SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Introduce South African heritage to tourists

SAQA US ID	UNIT STANDARD TITLE
8598	Introduce South African heritage to tourists
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	7
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 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 relate a basic understanding of heritage to a job or a function in the tourism industry, thus enhancing the job and furthering South African Heritage.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Basic research skills and information literacy as described in fundamental unit standard.

UNIT STANDARD RANGE

Range statements are described by SAQA as a "general guide to the level, scope and complexity".
These are provided in the modifiers under each specific outcome.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate an understanding of the dynamic processes and agents shaping heritage

OUTCOME RANGE

Historical and current political, economic, biophysical social factors, their impact on one another and on different ways of seeing heritage. Factors might include individuals, museums, zoos, natural resources, NGO/Community Based Organisations, the media, schools, funding agencies, etc.

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

Recognise types of heritage

OUTCOME RANGE

Natural & cultural or tangible & non-tangible.

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

Use understanding of heritage to enhance performance

OUTCOME RANGE

Enhance sensitivity towards and learn more about others by exploring different heritages.

Explore options for using heritage in everyday work.

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

Recognise own place in South African Heritage

OUTCOME RANGE

Place own family in South African heritage.

Explore some of the personal consequences of own cultural inheritance, such as language, religion, class, and gender.

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 against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard 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 unit standard 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 practitioner is able to demonstrate knowledge and understanding of:

Concepts and tools

1. Perceived types of heritage.
2. The dynamic processes shaping heritage.
3. The nature of various factors impacting on natural and cultural heritage.

Cultural Heritage

Languages spoken in South Africa and a basic understanding of the origins.

Religions practised in South Africa, including:
*A basic understanding of their origins.
*Basic tendency and beliefs.
*Protocol stemming from basic tenancy and beliefs.

A range of South African foods reflecting our cultural diversity.
*Food protocol deriving from beliefs and faiths.
*Acceptable food and drink combinations.

The diversity of South African cultures, including
*The ever changing nature of culture.
*The interactions and overlaps of cultures.
*Key features of the predominant culture of a particular area, such as crafts, music, song, art, stories and beliefs and customs.
*Important cultural festivals.
*Origin and meaning of public holidays.
*Cultural characteristics, important qualities, customs and traditions of all culture groupings and communities.
*Historical figures, cultural role models, artists/musicians in national and local communities of all culture groupings.
*Women`s role and participation in the society.
*Customs people practise in any particular area.
*Cultural practices in South Africa.

Well-known national heritage sites and less-known local heritage sites.
*History and geography of local natural heritage sites.
*Major historical and geographical events.
*Internationally known archaeological sites and findings.

Natural Heritage

Flagship species including:
*The Big Five animals.
*The Big Six birds.
*The Big Two marine animals.
*Flagship species particular to a local area or region.
*Distribution of species across the country.

Topography of South Africa including general altitude and broad characterisations of landscape such as highveld, lowveld, semi-tropical, desert, fynbos.

Key features of national and local climates such as average summer and winter temperatures, rainfall distribution and hazardous weather patterns.

Physical features and fauna and flora of the local landscape.

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. The St Lucia Estuary.

Basic facts about the political history of the APARTHEID system, including (previous constitution):
*Lack of democracy in the political system.
*Land ownership.
*Forced removals.
*The legal system.
*Human rights abuses.
*State sponsored religion.
*Segregated facilities and life in South Africa.
*Major players under the apartheid system such as political parties and opposition groups.
*End of Apartheid era and the first Democratic Government.
*South Africa`s efforts to come to terms with apartheid, such as the Truth and Reconciliation Commission and Land redistribution.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all outcomes.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to all outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Inter-elatedness of systems relates to all outcomes.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

It should be noted that this unit standard relates very closely to the unit standard `Weave South African Heritage into Tourism` (NQF4). This unit standard however, has less complex specific outcomes and less essential embedded knowledge. Learners achieving this unit standard will easily progress to attain the larger unit standard.

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 appreciation of the diversity of the country.

Practise of the competence described in this unit standard should demonstrate a respect for both ancestors and generations to come.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	17492	National Certificate: Tourism: Car Rental	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-06-13	CATHSSETA
Core	17390	National Certificate: Tourism: Event Support	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-06-13	Was CATHSSETA until Last Date for Achievement
Core	20513	National Certificate: Tourism: Reception	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-10-10	CATHSSETA
Core	18943	National Certificate: Tourism: Cabin Crew	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2009-01-10	CATHSSETA
Core	20613	National Diploma: Event Co-ordination	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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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