EXAM QUESTION PAPER 2010: QUESTION COMPARISON



EXAM QUESTION PAPER 2010: QUESTION COMPARISON

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Notes: Question 5 = only 4 marks (116 learners did not even attempted to answer the question.)

Question 8 = only 10 marks

Good improvement in problematic questions of 2009. (Q 4 39% - 41.9% and Q6 38.3% - 44.5%)

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NAAM VAN EKSAMEN: NKV-EKSAMEN . JAAR: NOVEMBER 2010

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|ALGEMENE KOMMENTAAR |

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|Onderwysers word aangeraai om hierdie verslag saam met die vraestel te bestudeer. |

|Kandidate wie goed in die vraestel gevaar het, het ‘n gesonde kennis en duidelike begrip van die vak en vakterminologie getoon. |

|Die onvermoë van kandidate om basiese feitekennis toe te pas, bly ‘n leemte. Kandidate moet onderrig word om hul antwoorde binne die konteks van die vraag te formuleer en alle inligting (d.i. |

|gevallestudies, prente,ens.) tot hul beskikking in die vraestel te gebruik. Die gegewe inligting behoort kandidate se antwoorde te rig. |

|Daarom, kandidate wie swakker gevaar het, het met bogenoemde gesukkel, ook omdat hulle groot probleme met die lees van gegewe inligting in die vraestel ervaar het. |

|Dit word aanbeveel dat kandidate |

|die vrae noukeuriger moet lees. |

|die kernwoorde in die vraag moet onderstreep. |

|die inligting in die gegewe venster / van die gevallestudies moet lees en die kernfeite moet onderstreep. |

|nie hul antwoorde in potlood moet skryf nie . |

|Kandidate moet op die puntetoekenning vir elke vraag let. Hulle is geneig om lang uitgerekte antwoorde vir twee(2) punte te gee. Let daarop dat slegs die eerste verwagte/vereiste getal feite |

|gemerk word. |

|Hulle verloor onnodige punte a.g.v. die foutiewe nommering van hul antwoorde en veral by vrae met onderafdelings. |

|Kandidate het gesukkel om te voldoen aan die instruksies /versoeke soos: |

|Identifiseer/Lys: Kandidate was nie in staat om vas te stel / te bepaal / te noem /aan te dui / uit te wys die spesifieke “iets” wat vereis was nie – in die meeste gevalle sou ‘n |

|een-woord-antwoord voldoende wees. Hulle het egter lang verduidelikings gegee. |

|Verduidelik: Hulle gee “een-woord / telegramstyl” antwoorde wat onvoldoende is om volpunte te behaal. Antwoord word gewoonlik in sinne gegee deur verdere inligting te verstrek om iets duideliker|

|te maak / te verhelder. Wanneer ‘n verduideliking gegee word, behoort kandidate hulself af te vra of hul verduideliking duidelik genoeg sal wees vir ’n persoon wat niks oor die bepaalde onderwerp |

|weet nie. |

|Bespreek vereis van kandidate om oor die onderwerp te skryf deur meer as een opinie te gee. Hulle behoort iets met verskillende argumente, te ondersoek. (‘n Bespreking impliseer gewoonlik ‘n |

|uitruil van idees tussen twee of meer persone.) ‘n Besprekingsvraag sal altyd in paragraaf - of opsteltipe-formaat geskryf word. |

|Bereken: Bereken impliseer dat kandidate syfers / getalle van iets moet bepaal deur van wiskunde gebruik te maak. |

|Onderskei tussen: Kandidate kon nie die verskil(le) tussen die Toeriste se behoeftes en Toeriste se verwagtinge soos in |

|vraag 7.1, uitwys nie: |

|Onderwysers word aangemoedig om al die beskikbare handleidings (-boeke) as ‘n hulpbron beskikbaar te hê. Moenie |

|vergeet dat daar van die Vakraamwerk gewerk word nie – dit verskaf die aard en omvang van die inhoud wat |

|aangespreek moet word. Die Eksamenriglyndokument bly ‘n belangrike dokument. |

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|ALGEMENE KOMMENTAAR OOR KANDIDATE SE VORDERING IN VRAE. WAS DIE VRAE GOED OF SWAK BEANTWORD? |

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|Vraag 1 |

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|Gemiddelde vordering |

|Vraag is swak beantwoord veral deur kandidate met ‘n gebrekkige taal- en lees vermoë |

|Kandidate laat egter vrae oop waar hulle die opsie het om ‘n keuse te maak uit die gegewe antwoorde. |

|Tydrowende praktyke: Kandidate |

|gee ook twee antwoorde waar slegs een vereis word. |

|skryf antwoorde waar slegs simbole vereis word. |

|Onderwysers moet klem lê op Marksegmentasie (vraag 1.1) en die ander terminologie soos in die vraestel genoem. |

|Kandidate het ook met vrae 1.1.1 tot 1.1.20; 1.2.5, 1.3.1, 1.3.5 en 1.4.3 gesukkel |

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|Vraag 2 |

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|Die meeste kandidate het hul eie antwoorde vir vraag 2.1.1 verskaf alhoewel hulle versoek is om dit binne konteks (van die gegewe strokiesprent ) toe te pas. |

|Kandidate het gesukkel om ‘n betekenisvolle antwoord vir vraag 2.1.2 (a) en (b) te gee. |

|Kandidate se taalvermoë het hul vordering in vraag 2.2.2 en 2.2.5 gekortwiek. |

|Binnelandse toerisme (2.2.1) en strategieë (2.2.4, 2.3.1 – 2.3.3) was ‘n uitdaging vir kandidate, Hulle kon dit nie beantwoord nie. Die konsep is gebaseer op die graad 11 sillabus wat ‘n gebrekkige|

|grondslag (swak kennis) aandui. |

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|Vraag 3 |

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|Hierdie vraag was redelik goed beantwoord. Kandidate het egter gesukkel met die negatiewe aard van vraag 3.4. |

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|Vraag 4 |

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|‘ n Baie uitdagende vraag en kandidate was nie seker hoe om dit te beantwoord nie. |

|Kandidate het ‘n gebrekkige kennis van die volgende konsepte / terminologie: |

|Driedubbele Slotreël (‘Triple Bottom Line’) en hoe om dit binne die konteks van verantwoordelike |

|toerisme toe te pas |

|Regverdige Handel (Vr 4.1.3) |

|Bemarkingsmengsel (Fair Trade) (Vraag 4.1.6) |

|Aardverwarming (Global warming) (Vraag 4.2) en hoe om dit toe te pas by die gegewe inligting in die geheuekaart |

|Groen energie (Green energy ) (Vraag 4.2.3) |

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|Vraag 5 |

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|Die meeste kandidate het ‘n goeie begrip van die vraag getoon. |

|Swak prestasie in die vraag kan weereens aan hul leesvermoë toegeskryf word. |

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|Vraag 6 |

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|Meeste sentrums het groot probleme met Vraag 6.1.1 – 6.1.3 (Tydberekeninge) en 6.3.1 (Strategieë– RETOSA) ondervind. |

|Die meeste kandidate het slegs ‘n finale antwoord gegee wat meegebring het dat hulle ten minste 50% van die punt verloor het. |

|Hulle moet in staat wees om ‘n duidelike aanduiding van die vlakke van die verskillende veranderlikes betrokke in die berekening |

|te gee. Volpunte word verkry wanneer hulle aandui hoe die korrekte antwoord verkry is. Daar word aanbeveel dat onderwysers |

|kandidate voorsien van die verskillende valuta kodes en ook tydsone-berekeninge verduidelik deur gebruik van tydsone-kaarte te |

|maak. Help kandidate om beide die tyd van aankoms en die tyd van vertrek te bereken. (bereken ‘terug’) |

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|Vraag 7 |

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|Kandidate kon nie duidelik tussen toeriste se behoeftes en toeriste se verwagtinge (Vraag 7.1.1) onderskei nie. |

|Kulturele behoeftes (Vraag 7.1.2) is swak beantwoord. |

|Kandidate se antwoorde vir Vraag 7.2.3 was baie onvolledig en selfs nikseggend - hulle was nie in staat om die fokus |

|van ‘winsgewendheid ‘ aan te spreek nie. |

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|Vraag 8 |

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|Kandidate het met Vraag 8.1.1 en 8.1.2 gesukkel. |

NAME OF EXAMINATION: NCS EXAMINATION

PART TWO: ANALYSIS OF LEARNERS’ RESPONSE TEMPLATE

|GENERAL COMMENTS |

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|Educators are advised to study this report in conjunction with the question paper. |

|The candidates who excelled in the paper, showed sound knowledge and a clear understanding of the subject and its |

|terminology. |

|The inability of candidates to apply basic knowledge successfully by using the given information is of great concern. |

|Candidates should be coached to formulate their answers within the context of the question and be able to use |

|all the available information (case studies, pictures, etc.) as provided in the paper. The information as given, should direct |

|candidates’ answers. |

|Therefore, candidates who did poorly struggled with the above-mentioned as they seemed to have a major problem with the |

|reading of the given information. |

|It is advised that candidates |

|read the questions more carefully; |

|underline the core or key words of the question; |

|read the information in the given windows / from the case studies and underline key facts; and |

|do not to write their answers in pencil. |

|Candidates need to take note of the marks allocated to each question. They tend to give long irrelevant answers / facts to example, a two (2) mark question. Note that only the first required number |

|of facts will be marked. |

|They are loosing unnecessary marks due to the incorrect numbering of their answers especially the sub-sections of a question. |

|Candidates failed to comply with the instruction/requests such as: |

|Identify / List: Candidates’ could not establish / name / indicate the specifics that were required- in most cases a one-word answer would have suffice. They rather gave long explanations. |

|Explain. They give “one word / telegram-style” answers which is insufficient to score the full marks. The answers would usually be in sentences, giving more information to make something clear. When|

|an explanation is given, candidates need to ask themselves whether it would be clear to a person who knows nothing about the particular aspect being explained. |

|Discuss requires from candidates to write about the topic, giving more than only one opinion. They should examine something using different arguments. (A discussion usually implies an exchange of |

|ideas between two, or more, people.) A discussion question will always be written in either a paragraph or essay-type format. |

|Calculate: Candidates do not work out and show numbers. Calculating implies working out figures / amounts of something by using mathematics. |

|Distinguish: Candidates failed to point out the difference(s) between Tourists’ needs vs tourists’ expectations as in Qs 7.1. |

|Ensure that you have all the text books available as a resource, not forgetting to work from the |

|Content Framework which provides the scope and nature of the content to be covered. |

|The Examination Guideline document remains an important document. |

|1. GENERAL COMMENT ON THE PERFORMANCE OF LEARNERS. WAS THE QUESTION WELL ANSWERED OR POORLY ANSWERED? |

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|Question 1 |

|Average performance. |

|Question was answered very poorly especially by candidates’ with language and reading barriers. |

|Candidates are leaving spaces where they have the option to make choices from the given answers. |

|Time-consuming practices: Candidates also |

|give two answers where only one is required. |

|write out answers where a symbol is required. |

|Teachers should lay emphasis on market segmentation (Qs. 1.1) and the other terminology as given in the paper. |

|Candidates also struggled with questions 1.1.1 to 1.1.20; 1.2.5, 1.3.1, 1.3.5 and 1.4.3 |

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|Question 2 |

|Most candidates gave their own answers to question 2.1.1 even though they were requested to apply these in context (from the given cartoon). |

|Candidates struggled to give meaningful answers to question 2.1.2 (a) and (b). |

|Candidates’ language ability stifled their performances in Question 2.2.2 and 2.2.5. |

|Domestic tourism (2.2.1) and strategies (2.2.4, 2.3.1 – 2.3.3) were a challenged to them. They could not answer these. Domestic tourism is based on the grade 11syllabus which indicates that their |

|foundation (prior knowledge) is not solid. |

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|Question 3 |

|The question was answered relatively well |

|Candidates struggled with the negative nature of question 3.4 |

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|Question 4 |

|A very challenging question and candidates were not sure how to answer this question. |

|Candidates lack the knowledge of the following concepts / terminology: |

|Triple Bottom Line and how to apply this to responsible tourism. |

|Fair Trade principles (Qs 4.1.3) |

|Marketing mix (Qs 4.1.6) |

|Global warming (Qs 4.2.2) and how to apply this to given information in the mind map. |

|Green energy (Qs 4.2.3) |

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|Question 5 |

|The majority of the candidates showed a good understanding of the question. Again, poor performances in this question are attributed to candidates’ reading ability. |

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|Question 6 |

|Most centres had major problems with Qs. 6.1.1 – 6.1.3 (Time calculation) and 6.3.1 (Strategies – RETOSA) |

|The majority of candidates only provided a final answer making them loose at least 50% of the mark. They must be able to give a clear idea of the various levels of the different variables that |

|should be involved in their calculation. Showing how they came to the correct answer will award them the full marks. It is advisable that teachers provide candidates with the different currency |

|codes and also explain time zones by using the time zone map. Assist them to calculate both the time of arrival and time of departure (calculating “backwards”). |

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|Question 7 |

|Candidates could not clearly distinguish between tourism needs and tourist expectations (Qs 7.1.1). |

|Cultural needs (Qs 7.1.2) were poorly answered. |

|Candidates’ answers to Qs 7.2.3 lack substance – they were not able to address the focus of “profitability”. |

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|Question 8 |

|Candidates’ struggled with Qs 8.1.1 and 8.1.2 |

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Question2:

1. What time is it in Rio De Janeiro when it is 13h00 in Cape Town?

2. What time is it in London when it is 14h00 in Johannesburg? ( No DST)

3. What time is it in London when it is 14h00 in Johanesburg? ( apply DST)

4. What time is it in Perth,Australia when it is 22h00 in South Africa?

5. A business man lands at OR Tambo (+2) at 15h00 on Monday after a 16 hour flight from Thailand (+7). What time was it in Bankok when he boarded his flight?

TIME ZONES

Key concepts

The 24 hour clock

Draw a 24 hour clock

Greenwich meridian = UTC

GMT= UT

DST- What is it?

Jetlag / vlugvoostheid

Move to the east = add hours

Move to the west= subtract hours

Important Q’s

Which two places?

What is given?

What is asked?

Which direction is the question mark?

Add or Subtract ?

What is the time zone difference?

GIVEN plus / minus

1. What time is it in Perth when its 10am in Cape Town?

2. What time is it in Perth when its 10am in Johannesburg?

3. What time is it in Kimberley SA when its 19h00 in Perth?

4. A businessman phones home after landing in Perth. It is 19h00 in Perth

what time does his wife in SA receive the call?

5. A businessman lands in Cape town after a 15 hour flight from London. It is 13h00 in Cape Town when he lands, what time was it when he boarded the plane in London?

IMPORTANT STEPS IN YOUR CALCULATIONS:

STEP 1: Identify the time zones of the countries in question

Step 2: Determine the time difference between the two countries

Step 3: Determine the direction of travel to see if you should add the time difference or subtract the time difference, to determine actual time

ACTIVITY 1(Individual activity) – Flying time Show all your calculations.

1. A Flight leaves Cape Town for Paris, France on 23 November at 15:20. The Journey takes 10 hours and 10 minutes. Calculate the time and date when the plane lands in Paris.

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2. An executive from Cape Town arrives in Sydney, Australia at 14:30 on 14 May 2009 for a meeting. The flying time was 23 hours. At what time and date did his flight depart from SA?

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ACTIVITY 1 MEMORANDUM – Flying time Show all your calculations.

1. A Flight leaves Cape Town for Paris, France on 23 November at 15:20. The Journey takes 10 hours and 10 minutes. Calculate the time and date when the plane lands in Paris.

15:20 + 1hr = 16:20 + 10hrs 10 min = 02:30 24 November

2. An executive from Cape Town arrival in Sydney, Australia at 14:30 on 14 May 2009 for a meeting. The flying time was 23 hours. At what time and date did his flight departure from SA?

14:30 – 8hrs = 06:30 – 23hrs = 07:30 13 May 2009

FOREX

A. WHAT IS FOREIGN CURRENCY? WAT IS BUITLANDSE VALUTA - FOREX?

❖ Buitelandse handel behels betaling in vreemde valuta, bv Euro, Amerikaanse Dollar, Japanese Yen, Britse Pond. Valuta van ‘n land / Foreign trade involves payment in foreign currencies such as Euro, American Dollar, Japanese Yen and British Pound. Currency of a country

B. WHAT IS EXCHANGE RATE? / WAT IS WISSELKOERS?

❖ Die verhouding wat gebruik word om die waarde van een land se geld na ander land s’n om te skakel, word wisselkoers genoem. / The ratio used for converting the values of one country’s currency into another is called the exchange rate.

C. CURRENCIES / GELDEENHEDE

❖ US Dollar (USD)

❖ Japanese Yen (JPY)

❖ Euro (EUR)

❖ Zimbabwe Dollar (ZWD)

❖ British Pound (Britse Pond) (GBP)

❖ Botswana Pula (BWP)

❖ SA Rand (ZAR)

❖ Namibia Dollar (NAD)

❖ Australia /Australiese Dollar (AUD)

❖ New Zealand Dollar (NZD)

OPTIONS AVAILABLE TO PURCHASE FOREIGN CURRENCY/OPSIES BESKIKBAAR OM BUITELANDSE VALUTA AAN TE KOOP:

1. CASH/KONTANT

• Acceptable anywhere / Enige plek aanvaarbaar

• Can easily be stolen/lost / Kan maklik gesteel of verloor word

• Coins can become bulky (cannot exchange coins only notes) / Muntstukke kan baie swaar word (kan nie muntstukke wissel nie)

• Cash cannot be refunded (stolen/lost) / Kontant verliese kan nie verhaal word nie (gesteel of verloor)

• Restaurants and shops will accept it /Restaurante en winkels aanvaar dit

• Most be exchanged in different countries for local currency / Moet gewissel word vir die plaaslike geldeenheid in die verskillende lande

2. TRAVELLERS CHEQUES/REISIGERSTJEKS

• Refundable if lost or stolen / Word weer uitgereik indien gesteel of verloor word.

• Good until used – never expire / Verval nooit en kan gehou word tot wanneer benodig word

• Available in various currencies / Beskikbaar in verskeie geldeenhede

• No commission levied if cashed at a representative office (Thomas Cook or American Express) / Geen kommissie word gevra wanneer kontant omgeskakel word nie by die finansiele instellings soos Thomas Cook of American Express

• Exchanged at most hotels, restaurants and shops/ Kan by meeste hotelle, restaurante en winkels gewissel word.

3. CREDIT CARDS/KREDIETKAARTE

• Acceptable in most hotels, restaurants and shops around the world/ Word aanvaar by die meeste hotelle, restaurante en winkels orals in die wêreld.

• Expenditure can be paid back over an agreed period / Krediet kan terugbetaal word oor die afgespreekte periode.

• Can be stolen or lost/Kan gesteel of verloor word

• Not acceptable in smaller shops or by street vendors/ Word nie aanvaar by kleiner winkels of straat smouse nie.

• Expensive interest rates on outstanding balance/ Rente wat op die uitstaande balans gehef word is baie hoog.

4. DEBIT CARDS / DEBIETKAARTE

• Convenient / GERIEFLIK

• Not accepted everywhere/ Word nie oral aanvaar nie

• PIN required / PIN nommer

• Must have sufficient funds in your account / Voldoende fondse in jou rekening wees

• Gives you access to your funds in local currency whenever you are in the world / Gee jou toegang tot die plaaslike geldeenheid waar jy ook al is in die wêreld

Bank buying rate The rate of exchange at which a bank will buy a foreign currency or traveller’s cheques./Bank aankoopprys Die wisselkoers waarteen die bank buitelands valuta koop.

Bank selling rate The rate of exchange at which a bank will sell a foreign currency or issuer traveller’s cheque./Bank verkoopprys Die wisselkoers waarteen die bank buitelandse valuta sal verkoop.

Bureau-de-change An office dealing in foreign currencies and traveller’s cheques. – exchange money here (Bank, Rennies, American Express)/Bureau-de-change – waar geld gewissel word (Bank, Rennies, American Express) finansiele instelling wat handel in buitelandse valuta en reisigertjeks

Currency Notes and coins used as a medium of exchange in a country, e.g. ZAR (South African Rand), USD (United States Dollar), EUR (Euro used in many European Countries)./ Geldeenhede wat bestaan uit note en muntstukke wat gewissel word in ‘n land. Bv. ZAR (Suid Afrikaanse Rand), USD (United States Dollar, EUR (Euro wat in baie Europese lande gebruik word)

Electronic funds transfer (EFT) Transfer of money between accounts through an electronic communication system, which provides direct links between terminals in retail outlets and computers in banks. Such systems are in growing use in hotels, restaurants and travel agents./ Elektronies geld oorplasing Oorplasing van geld tussen rekening d.m.v. ‘n elektronies kommunikasie stelsel. Dit verskaf direkte verbinding tussen die terminale van die kleinhandel ondernemings en die rekenaars van die bank. Hierdie stelsel word toenemend gebruik in hotelle, restaurante en reisagente.

D BASIC CALCULATIONS/BASIESE BEREKENINGS:

EXCHANGE RATE/WISSELKOERS

|1 US DOLLAR ($) (VSA) | R7.09 |

|1 BRITISH POUND (£) (Britse Pond) |R11.22 |

|1 EURO (€) |R9.60 |

|1 YEN (¥) |R0.25 |

|1 PULA (Botswana) |R1.50 |

|1 Namibian Dollar |R1.00 |

• You have US Dollar, Euro, British Pound, Yen, Pula, Zim Dollar and want to convert it to Rand then you multiply / Jy het US Dollar, Euro, Britse Pond, Yen, Pula, Zim Dollar wat jy vir Rand wil wissel dan maal jy.

For example/byvoorbeeld:

1$ = R6.00 (exchange rate/wisselkoers)

100.00 USD

? Rand

100.00 x 6.00 = R600.00

• To convert from rand to another currency (US Dollar, Euro, British Pound, Yen, Pula, Zim Dollar) then you do the opposite. Then you divide./ Om van rand na ‘n ander geldeenheid om te skakel, doen jy die teenoorgesteld. Dan deel jy.

For example/byvoorbeeld:

1$ = R6.00 (exchange rate/wisselkoers)

ZAR 600.00

?USD

600.00 ÷ 6.00 = $100.00

EXERCISE/OEFENING:

NB: WYS ALLE BEREKENINGE TOT BY DIE TWEEDE DESIMALE PUNT / SHOW ALL CALCULATIONS TO TWO DECIMAL POINTS

1. Suppose you are travelling to the United Kingdom and the United States of America. In the United Kingdom, you can buy a chicken sandwich for GBP2.50 and a cup of coffee for GBP1.50. In the United States, you can buy a chicken sandwich for USD3.00 and a cup of coffee for USD2.50. (use the exchange rate on page 2 and then answer the following questions)/Gestel jy reis na die Verenigde Koninkryk en die Verenigde State van Amerika. In die Verenigde Koninkryk kan jy ‘n hoendertoebroodjie vir GBP2.50 en ‘n koppie koffie vir GBP1.50 koop. In die Verenigde State kan jy ’n hoendertoebroodjie vir USD3.00 en ’n koppie koffie vir USD2.50 koop. (gebruik die wisselkoers op bladsy 2 en beantwoord dan die volgende vrae)

a. How much will each item cost you in rands?/Hoeveel sal elke item jou in rand kos?

b. Is it cheaper for a South African to buy a chicken sandwich and coffee in the Untied States or the United Kingdom?/Is dit vir ‘n Suid-Afrikaner goedkoper om ‘n hoendertoebroodjie en ‘n koppie koffie in die Verenigde State of in die Verenigde Koninkryk te koop?

c. In South Africa, you can buy a chicken sandwich for about ZAR12.00 and a cup of coffee for about ZAR8.00. Where is the cheapest place (United Kingdom, United States, South Africa) for a South African to buy a chicken sandwich and cup of coffee?/In Suid-AFrika kan jy ‘n hoendertoebroodjie vir sowat ZAR12.00 en ‘n koppie koffie vir sowat ZAR8.00 koop. Waar (Verenigde Koninkryk, Verenigde State of Suid-Afrika ) is dit vir ‘n Suid-Afrikaner die goedkoopste om ‘n hoendertoebroodjie en ‘n koppie koffie te koop?

2. When Susie arrives in Johannesburg, she wants to change £500 to rands. How many rand does she get? / Wanneer Susie in Johannesburg aankom, wil sy £500 vir rand wissel. Hoeveel rand kry sy?

3. When Susie leaves Johannesburg, she wants to change R400 back to pound sterling. How many pounds does she get?/Wanneer Susie Johannesburg verlaat, wil sy R400.00 vir pond sterling wissel. Hoeveel pond kry sy?

4. ‘n Suid-Afrikaner vlieg na Japan. Hy benodig die volgende bedrae. / A South African flies to Japan. He needs the following amounts:

❖ Y3 915.00 vir ‘n eenriging vliegtuigkaartjie / for a one way plane ticket

❖ Y5 727,34 vir akkommodasie / for accommodation

Verander die bogenoemde bedrae na Suid-Afrikaanse Rand. / Convert the above amounts into South African Rand.

5.

a. A group of tourists from Japan visit South Africa. Their tour leader suggests that they each should budget for R10.00 per day for gratuities for the coach driver. If the tour lasts for 9 days and there are 27 tourists, how much would the group give the driver in Japanese Yen? [4]

b. If each tourist spends 117 179.00 Japanese Yen, how much does each tourist spend in South African Rands? [2]

c. A South African visits our neighbouring states on a game-viewing holiday taking R9 000.00 with him:

i. He pays R4 500.00 for accommodation in Chobe in Botswana. How much is this in local currency. Specify the currency and the amount. [3]

ii. The same tourist visits Otavi in Namibia and spends R2 700.00 in the park. How much is this in local currency? Specify the currency and the amount. [3]

d. The tourist wants to convert the money he has left into US$. How many US$ will he get?

6. ‘n Groep toeriste uit Japan besoek Suid-Afrika. Die toerleier stel voor dat hulle elkeen R10.00 per dag as ‘n fooitjie vir die busbestuurder begroot. As die toer 9 dae duur en daar is 27 toeriste, hoeveel sal die groep die busbestuurder in Japanese Jen gee? [4]

7. As elke toeris 117 179.00 Jen uitgee, hoeveel gee elke toeris uit in Suid-Afrikaanse Rand? [2]

8. ‘n Suid-Afrikaner besoek ons buurstate om wild te besigtig en neem

R9 000.00 saam:

i. Hy betaal R4 500.00 vir huisvesting in Chobe in Botswana. Hoeveel is dit in die plaaslike geldeenheid? Spesifiseer die geldeenheid en die bedrag. [3]

ii. Dieselfde toeris besoek Otavi in Namibië en gee R2 700.00 in die park uit. Hoeveel is dit in die plaaslike geldeenheid? Spesifiseer die geldeenheid en die bedrag. [3]

iii. Hierdie toeris wil sy oorblywende geld in dollars omskep. Hoeveel US$ sal hy kry? [4]

NB: WYS ALLE BEREKENINGE TOT BY DIE TWEEDE DESIMALE PUNT / SHOW ALL CALCULATIONS TO TWO DECIMAL POINTS

COMMISSION: A sum paid to an agent, such as a bank, in a commercial transaction/KOMMISSIE: Bedrag wat aan die agent, bv bank, betaal word in ‘n transaksie

GLOBAL STRATEGIES TO PROTECT THE ENVIRONMENT

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• World Heritage convention (1972)

• World Summit on Sustainable Development

• The Ramsar Convention on Wetlands

• Rio Earth Summit, 1992

• UNESCO’s Man and the Biosphere (MAB) program

• WWF (World Wildlife Fund)

• Kyoto Protocol

• The World Summit on Sustainable Development (WSSD), Johannesburg 2002

• The UN Summit on Global Warming 2007 - Bali

• Copenhagen Climate Conference 2009

Take note: Cancun Summit, Mexico Dec 2010

World Summit Durban 2011

EVALUEER DIE INVLOED VAN OMGEWINGS-, SOSIALE- EN EKONOMIESE FAKTORE OP VOLHOUBARE EN VERANTWOORDELIKE TOERISME ONTWIKKELING.

INLEIDING:

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A. VOLHOUBARE TOERISME:

• Dit is ‘n situasie waarin toerisme funksioneer of plaasvind.

• Dit is toerisme wat bydra tot die omgewing, mense en die ekonomie.

• Dit behoort dieselfde ontwikkelingsgeleenthede te bied aan alle mense en behoort die lewenstandaard van die gasgemeenskap te verbeter sonder om die omgewing te beskadig.

• Dit moet die omgewing bewaar deur besoedeling en ander menslike invloede te verminder en die natuurlike hulpbronne versigtig te bestuur.

• Wanneer ons na volhoubare toerisme verwys, verwys ons na die doelwit wat ons wil bereik – d.w.s wat ons uiteindelik wil bereik.

INDIEN TOERISME VOLHOUBAAR IS MOET DIT OOK VERANTWOORDELIK WEES

B. VERANTWOORDELIKE TOERISME:

• Dit is ‘n benadering wat daarna poog om optredes of houdings te verander om so die volhoubaarheid van toerisme aktiwiteite te verseker.

• Dit is die wyse waarop toerisme sakebelange bestuur word en die gedrag of optrede van toeriste.

• Vermy afval en oorverbruik (herwinbaar, herwinning, herverbruik - the three r’s – re-use; re-cycle; renewable)

• Gebruik plaaslike hulpbronne op ‘n volhoubare wyse.

• Tree eties op.

• Moedig natuurlike, ekonomiese, maatskaplike en kulturele diversiteit aan.

• Wees sensitief teenoor die kultuur van die gasgemeenskap.

• Kry die plaaslike gemeenskap betrokke by die beplanning en besluitneming.

• Assesseer omgewings-, maatskaplike en ekonomiese invloede van toerisme-ontwikkeling.

➢ Millennium Ontwikkelingsdoelwitte: ‘n Lys met kwaliteit lewensdoelstellings wat vir behoeftige en uitgebuite groepe opgestel is. Hiervolgens kan hulle sien of hul lewenstandaarde verbeter het en watter geleenthede aan hulle gebied is.

➢ Hierdie doelwitte fokus veral op sosiale en ekonomiese volhoubaarheid.

➢ Jy kan nie na ‘n volhoubare wêreld verwys terwyl mense weens armoede en siektes ly nie.

➢ Millennium Ontwikkelingsdoelwitte:

❖ Uitwissing van haglike armoede en hongersnood.

❖ Om universele primêre onderwys te bereik

❖ Bevorder geslagsgelykheid en bemagtiging van vroue

❖ Verminder kindersterftes

❖ Verbetering in die algemene gesondheidsvlakke

❖ Beveg HIV/Vigs, malaria en ander siektes

❖ Verseker die volhoubaarheid van die omgewing

❖ Verkrying van ‘n globale ontwikkelingsvernootskap

➢ Sommige mense verkies om “eko-nedersettings” (eco-villages) te vorm en sodoende volhoubaarheid verseker. Hulle lewenswyse is meer eenvoudig en maak van plaaslike produkte en dienste gebruik. Hulle probeer om ondersteunende gemeenskappe te skep waar kinders veilig sal wees – om so na as moontlik aan die natuur te lewe.

➢ Jy kan ook jou daaglikse lewe by die huis verander: saamry-geleenthede, herwinning van afval, installering van sonpanele en reënwater opgaartenks, raak betrokke by gemeenskapprojekte, dring aan op basiese dienste by die plaaslike regering en koop plaaslike en organiese produkte.

• Bevorder toerisme wat die plaaslike natuurlike en kulturele omgewings respekteer.

• Maak seker dat gemeenskappe betrokke is by en voordeel trek uit toerisme.

Rol van die gemeenskap (bedreigings and oplossings) –sien diagram

a. Enklawe toerisme (“Enclave tourism”): Dit is wanneer buitelandse-ontwikkelaars by toerisme-ontwikkeling betrokke is en die meeste bevoordeel word. Die gasgemeenskap word baie minder bevoordeel. Die gasgemeenskap word ook grootliks by die toerisme aktiwiteite uitgesluit. Byvoorbeeld: “als-insluitendpakket” (“all-inclusive package”) – toeriste bly vir die tydsduur van die reis/vakansie op dieselfde luukse skip/vakansie-oord. Voorsien aan al hul behoeftes en al hul geld word daar gespandeer. Die plaaslike gemeenskap word dus nie hierdeur bevoordeel nie.

b. Voorkom ekonomiese “vermindering/lekkasie” (“economic leakages”): dit is wanneer die plaaslike ekonomie/gemeenskap nie bevoordeeld word met die geld wat toeriste in die area spandeer nie. Die geld bly nie in die area/gemeenskap nie, maar verdwyn. Goedere en dienste word van buite die area aangekoop of die buitelandse-ontwikkelaar onttrek sy winste uit die area.

c. Verantwoordelike toerisme behels die skepping van plaaslike verbindings (“linkages”) – d.w.s. indiensneming van plaaslike inwoners, produseer plaaslike goedere en dienste. Belê in die sosiale dienste van die plaaslike area en respekteer die plaaslike natuurlike omgewing.

d. Toerisme vir behoeftiges (“Pro-Poor Tourism”): ‘n konsep om toerisme, wat plaaslike verbindings en voordele skep, te beskryf. Byvoorbeeld: ‘n Groot toerisme-onderneming neem plaaslike inwoners indiens, goedere en diense soos voedsel, kunswerke, sekuriteitspersoneel word uit die plaaslike ekonomie gewerf en is behulpsaam met die stigting van plaaslike ondernemings.

e. Die Vermenigvuldigingseffek: Dit is ‘n ekonomiese teorie wat voorstel dat geld, wat in ‘n spesifieke gebied spandeer word, skep werksgeleenthede wat op sy beurt weer ander produkte en dienste van die plaaslike ekonomie vereis. Geld wat toeriste in ‘n area spandeer word weer herspandeer in die plaaslike ekonomie bv. ‘n gastehuis koop goedere en dienste plaaslik en sy personeel sal ‘n gedeelte van hul salarisse spandeer op produkte en dienste wat deur plaaslike besighede voorsien word.

BIODIVERSITEIT: Dit is ‘n terme wat die verskeie vorme van lewe en natuurpatrone op die Aarde beskryf. Die aarde het ‘n wye verskeidenheid van plante, diere en ander organismes.

HABITAT: Elkeen het ‘n plek op ons planeet en het sy eie habitat soos bv. woude, mere, riviere, berge, vleilande, oseane en woestyne.

EKOSISTEEM: Die plek waar sekere groepe of organisme leef en floreer.

EVALUATE ENVIRONMENTAL, SOCIAL AND ECONOMIC FACTORS IMPACTING ON SUSTAINABLE AND RESPONSIBLE TOURISM DEVELOPMENT

INTRODUCTION:

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A. SUSTAINABLE TOURISM:

• It is a situation in which tourism functions

• It is tourism that contributes to the environment, people and the economy.

• It should give the same development opportunities to all people and should improve the standard of living of the host community without destroying the environment.

• It should maintain a high quality of the environment by reducing pollution and other human impact and managing natural resources with care.

• When we talk about sustainable tourism, we refer to an end goal – where we want to go to

IF TOURISM IS TO BE SUSTAINABLE, IT MUST ALSO BE RESPONSIBLE

C. RESPONSIBLE TOURISM:

• It is an approach that seek to change behaviour to increase the sustainability of tourism activities

• It is about the way in which we operate tourism businesses and about the behaviour of tourists.

• To avoid waste and over-consumption (the three r’s – re-use; re-cycle; renewable)

• To use local resources sustainable

• To behave ethically

• To encourage natural, economic, social and cultural diversity

• To be sensitive to the culture of the host community

• Involve the local community in planning and decision-making

• To assess environmental, social and economic impacts of tourism development

➢ Millennium Development Goals: it is a set of quality of life objectives that were drawn up to ensure that poor and marginalised groups see an improvement in their standards of living and the opportunities that they receive.

➢ These goals are therefore focused largely on social and economic sustainability.

➢ You can’t talk about a sustainable world while people are living in poverty and disease.

➢ Millennium Development Goals:

❖ Eradicate extreme poverty and hunger

❖ Achieve universal primary education

❖ Promote gender equality and empower women

❖ Reduce child mortality

❖ Improve maternal health

❖ Combat HIV/Aids, malaria and other diseases

❖ Ensure environmental sustainability

❖ Develop a global partnership for development

➢ Some people choose to form “eco-villages” to become more sustainable. They try to live more simply and to use local products and services to survive. They try to re-establish communities of support in which children are safe, simple living is encouraged and connectivity to the natural world is ensured.

➢ You can also change your life at home: sharing lifts, recycling waste, install solar panelling and rain water tanks, getting involved in community projects, demanding basic services at a local level and ensuring you buy local and organic products.

• To promote tourism that respects the local, natural and cultural environments.

• To make sure that communities are involved in and benefit from tourism

Role of the community (threats and solutions) –see diagram

a. Enclave tourism: When tourism development, usually done by a foreign-owned company, benefits the most and the host community benefits very little and is largely excluded from the tourism activities. For example: “all-inclusive packages” can be an example of this – tourists remain for their entire stay on board the same cruise ship or at the same resort. They are provided with everything they need, spend all their money, not much opportunity is left for local people to share in or benefit from tourism.

b. To prevent economic leakages: this happen when the local economy does not benefit from money spent by tourists. It occurs when money doesn’t stay in the area in which tourism occurs but leaves the local community. This happens when goods and services are purchased from outside the area or when foreign owners taken their profits out of the area.

c. Responsible tourism is all about creating local linkages – employing local people, producing local goods and services. Investing in social services in the local area and respecting the local natural environment.

d. Pro-Poor Tourism: is a concept that has been created to describe tourism that deliberately creates local linkages and benefits. An example of this is a major tourism corporation that deliberately employs local people, sources goods and services like food, crafts, linen and security services from the local economy and assists in setting up local enterprises.

e. The multiplier effect: This is an economic theory that suggests that money spend in a particular area creates jobs, which in turn creates demand for other products and services in the local community/economy. Money spent by tourists in an area is re-spent in the local community, e.g. a guesthouse will buy its goods and services locally and its employees will also spend a proportion of their wages on products and services produced by local businesses.

• To promote tourism that respects the local, natural and cultural environments.

BIODIVERSITY: It is a term that describes the variety of life forms and natural patterns on Earth. The earth has a great range of plants, animals and other organisms.

HABITAT: Each has a place on our planet, and has its own habitat, such as forests, lakes, mountains, wetlands, oceans and deserts.

ECOSYSTEM: The place where certain groups of organisms live and thrive.

THE LOCAL GOVERNMENT AND SUSTAINABLE DEVELOPMENT

▪ One of the challenges in sustainable development is that, as is often the case, it is those people who have power who decide what is important and what should be discussed.

▪ One of the key focuses of sustainability is on how decisions are made. What is important here is that the process according to which decisions are made, and actions taken, includes everyone.

▪ If decision-making is democratic: it means that everyone has a right to be involved in the decision-making.

▪ To ensure that all stakeholders are given an opportunity to ask questions and voice their concerns. ‘To go the extra mile’

▪ In bringing about sustainable development in your neighbourhood, the local government is important.

▪ Many of the policies that local government is required to implement require that they consult all stakeholder groups adequately.

THE TYPE OF RESOURCES IMPORTANT OR NEEDED TO ENSURE SUSTAINABLE TOURISM:

▪ There should be a set of cultural, physical, social and natural characteristics in the area

▪ There should be an adequate tourism infrastructure, or money to develop it

▪ The area should be larger than only the community or tourism product

▪ The area should contain already existing tourist attractions or the potential to support the development of attractions to draw tourists

▪ The region or product should be accessible to large population base

▪ Public authorities or an elected council must take responsibility for planning and management

▪ An active private sector.

| |

|Sustainable Tourism refers to a level of tourism activity that can be maintained over the long term because it results in a net |

|benefit for the social, economic, natural and cultural environments of the area in which it takes place. – ICOMOS |

| |

|The major difference between the two is that, in responsible tourism, individuals, organisations and businesses are asked to take |

|responsibility for their actions and the impacts of their actions. The emphasis on responsibility in responsible tourism means that|

|everyone involved in tourism – government, product owners and operators, transport operators, community services, tourists, local |

|communities, industry associations – are responsible for achieving the goals of responsible tourism |

| |

THE TRIPLE BOTTOM LINE

DRIE DUBBELE SLOTREëL

If you're about to launch a new green business or are considering steering an existing business to more earth friendly practices; you may have heard the term "triple bottom line". The phrase was first used in 1989 by John Elkington, co-founder of a consultancy focused on sustainability.

So what does it mean?

Sometimes referred to as "TBL", "3BL; triple bottom line simply stands for

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It's actually a serious and increasingly recognized concept. Triple Bottom Line reporting is becoming an accepted way for businesses to demonstrate they have strategies for sustainable growth.

The triple bottom line is a form of reporting that takes into account the impact your business has in terms of social and environmental values along with financial returns.

+ +

Whereas traditional models were all about profit, profit and more profit; triple bottom line accounting recognizes that without happy, healthy people to staff a business and the natural environment able to sustain those people and supply resources for trade; business is, well, simply unsustainable in the long run.

Let's break down the three terms and how they apply

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This is also known as Human Capital. It really just means treating your employees right, but furthermore also the community where your business operates. In this part of the Triple Bottom Line model, business not only ensures a fair day's work for a fair day's pay; but also ploughs back some of its gains into the surrounding community through sponsorships, donation or projects that go towards the common good.

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This is Natural Capital. A business will strive to minimize its ecological impact in all areas - from sourcing raw materials, to production processes, to shipping and administration. It's a "cradle to grave" approach and in some cases "cradle to cradle" i.e. taking some responsibility for goods after they've been sold - for example, offering a recycling or takeback program. A 3BL business will also refrain from the production of toxic items.

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This is more about making a honest profit than raking a profit at any cost - it must be made in harmony with the other two principles of People and Planet.

While many major corporations used to sneer at the idea of a Triple Bottom Line reporting system; some have taken the bull by the horns; with a positive flow on effect to their suppliers. Because supply chains are also accountable to the overall impact of a company, they also come under scrutiny in the triple bottom line audits. A good example of this is some big box stores "greening" up their act and in doing so, demanding that their suppliers use less packaging or banning certain ingredients from products.

The importance of Triple Bottom Line

Here's a somewhat unsettling fact - according to CorpWatch, of the 100 largest economies in the world, 51 are businesses; the other 49 are countries. This is why Triple Bottom Line concepts are so important - it's not just about commerce, it's about civilization.

Triple Bottom Line is not an award, accreditation or a certification you can achieve - it's an ongoing process that just helps a company keep on track towards running a greener business and demonstrates to the community at large they are working not just towards riches, but the greater common good.

After all, without people and planet - there's simply no profit to be made.

FAIR TRADE SOUTH AFRICA

Tourism businesses should establish mechanisms of accountability.

This includes:

• Ownership of tourism businesses must be clearly defined

• Employees and other participants should be able to access information that concerns them

• Sharing of profits, benefits and losses must be transparent

Respect

• Safe working conditions and practices

• Protection of young workers

• Promoting gender equality

• Understanding and tolerance of socio-cultural norms

• Reducing consumption of water and energy as well as reducing, reusing and recycling waste

• Conservation of biodiversity and natural resources

• HIV / Aids awareness

FTTSA label stands for:

– Fair wages and working conditions

– Fair distribution of benefits.

– Fair operations including procurement.

– Ethical business practice.

– Respect for human rights, culture and environment

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CARBON FOOTPRINT

A carbon footprint is "the total set of greenhouse gas (GHG) emissions caused by an organization, event, product or person". For simplicity of reporting, it is often expressed in terms of the amount of carbon dioxide, or its equivalent of other GHGs, emitted.

A carbon footprint is a measure of the impact our activities have on the environment, and in particular climate change. It relates to the amount of greenhouse gases produced in our day-to-day lives through burning fossil fuels for electricity, heating and transportation etc.

The carbon footprint is a measurement of all greenhouse gases we individually produce and has units of tonnes (or kg) of carbon dioxide equivalent

A carbon footprint is made up of the sum of two parts, the primary footprint and the secondary footprint.

 

1. The primary footprint is a measure of our direct emissions of CO2 from the burning of fossil fuels including domestic energy consumption and transportation (e.g. car and plane). We have direct control of these.

 

2. The secondary footprint is a measure of the indirect CO2 emissions from the whole lifecycle of products we use - those associated with their manufacture and eventual breakdown. To put it very simply – the more we buy the more emissions will be caused on our behalf.

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For Individuals

Here's a list of simple things you can do immediately

• Turn it off when not in use (lights, television, DVD player, Hi Fi, computer etc. etc. ...)

• Turn down the central heating slightly (try just 1 to 2 degrees C). Just 1 degree will help reduce your heating bill by about 8%.

• Turn down the water heating setting (just 2 degrees will make a significant saving)

• Check the central heating timer setting - remember there is no point heating the house after you have left for work

• Fill your dish washer and washing machine with a full load - this will save you water, electricity, and washing powder

• Fill the kettle with only as much water as you need

• Do your weekly shopping in a single trip

• Hang out the washing to dry rather than tumble drying it

As well as your primary carbon footprint, there is also a secondary footprint that you cause through your buying habits.

• Don't buy bottled water if your tap water is safe to drink

• Buy local fruit and vegetables, or even try growing your own

• Buy foods that are in season locally

• Don't buy fresh fruit and vegetables which are out of season, they may have been flown in

• Reduce your consumption of meat

• Try to only buy products made close to home (look out and avoid items that are made in the distant lands)

• Buy organic produce

• Don't buy over packaged products

• Recycle as much as possible

• Think carefully about the type of activities you do in your spare time. Do any of these cause an increase in carbon emissions? e.g. Saunas, Health clubs, restaurants and pubs, go-karting etc. etc...

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TYPES OF TECHNOLOGY:

1. DESKTOP PUBLISHING (DTP)

• It is a processing system that produces high-quality documents from a computer

• Enables tourism organisations to produce high quality professional documents such as leaflets, brochures, posters, information sheets etc.

• DTP features can use a scanner to scan photos, books, magazines, maps etc.

2. EMAIL (electronic mail)

• A computer-based system that allows the transfer of messages and information between registered email users on a network.

• A popular form of written communication used by tourism businesses.

• It is extremely fast, efficient and cost-effective

• ADVANTAGES OF THIS COMPUTER-MEDIATED COMMUNICATION TOOL:

:

➢ Possible to contact many different people at one time, instantly

➢ Reduces the amount of paper used by a tourism organisation

➢ Quick and easy communication - store email addresses

3. INTERNET

• An interactive system of networked computer databases providing a vast amount of information via the World Wide Web.

• Direct access to potential consumers at a much lower cost

➢ Intranet: information is transmitted electronically for sharing information among all those who work in an organisation.

➢ Extranet: is similar to an intranet, except that it can be accessed by specific outsiders, for example SA Tourism’s travel agent and tour operator members.

4. CD-ROM AND DVD

• CD-ROM = compact disc read-only memory

• DVD = digital video disc

• Information sources (atlases, destination information, travel directories etc)

5. EPOS (ELECTRONIC POINT OF SALE)

• Electronic system that performs sales tasks and transactions with time, date, items sold, cost, method of payment and the name of the member of staff who served the customer

• This allow staff to concentrate on providing high levels of customer service

• EPOS systems are found in bars, restaurants and hotels where the staff use “touch screens”

• Track payments automatically and control stock

6. FAX MACHINE:

• Sending written documents nationally and internationally

• It is a popular form of communication, especially for businesses that do not have access to a computer, scanner or the Internet.

7. TELEPHONE ANSWERING MACHINE:

• Many small, medium and micro enterprises (SMMEs) and entrepreneurs rely on this machine

• Voicemail is very popular and can be used on both landline and cellular telephones.

8. CELLULAR TELEPHONES:

• using your cell-phone for personal purposes during working hours should be avoided except in cases of emergency

• use it for email, travel and other reservations and bookings; personal banking and a number of entertainment purposes.

9. TELECONFERENCING:

• a technique that allows a number of people to hold a round-table meeting over the telephone

• reduces the need for people to travel long distances to attend meetings

10. VIDEO CONFERENCING:

• Is an electronic communication technique which allows a group of individuals to hold a round-table conversation by using combined telephone and video technology

• Allows the members of the group to see one another and communicate on a face-to-face basis at any distance, even from one country to another.

• Reduces the need for executives to travel to other parts of the world to attend meetings.

11. PHOTOCOPY MACHINES:

• Used as a method of communication in all types of businesses.

12. PUBLIC ADDRESS SYSTEMS:

• An amplification system used in a wide variety of organisations in the tourism industry such as at concerts, in conference centres, hotels and cruise lines

• Need an alternative system as back-up should there be a power failure.

13. AUDIO GUIDES:

• Useful because they operate in a number of different languages

• Tourism Radio enabling car rental and taxi passengers to listen to travel information

SA Tourism’s e-strategy:

• A new range of online tools

• The key tools within this suite will be a new extranet service for the international travel trade.

• This will allow agents to navigate their way through South Africa’s destinations, attractions and activities in a virtual environment, as well as provide a set of sales tools to help in marketing and selling South Africa.

MEASURING CUSTOMER SERVICE

• Most tourism organisations use some form of feedback method to find out if their customers are satisfied or dissatisfied with the standard of customer service they receive.

• Positive feedback can be very motivating for staff: It is good to know that your customers think that you are doing a good job.

INFORMAL FEEDBACK:

• This is often spontaneous, making it a valuable source of information.

• Informal feedback can come from a number of sources for example:

1. Customers: in the form of complaints or commendations – staff could record it and then management can assess the situation and take the necessary actions

2. Staff: to have regular team meetings to enable staff to report back on feedback they received from customers. Staff meetings or training sessions to get staff opinions on products and services and customer service delivery.

3. Management: manager visiting the organisations to observe issues that may not have been noticed by staff, because the staff too closely involved with service delivery.

4. “Non-users”: useful to find out why people are not using an organisation but choosing to spend their money on competing products and services.

Informal feedback is very important in helping tourism organisations to evaluate and monitor their standard of customer service delivery.

FORMAL FEEDBACK:

• When an organisation actively encourages customers and staff to comment on its products, services and level of customer service delivery.

1. Customer surveys:

➢ Two types of customer surveys: customer comment cards (usually contain a few questions) and customer satisfaction questionnaires (tend to be longer, giving customers the opportunity to comment in detail)

➢ Surveys invite customers to make comments on the quality of service and standards of facilities they have experience while making travel arrangements or during their holiday

➢ Surveys ask customers to rate something numerically or to use words ‘good’ or ‘poor’.

1. Customer complaints records:

➢ This is a visitors book

➢ Customer records are formal records of customer comments

➢

2. Suggestion boxes:

➢ Enables customers to make a brief comment about the level of service they received.

➢ One of the advantages of suggestion boxes as a feedback technique is that customers can remain anonymous.

3. Focus groups:

➢ Involve interviewing a number of customers at the same time

➢ Used to find out customers’ opinions and feelings about a company’s particular products or services or about a more general topic.

➢ For example a theme park may hold a focus group discussion to identify customers’ views about the service that they receive when visiting the park.

4. Mystery customers:

➢ Sometimes called a “company spy”.

➢ A mystery customer is a researcher who investigates an organisation by using its services while pretending to be a customer

➢ Mystery customer analyses the level of customer service and then reports back to the management.

5. Observation:

➢ Observing how staff deals with different customers and looking at what they do well, as well as what they could improve on.

➢ For example: observing the way that customers behave during a tour of a township and the extent to which they find it interesting and informative.

6. Follow-up phone calls or visits (enquires)

➢ Used by tourism organisations to evaluate the level of service received by customers.

➢ An employee of the organisation will contact customers, usually by telephone and ask them how they felt about the service they received.

ROUTE MAP

TOURISM 2011

TEST/EXAM SETTING

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| |Assessment Standards |

|LEARNING OUTCOMES | |

| |1 |2 |3 |4 |5 |6 | |

|2 |3 |10 | | | | |13 |

|3 |3 |8 |4 |4 | | |19 |

|4 | | | | | | | |

|5 | | | | | | | |

|6 | | | | | | | |

| | | |

| |12 |20 |4 |4 | | | |

|TOTAL OF PAPER: | | | | | | |40 |

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TIME ZONE CALCULATIONS

CONCEPTS and TERMINOLOGY

NEWS

Sun rises in the EAST sets in WEST – implications , therefore when you move east day gets “older” +++ and when you move west day gets “younger” ----

Greenwich meridian VS GMT vs UT

SA = ut+2

Daylight Savings Time – normally in summer. Reason is to enjoy an extra hour of sunlight at the end of the day.

Calculate time zone difference between 2 places.

Calculate time zone difference between 2 places WITH flying time as a variable.

TZD

SOCIAL

ENVIRONMENTAL

FINANCIAL

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TYPES OF QUESTIONS

Factual Recall

Multiple choice

Open-ended

Problem Solving

Data response

Creative.

Case studies

Interpreting diagrams/graphs

Contextual questions

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Moderate / Main Body = 30% - 50%

Challenging / Pinnacle = 20% - 30%

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Easy / Appetiser =

30% - 40%

ANALYSIS GRID

| |SPREAD OF COGNITIVE LEVELS |

| |Knowledge |Compren-hension |Applica- |Analysis, |Total |

| | | |tion |Synthesis, | |

| | | | |Evaluation | |

|% | | | | | |

| | | | | | |

|Q 1 |12 |11 |10 |7 |40 |

|Q 2 | | | | | |

|Q 3 | | | | | |

|Q 4 | | | | | |

|Q 5 | | | | | |

|Total marks: |12 |11 |10 |7 |40 |

|Actual % |

|Suggested % |

| |

ANALYSIS

GRID

For

Tests, Examinations

And Tasks-

Examples

PRE-MODERATION OF PAPER / TASK

USER FRIENDLY

LANGUAGE USE

OVERALL IMPRESSION

TECHNICAL CRITERIA

SET MARKING GUIDE WITH QUESTIONS

SCAFFOLDING

QUESTIONS

ALLOCATE MARKS

TYPES OF

QUESTIONS

1.LOs and ASs

2. Cognitive Levels

3 Content Coverage

SELECT CONTENT

DRAW A PLANNING MATRIX

HNKV / NSS

PLAN THE NO OF SECTIONS AND QUESTIONS

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