DTM2603/101/3/2024

Tutorial Letter 101/3/2024

Tourism Development IIA

DTM2603

Semesters 1 and 2

Department of Applied Management

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, DTM2603-2024-S1/S2, as well as your group website.

Note: DTM2603 is a fully online module. It is, therefore, only available on myUnisa.

BARCODE

Open Rubric
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 MODULE OVERVIEW .................................................................................................................. 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 6
4.1 Lecturer(s) .................................................................................................................................... 6
4.2 Department ................................................................................................................................... 6
4.3 University ...................................................................................................................................... 6
5 RESOURCES ............................................................................................................................... 7
5.1 Prescribed book(s) ........................................................................................................................ 7
5.2 Recommended book(s) ................................................................................................................. 7
5.3 Electronic reserves (e-reserves) ................................................................................................... 7
6 STUDENT SUPPORT SERVICES ................................................................................................ 8
6.1 First-Year Experience Programme ................................................................................................ 8
7. MODULE-SPECIFIC STUDY PLAN ............................................................................................. 9
8 HOW TO STUDY ONLINE .......................................................................................................... 11
8.1 What does it mean to study fully online? ..................................................................................... 11
8.2 How does online learning compare to face-to-face classes? ....................................................... 11
9. ASSESSMENT ........................................................................................................................... 11
9.1 Assessment criteria..................................................................................................................... 11
9.2 Assessment plan ........................................................................................................................ 12
9.3 Assessment due dates ................................................................................................................ 12
9.4 Assessment instructions and submission .................................................................................... 12
9.5 Types of assessments and descriptions...................................................................................... 13
9.6 The examination ......................................................................................................................... 14
10. ACADEMIC DISHONESTY ........................................................................................................ 15
10.1 Plagiarism ................................................................................................................................... 15
10.2 Cheating ..................................................................................................................................... 15
10.3 Invigilation/proctoring .................................................................................................................. 15
11. STUDENTS WITH DISABILITIES .............................................................................................. 16

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12. LIFELONG E-LEARNING AT UNISA ......................................................................................... 16

13. FREQUENTLY ASKED QUESTIONS ........................................................................................ 17
14. SOURCES CONSULTED ........................................................................................................... 17
15. IN CLOSING ............................................................................................................................... 17
16. ANNEXURE: GLOSSARY OF TERMS ...................................................................................... 19

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Dear Student

1 INTRODUCTION
Welcome to the ONLINE module DTM2603, Tourism Development IIA. We will do our best to
make your studies in this module is interesting and rewarding.

Unisa is a comprehensive open, distance and e-learning (CODeL) institution of higher

education. The university's curricula are comprehensive in that they encapsulate offerings
that range from strictly vocational to strictly academic certificates, diplomas, and degrees.
Owing to Unisa's "openness" and its distance and e-learning character, many students who
enrol at the university may otherwise not have had an opportunity to enrol for higher
education. Unisa's CODeL character implies that its programmes are carefully planned and
structured to ensure success for students, ranging from those who are underprepared but
have potential to those who are sufficiently prepared.

Teaching and learning in a CODeL context involve multiple modes of delivery, ranging from a
blended mode to a fully online mode. As a default position, all postgraduate programmes in
Unisa are offered through a fully online mode of delivery, where no printed study material is
provided, while undergraduate programmes are offered through a blended mode of delivery,
where printed study material is augmented with online teaching and learning via the learner
management system, myUnisa. In some instances, undergraduate programmes are offered
fully online, too.

Furthermore, Unisa's programmes are aligned with its vision, mission and values. The
university's commitment to serving humanity and shaping futures, combined with a clear
appreciation of its location on the African continent, contributes to Unisa graduates' distinctive
graduate qualities, which are as follows:

• Graduates are independent, resilient, responsible, and caring citizens who are able to
fulfil and serve in multiple roles in their immediate and future local, national and global
communities.

• Graduates have a critical understanding of their location on the African continent with its
histories, challenges, and potential in relation to globally diverse contexts.

• Graduates have the ability to critically analyse and evaluate the credibility and the
usefulness of information and data from multiple sources in a globalised world with its
ever-increasing information and data flows and competing world views.

• Graduates are able to apply their discipline-specific knowledge competently, ethically and
creatively to solve real-life problems.

• Graduates have an awareness of their learning and developmental needs and future
potential.

DTM2603 is offered as a fully online module.

Whether a module is offered either as blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the internet),

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we use myUnisa as our virtual campus. This is an online system that is used to administer,
document and deliver educational material to you and support engagement with you. Look
out for information from your lecturer as well as other Unisa platforms to determine how to
access the virtual myUnisa module site. Information on the tools that will be available to
engage with the lecturer and fellow students to support your learning will also be
communicated via various platforms.

You are encouraged to log into the module site on myUnisa regularly (that is, at least twice
per week).

Because DTM2603 is a fully online module, you have to log into myUnisa to access the study
material and to complete the learning activities. You should visit the website for the module on
myUnisa frequently, that is, at least twice a week. The website for the module is DTM2603-
2024-S1 for Semester 1 and DTM2603-2024-S2 for Semester 2.

This module is a continuous assessment module. This means that you will have a number of
assessments spread throughout the semester and there is no exam at the end of the
semester. Your final mark will be calculated using all your assessment marks. You will be well
on your way to success if you start studying early in the semester and submit your assessments
on time.

We wish you every success with your studies!

2 MODULE OVERVIEW
2.1 Purpose

The purpose of the module is to equip you with detailed knowledge of the various tourism
development types, development and management of tourism attractions, and facilities and
services. You will have insight into rural and urban tourism development. You will be able to
apply your knowledge to the development and management of tourism resources and tourist
attractions, as well as natural, cultural, artificial attractions and special events. You will also be
able to solve problems related to accommodation and amenities, ancillary services and
facilities.

2.2 Outcomes

This module is based on the outcomes-based approach to education and training. The learning
outcomes listed below are there to guide you through this module and inform you of the
knowledge and skills that you will be expected to exhibit during the assessment process. In this
module, the assessment process includes various self-assessment activities and assessments.
The outcomes stated below are linked to the assessments and will be used to evaluate or
assess whether you have mastered the work in this module.

After working through this module, you should be able to:

Specific outcome 1: Demonstrate detailed knowledge of a variety of tourism development

types.

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Specific outcome 2: Demonstrate an ability to evaluate, select and apply appropriate methods
and procedures techniques in processes of investigation relating to tourism attractions.

Specific outcome 3: Demonstrate an ability to identify, analyse and solve problems, gathering
evidence and applying solutions based on evidence and procedures appropriate to ideas
relating to tourism facilities and services.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies
and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this you will notice a marked change in the teaching and learning strategy implemented
by Unisa, together with the way in which the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.

4 LECTURER AND CONTACT DETAILS

4.1 Lecturer

The primary lecturer for this module is Dr Nicolene Conradie:

Department: Applied Management
Telephone: 012 433 4618
E-mail: [email protected]

Please remember that I may have meetings, conferences and workshops to attend and that I
will not always be available. Rather e-mail me (providing the module code in your e-mail) so that
I can reply at a later stage. This will also give me some time to work through your e-mail and
provide you with a much more detailed answer than I would have over the phone.

Please note, e-mail me with academic enquiries only. Your lecturers cannot help you with
any administrative enquiries, for example, study material not received, assessment submissions
and confirmations and/or registration queries.

4.2 Department

You can contact the Department of Applied Management as follows:

Telephone number: 012 433 4696

E-mail: [email protected] or [email protected]

4.3 University

To contact the university, follow the instructions on the “Contact Us” page on the Unisa website.
Remember to have your student number available whenever you contact the university.

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

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Please include the student number in all correspondence

5 RESOURCES
5.1 Prescribed book

There is no prescribed book for this module. The content of this module comprises only one
study guide. This study guide contains content about tourism development. All the content (the
study guide) is provided on the myUnisa website for this module.

5.2 Recommended book

It is important to note that it is your responsibility as a student to enrich your studies by reading
as extensively as possible, as well as to use other sources to supplement the study guide.
Journal articles can also be used as sources of information when answering your assessment
questions. However, there are no official recommended books for this module.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the library webpage, Find e-reserves. More information is
available at: http://oasis.unisa.ac.za/search/r.

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. The library has created
numerous library guides, available at http://libguides.unisa.ac.za.

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
Search Request (on your research topic) service,
visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support.
• For library training for undergraduate
students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
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 • Finding and using library resources and tools -
http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-

[email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: [email protected]

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university, and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-
learning institution, and it is very different from face-to-face/contact institutions. It is a mega university,
and all our programmes are offered through either blended learning or fully online learning. It is for this

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reason that we thought it necessary to offer first-time students additional/extended support to help them
seamlessly navigate the Unisa teaching and learning journey with little difficulty and few barriers. We
therefore offer a specialised student support programme to students enrolling at Unisa for the first time –
this is Unisa’s First-Year Experience (FYE) Programme, designed to provide you with prompt and helpful
information about services that the institution offers and how you can access information. The following
FYE services are currently offered:

FYE website Email support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post
myUnisa; study
registration
Referrals to skills; academic &
orientation digital literacies;
other support
services i.e. etc
Counselling;
reading & writing
workshops

To ensure that you do not miss out on important academic and support communication
from the SRU, please check your myLife inbox regularly.

7. MODULE-SPECIFIC STUDY PLAN

I strongly encourage you to use this study plan to summarise the content of each learning unit.
You can complete the assessment questions whenever you want to, provided that you submit
them by the required submission date. See the Study @ Unisa brochure for general information
on time management and planning skills.

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 DTM2603: Suggested study plan – 2024

Tick
Semester 1 Semester 2
Study plan and revision programme completed
2024 2024
tasks
Beginning of Beginning of
Receive study material; register on myUnisa.
Semester 1 Semester 2

Week 1 Week 1 Read Tutorial Letter 101.

Week 2 Week 2 Read and study Learning Unit 1.

Week 3 Week 3 Read and study Learning Unit 2.

Week 4 Week 4 Read and study Learning Unit 3.

Prepare for Assessment 01 and ensure

Week 5 Week 5
that you submit it on time.

Read and study Learning Unit 4.

Week 6 Week 6 Prepare for Assessment 02 and ensure
that you submit it on time.

Week 7 Week 7 Read and study Learning Unit 5.

Prepare for Assessment 03 and ensure

Week 8 Week 8 that you submit it on time.

Read and study Learning Unit 6.

Week 9 Week 9 Prepare for Assessment 04 and ensure
that you submit it on time.

Week 10 Week 10 Read and study Learning Unit 7.

Read and study Learning Unit 8.

Week 11 Week 11 Prepare for Assessment 05 and ensure
that you submit it on time.

Read and study Learning Unit 9.

Week 12 Week 12 Prepare for Assessment 06 and ensure
that you submit it on time.

If you prefer not to use this study plan, please draw up your own. However, I highly
recommend that you work throughout the semester, consistently. You will not be successful if
you do not work consistently and submit your assessments in time.

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8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. You will therefore see that all your study material, assessments
and engagements with your lecturer and fellow students will take place online. We use myUnisa
as our virtual campus.
The myUnisa virtual campus will offer students access to the myModules site, where learning
material will be available online and where assessments should be completed. This is an online
system that is used to administer, document, and deliver educational material to students and
support engagement between academics and students.
The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2024 button to access the online sites for the modules that you are registered for.
The university undertakes to communicate clearly and as frequently as is necessary to ensure
that you obtain the greatest benefit from the use of the myModules learning management
system. Please access the announcements on your myModules site regularly, as this is where
your lecturer will post important information to be shared with you.
8.2 How does online learning compare to face-to-face classes?
Although some might think that online learning has more workload or is more demanding than
face-to-face classes, the course contents of an online class at a distance education institution
are similar to that of face-to-face classes at a contact institution. The most important thing is that
you must be self-motivated and an independent learner when studying online.
The online environment has the advantage that you can study at anytime, anywhere and at your
own pace. However, remember that you must still meet the specified deadlines for submitting
assessments.
Being an online learner requires the following of you:

• to be an active learner
• to have good organisational and time management skills
• to be computer literate (familiarise yourself with computers and the internet)
• to actively seek answers and solutions to problems
• to be familiar with an e-mail program (be able to respond to emails, attach
documents read attached documents, etc.)

For more information on how to manage this learning environment, please visit the following
website: https://www.unisa.ac.za/sites/corporate/default/Apply-for-admission/Undergraduate-
qualifications/ODL-and-Unisa/ODL-is-a-different-way-of-learning.

9. ASSESSMENT
9.1 Assessment criteria

The assessment criteria for this module (DTM2603) is continuous assessment. Continuous
assessment refers to the ongoing periodic and systematic assessment and evaluation of
students during the process of learning, using a variety of assessment methods throughout the
tuition period. It is an alternative to a single, final summative assessment, as only these

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cumulative assessments contribute to the final mark. Therefore, the assessment for this module
will consist of assessments only and no examination will be written at the end of the
semesters.

9.2 Assessment plan

Assessments are an integral part of your learning activities. As already explained in 9.1 above,
this module will not have an examination. You need to obtain a final mark of 50% to pass this
module.
The assessment for this module consists of six (6) compulsory assessments. Refer to section
9.4 for more details on the type of assessments and submission platforms.
Composition of final mark

Compulsory Assessment 01 15%

Compulsory Assessment 02 15%

Compulsory Assessment 03 15%

Compulsory Assessment 04 15%

Compulsory Assessment 05 15%

Compulsory Assessment 06 25%

Final mark 100%

9.3 Assessment due dates

There are no assessment due dates included in this tutorial letter. These due dates are
available on the module site.

9.4 Assessment instructions and submission

Submission of the assessments will ensure that you master the learning outcomes and
pass the module. There are no assessments included in this tutorial letter. Assessments
and due dates will be made available to you on myModules for this module. We envisage that
the due dates will be available to you upon registration.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2024 button to access the online sites for the modules that you are
registered for.

• Compulsory Assessments 01 – 06 comprise written or multiple-choice type questions

(e.g. multiple-choice (MCQ), matching-the-column and true-or-false questions) and must
be completed and submitted online. Feedback will be provided per assessment after the
assessment has been marked and because there is no summative assessment (i.e.
venue-based or non-venue-based exam), this module does not have a supplementary,

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aegrotat or final intervention (FI) opportunity. If you do not achieve 50%, you will have to
re-register for the module.

• Please make sure that you submit each assessment online before the due date. If you
submit the assessment late, the system will not allow you to access the assessment and
you will not be able to submit the assessment.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

• When you access your myModules site for DTM2603, you will see a welcome message
posted by your lecturer. Below the welcome message you will see the assessment shells
for the assessments that you need to complete. All assessments must be completed on
the assessment shells available on the respective module platforms. No hardcopy or e-
mailed assessments will be accepted.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you.
When the assessment is open, access the quiz online and complete it within the time
available to you. Quiz assessment questions are not included in this tutorial letter
(Tutorial Letter 101) and are only made available online. You must therefore access the
quiz online and complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop
computer, tablet or laptop when completing the quiz. Students who use a cell phone find
it difficult to navigate the Online Assessment tool on the small screen and often struggle
to navigate between questions and successfully complete the quizzes. In addition, cell
phones are more vulnerable to dropped internet connections than other devices. If at all
possible, please do not use a cell phone for this assessment type.

• Assessment questions and/or answers are “randomised”, which means that students will
not receive the same set of questions in the assessments.

• It is in your interest to retain a copy of proof that the assessment has been
submitted so that you can produce this if there is a dispute afterwards as to whether or
not the assessment was received. For example, retain a screenshot of the webpage
once you have submitted the assessment.

9.5 Types of assessments and descriptions

All assessments are defined as either optional, mandatory, compulsory, or elective.

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 • Elective assessments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assessments
- If not submitted, the student gets no mark for this item.
• Compulsory assessments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assessments – You are encouraged as a student to do optional
assessment so that it may benefit your learning.

I. Elective assessments
a. the student is given a choice of which assessments within an identified group to
submit, only the best result(-s), the number of which is specified in advance, will
contribute towards the year mark.
b. elective assessments must also be grouped into an elective group.
c. for the student to select which assessment to submit, the elective assessments must
be grouped together. For such an elective group, relevant information must be
provided to the student, such as how many of the assessments must be submitted
and how many of the assessment marks should be combined into the year mark.
d. The selection criteria define how marks received for assessments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assessments per group
or no assessment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all items.

II. Mandatory assessments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assessment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assessment when the final mark for the module is calculated.
III. Compulsory Assessment
a. when not submitted, the student will fail a Continuous Assessment module but will be
shown as absent from the examination in the case of other modules.

IV. Optional assessments – You are encouraged as a student to do optional assessment

so that it may benefit your learning.

9.6 The examination

There is no examination for this module (DTM2603). This module is based on continuous
assessment that consists of assessments (Assessments 01 – 06) only.

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10. ACADEMIC DISHONESTY

10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules
10.3 Invigilation/proctoring
Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assessments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s
identity and flag suspicious behaviour to assure credibility of students’ responses during
assessments. The description below is for your benefit as you may encounter any or all of these
in your registered modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop
camera. Students must ensure their camera is activated in their browser settings prior to their
assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy
and ensures that the assessment participant is the registered student. This invigilation tool

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 requires students to download the app from their Play Store (Google, Huawei and Apple) on
their mobile devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled
with a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Please note:

Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be utilised for their formative and summative
assessments.

11. STUDENTS WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact your lecturer, Dr N Conradie, ([email protected]) to
discuss the assistance that you need.

12. LIFELONG E-LEARNING AT UNISA

The tourism industry is one of the largest and fastest growing industries. In South Africa, tourism
has been identified as one of the leading job creators to alleviate poverty.

Unisa affords you the opportunity to engage in lifelong learning in tourism. The figure below
illustrates our programme qualification mix.

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Figure 1: National qualifications framework and qualification streams in tourism

It is imperative that students apply online for all qualifications, even if they have done another
undergraduate qualification at Unisa.

Please visit www.unisa.ac.za for more information on the tourism programmes presented at
Unisa.

13. FREQUENTLY ASKED QUESTIONS

Please go to the Frequently Asked Questions (FAQs) tab on the myUnisa module site for
DTM2603. It contains all the relevant information you need to pass the module. You can also
refer to the Study @ Unisa online publication, which contains an A–Z guide detailing the most
relevant study information.

14. SOURCES CONSULTED

University of South Africa. 2015. Policy: experiential learning [online]. Available at
https://staff.unisa.ac.za/ (accessed on 22 June 2022).

15. IN CLOSING
You are welcome to contact me via e-mail ([email protected]) if you have problems with the
content of this tutorial letter or any aspect of this module.

17
I wish you a fascinating and enjoyable journey through the introductory module, Tourism
Development IIA, and trust that you will complete the module successfully.

Kind regards

Dr N Conradie
Primary lecturer: Tourism Development IIA

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 DTM2603/101/3/2024

16. ANNEXURE: GLOSSARY OF TERMS

TOURISM
Terms English Afrikaans S.Sotho isZulu
Tourism “Tourism is the total experience Toerisme “Boeti ke maitemogelo ka botlalo ao a “Ezokuvakasha kusho isipiliyoni sonke
that originates from the Toerisme is die totale ervaring wat hlolegilego go tšwa tsenelelanong gare esisuka ekuxhumaneni phakathi
interaction between tourists, job voortspruit uit die interaksie tussen ga baeti, baabi ba mešomo, kwabavakashi, abahlinzeki
providers, government systems toeriste, verskaffers, regeringstelsels dipeakanyo tša mmušo le ditšhaba ngemisebenzi, izinhlelo zikahulumeni
and communities in the process en gemeenskappe in die proses van tshepedišong ya go fa batšei ba maeto kanye nemiphakathi ngenkathi
of providing attractions, die voorsiening van trekpleisters, a boithabišo maatlakgogedi, kuhlinzekwa ngezindawo ezinhle,
entertainment, transport and vermaak, vervoer en akkommodasie boithabišo, dinamelwa le marobalo le ngokuzithokozisa, ngezokuthutha
accommodation and catering to en voedsel en spyseniering aan phepo ka dijo” (Saayman et al., kanye nangendawo yokuhlala
tourists” (Saayman et al., toeriste (Saayman et al., 2012:3). 2012:3). Boeti bo akaretša go tšea kuhlanganisa nokuhlinzeka
2012:3). Tourism includes Toerisme sluit die reis vir alle maeto ka merero ka moka ye e abavakashi ngokudla” (Saayman et
travelling for all purposes and doeleindes, asook dagbesoeke of fapanego le diketelo tša letšatši goba al., 2012:3). Ezokuvakasha zifaka
day visits or excursions dagtoerisme in (Holloway & maetwana (Holloway & Humphreys, phakathi ukuhamba ngezinhloso
(Holloway & Humphreys, Humphreys, 2012:6). 2012: 6). eziningi ezahlukene kanye
2012:6). nezokuhambela izindawo ezithile
ezingamagugu emini
ukuyozithokozisa (Holloway &
Humphreys, 2012:6).
Tourists People who are voluntarily Toeriste Bahahlauli Abavakashi
engaged in temporary travel, for Mense wat vrywilliglik by tydelike reis Laba ngabantu abazihambela
Batho ba etelang libaka tseo eseng tsa
a period of at least 24 hours but betrokke raak, vir ’n tydperk van ngokuzithandela isikhathi esifushane,
ha habo bona ka boithaopo, bonyane
not longer than a year, and minstens 24 uur, maar nie vir langer as okuyisikhathi esingamahora angama-
ebe batho ba tsoileng bolele ba nako
contribute economically to the ’n jaar nie, en wat ’n ekonomiese 24 kodwa okuba yisikhathi
eseng ka tlase ho letsatsi empa ese
visiting environment away from bydrae lewer tot die omgewing wat esingengaphezulu konyaka, futhi
fete selemo, ba bile ba kenya letsoho
their home (Saayman et al., besoek word, weg van hul eie huis af babamba iqhaza emnothweni kuleyo
katlehisong ea moruo tikolohong e
2013; Cooper & Hall, 2008). (Saayman et al., 2013; Cooper & Hall, ndawo abasuke beyivakashele esuke
joalo. (Saayman et al., 2013; Cooper &
2008). ikude nasekhaya lapho bevela khona
Hall, 2008).
(Saayman et al., 2013; Cooper & Hall,
2008).
Excursionists People who are voluntarily Dagbesoekers Batšeamaetwana Abavakashi besikhathi esifushane
engaged in temporary travel, Mense wat vrywilliglik betrokke is by Batho bao ba ithaopago go tšea maeto Laba ngabantu abazihambela
where their trip does not include tydelike reis, waar hul uitstappie nie a nakwana, fao maeto a bona a sa ngokuzithandela kwabo, kanti
an overnight stay (UNWTO, oornagverblyf insluit nie (UNWTO, akaretšego go robala fao (UNWTO, ukuhamba kwabo kufaka ukuthi bathi
2013b). 2013b). 2013b). qu nje ezindaweni ezithile ngoba
kabalali kulezo zindawo abasuke
bezihambele (UNWTO, 2013b).
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 Tourism system The tourism system is a Toerismestelsel Peakanyo ya boeti Uhlelo lokuvakasha
framework which represents the Die toerismestelsel is ’n raamwerk wat Peakanyo ya boeti ke tlhako, yeo e Uhlelo lokuvakasha uhlaka, olumele
entire tourist experience of die toerisme-ervaring as geheel insluit, emelago maitemogelo ka botlalo a konke okumayelana nokuvakasha
travelling by understanding both met begrip van voorsiening en motšei wa maeto a boithabišo a go ngokuqonda lokho okudingwayo
supply and demand, and also by aanvraag, asook die identifsering van tšea leeto ka go kwešiša bobedi kabo kanye nalokho okudingekayo, kanye
identifying the organisations die organisasies wat toerisme ya tirelo le dikganyogo, gape le go šupa futhi nokuhlonza lezo zinkampani
which influence and regulate beïnvloed en reguleer (Page & mekgahlo ye e huetšago le go laola ezinomthelela kwezokuvakasha futhi
tourism (Page & Connell, 2009). Connell, 2009). boeti (Page & Connell, 2009). eziphinda zilawule ezokuvakasha
(Page & Connell, 2009).
Mass tourism A twentieth century Massatoerisme BC (Pele ga Jesu) Ukuvakasha kwenqwaba
phenomenon where the working ’n Verskynsel van die twintigste eeu Lereo le le šomišwago go hlaloša Lona kwakungumqondo nje
and middle classes began waar die werkers- en middelklasse ditiragalo tša histori tša pele ga go wangesikhathi sekhuluminyaka
travelling in large numbers for begin het om in groot getalle vir belegwa ga Jesu lamashumi amabili lapho khona
leisure purposes (Cook, et al., ontspanningsdoeleindes te reis (Cook, abantu abasebenzayo nabangaswele
2010:403). Mass tourism et al., 2010:403). Massatoerisme is ’n lutho babeqala bevakashela izindawo
indicates a product-led tourism aanduiding van ’n produk-gedrewe ezithile beyiqembu elikhulu
industry that includes bedryf wat gestandaardiseerde en ngenhloso yokuzithokozisa nje
standardised and inflexibly onbuigsaam verpakte vakansies nokuhamba bebuka izindawo (Cook,
packaged holidays offered to insluit, wat aan onervare massa- et al., 2010:403). Ezokuvakasha
inexperienced mass clientele kliënte aangebied word (Poon, 2003; kweningi zibonisa ezokuvakasha
(Poon, 2003; Page & Connell, Page & Connell, 2009). eziholwa ngumkhiqizo nokufaka
2009). phakathi amaholidi ahlelembekile
kanye nezinto ezihambisana nalokho
ezingamaholide ezihlinzekwa labo
abangamakilayente angenaso
isipiliyoni esitheni sokuvakasha
nokuvakshela izindawo (Poon, 2003;
Page & Connell, 2009).
Motivation Internal forces, external forces Motiverings Ditlhohleletšo Izikhuthazi
and incentives that guide, direct Interne magte, eksterne magte en Maatlakgogedi a ka gare, Izinto zangaphakathi, izinto
and integrate a person’s belonings wat ’n persoon se gedrag vir maatlakgogedi a ka ntle le zangaphandle kanye nezinto
behaviour for future personal toekomstige bevrediging lei, rig en ditšhušumetšo tšeo di hlahlago le go eziyimiklomelo ezihola, ziqondise
satisfaction (Uysal & Jurowski, integreer (Uysal & Jurowski, 1994). tlaleletša boitshwaro bja motho go futhi zifake endaweni efanele
1994). kgotsofatša dinyakwa tša gagwe tša ka ukuziphatha komuntu ukuze kube
moso. (Uysal & Jurowski, 1994). nokweneliseka ngomuso (Uysal &
Jurowski, 1994).
Market Market segmentation is a Markverdeling Karoganyo ya mmaraka Ukwehlukaniswa kwemakethe
segmentation process of dividing a market into Markverdeling is ’n proses waartydens Karoganyo ya mmaraka ke tshepedišo wuhlelo lokwehlukanisa imakethe
smaller groups of buyers who ’n mark verdeel word in kleiner groepe ya go aroganya mmaraka go ya ka ukuthi ibe ngamaqembu amancane

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 DTM2603/101/3/2024

share similar characteristics, kopers met eenderse eienskappe, dihlopha tše nnyane tša bareki bao ba abathengi abanezinto noma izici
needs or behaviour patterns and behoeftes, of gedragspatrone en wat nago le dipharologantšho, dinyakwa ezifanayo, nezidingo ezifanayo noma
who might require separate moontlik afsonderlike goba boitshwaro tše di swanago gape e abaziphataha ngendlela ethile
product offerings or marketing produkaanbiedings of le bao ba ka nyakago go fiwa ditirelo efanayo nokungenzeka ukuthi
programmes (George, 2011). bemarkingsprogramme mag vereis goba mananeo a papatšo ao a badinge izinhlelo zemikhiqizo ethile
(George, 2011). aroganego (George, 2011). ezehlukile noma izinhlelo
zokumaketha ezithile ezehlukile
(George, 2011).
Ecotourism Ecotourism is tourism that Ekotoerisme Ketelo mafelong a tlhago Ezokuvakasha ezindaweni zemvelo
occurs in natural areas and Ekotoerisme is toerisme wat in Ketelo mafelong a tlhago ke boeti bjo Ezokuvakasha ezindaweni zemvelo
which is a sustainable form of natuurlike gebiede voorkom en wat ’n bo diregago mafelong a tlhago gape kusho ezokuvakasha ezenzeka
natural resource-based tourism volhoubare vorm van natuurlike yeo e lego mokgwa wo o swarelelago ezindaweni zemvelo nokuyindlela
that focuses on learning and hulpbron-gebaseerde toerisme is wat wa boeti bjo bo theilwego go didirišwa yokuvakasha ekwazi ukuzigcina
experiencing nature and cultural fokus op leer en die ervaring van die tša tlhago bjo bo nepišitšwego go go isikhathi eside ngokugxile
manifestations. Since natuur en kulturele verskynsels. ithuta le go itemogela dilo le ditiragalo kwimithombo ethile kanti
ecotourism occurs in natural Omdat ekotoerisme in natuurlike tša tlhago le setšo. Ka ge ketelo kusebenzisa kakhulu ukufunda kanye
areas, it should also contribute omgewings voorkom, moet dit ook tot mafelong a tlhago e direga nokulandelela lokho okwenzeka
to the conservation of the die bewaring van die natuurlike ditikologong tša tlhago e swanetše go ngemvelo kanye nakwimvelo kanye
natural areas and cultural gebiede en kulturele manifestasies thuša paballong ya mafelo a tlhago le nalokho okubonakala kumasiko.
manifestations (Fennel, 2003; bydra (Fennel, 2003; Ceballos- go dilo le ditiragalo tša tlhago (Fennel, Njengoba ezokuvakasha ezindaweni
Ceballos-Lascurain, 1987). Lascurain, 1987). 2003; Ceballos-Lascurain, 1987). zemvelo kwenzeka ezindaweni
ezikhethekile ngokwemvelo kufanele
ukuba kuneqhaza okulibambile
ekongiweni kwezindawo zemvelo
kanye nasezindaweni zamasiko
(Fennel, 2003; Ceballos-Lascurain,
1987).
Destination A destination is defined as a Bestemming Boyo Indawo
geographical area such as a ’n Bestemming word gedefinieer as ’n Boyo bo hlalošwa bjalo ka lefelo la Indawo ichazwa njengesakhiwo
town, city, resort or country to geografiese gebied, soos byvoorbeeld naga bjalo ka toropo, toropokgolo, esingaba yidolobha elincane,
which a tourist travels in order ’n dorp, ’n stad, ’n oord of ’n land bokhutšo goba naga yeo moeti a yago idolobha elikhulu, indawo
to participate in activities or waarheen ’n toeris reis om deel te go yona gore e tšee karolo go ditiro yokungcebeleka noma indawo
events hosted by the area neem aan aktiwiteite of geleenthede goba ditiragalo tšeo di swaretšwego yokushaywa ngumoya ahambela kuyo
(Cooper, 2012; Goeldner & wat deur die gebied aangebied word lefelong leo (Cooper, 2012; Goeldner & umvakashi ukuze akwazi ukuyobamba
Ritchie, 2003; Heath, 2003; (Cooper, 2012; Goeldner & Ritchie, Ritchie, 2003; Heath, 2003; Holloway & iqhaza emisebenzini ethile
Holloway & Humphreys, 2012; 2003; Heath, 2003; Holloway & Humphreys, 2012; Lubbe, 2003; eyenziwayo noma kwizigameko
Lubbe, 2003; Weaver & Lawton, Humphreys, 2012; Lubbe, 2003; Weaver & Lawton, 2010). ezithile ezenzelwa kuleyo ndawo
2010). Weaver & Lawton, 2010). (Cooper, 2012; Goeldner & Ritchie,
2003; Heath, 2003; Holloway &

21
 Humphreys, 2012; Lubbe, 2003;
Weaver & Lawton, 2010).
Destination A DMS consolidates and ’n BBS konsolideer en versprei ’n DMS e tiiša le go phatlalatša I-DMS iqinisa bese isabalalisa
Marketing distributes a comprehensive omvattende reeks toerismeproduktte ditšweletšwa ka botlalo tše di fapanego inqwaba yemikhiqizo yezokuvakasha
System (DMS) range of tourism products via ’n verskeidenheid kanale en ka ditsela le dipolatefomo tše di ngamashaneli kanye nezinhlaka
through a variety of channels platforms. Hierdie BBS bedien fapanego. DMS ye ka kakaretšo e direla eziningi ezahlukene. Le DMS
and platforms. This DMS gewoonlik ’n spesifieke land, streek of naga, selete goba profense ye e itšego imvamisa ibhekela izwe elithile,
generally caters for a specific provinsie en ondersteun die gape e thekga ditiro tša mokgahlo wa isifunda esithile noma isifundazwe
country, region or province and aktiwiteite van ’n taolo ya lefeloboyo (DMO) nageng, esithilekanti yeseka imisebenzi
supports the activities of a bestemmingsbestuursorganisasie seleteng goba profenseng yeo (Daniele yenhlangano esebenza ukusiwa
destination management (BBO) in daardie land, streek of & Frew 2008:233) kwezinto endaweni ethile (DMO)
organisation (DMO) in that provinsie (Daniele & Frew 2008:233). kulelo lizwe, kuleso sifunda noma
country, region or province kuleso sifundazwe (Daniele & Frew
(Daniele & Frew 2008:233) 2008:233)
Hospitality “Those commercial activities Gasvryheid Kamogelabaeng Indlela yokupha abavakashi
that offer consumers Daardie kommersiële aktiwiteite wat “Ditiro tša kgwebo tšeo di fago “Yileyo misebenzi yokuthengisa
accommodation, meals and aan verbruikers akkommodasie, etes badirelwa marobalo, dijo le dino ge ba ehlinzeka abathengi ngezinto ezifana
drinks while they are away from en drinkgoed bied terwyl hulle weg le kgole le gae” (George, 2011: 557). nezindawo zokuhlala noma zokulala,
home” (George, 2011: 557). van die huis af is (George, 2011: 557). ngokudla kanye neziphuzo ngenkathi
abathengi bekude nasemakhaya abo”
(George, 2011: 557).
Accommodation “This is a place where guests Akkommodasie Bodulo Indawo yokuhlala/yokulala
stay on a temporary basis” (NDT, Dit is die plek waar gaste tydelik bly “le ke lefelo fao baeti ba dulago “Lena yindawo lapho abavakashi
2012: viii). (NDT, 2012: viii). nakwana” (NDT, 2012: viii). begoba khona amadlangala noma
behlala khona isikhathi esifushane”
(NDT, 2012: viii).
Food and “This involves the planning, Voedsel en drank Dijo le dino Ukudla neziphuzo
beverage preparing and serving of food Dit behels die beplanning, “Se se akaretša go beakanya, go “Lokhu kufaka phakathi ukuhlela,
and drinks in a hospitality voorbereiding en bediening van kos en lokišetša le go fa dijo le dino lefelong la ukulungisa kanye nokuhlinzeka
environment” (NDT, 2012: viii). drinkgoed in ’n gasvryheidsomgewing kamogelabaeng” (NDT, 2012: viii) ngokudla kanye neziphuzo esimweni
(NDT, 2012: viii). sokubhekelelwa kwabavakashi” (NDT,
2012: viii)
Guest This is a person who experiences Gas Moeng Isihambeli
or receives hospitality. Most of Dit is ’n persoon wat gasvryheid ervaar Yo ke motho yo a itemogelago Lona ngumuntu othola ukunakwa
the time the concept of of ontvang. Die beginsel van uitruiling kamogelo ye borutho. Nakong ye ntši ngokuphathwa kahle. Isikhathi
exchange takes place and the vind gewoonlik plaas en die gas het kgopolo ya kananyo e ba gona gomme esiningi kuba khona udaba
guest has the need to use the die behoefte om van die moeng o na le kganyogo ya go šomiša lokushintshiselana ngokuthile. Angithi
hospitality services and is willing gasvryheidsdienste gebruik te maak en ditirelo tša kamogelabaeng gape o phela isihambeli sisuke sifuna
to pay for these services at the is bereid om vir hierdie dienste by die lokologile go lefela ditirelo tše go ukuphathwa kahle sisebenzise
hospitality establishment. The gasvryheidsinstansie te betaal. Die sehlongwa sa kamogelabaeng. Biro ya nezinsizakalo ezihambisana nalokho

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South African Bureau of Suid-Afrikaanse Buro vir Standaarde Afrika Borwa ya kelo ya Boemo (South futhi sisuke sizimisele
Standards (SABS) refers to a (SABS) verwys na ’n gas as ’n “persoon African ngokukukhokhela lokho kuleyo
guest as a “person who receives wat die gasvryheid van ’n klub, ’n stad, ndawo ehlinzeka ngalezi zinsizakalo
the hospitality of a club, a city, ’n hotel, restourant, ensovoorts, sowel zokuba yisitatanyiswa. Isikhungo i-
hotel, restaurant, etc. and the as die vermaak wat dit voorsien, South African Bureau of Standards
lodging, food, or entertainment ontvang (SABS, 2012: 8). (SABS) sichaza isihambeli
it provides” (SABS, 2012: 8) “njengomuntu othola ukunakekelwa
ekilabhini, edolobheni, ehhotela,
endaweni yokudlela, njl kanye
nendawo yokulala, ukudla, noma
izinto zokuzijabulisa ezihlinzekwa
lapho” (SABS, 2012: 8)
Product The South African Bureau of Produk Setšweletšwa Umkhiqizo
Standards (SABS) refers to a Die Suid-Afrikaanse Buro vir Biro ya Afrika Borwa ya kelo ya Boemo Isikhungo i-South African Bureau of
product from a tourism Standaarde (SABS) verwys na ’n (South African Bureau of Standards) Standards (SABS) sichaza umkhiqizo
perspective as the “totality of produk vanuit ’n toerisme-perspektief (SABS) e šupa setšweletšwa go ya ka ngokohlelo lwezokuvakasha ngokuthi
goods or services that a as die hele spektrum van goedere of tebelelo ya boeti bjalo ka “bokamoka sithi “inani lonke lezimpahla noma
company or an individual makes dienste wat ’n maatskappy of ’n bja thoto goba tirelo tšeo khamphani lezinsizakalo inkampani noma
available to a tourist or guest” individu aan ’n toeris of gas beskikbaar goba motho a dirago gore di be gona umuntu phaqa ahlinzeka ngazo
(SABS, 2012: 8) stel (SABS, 2012: 8). go moeti goba moeng” (SABS, 2012: 8) isivakashi noma isihambeli” (SABS,
“Anything that can be offered to 2012: 8)
a market for attention, Enigiets wat aan ’n mark aangebied “Selo sefe goba sefe seo se ka fiwago
acquisition, use or consumption kan word vir aandag, aankope, gebruik mmaraka go tanya šedi, phihlelelo, “Noma ngabe yini engakwazi ukuthi
that might satisfy a want or of verbruik en wat ’n behoefte of ’n goba tšhomišo seo se ka kgotsofatšago ihlinzekwe emakethe ukuze inakwe,
need; it includes physical begeerte mag bevredig; dit sluit fisiese dinyakwa goba dikganyogo; se akaretša ithengwe, isetshenziswe noma idliwe
objects, services, persons, objekte, dienste, persone, dilo tše di ka bonwago ka mahlo, nengakwazi ukwenelisa izimfuno
attractions, tours, activities, trekpleisters, toere, aktiwiteite, ditirelo, batho, dikgoketšo, maeto, noma izidingo; kanti ifaka phakathi
places, organisations and ideas” plekke, organisasies en idees in ditiro, mafelo mekgahlo le dikgopolo” izinto ezibambekayo, izinsizakalo,
(George, 2011: 561). (George, 2011: 561). (George, 2011: 561) abantu, izindawo ezihehayo,
okokuhamba, imisebenzi, izindawo,
Ka gona, morerong wa mmotšulo wo izinhlangano kanye nemiqondo
“setšweletšwa” se ka hlalošwa bjalo ka ethile” (George, 2011: 561)
bokamoka bja dithoto goba ditirelo tše
di fiwago mmaraka wa boeti go Ngakho-ke ngokwenhloso yalesi
goketša, phihlelelo, tšhomišo tšeo di ka sifundo “umkhiqizo” ungachazwa
kgotsofatšago nyako goba kganyogo, njengazo zonke izimpahla
go swana le bodulo, kgoketšo goba zezokuvakasha noma izinsizakalo
dinamelwa ezihlinzekwa kwimakethe
yezokuvakasha ukuze zinakwe,

23
 zithengwe, zisetshenziswe noma
zidliwe ezingakwazi ukwanelisa
izimfuno noma izidingo ezifana
nendawo yokuhlala/indawo yokulala,
izinto ezihehayo noma ezokuthutha
Business “A trip which is undertaken with Besigheidstoerisme Boeti ka kgwebo Ezokuvakasha zebhizinisi
tourism the purpose of attending a ’n Reis wat onderneem word met die “Leeto leo le tšewago ka morero wa go “Lolu uhambo oluthathwa ngenhloso
conference, meeting, exhibition, doel om ’n konferensie, vergadering, ya khonferentsheng, kopanong, yokuhambela ingqungquthela,
event or as part of an incentive uitstalling, of geleentheid by te woon, pontšhong, tiragalong goba bjalo ka umhlangano, umbukiso, isigameko
(MICE)” (NDT, 2012: vi). of as deel van ’n beloning (MICE)” karolo ya tšhušumetšo (MICE)” (NDT, njengengxenye yokubongwa (MICE)”
(NDT, 2012: vi). 2012: vi). (NDT, 2012: vi).

Leisure tourism “A tourist travelling for holiday Ontspanningstoerisme Boeti bja go yo iketla Ezokuvakasha zokuzithokozisa
purposes or to visit friends and ’n Toeris wat vir vakansiedoeleindes “Motšei wa maeto a boithabišo yo a “Lona ngumvakashi ozihambela
relatives” (NDT, 2012:vi). reis of om vriende en famile te besoek tšeago leeto ka morero wa go ya ngoba eya eholidini noma ngenhloso
(NDT, 2012: vi). makhutšong goba go etela bagwera le yokuyovakashela abangani kanye
ba meloko” (NDT, 2012: vi). nezihlobo” (NDT, 2012: vi).

Holiday “A trip which is undertaken Vakansie Makhutšo Iholidi

where the purpose is any kind of ’n Reis wat onderneem word waar die “leeto leo le tšewago mo morero wa “uhambo oluthathwayo kanti inhloso
leisure activity. This may, for doel enige tipe ontspanningsaktiwiteit lona e lego tiro efe goba efe ya go yalo kusuke kuwukuyozithokozisa nje.
example, include golf or bird is. Dit kan byvoorbeeld wees om golf iketla. Se se ka akaretša, mohlala, Lokhu, isibonelo, kungafaka phakathi
watching, cultural exploration, te speel of om voëls te kyk, kulturele kolofo, go boga dinonyana, ukuzidlalela igalofu noma ukuzibukela
fun, adventure or relaxation, ontdekking, pret, avontuur of tlhohlomišo ya ditšo tša batho, izinyoni, ukuyofunda kabanzi
partaking in nonprofessional ontspanning, deelname aan nie- boithabišo, mahlagahlaga a go leka dilo ngamasiko, ukuzijabulisa nje,
sports activities or as a spectator professionele sportaktiwiteite, of as ’n tše mpsha goba go iketla, go tšea ukuhambela ubumnandi noma
at a sports event and visits to toeskouer by ’n sportgeleentheid en karolo go dithaloko tše sego tša ukuzishayelwa ngumoya, noma
health spas” (NDT, 2012: vi). besoeke aan gesondheidspa’s” (NDT, seprofešenale goba o le mmogi ukubamba iqhaza kwezemidlalo
2012: vi). tiragalong ya dipapadi le diketelo go ezingesizo ezikhokhelwayo noma
mafelo ao a thobollago mmele” (NDT, njengesibukeli kwindawo yezemidlalo
2012: vi). kanye nokuvakashela izindawo
zokubhucwabhucwa umzimba
ngokwezempilo” (NDT, 2012: vi).

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