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: 

General Education and Training Certificate: Tourism 
SAQA QUAL ID QUALIFICATION TITLE
22190  General Education and Training Certificate: Tourism 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  123  Level 1  NQF Level 01  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
SAQA 0480/09  2009-07-01  2012-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2013-06-30   2016-06-30  

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 
A learner who has achieved this qualification will have a firm foundation of portable skills for further learning, an overview of key issues and practices in the tourism industry, and entry skills and knowledge relating to a specific area of tourism.

Learners will have achieved a GET level both in general education areas such as literacy and numeracy, and in a range of life skills, providing them with the platform from which to proceed into the FET band. Competence in language use and computation are key to further learning. Life skills such as study skills enable learners to engage successfully with further education and training opportunities. Other life skills give them an understanding of the contexts in which they live and work, including insight into technology, work and business environments, and issues such as health and ethics within society.

Learners with this qualification will also gain an introductory knowledge of the tourism industry, enabling them to understand the nature of tourists and tourism, recognise entrepreneurial opportunities in tourism, and apply core skills such as customer care in order to promote tourism. Through the elective component of the qualification learners will also be able to select a possible pathway or sector in which they can begin to apply specific skills in a tourism context. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners wishing to enter a programme leading to this qualification have demonstrated competence in the unit standards for ABET Level 3 Language and Communications, and ABET Level 3 Numeracy.

RECOGNITION OF PRIOR LEARNING

This qualification may be achieved in part or as a whole through the recognition of prior learning, according to the requirements of the standards. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
20 credits must be accumulated from any Fundamental Unit Standards from the field of Communication Studies and Language Level 1

16 credits must be accumulated from any Fundamental Unit Standards from the field of Mathematical Literacy Level 1

The elective component of this qualification is open-ended. If appropriate, learners may choose to include standards at NQF Level 2 and above from a specific tourism sector 

EXIT LEVEL OUTCOMES 
On achieving this qualification the learner will be able to:
  • Use language, literacy and communication to show a critical awareness of language usage; engage with a range of values in texts; identify, access, analyse, use and present information; use appropriate communication skills, conventions and structures for specific purposes and situations; explore and use a variety of strategies to learn; engage with meaning, organisation and structure in texts.
  • Use mathematics to work with numbers, number patterns, measurements, ratio and relationships, space, shape and mapping; and to understand the role of maths in the social, cultural, political and economic worlds.
  • Use learning and research methods which will help them analyse and organise information; utilise efficient time management and study skills; and undertake effective personal planning and self-management.
  • Function within a workplace environment and understand common workplace processes.
  • Recognise the role and impact of technology in society, and recognise and access appropriate and available technology in a specific context.
  • Pursue physical and mental health, and be aware of safety and security issues.
  • Be familiar with general business principles and practices at a basic level.
  • Show an understanding of social issues in general, and identify own values, ethics and social responsibilities.
  • Identify key features of tourists and the tourism industry in SA.
  • Recognise key role-players in the tourist industry, and use this knowledge to identify and select career opportunities in tourism.
  • Recognise business opportunities in tourism.
  • Apply principles of customer care and safety awareness in tourism.
  • Apply core skills and knowledge in tourism to a particular tourism context (e.g. hospitality, gaming, guiding or crafts). 

  • ASSOCIATED ASSESSMENT CRITERIA 
    The learner must demonstrate an ability to consider a range of options and make decisions about;
  • Using communication, computational and learning skills effectively in order to make choices about further education and training.
  • Using information gathered about tourism to make appropriate decisions regarding career options.
  • Using knowledge of tourism and tourists to act in ways which promote tourism.

    The learner must demonstrate an understanding of:
  • The nature and functions of a broad range of generic skills as a foundation for learning.
  • Good practice in the tourism industry.
  • Ethical and safety issues in tourism.
  • Key features of tourism.

    The learner must demonstrate an ability to:
  • Apply learning skills and general knowledge in their personal, workplace and educational lives.
  • Apply skills relevant to a tourism context appropriately.
  • Work with others in both learning and work-oriented situations.

    Integrated Assessment

    Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.

    Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed, and the nature and level of the qualification. The ratio between action and interpretation is not fixed, but varies according to the demands of the qualification.

    While the generic component (literacy, communication and life skills) of this qualification at NQF Level 1 can be assessed through occupational contexts and activities relating to tourism, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills such as language, computation and learning skills etc across a number of different contexts, and apply them within a number of learning areas.

    A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place 

  • INTERNATIONAL COMPARABILITY 
    The bulk of this qualification is made up of the Fundamental components, reflecting foundational learning and generic skills and knowledge. These have been derived from best practice adult education both local and international. The core and elective components have been developed taking into account South Africa`s unique tourism context, but also looking at international best practice. 

    ARTICULATION OPTIONS 
    N/A 

    MODERATION OPTIONS 
    1. Anyone assessing a learner against these standards must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of these unit standards or will assess these unit standards must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    In line with the SAQA principle of avoiding duplication, existing registered standards were used where possible. The issues that arose in this regard are documented in the Rationale accompanying this submission. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  12540  Apply basic customer care in tourism  Level 1  NQF Level 01 
    Core  12539  Identify career opportunities in different sectors of the tourism industry  Level 1  NQF Level 01 
    Core  12543  Identify key features of tourism in South Africa  Level 1  NQF Level 01 
    Core  12542  Recognise principles and practices of entrepreneurship in tourism  Level 1  NQF Level 01 
    Core  12541  Understand the nature of tourists in and to South Africa  Level 1  NQF Level 01 
    Fundamental  7464  Analyse cultural products and processes as representations of shape, space and time  Level 1  NQF Level 01 
    Fundamental  7451  Collect, analyse, use and communicate numerical data  Level 1  NQF Level 01 
    Fundamental  7449  Critically analyse how mathematics is used in social, political and economic relations  Level 1  NQF Level 01 
    Fundamental  14443  Demonstrate a critical understanding of the role and impact of technology in society  Level 1  NQF Level 01 
    Fundamental  14444  Demonstrate an understanding of a general business plan and adapt it to a selected business idea  Level 1  NQF Level 01 
    Fundamental  14084  Demonstrate an understanding of and use the numbering system  Level 1  NQF Level 01 
    Fundamental  13999  Demonstrate an understanding of basic accounting practices  Level 1  NQF Level 01 
    Fundamental  7503  Demonstrate effective self-management skills  Level 1  NQF Level 01 
    Fundamental  7504  Demonstrate skills that relate to a safe and secure environment  Level 1  NQF Level 01 
    Fundamental  7463  Describe and represent objects and the environment in terms of shape, space, time and motion  Level 1  NQF Level 01 
    Fundamental  7501  Discuss one-to-one; family and community dynamics and value systems  Level 1  NQF Level 01 
    Fundamental  7487  Discuss the interrelationships between social justice, equity and democracy  Level 1  NQF Level 01 
    Fundamental  7526  Engage with aesthetic, affective, cultural and social values in texts  Level 1  NQF Level 01 
    Fundamental  7535  Engage with meaning, organisation and structure of texts  Level 1  NQF Level 01 
    Fundamental  7497  Explain human physical development and sexuality  Level 1  NQF Level 01 
    Fundamental  7534  Explore and use a variety of strategies to learn  Level 1  NQF Level 01 
    Fundamental  12536  Identify and select appropriate technology  Level 1  NQF Level 01 
    Fundamental  12537  Identify personal values and ethics in the workplace  Level 1  NQF Level 01 
    Fundamental  7528  Identify, access, analyse, use and present information  Level 1  NQF Level 01 
    Fundamental  10007  Identify, analyse and select business opportunities  Level 1  NQF Level 01 
    Fundamental  7524  Show a critical awareness of language usage  Level 1  NQF Level 01 
    Fundamental  12538  Show awareness of own social responsibilities  Level 1  NQF Level 01 
    Fundamental  12535  Understand the world of work  Level 1  NQF Level 01 
    Fundamental  7530  Use appropriate communication skills, conventions and structures for specific purposes and situations  Level 1  NQF Level 01 
    Fundamental  12534  Use basic learning and research skills  Level 1  NQF Level 01 
    Fundamental  7461  Use maps to access and communicate information concerning routes, location and direction  Level 1  NQF Level 01 
    Fundamental  7447  Working with numbers in various contexts  Level 1  NQF Level 01 
    Elective  8478  Create a guided experience for customers  Level 2  NQF Level 02  20 
    Elective  13584  Participate in sustainable tourism in South Africa  Level 2  NQF Level 02 
    Elective  8489  Understand and interpret our natural and cultural heritage  Level 2  NQF Level 02 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



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