Higher Certificate in Tourism

Purpose

The Higher Certificate in Tourism is designed to enhance the employability of learners by providing them with the knowledge and skills pertaining to tourism.

All the modules in the qualification were coherently planned, in terms of contents, credits, purpose and outcomes, so the modules were aligned to the needs of the tourism industry and for learners to acquire tourism knowledge and skills. While the fundamental modules in the qualification namely, Business Communication and Information Literacy; Cornerstone 101, Workplace Preparedness, and Numeracy Skills address the need for general knowledge and skills required in the workplace, the remaining six modules in the qualification address the need for foundational knowledge and skills in the field of tourism.

Rationale

Tourism is very important for the South African and global economy, in terms of direct and indirect employment and its contribution to the Gross Domestic Product (GDP) of a country. Moreover, tourism has a tremendous multiplier effect over other economic sectors, and the tourism sector in South Africa is forecast to grow even larger. Tourism has one of the highest labour mobility rates globally, and this places great significance on new occupations and the future skill needs of the sector. An adequately skilled workforce is imperative, if tourism in South Africa is to reach its potential of contributing to socio-economic development, job creation and business opportunities. According to the Tourism Annual Report (2014-2015) tourism makes a substantial contribution to economic growth, services exports and social development. Its direct and indirect contribution to SA's Gross Domestic Product (GDP) is approximately R323 billion annually, which constitutes approximately 9.5% to the total GDP. The tourism sector supports over 1.4 million jobs, representing some 10% of total employment in the country.

According to the National Development Plan (NDP), education is the critical enabler for economic development and growth in South Africa; it also defines the learner's identity; enabling them to take control of their own lives; raise healthy families, and plays a meaningful role in the broader development of our society. With this in mind, the qualification will not only improve the employment prospects of the qualifying learners, but it will also contribute towards meeting the needs of the tourism sector for employees at entry-level/junior or support positions with tourism knowledge and skills, thereby contributing to the socio-economic growth and development in South Africa.

Moreover, the qualification will broaden access to tertiary education for many people, as the minimum admission criteria are lower than that for the Diploma in Tourism. Upon completion of the qualification, learners will be able to articulate to the Diploma in Tourism, and may be able to articulate into cognate Advanced Certificate and Diploma qualifications offered by other higher educational institutions.

Recognition of Prior Learning (RPL)

The institution has an RPL policy in place that allows learners to be able to access higher education by recognising their prior learning (completed qualifications, short courses and work experience).

The institution's RPL committee will assess the candidate's portfolio thoroughly against the relevant learning outcomes, and credits/exemption may be granted for some modules in the qualification, and/or admission may be granted into the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate (NSC), NQF Level 4, granting access to Higher Certificate studies.

Or

• Senior Certificate without endorsement.

Or

• National Certificate (Vocational) (NCV), NQF Level 4 granting access to Higher Certificate studies.

Or

• NATED (N4, N5) in the Tourism and the Hospitality field.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Cornerstone 101, 12 Credits.
• Business Communication and Information Literacy, 16 Credits.
• Numeracy Skills, 8 Credits.
• Introduction to Tourism and Hospitality, 16 Credits.
• Service Excellence for Tourism, 8 Credits.
• Technology Applications in Tourism, 12 Credits.
• Introduction to Regional Tourism Geography, 12 Credits.
• Foreign Language for Tourism, 12 Credits.
• Introduction to Events, 12 Credits.
• Workplace Preparedness, 12 Credits.

1. Read, write and translate tourism texts into, or from the foreign language.
2. Plan, organise and co-ordinate, under supervision, a tourism-related event.
3. Describe common destinations from a travel and tourism perspective, and the geographical patterns of tourism as well as the tourism characteristics of Southern Africa.
4. Employ numeracy skills to perform calculations relevant to a tourism establishment.
5. Develop the requisite knowledge and skills for service excellence.
6. Describe and apply selected information technology software.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate a fair command of the scheme of pronunciation for the foreign language.
• Speak and express common tourism phrases and idioms in writing.
• Explain the grammar required to combine with their knowledge of the simple structures of the units of speech in the foreign language.
• Demonstrate the ability to speak fluently in the foreign language.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe the nature and scope of event tourism.
• Access the EMBOK application in events.
• Explain the process of planning and organising of events.
• Discuss the functions and operations of an event.
• Use events management knowledge and skills to resolve events-related problems.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe tourism characteristics of Southern Africa, including the capital cities, airports and airport codes, languages, cultures, currency, time zones, climate and major cities and attractions.
• Explain spatial and geographical patterns of international and domestic tourism flows for Southern Africa are explained.
• Discuss and interpret topographical and tourist maps.
• Identify and describe modes of tourist transport around Southern Africa and their schedules.
• Present travel solutions for passengers.
• Explain the major tourist market segments and the needs and expectations of the traveling public.
• Discuss the geographical and environmental factors in the tourism and hospitality industry.

Associated Assessment Criteria for Exit Level Outcome 4

• Perform calculations related to decimals, fractions, averages and percentages.
• Calculate simple and compound interest.
• Perform calculations related to distance, area, volume, weight and mass.
• Discuss the fundamentals of profitability.

Associated Assessment Criteria for Exit Level Outcome 5

• Describe the strategies for measuring service levels.
• Explain the role of the SA Grading Council.
• Present measures to close service gaps in various contexts.
• Discuss strategies for service recovery and dealing with customer complaints.
• Explain measures to develop a service vision and a service culture in tourism organisations.

Associated Assessment Criteria for Exit Level Outcome 6

• Explain the use of selected Windows-based end-user applications.
• Explain and apply bookings for various sectors of the tourism industry using the Global Distribution System (GDS).
• Discuss Computer Reservation Systems (CRS) to create, modify and cancel reservations.
• Explain the cost of air transportation for a variety of domestic itineraries using a range of distribution channels.
• Describe and apply various social media tools applicable to the tourism industry.
• Explain basic travel arrangements and reservations using computer systems.

Integrated Assessment

Integrated assessment for the Higher Certificate in Tourism is aligned to the institution's Assessment Policy

• The assessments will be aligned with the stated Exit Level Outcomes for the qualification.
• Appropriate assessment tools will be used to establish that learners have achieved the stated learning outcomes.
• Assessment will be systematic, regular and formative, and feedback to the learners about their progress toward exit level competence will be timeous and constructive.
• The assessment practices will be open, transparent, fair, valid and reliable, and ensure that no learner is disadvantaged in any way whatsoever.

The assessment of the fundamental modules will be integrated into the core modules. The integrated assessments will make use of a range of formative and summative assessment tools to assess combinations of practical, applied, foundational and reflective competencies, and include: written assignments; written tests; case studies and case presentations.