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

Diploma: Tourism and Tour Operations 
SAQA QUAL ID QUALIFICATION TITLE
49833  Diploma: Tourism and Tour Operations 
ORIGINATOR
Varsity College 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  281  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 2663/05  2006-07-01  2006-07-01 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-07-01   2011-07-01  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
58674  Diploma: Tourism and Tour Operations  Level 5  Level TBA: Pre-2009 was L5  281  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This qualification will enable the learner to create innovative and interesting tours, conduct short-guided tours based on local natural and cultural resources and manage tour groups. A learner who has obtained this qualification will be capable of combining a range of management and entrepreneurial skills and a knowledge of South African tourism issues to contribute positively towards incoming tourism in South Africa.

Rationale:

The tourism industry is the world's largest and fastest growing industry. The industry can make a meaningful contribution to the development of the region's economy in terms of jobs and foreign exchange revenue. In order to compete with international destinations, we have to become more consumer orientated with regards to customer service, marketing and promotion of tourism. The programme aims at increasing awareness of what products are available in the various regions and how to ensure that tourists' experiences are unique and memorable. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners have English and communication skills at one level below that required for the fundamental components of the qualification. Learners should have completed English and one other South African language at Matric level. It would be an advantage for learners to have numeracy skills at least at Grade 9 level or equivalent.

Recognition of prior learning

The structure of the qualification makes provision for the recognition of prior learning if the learner is able to provide evidence of competence in the knowledge, skills and abilities implicit in the exit-level outcomes and associated assessment criteria. The College has developed structured means for the recognition of prior learning against exit-level outcomes and associated assessment criteria of the qualification on an individual case-by-case basis. Such procedures, and the evaluation of individual cases, are subject to moderation by independent assessors. Generally, the recognition of prior learning allows for the gaining of credits for particular modules leading towards the award of the qualification.Recognition of prior learning will be achieved through the evaluation of a portfolio of evidence and an interview with the applicant through the RPL process as articulated by the College in the context of the relevant legislation and requirements of the Higher Education Quality Committee.

Access to qualification

This qualification is open to all learners with a Grade 12 (matric) school-leaving certificate or equivalent. Learners will also be given access to the qualification on the basis of recognition of prior learning. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
Level, credits and learning components assigned to qualification

Components: Fundamental Level 4: 40, Total: 40
Components: Core Level 5: 241, Total: 241
Components: Elective
Components: Total: Level 4: 40, Level 5: 241, Total: 281 

EXIT LEVEL OUTCOMES 
Qualifying learners can:

1. Engage in sustained oral communication and evaluate spoken texts.
2. Read, analyse and respond critically to a variety of texts produced for a range of purposes, audiences and contexts.
3. Write for a wide range of contexts.
4. Use language and communication in occupational learning programmes.
5. Identify the nine provinces of South Africa, their capitals and the main physical features of the provinces.
6. Identify the unique features of each of the nine provinces of South Africa.
7. Explain and understand the various accessibility routes.
8. Apply elementary planning skills to develop an itinerary.
9. Explain various positions in the tourism industry.
10. Explain the functions of various tour guides.
11. Plan all aspects of a tour itinerary.
12. Practice interaction skills in the tourism environment.
13. Practice relationship skills.
14. Discuss the types of South African heritage.
15. Discuss South African tourist destinations and resources.
16. Practice sustainable guiding.
17. Explain the legal framework of guiding.
18. Conduct a guided experience for tourists.
19. Discuss tourism planning.
20. Research a tour framework.
21. Negotiate with tourism principles and tourism providers to develop a tour framework.
22. Explain how a tour is administered.
23. Describe the promotion of a tour plan.
24. Explain the concept of business management.
25. Discuss the principles of business management.
26. Understand the functional areas of management.
27. Explain the contemporary issues in business management.
28. Understand the concept of special interest tours.
29. Describe various types of special interest tours.
30. Explain the advantages and disadvantages of special interest tours.
31. Develop a special interest tour itinerary.
32. Understand the terms and conditions of special interest tours.
33. Understand the importance of providing quality customer care.
34. Practice guidelines to create a friendly, positive and professional image to one's customers.
35. Discuss customer needs and expectations.
36. Deal with 'moments of truth'.
37. Discuss social issues.
38. Understand people with special needs.
39. Understand the concept of customer service.
40. Explain occupational health and safety procedures.
41. Understand the customer.
42. Practice telephone skills.
43. Practice selling skills.
44. Explain the concept of hospitality instinct.
45. Demonstrate skills of being hospitable.
46. Understand guest expectation.
47. Discuss the reasons why clients choose specific attractions and destinations.
48. Discuss service characteristics.
49. Apply service excellence.
50. Explain the eco-tourism principles.
51. Define ecology and its key concepts.
52. Discuss protected areas and their role in eco-tourism.
53. Discuss National Parks of South Africa.
54. Identify the Big 6.
55. Explain the role of eco-tourism in the community.
56. Discuss the different cultures in South Africa.
57. Understand the purpose of partnerships in eco-tourism.
58. Perform the basic Windows functions needed for personal and corporate use.
59. Demonstrate the ability to construct a professional document for personal use as well as for the business environment.
60. Develop the necessary skills to create and format a formula driven spreadsheet.
61. Construct and deliver a well structured presentation to the specific parties involved in a project.
62. Demonstrate the ability to browse the internet and display proficiency in MS-Outlook; perform all the basic tasks expected from an employee in most fields.
63. Design a guided experience for customers.
64. Interpret guiding for tourists.
65. Conduct a guided experience with customers.
66. Identify functions of key role players.
67. Costing a regional and international tour
68. Develop the itinerary.
69. Acquire an overview of neighbouring countries.
70. Understanding tourism development.
71. National and regional tourism planning and development.
72. Develop and manage marketing plans and strategies.
73. Understand nature conservation issues.
74. Demonstrate knowledge of conservation ethics.
75. Provide First Aid.

Critical cross field outcomes

The ability to:
  • Communicate effectively in writing or verbally, to understand and interpret specifications and instructions and ask questions to clarify any uncertainties.
  • Organise and manage oneself and one's activities to be able to collate resources and stick to deadlines.
  • Use science and technology including equipment such as measuring tools, pen, CAD systems and computers.
  • Work effectively with others to interact with all departments for successful and efficient productions and end products.
  • Collect, analyse and organise information including ideas, materials and specifications to compile basic technical drawings.
  • Identify and solve problems, comparing specifications and prototypes, and identify variances, reasons and solutions within an area of control.
  • Demonstrate an understanding of the world as a set of related systems, understanding the impact of design on the rest of the business. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Competence is evident when learners are able to:

    1.
  • Show a clear understanding of complex issues under discussion in one-on-one or group situations.
  • Manage discussions and/or conflicts sensitively.
  • Identify and challenge the underlying assumptions, points of view and subtexts in spoken texts when appropriate, and clarify understanding or sustain interaction
  • Analyse and adjust one's responses to spoken texts in relation to audience, purpose and context accordingly.
  • Identify characteristics of a speaker's style, tone and mannerisms that attract or alienate an audience with reference to the particular effect of each feature in creating audience response.
  • Describe, explain and judge the impact of spoken discourse.

    2.
  • Adopt reading strategies appropriate to the purpose.
  • Draw conclusions from a synthesis of information from texts and make generalisations of patterns and trends about purpose and audience.
  • Understand surface and embedded meanings in the text and present a viewpoint.
  • Identify and explain the effect of an author's values and views on selected texts in terms of the impact on meaning and target audience.
  • Cite evidence from texts in defence of a position.
  • Explore the effects of content, language and style on readers' responses in specific texts
  • Identify and explain the impact of different writing techniques on reader perspective in terms of the particular effect produced by each.
  • Analyse the influence of specific language structures and features.

    3.
  • Write imaginative texts that are convincing and appropriate to the topic and purpose.
  • Write expository texts that are well developed with respect to clearly articulated purposes, using fully developed paragraphs and resulting in a unified text.
  • Choose the narrative voice appropriate to context, purpose and audience.
  • Sequence points in an argument logically and deliberately to build up to a convincing conclusion.
  • Check text for coherence, logical sequence and structure; identify and adjust weaknesses and errors to improve coherence and flow.
  • Rearrange information in ways that promote interest in, and impact of, the text for a defined target audience.
  • Check layout, spelling, punctuation and syntax for accuracy and readability.
  • Check the whole, completed text against the purposes for writing to verify that these purposes have been satisfied.

    4.
  • Identify relevant learning resources.
  • Utilise and manage learning resources through appropriate selection and cross-referencing of information and acknowledgement of sources.
  • Formulate learning strategies by selection of specific tried techniques.
  • Summarise and use information in the learning process.
  • Synthesize and contextualise answers pertaining to relevant questions.
  • Read, interpret, analyse and synthesize texts for detail in a given context.
  • Communicate with others in groups or as individuals.
  • Organise and use occupational learning materials for optimum learning.
  • Understand and use layout, presentation and organisational features of learning materials effectively.
  • Engage with and, if needed, clarify technical language.
  • Conduct basic research, and analyse and present findings.
  • Identify and define appropriate topic and scope.
  • Plan and sequence research steps appropriately.
  • Apply research techniques.
  • Categorise, classify and sort information.
  • Analyse research findings in the appropriate format.
  • Make conclusions and recommendations.
  • Lead and participate actively in group learning situations.
  • Apply responsibilities in the team and group work conventions in learning situations.
  • Practise conflict management and negotiating techniques.
  • Work in a team to achieve meaningful products, outcomes and goals.
  • Describe and discuss features of the occupational environment.
  • Describe and discuss ways in which these features affect learning processes.

    5.
  • Pinpoint the nine provinces of South Africa, their capitals and the main physical features of the provinces on a map.

    6.
  • Describe the unique features of each of the nine provinces, namely: physical, cultural and historical, attractions and events, wildlife areas and specialized tourist attractions.

    7.
  • Understand the timetables and schedules of the modes of transport (road, rail, air, water) specific to various tourist destinations in the nine provinces.

    8.
  • Research and prepare the following information for the purpose of developing an itinerary: climate, banking hours, voltage, currency, health requirements, public and other holidays, safety precautions and typical curios/artefacts of the destination.

    9.
  • Understand the functions of the following positions in the tourism industry: tour operator, tour manager and tour guide.
  • Describe the various working conditions of the above.

    10.
  • Demonstrate an understanding of the functions of the following specialized guides: site guide, in-house guide, step-on-guide.
  • Describe the various working conditions of the above.

    11.
  • State and demonstrate the completion of a comprehensive checklist to ensure the smooth functioning of a tour.

    12.
  • Understand the interaction between the tour guide and the following: coach driver, hotel/lodge/resort staff, restaurants, house museums and site guides, wildlife reserve rangers, tour operators, retail travel agents and other tourist destination staff.

    13.
  • Act in awareness of legally established customer-client relationship by assessing customer needs, satisfying customer needs, respecting cultural differences, maintaining a professional relationship, sharing of knowledge, maintaining the dynamics of the tour group and encouraging interaction.

    14.
  • Recognise interconnections between perceived "types" of heritage and demonstrate an understanding of the dynamic processes and factors shaping heritage.

    15.
  • Access and use information on South Africa and a local area to design an appropriate tourism experience and advise clients on this knowledge.
  • Demonstrate an understanding of the various types of resources integral to tourism.
  • Demonstrate an understanding of the ethics and values associated with the concept of sustainable guiding.

    16.
  • Suggest alternative arrangements for clients based on changes, due to unforeseen circumstances, while remaining within the time restraints and budget.
  • Explain the importance of remaining in a neutral position when confronted by controversial topics.
  • Describe the different roles, relationships, responsibilities, and expectations of all key stakeholders in constructing a tourist experience.
  • Discuss and act according to the contractual obligations and codes of conduct between the tourist and the guide.

    17.
  • Discuss and act according to the Health and Safety Regulations, and other legal restrictions within South Africa.

    18.
  • Demonstrate how a guided experience in the following areas may be conducted: natural, cultural and synthetic.

    19.
  • Define tourism planning and explain why tourism planning in the form of a tour framework is essential for a successful guided tour experience.

    20.
  • Research and design a tour framework for a selected area or activity and location by using site inspections, libraries, internet, tourism publications, maps, tourism authorities, tourism boards and local knowledge to obtain the relevant information in order to satisfy the requirements of a specific interest group.
  • Identify the various tourism principles and tourism service providers.

    21.
  • Apply the 7 elements of negotiation, namely: preparation, discussion, signal, propose, bargain, close and agree.

    22.
  • Apply the administrative activities affecting the operation of a successful tourism experience.

    23.
  • Identify and choose the most suitable promotional tools in order to best sell a tour package.

    24.
  • Discuss the concept of management in terms of the functions of management and the different opportunities in the tourism environment.

    25.
  • Explain the importance of the theoretical foundations of management.
  • Discuss the nature of, need for and benefits of planning in the strategic and functional context.
  • Define the process of planning as a component of goal formulation and how this applies to organisational goals.
  • Define the theories of motivation and leadership.

    26
  • Define and discuss the basic functions of each of the functional areas of management and explain the role and responsibilities of each of these areas.

    27.
  • Explain the importance of productivity and strategies to improve productivity.
  • Discuss productivity in South Africa as well as the problems facing South African managers in the context of productivity.
  • Explain and discuss the importance of improving the quality on every management level and in every functional area within the organisation.

    28.
  • Discuss the positioning and importance of special interest tours within the tourism infrastructure.
  • Define what constitutes a special interest tour.

    29.
  • Identify and describe the various types of special interest tours.

    30.
  • Discuss the advantages and disadvantages of the various types of special interest tours and how these will impact on the marketing and sales of these tours.

    31.
  • Apply the basic considerations when developing an itinerary for a special interest tour.

    32.
  • Identify, read and understand the terms and conditions of special interest tours.

    33.
  • Explain the importance of good customer care, how the customer's physical environment affects decisions and the appropriate manner in which to deal with customers.

    34.
  • Demonstrate skills to conduct oneself in a professional manner, recognize the importance of personal motivation, behavioural factors in selling to and handling of difficult customers.

    35.
  • Explain the different characteristics of a customer, customer needs and wants and the importance of customer expectations and meeting these expectations in a satisfactory way.

    36.
  • Demonstrate skills to establish when the moments of truth occur, the importance of moments of truth in the travel environment and how to manage them.

    37.
  • Discuss the nature of different communities' attitudes towards tourists.

    38.
  • Explain and discuss issues affecting people with special needs in the tourism environment.

    39.
  • Explain the importance of customer satisfaction by enhancing customer service and communication with customers.
  • Demonstrate skills to reflect on own performance and identify possible areas for self improvement.

    40.
  • Identify, apply and manage occupational health and safety procedures within the tourism environment.

    41.
  • Discuss the 4 basic needs of a customer, the difference between needs and desires and how to anticipate these needs.

    42.
  • Demonstrate skills for creating a good impression over the telephone, good telephone practice, effective switchboard operation, effective communication over the telephone and dealing with difficult customers.

    43.
  • Identify and explain the component parts of the selling equation, the structure and purpose of the sales conversation, questioning techniques for establishing customer requirements, closing the sale and overcoming customer objections.

    44
  • Define a tourist, his/her origin and identify his/her reason(s) for travelling.
  • Explain tourism in an economic and political context as well as the responsibilities and rewards of tourism.

    45.
  • Discuss the inspiration behind working in the tourism industry as well as the importance of the interface with guests.
  • Explain the meaning and leadership qualities of being hospitable.

    46.
  • Explain what guests require from the individual provider within the tourism industry as well as their expectations of these providers, and the psychology of the home from home.

    47.
  • Identify and explain the reasons why tourists select a specific tour or certain tourist destination as well as the life cycle of a specific destination.

    48.
  • Explain the characteristics of tourism services and the Servqual-model in measuring service quality.

    49.
  • Demonstrate service excellence through procedures and through personal dimensions.

    50.
  • Define the principle of responsible and sustainable eco-tourism.
  • Discuss the main advantages of eco-tourism and assess the eco-tourism experience by using the 'Ten Commandments' of eco-tourism.

    51.
  • Explain and discuss the meaning of ecology and related terms.
  • Identify South Africa's Biomes on a map.
  • Explain the meaning of natural history and how it appeals to eco-tourists.

    52.
  • Explain the objectives for conservation areas and classify and evaluate these areas according to the IUCN (World Conservation Union) categories of protected areas in South Africa.
  • Discuss protected area legislation in South Africa and appreciate the role of voluntary conservation efforts and organisations.

    53.
  • Discuss the current and future politics of South African National Parks and outline the legislation protecting these parks.
  • Define the key features of the National Parks and give guidelines to tourists visiting these parks.

    54.
  • Identify the Big 6 (lion; leopard; elephant; rhino; buffalo; and whales), their habits, where to locate them and what time of the year they can be best viewed.

    55.
  • Discuss the role of the community in eco-tourism and explain the advantages of eco-tourism to the communities while taking their needs into consideration.

    56.
  • Define culture and identify some of the South African cultural differences through the study of culturology.

    57.
  • Identify and give guidelines to all parties contemplating an eco-tourism partnership.

    58.
  • Start and logon to Windows.
  • Understand the Windows 98 screen.
  • Use the mouse.
  • Use the keyboard.

    59.
  • Use menus and toolbars.
  • Create a new document.
  • Use the keyboard and mouse functions.
  • Use text formatting.
  • Save, close and open a document.
  • Format characters.
  • Preview and print a document.

    60.
  • Create a new workbook.
  • Open and save a workbook.
  • Navigate a worksheet.
  • Enter labels and values in a worksheet.
  • Calculate value totals.
  • Enter formulas.
  • Format fonts.

    61.
  • Create a new presentation.
  • Open, save and view a presentation.
  • Navigate a presentation.
  • Insert slides and text.
  • Promote and demote paragraphs.
  • Deliver a presentation.
  • Use slide transition, animation, text and objects.

    62.
  • Display a specific web page.
  • Browse and search the web.
  • Add a web page to favourites.
  • Change their home page.
  • Compose, send and receive e-mail.
  • Add a name to the address book.
  • Reply, forward and delete a message.

    63.
  • Research and design a tour framework by making use of existing publications and relevant local oral history and traditions.
  • Scope a tour framework according to the interests and physical limitations of a target client group, theme, duration, price level and benefit to the specific community/ ies.
  • Identify and select specific site, attractions, activities and service providers appropriate to the scope of the tour.
  • Package and appropriate tour by planning a route, time schedule, means of transport and where required booking accommodation, restaurants and activities.
  • Carry out evaluation procedures by gathering feedback from guides who have conducted the tour and adapt accordingly.

    64.
  • By being able to tell the story in a lively, interesting and imaginative way such that the listener can "live" it.
  • Research, plan and present a formal interpretive talk aswell as informal and occasional commentary on aspects of landscape, natural and cultural heritage.
  • Demonstrate an understanding of that both cultural and natural heritage or not simply "things to be discovered" but that they are instructed and giving meaning by living communities as they continually develop new ways of seeing themselves and the world around them.
  • Strive for authenticity and avoid shallow stereotyping - especially in respect of living cultural experiences, such as township tours, theme parks, cultural villages etc, that are constructed as commodities for tourist consumption.
  • Reflect, in their interpretation, the full richness and diversity of the South African experience.
  • Recognise that there are aspects of local heritage that are painful and find ways of presenting the happy and the sad, the proud and the painful, the shared and disputed.

    65.
  • Remain sensitive to the requirements, interests and perspectives of culturally diverse tour groups.

    66.
  • Carry out the designed and planned guided experience and adapting it to unforeseen challenges.
  • Apply the principles of interpretation to selected cultural and national landscapes.
  • Apply knowledge of various products as appropriate to the customers needs.
  • Assess customer needs and the expectations on a continuos basis in order to enhance the experience.
  • Apply a set of professional ethics and code of conduct to ensure the integrity of the cultural and national environment and to ensure the integrity of the interpretation thereof.

    67.
  • Apply a range of presentation techniques appropriate to the audience, context and client profile.
  • Operate on his/her own as part of a team, but mostly as the leader of a team.

    68.
  • Insure the health and safety of customers on the guided experience.
  • Reflect on the guided experience and on the Guide's performance and learning in order to improve future practice and learning.
  • Pre-complete departure check.
  • Identify types of methods of obtaining primary and secondary information.
  • Identify learning standards measures of specific target markets
  • Identify publications to assist in the research of information pertaining to the successful compilation of a tour e.g. international hotel guide, travel info, internet websites, etc.
  • Negotiate with international/regional airlines.
  • Identify suppliers of tour guides, accommodation, transportation and tourist information centres.
  • Identify various options of travel insurance and be able to interpret and understand the terms and conditions that apply to travel insurance.
  • Familiarise him/herself with the operation of local law enforcement in the country/ies the tour is planned aswell as being able to contact the South African embassy in that country/ies.

    69.
  • Familiarise him/herself with the various customs procedures in the country/ies the tour is planned to Submit visa applications to the various embassies/consulates and be familiar with the process and time constraints attached to the procedure.
  • Organise foreign exchange for customers and be familiar with the international travel allowance and legal aspects pertaining to it.
  • Follow booking procedures for regional and international reservations i.e. airlines, tour operators, tour guides, accommodation, other transportation, etc.
  • Negotiate for commissions and overrides.
  • Identify different roles of each supplier and complying with rules, regulations, terms and conditions of each organisation.
  • Identify the legal implications of a contract which binds both parties.
  • Cost each service applicable to the tour individually i.e. accommodation, guide fees, levies and air and land transportation.
  • Combine all services of suppliers and principles in order to achieve a final cost for the entire tour.
  • Identify fixed and variable rates and add to costing.
  • Present the entire cost of the tour to prospective customers.
  • Combine all logistic factors together.
  • Identify flying times, check-in status, customs and departure procedures.
  • Incorporate climatic and seasonal requirements into itinerary.
  • To locate major regional and international tourist destinations on a map.
  • Identify the most important cities and attractions of the country on a map.
  • Advise on the most important travel information like climate, entry requirements, health, etc for that country.
  • Study examples of overland and day tours available in that country as offered by South African tour operators.
  • Suggest typical souvenirs for purchase in that country.
  • Describe general cultural features of that country which are accessible to tourists e.g. cultural villages, festivals, cuisine, etc.
  • Discuss transport within the countries.
  • Identify the most important physical features of that country given on a map.

    70.
  • Discuss the background for tourism development with regards to the historical development of tourism, the evolution of tourism planning, contemporary tourism trends and the tourist's role in the tourism system.
  • Discuss the approach to tourism planning and development with regards to the general concepts of planning, the components of tourism development and the organising of a tourism project.

    71.
  • Discuss the planning and general surveys with regards to the regional and national tourism planning process, the general survey of the characteristics of a specific area and the survey of institutional elements.
  • Discuss the various types of tourist attractions and activities.
  • Discuss various considerations in the approach to the survey and evaluation of tourist attractions and activities.
  • Identify tourist markets, facilities, services and infrastructure by means of a market survey.
  • Plan and analyze tourist facility and infrastructure needs.
  • Formulate a tourism policy with regards to the development of a tourism infrastructure.
  • Identify the community level of participation in planning for a tourism infrastructure.

    72.
  • Discuss the service characteristics of hospitality and tourism marketing.
  • Discuss the role of marketing in strategic planning.
  • Discuss the marketing environment.
  • Identify marketing information systems and tools available for marketing research.
  • Identify consumer markets and consumer buying behavior.
  • Discuss market segmentation, targeting and positioning.
  • Discuss various issues around internal marketing.
  • Identify ways to build customer loyalty through quality.
  • Develop a communication and promotion policy.
  • Discuss promotion of products with regards to advertising and sales promotion.
  • Discuss promotion of products with regards to public relations and professional sales.
  • Identify key issues around destination marketing.
  • Develop a marketing plan.
  • Describe internal and external issues that impact on market planning.
  • Explain the importance of regular review of marketing plans and strategies.
  • Explain the importance of using current data wen preparing a marketing strategy and the steps to take if data is not current.
  • Describe the factors involved in the development and motivation of staff.
  • Conduct a market and environmental analysis using established techniques.
  • Develop a marketing plan with strategies based on available information.
  • Provide opportunities for colleagues to contribute to the marketing plan.
  • Define priorities, responsibilities, time frames and budgets clearly in the plan and communicate details to the relevant people.
  • Submit the marketing plan.
  • Implement, monitor and evaluate actions details in the plan.
  • Produce reports in accordance with organisational requirements.
  • Share information on marketing activities with operational staff.

    73.
  • Broadly explain the concept and principles of nature conservation e.g. preservation vs. utilisation.
  • Explain the history of nature conservation and how it impacts upon the present situation.
  • Explain the relevance of nature conservation principles to society e.g. the value of conservation should be dealt with in terms of how it impacts:
  • Aesthetics, future generations, ecology, economics, health, recreation and genetics.
  • Explain the inter relatedness within ecosystems e.g. food chains, trophic levels, and the importance of habitat conservation/integrity to the survival of species.
  • Identify locally scarce plants and animals according to the World Conservation Union (ICUN) categories
  • Explain data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management.
  • Explain the necessity of environmental impact assessment (EIA) e.g. the reasoning and general process of Environmental Impact Management as it relates to the environment and/or development debate.

    74.
  • Demonstrate respect for others, their possessions and the environment taking into account cultural protocols e.g. the respect for other people's possessions by applying own individual norms and abiding by laws and regulations.
  • Articulate different cultural interests and values with regard to the environment e.g. outline different ethical perspectives.
  • Explain which interactions between humans and the natural environment will achieve a successful environment e.g. understand the interaction between man and his environment by acting responsibly (with regard to littering, fires, water, fauna and flora).

    75.
  • Explain the importance of identifying emergency situations quickly and correctly.
  • Explain why untrained personnel should not administer First Aid in an emergency situation.
  • Explain the importance of documenting emergency procedures accurately and timeously in accordance with organisational requirements.
  • Explain that in an emergency situation the First Aid personnel should be identified and summoned and emergency procedures followed.
  • Describe 3 types of injuries that take priority over other injuries.
  • Perform CPR and other various emergency procedures to stabilize the patient until a Medical Emergency Team arrive.

    Integrated assessment

    An integrated approach to assessment is adopted to ensure that the qualification is open, transparent, fair, valid and reliable. In this respect, both summative and formative assessment processes are accounted for. Integrated assessment provides the learner with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across exit-level outcomes to achieve competence in relation to the purpose of this qualification.

    The competence that the learner is required to demonstrate is clearly articulated in the associated assessment criteria of the qualification. The learner must achieve all exit-level outcomes for the award of the qualification.

    Assessment will be both formative and summative. The following integrated assessment strategies will be used:
  • Tests.
  • Presentations.
  • Field Trips.
  • Portfolios of Evidence.
  • Research Projects.
  • Role Play.
  • Examinations. 
    		•

    INTERNATIONAL COMPARABILITY 
    The exit-level outcomes and associated assessment criteria of the qualification have been benchmarked against similar qualifications from the following countries:
  • New Zealand, Australia and Scotland. 
    		•

    ARTICULATION OPTIONS 
    The qualification articulates vertically with a Diploma in Tourism and Tour Operations and a Diploma in Tourism and Travel in the sub-field and may grant the learner exemption from the first year of study in full or part of such qualifications, depending on learning offerings and regulations of institutions. Articulation is also possible both vertically and horizontally with other fields and may enable the learner to apply for exemption from common learning offerings or modules which have been successfully completed in the qualification.

    On completion of this qualification, learners may be able to pursue a career at entry-level in, though not limited to:
  • Tourism Marketing.
  • Tour Operating.
  • Tourism Development. 
    		•

    MODERATION OPTIONS 
    Moderation includes both internal and external moderation of learner assessments at exit points in the qualification. Whilst the College accepts responsibility for moderation of assessments both internal and external, it will be guided by criteria and standards outlined by the Higher Education Quality Committee in the Programme Accreditation Framework documentation. The policies and procedures for moderation of assessments are detailed in the relevant handbooks of the College.

    Anyone assessing learners must have formal qualifications one level higher than the qualification being offered. External moderators must have at least an Honours level qualification or related qualification in the field of study and have assessed the qualification or similar qualification for a period of at least 2 years. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    This qualification has been replaced by 58674 "Diploma: Tourism and Tour Operations", Level 5, 281 credits.

    . 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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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