocktails.
  • Garnishes and accompaniments for spirits and liqueurs.
  • Serving temperatures.
  • Classification for hot beverages.
  • Service styles for hot beverages.

    Associated Assessment Criteria for Core for Exit Level Outcomes 27:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe the different types of tariff available.
  • Describe the different sources of reservation.
  • Identify different methods for receiving advance reservations.
  • Explain the procedures involved before and during the recording of an advance reservation.

    Associated Assessment Criteria for Core for Exit Level Outcomes 28:

    Assessors should ensure that learners demonstrate the following competencies:
  • State the purposes of and describe the methods for receiving and welcoming guests.
  • State the procedures to be followed for receiving guests, both advance reservations and chance arrivals.

    Associated Assessment Criteria for Core for Exit Level Outcomes 29:

    Assessors should ensure that learners demonstrate the following competencies:
  • Explain the procedures to be followed for guests in residence.

    Associated Assessment Criteria for Core for Exit Level Outcomes 30:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe the procedures for dealing with departing guests.

    Associated Assessment Criteria for Core for Exit Level Outcomes 31:

    Assessors should ensure that learners demonstrate the following competencies:
  • List the range of front office documents that can be produced using computerized or manual systems.
  • Describe the main types of electronic/manual filing systems.
  • Identify the main communication systems and services.
  • State the procedures for obtaining the authorization, recording and control of petty cash.

    Associated Assessment Criteria for Core for Exit Level Outcomes 32:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe basic banking procedures.
  • Explain procedures for accepting different methods of settlement of guests' accounts.

    Associated Assessment Criteria for Core for Exit Level Outcomes 33:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe the reasons why we lose motivation.
  • Explain some of the tools that one can use to avoid loss of motivation.
  • Discuss the importance of a balanced outlook on life in the hospitality industry.

    Associated Assessment Criteria for Core for Exit Level Outcomes 34:

    Assessors should ensure that learners demonstrate the following competencies:
  • Identify, explain and describe the purpose and process of scheduling activities.
  • Organise and prepare activities and estimate their duration.
  • Develop strategies to deal with interruptions.
  • Develop strategies to organise yourself.

    Associated Assessment Criteria for Core for Exit Level Outcomes 35:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe what stress is.
  • Explain how we react to stress.
  • Describe the impact of stress on health.
  • Describe the impact of stress on performance.
  • Develop strategies to manage stress.

    Associated Assessment Criteria for Core for Exit Level Outcomes 36:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe the different types of conflict.
  • Describe the causes of conflict.
  • Describe how you will recognise potential conflict situations.
  • Outline the different stages of conflict and describe the feelings associated with each stage.
  • Describe the possible outcomes of conflict.
  • Describe and use the techniques to solve conflict situations.
  • Describe and use the communication skills required to resolve conflict.
  • Describe and use techniques to manage anger.
  • Describe how customers express their complaints.
  • Describe and use the strategy to handle complaints.

    Associated Assessment Criteria for Core for Exit Level Outcomes 37:

    Assessors should ensure that learners demonstrate the following competencies:
  • Describe the major components of the business plan.
  • Describe the purpose of a business plan.
  • Prepare a business plan using recognised business planning techniques.
  • Communicate contents and objectives of the business plan to appropriate personnel.

    Associated Assessment Criteria for Core for Exit Level Outcomes 38:

    Assessors should ensure that learners demonstrate the following competencies:
  • Identify the changing nature of international business operations.
  • Differentiate between global, multi-national and transnational.
  • Discuss the relationship between global business strategies and HRM practices.
  • Identify similarities and differences in HRM within domestic and international environments.
  • Analyse the HRM implications of globalisation.
  • Identify and explain the cultural, social, political and economic factors which contribute to the international differences.
  • Describe inter-country and cross-cultural models of management and the effect on HRM practices.

    Associated Assessment Criteria for Core for Exit Level Outcomes 39:

    Assessors should ensure that learners demonstrate the following competencies:
  • Discuss fundamental elements of strategic management.
  • Analyse the differences between contemporary and classic strategic management approaches.
  • Explain how strategic management differs from the management of different functions or operations.
  • Analyse the concept of planning as a strategic tool.

    Associated Assessment Criteria for Core for Exit Level Outcomes 40:

    Assessors should ensure that learners demonstrate the following competencies:
  • Identify the need for specialist accounting assistance.
  • Develop financial management systems and procedures in accordance with enterprise needs.
  • Explain the importance of financial objectives and management control systems.
  • Develop procedures and systems to meet all statutory requirements and internal control requirements.
  • Procedures and systems are developed for monitoring income and ensuring payment of accounts.
  • Supervise and adjust general ledger in accordance with accepted accounting practices.
  • Generate reports on current financial position and prepare income and expenditure statements.
  • Prepare statements of cash flow.

    Associated Assessment Criteria for Exit Level Outcomes for Elective:

    Associated Assessment Criteria for Exit Level Outcomes for Elective 41:

    Assessors should ensure that learners demonstrate the following competencies:
  • Effectively forecast financial requirements and projections for special projects to include; Cash flow implications; availability of short and long term sources of funds; market feasibility; cost benefit analysis; required level of profit from the project etc.

    Associated Assessment Criteria for Exit Level Outcomes for Elective 42:

    Assessors should ensure that learners demonstrate the following competencies:
  • Accurate and concise reports are prepared.

    Associated Assessment Criteria for Exit Level Outcomes for Elective 43:

    Assessors should ensure that learners demonstrate the following competencies:
  • Outline the factors that determine the demand and supply for goods and services within the hospitality industry.
  • Utilize information regarding supply and demand to strategically position a business including pricing policies and barriers to entry.
  • Examines economies of scale that exist for the hospitality industry in terms of both internal and external factors.
  • Discuss the concept of price Mechanism and Price Equilibrium.

    Associated Assessment Criteria for Exit Level Outcomes for Elective 44:

    Assessors should ensure that learners demonstrate the following competencies:
  • Define the nature of a market and their organisational mechanisms such as command or market.
  • Discuss the different forms of market systems in terms of open and closed markets.
  • Identify the extent of government intervention and the limitations of free marketing systems.
  • Discuss the impact of price wars and price fixing on the hospitality industry.

    Associated Assessment Criteria for Exit Level Outcomes for Elective 45:

    Assessors should ensure that learners demonstrate the following competencies:
  • Marketing Strategies are developed at the appropriate time using standard marketing planning techniques.
  • Strategies are developed to take account of feedback from staff and colleagues, time management and scheduling issues and constraints, resource constraints, the current industry context and overall enterprise context.
  • Opportunities for colleagues to contribute to the marketing plan and communicated to the appropriate colleagues.
  • Marketing plan is submitted for approval where appropriate in accordance with enterprise policy.

    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

    The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

    Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the exit level outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is designed to meet international standards as set by City and Guilds. City and Guilds is an international organization established in 1878 and operating in almost a 100 countries and partnering with 8500 centres worldwide. City and Guilds operates as an examination centre with quality assurance and assessment practices. As such standards are being set which are accepted internationally. 

    ARTICULATION OPTIONS 
    Access to qualifications on the same level:
  • Learners who are (have been) registered for the same or another related qualification at NQF Level 4 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit for relevant unit standards that have been passed at the previous institution and could enroll for a relevant certificate level programme.

    Access to qualifications on a higher level:
  • Having obtained this qualification, a learner could progress to hospitality studies at NQF Level 5. 
    		•

    MODERATION OPTIONS 
  • Assessors and moderators assessing a learner or moderating the assessment of an assessor against this Qualification must be registered as an assessor and/or moderator with a relevant Education and Training Quality Assurance (ETQA) Body.
  • Formative assessment will be conducted internally with internal moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA).
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold a relevant qualification at least at NQF Level 5.
  • Have relevant workplace experience.
  • Be declared competent in all the exit level outcomes of the qualification as stipulated by South African Qualifications Authority (SAQA). 
    		•

    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 


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