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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Adventure Tourism Management 
SAQA QUAL ID QUALIFICATION TITLE
100971  Diploma in Adventure Tourism Management 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
Learners with the qualification will be able to operate as Supervisors, Managers, Owners and/or Operators of small Adventure Tourism Businesses or in government departments at national, provincial and local level. They can also work for adventure tourism companies, resorts, parks or lodges. They can enter the industry as Outdoor Adventure Guides on water (canoe guides, kayak guides, white-water rafting guides, river guides, lifeguards), on land (cycling guides, horseback guides, natural history guides, safari guides, tour leaders, trail staff), in mountains (climbing guides and mountaineering guides) or as outdoor adventure personnel in a variety of occupations (outfitting staff, outdoor educators, tour guides, trip leaders, wilderness specialists). The will also be able to operate as Tour Operators and as facilitators in Leadership Training.
Learners with this qualification will be able to organise and conduct expeditions for sports enthusiasts, adventurers, tourists or resort guests. Physical ability and experience in the relevant sport or activity is required. Adventure tourism operators guide and supervise tourists on exciting outdoor activities, up mountains, down rapids, and on biking trips through forests. Activities may include rafting, canoeing, diving, climbing, hiking, bungee jumping etc, which take place in a variety of outdoor locations. They also teach the skills necessary for these activities and are responsible for the safety of all of their clients during these activities. In order to achieve safety standards an intricate knowledge of recreational equipment, such as rafts and ropes, are required.

Rationale:
Adventure tour leaders are often key players in preserving natural resources, as well as promoting conservation. Often, adventure tours generate money for developing parks, environmental services, and for natural resource management. Knowledge of terrain, environment and local area in which the guide is to travel is important. Other skills required for this profession is an ability to get along and work well with others. Excellent communication and instruction skills are required, as are organisational and leadership skills. A knowledge of finances and budgets, legal and risk issues and human and natural resources are essential to operate in the industry. Customer relations skills and the maintenance and repair skills of equipment are desired. It is also good to have knowledge of safety and emergency procedures. Skilled professionals are also able to design, cost and market tours or expeditions, make reservations for transport and accommodation and managing a complex budget. Sophisticated Information Technology(IT) systems are required to administer client, programme and trip registrations, transport, accommodation, food and water, logistics and equipment to produce an up-to-date adventure programme.

This vocational qualification includes a Work Integrated Learning(WIL) component and the multidisciplinary nature of the industry offers a wide range of internship opportunities for students. Learners with this qualification will be well positioned to extend their learning and practice into other areas of the tourism and hospitality industry, or to strive towards professional standards and practice at higher levels Adventure tourism is a niche market that has varied meanings depending on the experience seekers and tourists' involvement. It involves exploring areas that offer an opportunity to perform unexpected activities.

Adventure tourism may occasionally be associated with a leisure activity and can also be performed on exotic, remote or wilderness locations. Participants engage in adventure activity to for personal challenge and to explore a new experience in a natural environment. Such activity is often marked by some risk or the possibility of physical danger, whether real or apparent, offering tourists the ultimate in sensation seeking, thrill and excitement they desire. Although the industry has delineated itself into various categories such as: individual or group (school groups, religious groups, student groups, corporate groups, tourist groups, etc.) recreational adventure; adventure education, adventure development, and adventure therapy; adventure activities, and adventure research, it all represent the planning and production of a programme, trip, tour or event (individual adventure activity competitions, adventure racing, etc.) that, at a particular time, brings together people, environment and equipment in a particular place, to experience an adventure.

The international Adventure Travel Trade Association(ATTA) decided that to be included in its count of industry participants, adventure travel companies would have two out of three of the following elements: a physical component, a wilderness or nature component, and a cultural learning or exchange component. This qualification addresses the human resource needs of the country, in particular in the adventure tourism industry, where there is a growing need for graduates with a higher education qualification in adventure tourism. More specifically, this qualification is offered to students: Who wish to be equipped with specialised knowledge and skills as well as practical hands-on experience to pursue a career as a professional adventure tourism leader or manager. Who seek a learning programme that is designed for the needs of the adventure industry and the clients of that particular industry. Who have worked in the adventure industry for many years but have no formal qualification which limits job promotion and security of income. Who have recently left school after acquiring a National Senior Certificate or equivalent qualification and who wish to follow a career where they can combine interpersonal skills, adventurous technical skills, and safety skills in a natural environmental setting. Who wish to obtain an advanced qualification in the field of adventure tourism that will enable them to progress to a further related qualification at a higher level.

Qualified learners will be able to follow a career in adventure tourism as an Adventure guide, Adventure tour operator, Adventure instructor, Adventure facilitator or other specialised fields of adventure such as Experiential Programme Manager, Adventure Based Experiential Learning(ABEL) Trainer / Consultant, Outdoor Education Lecturer/Facilitator, Outdoor Programme Coordinator, Outdoor Adventure Programme Leader, Wilderness/Outdoor/Field Instructor, Wilderness/Field Guide/Trip or Tour Leader, Outdoor Pursuit Centre/Camp Manager, Physical Education / Life Skills Education Planner/Coordinator/Facilitator, Challenge Course Instructor / Facilitator, Adventure Racing Director, Professional Adventure Racer, Adventure Retail Manager or Adventure Academic Lecturer/Researcher. Despite displaying awareness of the obvious risk involved in adventure activities, experience seekers do feel comfortable and continue with their endeavours. The safety of activities is usually strongly reliable. There is a need in the adventure tourism industry, both locally and internationally, for wider access to graduates with a higher level of qualification than the current National Qualifications Framework(NQF)Level 4 or Level 5 qualifications, and this programme enables candidates to obtain such a higher education qualification. South Africa has many regions where adventure tourism is taking place and these regions are being highlighted. The activities involved in adventure tourism are very unusual, but tourists show an interest in these types of adventurous activities. According to South African Tourism(SAT), the most common regions for adventure tourism include:
  • Magaliesberg on the northern part of Gauteng.
  • The Mpumalanga Drakensberg, including Blyde River Canyon.
  • The KwaZulu-Natal Drakensberg.
  • The Bushmans River, parts of the Tugela River and the Maputaland coast in KwaZulu-Natal.
  • The Eastern Cape Wild Coast.
  • The Garden Route.
  • The Cape Peninsula.
  • The West Coast, the Richtersveld and Namaqualand.
  • the Kalahari.
  • the Middle and Lower Orange River. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be achieved in part through the recognition of relevant prior learning and through prior experience as a practitioner in the field of Adventure Tourism. Structured means for the assessment of individual learners against the exit level outcomes of the qualification will be performed in-line with the RPL Policy of the institution, on a case-by-case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent-assessors. The necessary evidence as required by the exit level outcomes, and presented by the learner, should meet the following principles: currency of evidence, sufficiency of evidence, validity of evidence and authenticity of evidence.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate National Qualifications Framework(NQF) Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory at National Qualifications Framework(NQF) Level 5 and 6 totalling 360 Credits.
    Compulsory Modules, Level 5, 168 Credits:
  • Adventure Marketing, I, 12 Credits.
  • Computer Literacy, 10 Credits.
  • Adventure Leadership I, 12 Credits.
  • Adventure Activities I, 12 Credits.
  • Communication for Academic Purposes, 10 Credits.
  • Adventure Operations I, 12 Credits.
  • Adventure Finance I, 12 Credits.
  • Adventure Management, 12 Credits.
  • Natural Environment I, 12 Credits.
  • Adventure Destinations I, 12 Credits.
  • Life Skills I, 2 Credits.
  • Information Literacy I, 2 Credits.
  • Adventure Tourism Law, 12 Credits.
  • Adventure Human Resources(HR) Management I, 12 Credits.
  • Adventure Risk Management I, 12 Credits.
  • Adventure Economics I, 12 Credits.

    Compulsory Modules, Level 6, 192 Credits:
  • Adventure Operations II, 12 Credits.
  • Adventure Finance II, 12 Credits.
  • Natural Environment II, 12 Credits.
  • Adventure Destinations, 12 Credits.
  • Adventure Leadership II, 12 Credits.
  • Adventure Activities II, 12 Credits.
  • Adventure Operations III, 24 Credits.
  • Work Integrated learning(WIL) in Adventure Management, 48 Credits.
  • Adventure Leadership III, 18 Credits.
  • Adventure Activities III, 12 Credits.
  • Adventure Management II, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Allocate, direct and control resources used in an adventure tourism business to ensure that these resources are utilised in the most efficient and effective manner to benefit the business and limit its risks.
    2. Manage and apply entrepreneurial principles to ensure an effective and a sound adventure tourism business.
    3. Plan and conduct recreational, educational, developmental and therapeutic adventure programmes and lead, facilitate and coordinate individual and group participants toward predetermined programme goals and objectives.
    4. Manage the unique buyer-seller relationship associated with and intangible product to maintain positive customer or guest relations.
    5. Apply adventure and resort security measures and risk management in accordance with relevant legislation.
    6. Organise and lead adventurous water, land and challenge course activities and pursuits.
    7. Place adventure experiences within the tourism industry, as a whole.
    8. Apply sustainable tourism development and planning techniques to the adventure tourism industry. 

    ASSOCIATED ASSESSMENT CRITERIA 
  • Demonstrate Cultural sensitivity.
  • Apply Techniques to reduce vandalism and ensure Visitor safety.
  • Implement mechanisms to reduce tourist-related health problems.
  • Manage outdoor risks.
  • Demonstrate and apply Knowledge of relevant legislation is demonstrated and applied.
  • Plan and implement educational activities.
  • Plan and develop advanced outdoor program.
  • Apply Principles of leadership.
  • Ensure the efficiency of environmental planning.
  • Effectively Manage advanced outdoor program.
  • Demonstrate and apply advanced hiking, camping, mountaineering skills, water activity, air activity skills.
  • Integrate hard and soft skills.
  • Apply and manage the principles and values of outdoor education and outdoor leadership.
  • Perform advanced first aid procedures.
  • Ensure the effectiveness of the organisation.
  • Effectively manage human resources and volunteers.
  • Identify and manage financing and/or funding.
  • Ensure that marketing is effective.
  • Evaluate events and apply the principles of impact management.
  • Manage customer service effectively.
  • Manage and apply food and beverage management and health and safety principles.
  • Manage and apply relevant legislation.
  • Manage events effectively.
  • Manage resort effectively.
  • Promote environmental tourism awareness.

    Integrated Assessment:
    Integrated Assessment will be achieved by a variety of strategies. These include written examinations, group and individual projects and assignments, practical examinations and a research report. Some of the criteria may be assessed through observation of the learners during their classes. Integrated Assessment will be both formative and summative: Formative assessment will take place during seminar presentations, discussions and project sessions. Self and peer assessment will contribute to formative assessment. This form of assessment occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is almost immediate, to enable the learner to change his/her behavior and understandings right away. Formative Assessment also enables the lecturer to "turn on a dime" and rethink instructional strategies, activities, and content based on student understanding and performance. His or her role here is comparable to that of a coach. Formative Assessment can be as informal as observing the learner's work or a very interactive class discussion or as formal as a written test.

    Summative components of assessment include the research report in which learners define the research question, identify appropriate research methodologies, undertake a literature review, critique the literature, collect and analyse data, and finally compile a report. The following summative assessment methods are used in the program Adventure Tourism Management, observations. This method of assessment is used to evaluate how candidates perform certain procedures and how they demonstrate techniques in relation to the tasks performed in the Adventure Tourism industry. This method of assessment will be used in assessing practical learning activities in land, water and air-based activities and in the workplace as part of Work-Integrated Learning(WIL). Open Book Assessments-this method of assessments is used to show how candidates' access, interpret and manage information in relation to the functions and activities performed in Adventure Tourism Operations. Students are assessed on their ability to find and apply information. Questioning- this method of assessment is used to enable candidates to demonstrate knowledge and understanding of the concepts, processes and procedures associated with the Adventure Tourism industry. This is usually done through theoretical tests and written examinations which form part of the assessment strategy in both National Qualifications Framework(NQF)5 and 6 modules. Assignments-Various types of assignments are used to assess candidates to achieve different purposes and they are:
  • Oral presentations which are mostly used as a method to assess oral presentation skills, understanding of the content, and ability to organise and structure material.
  • Group assignments which are used to assess interpersonal, communication, and collaborative skills of students. For collaboration, a student must be able to synthesise the material from group member and help create a group solution or product.
  • Essays are generally used to assess student comprehension over specific content and the ability to explain the material in their own words.
  • In the first year of study, assessment is conducted to test the learner's ability to recall and understand theoretical and practical knowledge of basic information administrative management concepts, principles and processes.
  • Assessments are also performed for the following purposes: To Inform students of their progress in relation to the outcome.
  • To assist students in troubleshooting and problem solving.
  • To assist students in the development of critical thinking. For student promotion to next level based on the combination of all assessment marks.

    In the second year of study assessment is conducted to test the ability of learners to apply knowledge and analyse actual situations relevant to the information administrative management function. These include applying practical knowledge and skills though simulated real-life scenarios.

    Assessments are also performed for the following purposes: To Inform students of their progress in relation to the outcome. To assist students in troubleshooting and problem solving. To assist students in the development of critical thinking. For student promotion to next level based on the combination of all assessment marks.

    In the third year of study assessment is conducted to test the learner's ability to evaluate alternatives in solving problems and making effective judgments based on provided evidence. These include evaluating practical situations in the workplace through Work Integrated Learning(WIL). Assessments are also performed for the following purposes: To Inform students of their progress in relation to the outcome. To assist students in troubleshooting and problem solving. To assist students in the development of critical thinking. For student promotion to next level based on the combination of all assessment marks. 
    		•

    INTERNATIONAL COMPARABILITY 
    The curriculum was developed through a comparative analysis of the competency domain outlines of the adventure tourism and programming industry certification programmes, national skills standards and vocational qualifications from: United Kingdom, Canada, United States of America, Australia, New Zealand and South Africa. 

    ARTICULATION OPTIONS 
    This qualification allows for horizontal and vertical articulation.
    Horizontal Articulation:
  • Diploma in Tourism Management, Level 6.
  • Diploma in Ecotourism Management, Level 6.

    Vertical Articulation:
  • Advanced Diploma in Tourism Management, Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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.
     
    1. Tshwane University of Technology (TUT) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.