SAQA

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

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Certificate: Tourist Guiding

SAQA QUAL ID	QUALIFICATION TITLE
14530	Certificate: Tourist Guiding
ORIGINATOR
University of South Africa
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 11 - Services		Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 5	Level TBA: Pre-2009 was L5	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	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

The primary purpose of the Certificate is to provide learners with:

knowledge about South Africa in general and the nine provinces in particular. This would include basic knowledge about the culture, history, political dispensation, economics, geography, wildlife and ecology of South Africa;

specific skills and applied competencies with regard to tourist guiding that will provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

A second purpose of the qualification is to provide South Africa with trained people who can be ambassadors for their country and to widen the base of innovative people who can assist in developing the South African tourist industry.

A third purpose is to qualify people who can play a constructive and empowering role in their communities:

Through their participation in the economic activities associated with the tourism industry.

The appreciation and protection of their natural resources (for example, natural areas and places of scenic beauty).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for the Certificate can:

learn from predominantly written material;

communicate what they have learnt - both orally and in writing;

with guided support, take responsibility for their own progress.

Recognition of prior learning:

This qualification recognises:

Formal prior learning
Candidates who wish to register for the Certificate should preferably have a senior certificate or comparable qualification. Students who choose to do five existing Unisa modules for non-degree purposes (i.e. as electives) must have Matric exemption (this is, however, not required of students who choose to do the basic research project).

Non-formal and informal prior experiential learning
People who don't have a senior certificate, but have special skills or at least five years of practical experience in the field, may apply to the Centre for admission. Previous Provincial Satour registrations will be recognised.

Students from previously disadvantaged communities:
Special attention will be paid to students with potential, but who may come from disadvantaged backgrounds. When necessary, remedial courses in public speaking and other aspects will be offered to such students. The emphasis of the certificate course will not be on writing skills, but on oral performance and articulation.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Students should, however, complete at least 50% of their qualification at Unisa before a Unisa certificate will be awarded to them. Students will be given RPL for specific Provincial modules for which they are currently registered at Satour.

EXIT LEVEL OUTCOMES

Critical Cross-field outcomes:

1 Learners can identify, analyse, formulate and solve tourist guiding problems effectively and with the necessary speed and self-confidence.

2 Learners can work effectively with others as a member of a team or group, and contribute to the group output with regard to the total service rendered to visiting tourists.

3 Learners can manage and organize their activities and life responsibly and effectively.

4 Learners can collect, analyse, organize and evaluate information, as required in the pursuit of the certificate.

5 Learners can communicate effectively using primarily oral presentation in sustained discourse.

6 Learners can use technology effectively while showing responsibility towards the environment and health and well-being of others, in community and national contexts.

7 Learners can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Developmental Outcomes:

1 Learners can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

2 Learners can participate as a responsible citizen in the life of local and national communities (also see Critical Outcome 2 above).

3 Learners can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

4 Learners can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

Specific outcomes:

1 Learners can readily recall, structure and present their knowledge about South Africa (or a specific topic) in a fluent, interesting and entertaining way.

2 Learners can apply their practical skills within real and simulated tourist guiding situations.

3 Learners can to some extent think contextually; i.e. reflect on learning from individual experience and training in relation to political, social, cultural, technological and economic realities.

4 Learners can engage with music/ art/ literature.

5 Learners can identify, describe and evaluate problems and solutions related to cultural diversity in South African and global society.

6 Learners can relate/ assess knowledge and its contribution to developing different cultures/ civilizations (inter-disciplinarity).

7 Learners can perform an elementary social-critical role in society.

8 Learners can demonstrate oral and written literacy.

9 Learners can arrive at an informed assessment in terms of what happens to human knowledge in new, technological contexts.

10 Learners can demonstrate people skills.

11 Learners can use appropriate basic research methodologies to access knowledge in the fields relevant to tourism.

12 Learners can demonstrate a sensitivity to attitudes and values relevant to a just and democratic society.

13 Learners can participate in creating and sustaining a just and democratic society.

14 Learners can practise the ethics pertinent to the tourist guiding profession.

ASSOCIATED ASSESSMENT CRITERIA

Assessment Criteria associated with Critical Cross-field Outcomes:

1. Identify, analyse and solve concrete problems by drawing on their own experience.

identify, analyse and solve concrete problems by drawing on the theoretical knowledge offered in the various modules.

use their knowledge and experience to participate in solving problems at a community and national level.

solve problems by generating alternative strategies for dealing with those problems.

to some extent, evaluate various viewpoints and compare them to own views.

offer evidence from sources (in a variety of ways) to support their stated views.

analyse the national and local community in terms of problems, needs and opportunities.

2. Show evidence of 'people skills' (tolerance, empathy, listening skills, etc.) in group situations.

demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.

demonstrate tolerance of diversity through (written and/or oral) reporting without bias.

provide evidence of successful interaction with others by organizing tours and undertaking tourist related projects.

use effective communication skills within the group.

lead people effectively within the limits of own competence.

organize themselves and others into effective groups.

3. Demonstrate the requisite study skills and learning strategies.

organize their study plans.

use creative and various learning strategies which suit their personal situations and contexts.

to some extent be able to think independently, and offer evidence to support their decisions.

assess their own strengths and weaknesses and develop coping strategies.

demonstrate their ability to constantly adapt and reorganize their activities as it becomes necessary within the constantly changing tourism environment.

show the necessary flexibility to change their plans when a situation within the tourist environment suddenly changes.

4. Demonstrate basic research skills.

use library and other resources effectively to suit their individual needs.

use library and other resources effectively to access up-to-date information about specific tourist attractions and information about South Africa.

integrate information from a variety of sources.

5. Communicate their knowledge in a fluent and sustained manner.

recall information in a coherent and structured way.

use appropriate models of organization and presentation as required by specific circumstances.

recognise own communication limitations and problems and seek help appropriately.

see, describe and interpret what they come across in appropriate ways.

6. Demonstrate a responsible attitude towards technology.

select technology to suit the needs of the individual or group and appropriate to the circumstances.

use natural resources in a sustainable way and teach others to do so.

use technology (e.g. cell phones) in an unobtrusive and considerate way.

demonstrate a consideration of the ethics involved in technology issues.

show respect and openness towards the psychological, health and physical environment of others and guide others to do so.

7. Demonstrate their prior knowledge and experience as it is relevant to tourist guiding.

connect theoretical knowledge to the reality of their individual and tourist guiding contexts.

draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.

follow an integrated approach to learning and studying.

choose and follow appropriate educational pathways.

Assessment Criteria associated with Developmental Outcomes:

1. Learn by means other than rote-learning.

explain what they know in their own words.

use help-seeking strategies to further their own learning.

apply what they study in different contexts, both personal and public, real and simulated.

display awareness of their own learning preferences and use strategies to suit their needs.

show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).

2. Display tolerance of diversity and other opinions.

show willingness to participate in groups.

demonstrate willingness to take considered/ informed risks.

apply what they know and study in culturally diverse contexts.

apply what they know and study at different levels, from personal to professional contexts.

3. Show in-depth knowledge of cultural diversity in South Africa and its various provinces.

demonstrate awareness of own culture and background.

demonstrate tolerance of diversity and the opinions of others.

use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).

illustrate the value of open-mindedness and tolerance to self and others.

4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying for the certificate.

make connections from theoretical knowledge to practical application in the real world.

identify guiding skills which are highly valued in the working environment and other sectors of society.

use the skills required for efficiency in tourist guiding: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.

deal effectively with unknown problems and tasks set to them on the job, in the real world, by drawing upon the skills from the certificate course (thinking, problem-solving, conflict resolution, etc.).

demonstrate a work ethic, which includes accountability to tourists in their charge and to their employers.

Assessment Criteria associated with Specific outcomes:

1. Demonstrate a basic understanding and give an elementary explanation of the South African constitution and political dispensation.

relate and interpret the events / news of the day.

give an interesting and immediately understandable basic account of South African history, geography, economics, wildlife and conservation, and the diverse cultures of the subcontinent.

select and present relevant and basic information about a specific province, city, tourist attraction and natural phenomenon.

2. Communicate clearly, fluently and use a microphone effectively.

show confidence, maturity and the ability to lead a group.

demonstrate the necessary organizational skills as related to the tourist guide industry (e.g. to handle large quantities of luggage, confirm bookings and handle potential problems).

display an intimate knowledge of the practical aspects of tourist guiding, ethical and legal issues and the tourist industry in general.

interpret, criticize and compile a tour itinerary within certain given parameters.

3. Relate learning gained from individual experience to knowledge encountered in a formal training environment and vice versa.

relate learning from experience and formal training contexts to different contexts within the tourism environment, using present and future scenarios.

give an elementary explanation of his/her place in the world.

to some extent, interpret local conditions in relation to international conditions.

give a basic interpretation of the past and present in relation to the future.

reflect on personal experience and the disciplines in which he/she were trained.

make elementary connections from personal experience to problems of the local and global community.

4. Show an awareness of aspects such as culture, aesthetics and creativity.

communicate the basic characteristics of South African music, art and literature to foreign tourists.

5. Show awareness of own culture and others in South African and to a limited extent within the global society.

show interest in other cultures in South Africa and globally.

to some extent, analyse how cultural issues affect actions in authentic and simulated contexts.

assess impacts and benefits of different solutions.

6. Assess knowledge.

relate knowledge to its contributions to developing different cultures/ civilizations.

relate (to a limited extent) information from one discipline to that of others.

7. Use disciplinary- and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.).

use this information to explore relationships between social and cultural situations.

use this information to give an elementary interpretation of the relationships between culture and aesthetics.

take an informed stand on human and social issues with self-confidence and responsibility.

8. Interact with texts (oral and written) through effective listening/ reading and inferencing skills.

use language effectively to convey ideas and insights intelligibly and achieve own purposes.

distance themselves from texts from different sources, and start developing a critical reflection on knowledge and information.

9. Draw upon known information to deal with unknown circumstances.

use technology in appropriate contexts to access, process, store or distribute knowledge.

assess the applicability and limitations of various types of technology for particular circumstances.

10. Interrelate with people in small and large group contexts.

show empathy and understanding of the problems and contexts of others and contexts in authentic and simulated contexts.

11. Collect, analyse, organize and to some extent evaluate information and ideas from a variety of sources.

evaluate information from different sources to be able to give an informed opinion about specific topics.

integrate information from different sources to be able to give an coherent and structured account on a specific problem or topic.

apply past and present knowledge to authentic and simulated scenarios.

apply past and present knowledge to solve problems in future contexts.

12. Empathize with others.

are receptive to different points of view.

identify those things that we have in common and that make us human.

13. Start questioning values, knowledge and culture, both own and others.

operate as responsible individuals in a culturally diverse society.

14. Explain the need to act professionally and ethically.

take responsibility within own limits of competence.

exercise judgment commensurate with knowledge and experience.

are accountable for achieving own output and/ or group output.

Integrated assessment for the purpose of the qualification:

1. Formative assessment: Learning and assessment are integrated. The study guides and tutorial letters contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

2. Summative assessment: Examinations, or equivalent assessment (such as a portfolio of evidence) assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. The summative assessment focuses on the integration of skills and knowledge in the guiding of a tour.

3. Method of Teaching:

The method of teaching is through distance education by way of written study material, supplemented by a two to three-day practical session (Basic module) and a two to three-day practical field trip in each Provincial module. Students pay an additional fee for their accommodation and transport during field trips.

Medium of instruction: English

One assignment per module is set, marked and furnished with comments. The assignments will comprise a theoretical part (testing of knowledge) and a practical part (portfolio of field research). Admission to sit for the examinations in a specific module is 60% for the assignment.

4. Examination:
A two-hour written examination for each module will take place in May/June and October/November. A mark of at least 60% in the examination is required for passing a module (Satour requirement) and 75% to pass with distinction. Supplementary examinations will be granted only in extraordinary circumstances. Unsuccessful candidates can sit for one additional examination, without re-enrolment, provided that they pay an examination registration fee for the second examination. However, if a candidate fails a second time he/she must re-register for that specific module.
An oral/practical examination will take place during the practical and/or field trip at the end of each semester. Learners' ability to apply their knowledge will be tested by means of role playing and practical assignments.

INTERNATIONAL COMPARABILITY

International comparators:
Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook.

ARTICULATION OPTIONS

1. The qualification will articulate with those of other Satour accredited trainers. For example: recognition will be given to modules completed with other trainers and Provinces for which students are currently registered at Satour.

2. The certificate programme is a natural entrance point for students who wish to pursue a career as a tourist guide. After the completion of the Certificate learners can choose to become specialist guides by enrolling for other relevant certificate courses offered by Unisa and other universities or by enrolling for the B.A. (with specialization in tourism - e.g. in subjects such as anthropology, history, geography, art, religious studies, languages, etc.).
Alternatively, learners can enroll for relevant certificates in tourism in the Faculty of Economic and Management Sciences (Department of Transport Economics and Logistics) or for the B.Com. (with specialization in Tourism), which would qualify them for operating in other fields of tourism, for example, as tour operators, travel agents, the transport industry, etc.

3. It would be possible for students (but not compulsory) to exit at two lower levels. These are the Basic and Intermediate certificate levels, which would articulate with the complete Certificate and whose outcomes would be a function of the more advanced outcomes of the qualification.

Basic Certificate: After completing at least 24 credits in a required configuration (Basic Module + First Provincial Module), students could be awarded a Basic Certificate if they wished to leave the programme at that point. This first exit point coincides with the minimum entry level requirement of students who wish to become Satour registered guides.

Intermediate Certificate: After completing at least a further 48 credits in a required configuration (four additional Provincial Modules) students could be awarded an Intermediate Certificate (minimum 72 credits in total) if they wished to leave the programme at that point. There is no prescribed configuration, but students must complete at least 50% of their modules at Unisa before a certificate will be awarded.

MODERATION OPTIONS

Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course coordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

In instances where professional or statutory bodies have a say in determining the curriculum, (e.g. Satour and Professional Guide associations) they could be involved in moderation as well.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated.

2. The quality management system:

Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for the certificate programme.

Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.

Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 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.

1.	University of South Africa