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 UNIT STANDARD THAT HAS PASSED THE END DATE:

Acquire an overview of South Africa

SAQA US ID	UNIT STANDARD TITLE
8535	Acquire an overview of South Africa
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	9
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2001-06-13	2004-06-13	SAQA 1036/01
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2005-06-13		2008-06-13

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The learner achieving this unit standard will be able to use a broad knowledge of South Africa and a local region to enhance a tourist's experience of South Africa and their overall image of the country and its tourism service.
Local and national knowledge enables the learner to broaden and deepen their performance and competence in the tourism industry. A better knowledge of South Africa contributes a tourism sector embedded in the diversity of South Africa and its growing sense of nationhood.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner entering a program leading to this unit standard has literacy, numeracy and communication skills equivalent to NQF Level 3.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Use information on South Africa and a local area.

OUTCOME NOTES

Use information on South Africa and a local area to design an appropriate tourism experience or tourism support.

OUTCOME RANGE

Design an itinerary for a group of nature lovers; using knowledge of South Africa's natural heritage.

Assist guests to plan their afternoon based on knowledge of local attractions.

Design and cost a travel plan in support of a tourist itinerary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

Method of assessment
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
Product sample - examine the outcomes previously produced by the practitioner.
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
Questioning (verbal or written) - ask relevant questions linked to the unit standard.
Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Suggest alternative arrangements for clients based on changes in information.

OUTCOME RANGE

Change a route due to weather.

Suggest a back-up plan in case of the unexpected.

Make alternative bookings to a cancelled event.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Advise clients on appropriate behaviour based on knowledge of the context.

OUTCOME RANGE

Protocol at a religious site, personal security advice in a city; not littering or disturbing vegetation in a natural habitat.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Access sources of information.

OUTCOME NOTES

Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date.

OUTCOME RANGE

Find out about traditional food in a specific area; phoning the Automobile Association to find out the state of a road; knowing about current cultural events in the area; knowing the basic details about a current national issue.

By means of radio, internet, newspaper, industry publications and talking to people who are "in the know".

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 5

Interpret possibly controversial information for clients.

OUTCOME NOTES

Interpret possibly controversial information for clients in a manner that enhances their overall experience of South Africa.

OUTCOME RANGE

A cricketing bribery scandal.

This might be interpret this by saying that corruption is unacceptable to the country and shocking in its extent. However, it would also be point out the speed with which a commission was appointed; the transparency and thoroughness of televised hearings; the severe penalties imposed on those found to be guilty; similar investigations sparked of in a number of other countries; resultant changes in international attitudes; and corrective actions taken towards possible corruption in cricket.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

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.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of:

1. Knowledge of South Africa's infrastructure.
2. Knowledge of South Africa's economy.
3. Knowledge of South Africa's institutions.
4. Knowledge of South Africa's social services.
5. Knowledge of South Africa's demographics.
6. Knowledge of South Africa's culture heritage.
7. Knowledge of South Africa's natural heritage.
8. Knowledge of South Africa's periodization.
9. This knowledge and understanding must include.

Demography

1. Approximate local and National total population figures including racial, gender and age breakdown.
2. South Africa's culture groupings, including, broadly where they are to be found (if applicable) and the languages that they speak.
3. Languages used in South Africa (including official as well as other languages, e.g. signage).
4. Religious practices in South Africa.

Economy

1. Major natural resources.
2. Major trading partners and goods traded.
3. Major industries / commerce.
4. Major agriculture.
5. Major spending categories and proportions in South Africa's budget.
6. Major institutions and organisations in the economy such as trade union federations, Business South Africa, the Reserve Bank, the Development and Land Banks and South African Revenue Services.
7. Major taxes such as import / export, VAT, Income Tax.
8. Rough employment and unemployment figures.
9. Trends in the economy such as declining or developing industries and some results and impact of these.
10. Basic quality of life statistics such as infant mortality rates, malnutrition, distribution of income.
11. What people do for a living in any particular local area?
12. Some information on womens' participation in the economy.
13. Basic issues around land re-distribution such as why it is happening, how it is happening.

Institutions

1. Educational institutions
2. The existence of public and private schooling.
3. The institutions of Higher Education.
4. Different elements of Further Education, such as schooling, colleges, in-service training and NGOs.
5. Adult Basic Education and Training (ABET).
6. Basic statistics such as matric pass rates, Higher.
7. Education participation rates and teacher: pupil ratios.
8. Legal system
9. Types of courts such as magistrate's, children's, tax court.
10. Types of officials such as magistrates, judges, advocates, attorneys and state prosecutors.
11. The absence of juries in South Africa and the reasons for this.
12. Constitution
13. Differences between our current constitution and previous constitutions.
14. Basic rights embodied in The Constitution of South Africa and the Bill of Rights.
15. National Symbols
16. Including the flag, the coat of arms, South Africa's motto, national bird, national tree, national flower and anthem; and the reasons for each.

Tourism institutions

1. Such as SATOUR; local, provincial and regional tourism authorities; and Consulates.

South African Governance

1. The Franchise.
2. Parliament, including the two houses, their main functions, and where they come from.
3. The structure of national government including the separation of executive, legislative and judicial power, the capital cities; the federal system and the place of traditional authorities within the system.
4. The basic composition and purpose of local and provincial government.
5. Important agencies in South Africa's democracy such as the Human Rights Commission, the Gender Commission, Employment Equity Commission and the Youth Commission.

Infrastructure

1. South Africa's major transport infrastructure such as national rail, road and air routes.
2. South Africa's major leisure attractions such as game parks, casinos, surfing areas and hiking trails.
3. Local area transport infrastructure such as public transport, road, rail and air links.
4. Local areas leisure infrastructure such as hotels, accommodation, restaurants, facilities for entertainment and sport, including nightclubs, theatres, theme parks and sport stadiums.
5. Local social infrastructure such as housing, water, town planning, electricity, and some of the socio economic and political reasons for their current state.

Basic facts about the political history of the APARTHEID system, including (previous constitution)

1. Lack of democracy in the political system.
2. Land ownership.
3. Forced removals.
4. The legal system.
5. Human rights abuses.
6. State sponsored religion.
7. Segregated facilities and life in South Africa.
8. Major players under the Apartheid system such as political parties and opposition groups.
9. South Africa's efforts to come to terms with Apartheid, such as the Truth and Reconciliation Commission and Land redistribution.
10. Social Services
11. Health
12. The existence of public and private health.
13. Free maternal and infant health.
14. The emphasis on basic primary health care.
15. Major disease patterns in South Africa, including HIV/AIDS.
16. Welfare
17. Such as unemployment benefits, child support, housing support and pensions.
18. Cultural Heritage
19. Languages spoken in South Africa and a basic understanding of the origins.

Religions practised in South Africa, including:

1. A basic understanding of their origins.
2. Basic tenents and beliefs.
3. Protocol stemming from basic tenents and beliefs.
4. A range of South African foods reflecting our cultural diversity
5. Food protocol deriving from beliefs and faiths.
6. Acceptable food and drink combinations.
7. The diversity of South African cultures, including:
8. The ever changing nature of culture.
9. The interactions and overlaps of cultures.
10. Key features of the predominant culture of a particular area, such as crafts, music, song, art, stories and beliefs and customs.

South Africa's three UNESCO international heritage sites and the reasons for their declarations as such:

1. The Cradle of Human Kind.
2. Robben Island.
3. Greater St. Lucia Wetland.

Natural Heritage

1. Flagship species including
2. The Big Five animals.
3. Several of the Big Six birds.
4. The Big Two marine species.
5. Flagship species particular to a local area or region.
6. Rough distribution of species across the country.
7. Topography of South Africa including general altitude and broad characterisations of landscape such as highveld, lowveld, semi-tropical, desert, fynbos.
8. Key features of national and local climates such as average summer and winter temperatures, rainfall distribution and hazardous weather patterns.
9. Physical features, fauna and flora per region / province.

South Africa's Periodisation

A knowledge of the following ten South Africa periods and a sense of their key defining features

1. Becoming human - Southern African society about 100 000 years ago.
2. Hunter / Gatherer Society.
3. Early farming societies.
4. African farming communities.
5. Meeting and changing worlds.
6. Frontier zones.
7. British imperialism and the destruction of African independence.
8. The making of the South African Nation - The South African War.
9. Transformations of economy, society and politics.
10. Apartheid and post apartheid.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes:

Use information on South Africa and a local area to design an appropriate tourism experience or tourism support.

Suggest alternative arrangements for clients based on changes in information.

Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date.

Interpret possibly controversial information for clients in a manner that enhances their overall experience of South Africa.

UNIT STANDARD CCFO WORKING

Team work relates to the following specific outcomes:

Use information on South Africa and a local area to design an appropriate tourism experience or tourism support.

Suggest alternative arrangements for clients based on changes in information.

Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date.

Interpret possibly controversial information for clients in a manner that enhances their overall experience of South Africa.

UNIT STANDARD CCFO ORGANISING

Self organisation and -management relates to the following specific outcomes:

Use information on South Africa and a local area to design an appropriate tourism experience or tourism support.

Suggest alternative arrangements for clients based on changes in information.

Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date.

Interpret possibly controversial information for clients in a manner that enhances their overall experience of South Africa.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all specific outcomes.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to the following specific outcomes:

Use information on South Africa and a local area to design an appropriate tourism experience or tourism support.

Suggest alternative arrangements for clients based on changes in information.

Access sources of information in order to provide a service to clients and keep personal knowledge up-to-date.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to all specific outcomes.

UNIT STANDARD NOTES

It is felt that this unit standard should be learnt concurrently with the unit standard dealing with interpretation.

Values

Demonstration of the competence outlined in this unit standard must be consistent with the principles of the South African Bill of Rights, and in particular show a respect and valuing of the diversity of the country.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20155	National Certificate: Tourism: Guiding	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-09-09	Was CATHSSETA until Last Date for Achievement

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

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.

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