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

Further Education and Training Certificate: Travel and Tourism 
SAQA QUAL ID QUALIFICATION TITLE
67289  Further Education and Training Certificate: Travel and Tourism 
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:

The purpose of the NQF Level 4 qualification is to provide learners with the required knowledge and skills to prepare themselves to enter this industry. The qualification will provide learners with the knowledge to understand the importance of tourism, marketing and customers. The Certificate in Advanced Travel and Tourism will provide learners with an entry level qualification into the fast growing tourism industry. Learners are introduced to aspects of domestic and international travel, tourism events and hospitality. Learners will understand how to locate information about and identify tourism destinations. This qualification will ensure that learners understand how the tourism industry has developed as well as the social and economic factors that contribute towards the development of tourism and determine the reasons for travel. Managerial and people skills will also be developed. This programme develops learners for specialist and junior management positions. Learners will be offered the opportunity of putting their theoretical knowledge into practice by completing 300 hours of experiential learning in a reputable travel and tourism related establishment.

On successful completion of this certificate, learners will be able to enter the industry or can specialize further into the areas of Travel, Tour Guiding, Hospitality or Event Management.

Learners can look forward to an exciting career in the travel and tourism industry. During their studies, learners will network with prominent members of this rapidly expanding industry, and develop potential career and business prospects. These include:
  • Tour Guide.
  • Tour Co-ordinator.
  • Booking Service.
  • Travel Agent.
  • Travel Tour Representative.
  • Destination Developer and Marketing.
  • Tour Operator.
  • Information Services.
  • Tourist Attractions Promotor.
  • Receptionist in the Tourist Industry.
  • Travel and Tour Consultant.
  • Car Rental Agent.
  • Cruise Consultant.
  • Travel/Tourism Entrepreneur.
  • Tourist Information Officer.
  • Airline Reservations Clerk.
  • Destinations/Attraction Marketer.

    Rationale:

    Tourism plays an important role throughout the world today. The travel and tourism industry in South Africa is a dynamic and rewarding one, and there are many employment positions. This is a dynamic industry, and the job can be very rewarding and satisfying. This is a very practical career, ideal for people lovers with good organizational skills.

    People in the travel industry get to meet and interact with guests from a multitude of cultures, and from various countries, so it's essential to have well developed people and communication skills.

    A career in travel and tourism demands dedication and education, and with the increase in tourism to Africa, there is a great demand for trained staff.
    The Certificate in Advanced Travel and Tourism is a 2 year programme that takes the learner from the basics (entry Level) to an advanced Level.

    The Certificate in Advanced Travel and Tourism is a 2 year programme that takes the learner from the basics (entry Level) to an advanced Level. 
    		•

    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 on NQF Level 3. Candidates should be able to demonstrate:
  • Knowledge, comprehension and application of language, literacy and communication at NQF Level 3/Grade 11 or equivalent.
  • Basic knowledge, comprehension and application of numeracy at NQF Level 3/Grade 11 or equivalent.

    Recognition of Prior Learning:

    The Certificate in Advanced Travel and Tourism, 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 business management, and/or tourism operations 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.

    Access to the Qualification:

    This qualification is for all candidates who wish to be employed in the travel and tourism industry. The following requirements are applicable:
  • NQF Level 3/Grade 11 certificate.
  • Admission may be subject to a successful interview with the facilitator (Should a learner not meet all of the above requirements, a motivation from the facilitator may be used to gain entry to the qualification).
  • Learner registration with City and Guilds upon enrolment, if he/she would like an international qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Fundamentals: 56 credits.
    Core: 114 credits.
    Electives: 10 credits. 

    EXIT LEVEL OUTCOMES 
    Successful candidates awarded the Certificate in Advanced Travel and Tourism will be able to:
  • Communicate effectively and use mathematical literacy in the workplace.
  • Deliver an effective presentation.
  • Contribute positively towards the tourism sector as part of South Africa's tourism industry.
  • Understand the important role that tourism plays throughout the world today and specifically, in South Africa.
  • Understand the reasons and factors which have influenced the growth in tourism.
  • Investigate potential job roles within the industry.
  • Find and locate information about tourism destinations and the features that attract tourists to these destinations.
  • Develop their knowledge about South Africa from a tourism perspective.
  • Gain knowledge about the national symbols, the constitution, the economy and industry, the people, the nine provinces and popular tourism routes of South Africa.
  • Investigate visitor flows, transport routes and world time zone.
  • Identify the needs of customers, handling customers and practice the skills and methods required for providing excellent customer service.
  • Become aware of the importance of marketing to meet customers' needs.
  • Understand marketing principles.
  • Develop promotional materials.
  • Identify a range of visitor attractions throughout the world and examine their appeal and popularity.
  • Understand the processes involved when making a reservation and issuing tickets including costings.
  • Make reservations.
  • Provide information within tourism organisations.
  • Prepare both general and personal itineraries.
  • Operate in a retail travel agency when dealing with industry related documents and information.
  • Conduct tours within South Africa.
  • Examine the reasons why people travel, the impact of tourism on destinations and future developments and opportunities.
  • Locate the major international destinations throughout the world including gateways, tourist attractions and local languages.
  • Able to convert local times, carry out currency transactions and calculate journey times.
  • Understand the importance of customer services within the travel and tourism industry.
  • Be aware of the practical application of human resources in the travel and tourism industry.
  • Understand the day to day business systems that need to be in place for effective and efficient performance.
  • Understand the role and importance of marketing in tourism organizations.
  • Understand the need for the responsible development of tourism.
  • Understand the wider nature of the travel market such as car hire, travel insurance and the cruise market.
  • Demonstrate knowledge of South African billing and account settlement.
  • Explain the policies and procedures relating to fares and ticketing.
  • Demonstrate knowledge of how to manage a small business.
  • Demonstrate knowledge of basic bookkeeping.
  • Use Galileo as a tool in order to source information and make reservations.
  • Become computer literate.
  • Know the theory and master first aid skills.

    Fundamental Outcomes:

    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.

    Core Outcomes:

    5. Contribute positively towards the tourism sector as part of South Africa's tourism industry by understanding the important role that tourism plays.
    6. Understand the reasons and factors which have influenced the growth in tourism.
    7. Investigate potential job roles within the industry.
    8. Find and locate information about tourism destinations and the features that attract tourists to these destinations.
    9. Develop knowledge about South Africa from a tourism perspective.
    10. Gain knowledge about the national symbols, the constitution, the economy and industry, the people, the nine provinces and popular tourism routes of South Africa.
    11. Investigate visitor flows, transport routes and world time zone.
    12. Identify the needs of customers, handling customers and practice the skills and methods required for providing excellent customer service.
    13. Become aware of the importance of marketing to meet customers' needs by understanding marketing principles and developing promotional materials.
    14. Identify a range of visitor attractions throughout the world and examine their appeal and popularity.
    15. Understand the processes involved when making a reservation and issuing tickets, including costings; and making reservations.
    16. Provide information within tourism organisations.
    17. Prepare both general and personal itineraries.
    18. Operate in a retail travel agency when dealing with industry related documents and information.
    19. Conduct tours within South Africa.
    20. Examine the reasons why people travel, the impact of tourism on destinations and future developments and opportunities.
    21. Locate the major international destinations throughout the world including gateways, tourist attractions and local languages.
    22. Able to convert local times, carry out currency transactions and calculate journey times.
    23. Understand the importance of customer services within the travel and tourism industry.
    24. Be aware of the practical application of human resources in the travel and tourism industry.
    25. Understand the day to day business systems that need to be in place for effective and efficient performance.
    26. Understand the role and importance of marketing in tourism organisations.
    27. Understand the need for the responsible development of tourism.
    28. Understand the wider nature of the travel market such as car hire, travel insurance and the cruise market.
    29. Demonstrate knowledge of South African billing and account settlement.
    30. Explain the policies and procedures relating to fares and ticketing.
    31. Demonstrate knowledge of how to manage a small business.
    32. Demonstrate knowledge of basic bookkeeping.
    33. Use Galileo as a tool in order to source information and make reservations.

    Electives Outcomes:

    34. Know how to operate a computer.
    35. Know the theory and master First Aid skills.

    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.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation.

    NOTE: 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 Specific Outcomes for Fundamentals 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 Specific Outcomes for Fundamentals 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 Specific Outcomes for Fundamentals 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 language.
  • A text is organised and structured appropriately.

    Associated Assessment Criteria for Specific Outcomes for Fundamentals 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 Specific Outcomes for Core 5

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of the importance of International and National Tourism.
  • Identification of the different types of accommodation and classification systems used worldwide, including associated facilities.
  • Recognise reasons for the development, growth and decline of tourism within your area, your country and countries in both Northern and Southern Hemispheres.
  • Identification of different types of transport routes, including travel controls.
  • Knowledge of how transportation routes can have a specific influence on worldwide tourism.
  • Identification of different travel related services for international travel.
  • The use of the internet within International Tourism.
  • Research the community's attitude towards tourism development.
  • Ways in which safety and security measures in the community can promote tourism is discussed.
  • Identification and explanation of the different roles, responsibilities, and expectations of key stakeholders (those most closely involved with tourists and tourism enterprises).

    Associated Assessment Criteria for Specific Outcomes for Core 6:

    Assessors should ensure that learners demonstrate the following competencies:
  • Identification of the different types of tourists and the reasons why they travel.
  • The results of growth in tourism on the sectors and sub-sectors of the industry (Range of sectors: providers of transportation, accommodation, restaurants, inbound tour operators, outbound tour operators, retail travel agencies, tour guides).
  • Effect of growth on support services (Range of support services: education and training establishments, public ports, airports, visa & passport offices, information centres, travel insurance companies, industry related publications, etc).
  • Knowledge of the impact of crime, sports events, exchange rates, seasons, political climate on tourism.
  • Knowledge of the impact of current world affairs on tourism in South Africa.
  • Evaluation of the effect that mass tourism could have on the ecology, economy, cultures and communities of South Africa.

    Associated Assessment Criteria for Specific Outcomes for Core 7:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of the sectors in the community industry and identification of the role of each sector.
  • Career paths in different local and national tourism sectors are explored.
  • Career opportunities within the local sectors are investigated and the skills and knowledge required to qualify for these opportunities are determined.
  • The relevance of the various tourism bodies/organizations is understood.
  • Interdependence of the various sectors in the tourism industry is understood.
  • Various career opportunities are researched.
  • Reflection on own contribution to sustainability within a tourism enterprise or project.

    Associated Assessment Criteria for Specific Outcomes for Core 8

    Assessors should ensure that learners demonstrate the following competencies:
  • With the use of an atlas, identify key features (landmass, oceans, mountain ranges, rivers, cities, towns, points of entry, airports, seaports, island groups, deserts, etc).
  • With the use of the atlas index and maps in the atlas, identify the location of continents and countries involved in international tourism.
  • Use reference books to identify major types of tourist destinations and attractions, including capital cities around the world.
  • Use a range of maps effectively to facilitate tourism activities.
  • Being able to give clear information to tourists about tourism destinations and their features.
  • Selection of a type of map appropriate for a specific purpose.
  • Demonstrate an understanding of: Maps, i.e. symbols and terms; Various destinations and attractions, i.e. cities, towns, areas, cultural, historic, natural, eco-tourism, theme park, religion, sport, agriculture, health, heritage information, etc).
  • Knowledge of how topographical features influence tourism.

    Associated Assessment Criteria for Specific Outcomes for Core 9:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge on South Africa's infrastructure, economy, institutions, services, demographics, cultural and natural heritage.
  • Use information on South Africa and a local area to design an appropriate tourism experience.
  • Access sources of information in order to provide a service to clients and keep personal knowledge of South Africa up to date.
  • Knowledge on economic and social advantages of tourism at national, provincial and local levels.
  • Use information on South Africa and a local area to enhance a tourist's experience.
  • Being aware of protocol at a religious site, personal security advice in a city; not littering or disturbing vegetation in a natural habitat.

    Associated Assessment Criteria for Specific Outcomes for Core 10:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of the national tree, bird, flower, fish of South Africa.
  • Knowledge and application of the constitution.
  • Knowledge of the races and traditions of the country.
  • Knowledge of the nine provinces, Their capitals, mountains and rivers found in different provinces.
  • Understanding of the different languages, religions, foods, traditions and cultures found in South Africa.
  • Knowledge of well-known tourist routes in South Africa, e.g. The Garden Route, etc..
  • Knowledge of the flagship species of our natural heritage, e.g. the Big Five, the Big Six birds, and the Big Two marine animals and their distribution in South Africa.
  • Research well-known and less-known historical and geographical heritage sites.
  • Conversations of major currencies into the South African Rand.
  • Knowledge of the topography of South Africa including general altitude and broad characterizations of landscape such as highveld, lowveld, semi-tropical, desert, fynbos.
  • Understanding of the national and local climates such as average summer and winter temperatures, rainfall distribution and hazardous weather patters.
  • Knowledge of South Africa's three UNESCO international heritage sites and the reasons for their declarations such as: The Cradle of Human Kind; Robben Island; and the St Lucia Estuary.
  • Basic facts about the political history of the Apartheid system.
  • Knowledge of South African economic features, e.g. formal and informal trading, manufacturing, mines, etc.
  • Accessing sources of general information regarding a particular area in South Africa and present the information as a potential tourist activity or attraction.

    Associated Assessment Criteria for Specific Outcomes for Core11:

    Assessors should ensure that learners demonstrate the following competencies:
  • Prepare a report on two major tourism transportation routes between South Africa and a destination in the opposite hemisphere.
  • Research a popular country and explain the positive and negative effects of geographical features on tourism.
  • Identification of different types of climate worldwide and how they influence the tourism market.
  • Identification of the major tourist flows (countries and regions providing tourists, attracting tourists, transportation routes and methods) in the international tourism market.
  • Identification of the different world time zones within and between continents, and the effect of the International Date Line.
  • Description of the different types of food, shopping, entertainment, culture and special events in major tourist locations worldwide.

    Associated Assessment Criteria for Specific Outcomes for Core 12:

    Assessors should ensure that learners demonstrate the following competencies:
  • Awareness of the importance of customer service in order to both keep and attract new customers.
  • Identification of types of customers with specific needs and service requirements.
  • Recognition of the four elements which create rapport with a customer (the situation; verbal; non-verbal and vocal elements).
  • Ways to improve communication with customers.
  • The role of business ethics and business protocol.
  • Professional behaviour.
  • Identification of dangers or hazards in a specific context and warning tourists in an appropriate manner.

    Associated Assessment Criteria for Specific Outcomes for Core 13:

    Assessors should ensure that learners demonstrate the following competencies:
  • Key principles of the marketing function, the marketing stages and reasons for undertaking marketing activities.
  • Reasons for market research.
  • Methods of conducting market research.
  • Understanding of the term 'marketing mix' and the functions of each element in the marketing mix.
  • Identification of promotional methods and reasons for tourism organizations to undertake promotional activities.
  • The selection of a tourist attraction and designing of promotional materials, using the appropriate marketing tool.
  • Implications of misrepresentation in advertising using paper-based materials and technology.

    Associated Assessment Criteria for Specific Outcomes for Core 14:

    Assessors should ensure that learners demonstrate the following competencies:
  • The categories and roles of visitor attractions in both the Northern and Southern Hemispheres.
  • Reasons why tourist areas in specific regions have a range of visitor attractions.
  • Research how a tourist attraction was developed, and obtain examples of promotional materials both paper-based and via the internet.

    Associated Assessment Criteria for Specific Outcomes for Core 15:

    Assessors should ensure that learners demonstrate the following competencies:
  • Interpretation of screen information from a computer reservation system.
  • Interpretation and analyses of costings in different forms of travel.
  • Research how different tickets are competed for different types of international tourism.
  • Explanation of the benefits of technology.
  • Knowledge of the different computer systems used in making travel reservations in international travel.
  • Description of ticketing conditions for each type of available travel (single sector, multi sector, group travel and seasonal or budget travel).
  • Different ways of making land travel and accommodation bookings, and the advantages of each method.
  • Knowledge of types of accommodation in terms of services, price and star ratings.
  • A detailed explanation of the current South African accommodation star rating system and how this compares to systems worldwide.
  • The role of restrictions, conditions, customer requirements and payment methods when making accommodation bookings.
  • Clear references to type/class of accommodation, location of establishment, facilities available, price, period of stay and confirmation details.
  • Discuss which omissions on vouchers are acceptable and give reasons.
  • The typical process when making a booking, confirmation, and payment.
  • Ability to make a reservation and issue tickets.
  • Being able to calculate the cost of a tour taking the following tour elements into account: Accommodation, transport, guide fees, levies and taxes, meals, porterage, promotional items such as bags, wallets, insurance, tours and activities.

    Associated Assessment Criteria for Specific Outcomes for Core 16:

    Assessors should ensure that learners demonstrate the following competencies:
  • Reasons for different forms of information used by tourism organizations to present different tourism products and services.
  • Identification of the key elements of a verbal presentation and delivering a presentation on a selected tourism product or service.

    Associated Assessment Criteria for Specific Outcomes for Core 17:

    Assessors should ensure that learners demonstrate the following competencies:
  • Different formats used for general and personal itineraries.
  • Identification of needs and preferences of the customers and selection of a suitable service or product.
  • Description of various tours and their differences.
  • Identification of places of interest, festivals in specific regions and country gateways, sightseeing tours to incorporate them into the itinerary, using a practical and logical format.
  • Development of the itinerary using customer information, special requests and other details.
  • Knowledge of how climatic, seasonal and political information of the destination will affect the itinerary.
  • Being able to source names, addresses and telephone numbers of hotels, and transport arrangements and incorporate them in the itinerary.
  • Compilation of an itinerary in a logical order, ensuring that the distances and times traveled are realistic (sufficient time for leisure, activities and traveling is allowed).
  • Inclusion of attractions and activities with relevant descriptions.
  • Inclusion of general information pertaining to transfers, accommodation, meals, porterage, tips, check-in/out times if applicable.
  • Incorporation of change to the customer's itinerary with as few disruptions as possible to the original itinerary
  • Given natural disasters or political instability within a specific region, explain how a ticket or reservation could be adjusted and give reasons for action taken.

    Associated Assessment Criteria for Specific Outcomes for Core 18:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of documents for various types of travel: passports, identify documents, visas, drivers' licenses, inoculation certificates, etc.
  • Discussion of different types of vouchers and highlight differences between them.
  • Knowledge of various insurance options available (what is covered, cost, liability, waivers, excess payments, documents to be completed).
  • Understanding the consequences of not following procedures and regulations when making bookings and issuing vouchers.
  • Reasons for processing credit applications in good time.
  • Consequences of not verifying information and details.
  • Confidentiality of customers' details.

    Associated Assessment Criteria for Specific Outcomes for Core 19:

    Assessors should ensure that learners demonstrate the following competencies:
  • Commitment to authenticity, multiple perspectives on events, people and places.
  • A sound knowledge of South Africa's rich and diverse heritage resources.
  • Identification and selection of cultural resources and experiences.
  • Research local history and culture such as hut architecture, craft production, music, performance traditions, oral traditions, poems, etc.
  • Construction of tour appropriate to the needs, interests, expectations and limitations of the group.
  • Use of knowledge and interpretation to enrich the experience. Ensure that information is correct and that interpretation is credible, authentic and valid.
  • Knowledge of local operational procedures.
  • Observation of the Guiding Code of Conduct; Respectfully managing issues of cultural sensitivity; Removal of shoes; No photographs allowed; etc.
  • Provision of informed and entertaining commentary on the sites, resources and experiences of the tourist recognizing that some sites and resources have differing significance for different groups.
  • Knowledge and interpretation must be at an appropriate level for the group.
  • Capable of informal commentary as the group proceeds.
  • Formal face-to-face presentation, informal and incidental commentary, as well as communication techniques in a closed or open vehicle.
  • Application of professional ethics to ensure the integrity of the cultural, environmental and interpersonal aspects of the experience.
  • Management of group in a professional manner.
  • Operate on his/her own or as part of a team, but mostly as leader of the team.
  • Interaction with drivers, local or specialized guides, restaurant and hotel personnel.
  • Health and safety of tourists on the guided experience and adherence with legal requirements.
  • Reflection on interpretation of experiences and own performance in order to improve the quality of the guided experience.

    Associated Assessment Criteria for Specific Outcomes for Core 20:

    Assessors should ensure that learners demonstrate the following competencies:
  • Research the different reasons why people travel.
  • A presentation on the positive and negative economic impacts of tourism using various sources.
  • Knowledge of the growth and developments of new tourism initiatives worldwide, including adventure, nature-based and independent travel.
  • Knowledge of different tourism jobs in own area and identification of skills required in each.
  • Understanding of the component sectors of the international tourism industry and the different products and services associated with each sector.
  • Analysis of the reasons for the increase and decrease in tourist numbers in specific destinations.
  • Understanding the influence of the media on the growth and decline of international tourism.
  • Knowledge of the paths of both tourist and tourist documentation from the time of entering a travel agency to the completion of the trip.

    Associated Assessment Criteria for Specific Outcomes for Core 21:

    Assessors should ensure that learners demonstrate the following competencies:
  • Competent use of atlases and maps to identify the location of continents, countries, capital cities an major tourist resorts.
  • Use of atlases and maps to identify major tourist gateways and hinterlands, major international visitor attractions.
  • Identification of how geographical factors can affect the success of tourism, resort attraction, infrastructure and tourist flows.
  • Identification of the range of languages spoken in the major international tourist destination.

    Associated Assessment Criteria for Specific Outcomes for Core 22:

    Assessors should ensure that learners demonstrate the following competencies:
  • Convert local times to and from Universal Time Coordinates (UTC)/or Greenwich Mean Time (GMT), using time calculation tools such as time zone charts.
  • Knowledge of the factors involved in time conversion.
  • Calculation of foreign currency exchange transactions with commission charges between own country and foreign countries; and pairs of foreign countries.
  • Calculation of journey times between international points using various forms of transport.
  • Identification of the economic issues affecting international tourism.

    Associated Assessment Criteria for Specific Outcomes for Core 23:

    Assessors should ensure that learners demonstrate the following competencies:
  • Preparation of a customer service induction document identifying the key components of customer service.
  • Research of reference sources and procedures for handling complaints.
  • Identification of methods of recording complaints.
  • Knowledge of the guidelines for recommendations for the development of customer service in tourism organizations.
  • Preparation of a report comparing customer service in two selected tourism organizations.
  • Knowledge of how to review and maintain customer service delivery and deal with customers efficiently and effectively.
  • Actions that will ensure that customers are dealt with consistently and the ability to give prompt attention to customers.
  • Review of own performance with others against plans to improve customer service.
  • Resolution of customer problems by reaction to customer feedback.

    Associated Assessment Criteria for Specific Outcomes for Core 24:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of the various organizational structures.
  • Explanation of the factors which influence organizational structures.
  • Development of a personal resume/curriculum vitae.
  • Knowledge of workplace standards of practice, operation and legislation.
  • Understanding of teamwork: different roles, responsibilities, and factors influencing the effectiveness of teamwork.
  • Investigation of the recruitment and selection process in tourism organisations.

    Associated Assessment Criteria for Specific Outcomes for Core 25:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of how financial performance is monitored in tourism organizations.
  • Identification of factors affecting financial performance and the financial terms used.
  • Understanding simple budgeting from given financial data.
  • Explanation of the impact of future technological developments upon business systems in tourism organizations.
  • Identification of the different types of financial accounts used in tourism organizations.
  • Identification of administration systems and communication systems used in tourism organizations.
  • Knowledge of electronic systems and information processing systems used in tourism organizations.

    Associated Assessment Criteria for Specific Outcomes for Core 26:

    Assessors should ensure that learners demonstrate the following competencies:
  • Research and comparison of different tourism organizations and their marketing activities.
  • Market research for a new tourism product or service.
  • A marketing plan, identifying the components for the selected product or service.
  • Selection of promotional methods appropriate to the marketing plan and examples of materials to be used.
  • Knowledge of the functions of the elements of the marketing mix in relation to tourism products and services.
  • Identification of promotional methods.
  • Knowledge of how tourism organizations evaluate a marketing activity to produce a summary of the methods used.

    Associated Assessment Criteria for Specific Outcomes for Core 27:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of the reasons for a tourism development, the stages in its development, organizations which influenced the development, sources of funding and the impact on the local community.
  • Analysis of the factors involved in the destination's marketing.
  • Knowledge of the elements that create a tourism destination.
  • Understanding the reasons for continued development of tourist developments.
  • Investigation of the image requirements of tourism developments.

    Associated Assessment Criteria for Specific Outcomes for Core 28:

    Assessors should ensure that learners demonstrate the following competencies:
  • Understanding of the concept of travel insurance and its importance to an agency and to the customer.
  • Knowledge of the different types of travel insurance and what each area of insurance covers.
  • The legal implications of not insuring a customer.
  • Research of car hire, including costings, car groups in accordance with client's needs.
  • Different types of accommodations grading schemes including differences in grading schemes between countries.
  • Different types of cruising and destinations in accordance with client's needs.

    Associated Assessment Criteria for Specific Outcomes for Core 29:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of the accounting function for IATA accredited travel agents.
  • Enhancing the learner's ticketing ability.
  • Fulfil functions of a BSP clerk.

    Associated Assessment Criteria for Specific Outcomes for Core 30:

    Assessors should ensure that learners demonstrate the following competencies:
  • Understanding of international fares and ticket types.
  • IATA geographic areas.
  • Identification of fares.
  • Construction of fares in NUCs.
  • Coding and de-coding.
  • Definition of global indicators.
  • Provision of supplementary services for special needs passengers.
  • Location of classes of services on each aircraft.
  • Knowledge of the difference between normal and special fares.
  • Fare rules, conditions and construction.
  • Discounts on both child and infant fares.
  • Ticketed point mileages and maximum permitted mileages.
  • Baggage taxes, fees and charges.
  • MCOs and MPDs.

    Associated Assessment Criteria for Specific Outcomes for Core 31:

    Assessors should ensure that learners demonstrate the following competencies:
  • Understanding general management.
  • Knowledge of the financial functions.
  • Knowledge of the marketing plan.
  • Understanding production systems and product design.
  • The function of purchasing.
  • Human resource planning and labour relations.
  • Record keeping.
  • Public relations.

    Associated Assessment Criteria for Specific Outcomes for Core 32:

    Assessors should ensure that learners demonstrate the following competencies:
    .
  • The origin, nature and purpose of bookkeeping.
  • The users of financial information.
  • Accounting terminology and the accounting cycle.
  • Applying the basic bookkeeping rules.

    Associated Assessment Criteria for Specific Outcomes for Core 33:

    Assessors should ensure that learners demonstrate the following competencies:
  • Overview of Galileo.
  • Passenger Name Records (PNR).
  • Sourcing airfares, accommodation and land transportation rates.
  • Making air and land reservations.
  • Issuing documents and itineraries.
  • Sourcing additional information on the GDS system.
  • Determining minimum connecting times.
  • Encode and decode on the GDS system.
  • Sourcing and understanding basic timetables.
  • Availability qualifiers.
  • Sell reference and reference-sell.
  • Direct sell, insert surface, open and passive segments and cancel segments.

    Associated Assessment Criteria for Specific Outcomes for Electives 34:

    Assessors should ensure that learners demonstrate the following competencies:
  • The hardware components of a computer system are pointed out and their function explained.
  • Components are operated according to manufacturer and organisational instructions.
  • The software loaded on a specific workstation is identified and an indication is given of the use of each application.
  • Ability to navigate the operating system is demonstrated for specific tasks.
  • Techniques for managing files in an operating system are demonstrated including, but not limited to, creating folders and copying, moving, deleting, renaming and sorting files and folders.
  • Copies of documents are sent to others using e-mail.
  • Basic MS Office skills.
  • The internet is accessed and searched.

    Associated Assessment Criteria for Specific Outcomes for Electives 35:

    Assessors should ensure that learners demonstrate the following competencies:
  • Explain and discuss basic first aid concepts.
  • Determine the nature of the injury/medical emergency, the context of the injury and basic first aid.
  • Prioritisation of casualties according to visible signs is demonstrated.
  • Basic first aid is applied in the case of an injury or a medical emergency.
  • Use of bystanders to assist with the casualties is demonstrated.
  • Treatment is consistent with the urgency of the situation, the nature and severity of casualty and aseptic principles.
  • Monitoring of the casualty to prevent worsening of condition is demonstrated.
  • Details of the incident and the treatment undertaken are reported in a prescribed manner.

    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.

    This qualification is designed to meet relevant international standards as set by City and Guilds' certificates and diplomas. As such it compares with the relevant industry regulating institutions, which benchmark themselves internationally. 

    ARTICULATION OPTIONS 
    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification on 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 the City and Guilds' Advanced Diploma or further his/her study in a travel and tourism qualification on 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.
  • 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 on NQF Level 5.
  • Have workplace experience in the tourism industry.
  • 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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