Professional Certificate in International Leisure and Tourism Management
PROGRAM DESCRIPTION
Professional Certificate in International Leisure & Tourism Management (Level 3) qualification is designed to support learners’ development as managers within the international leisure and tourism industry. The qualification enables learners to develop their knowledge of theories applicable to management in the international leisure and tourism industry. It enables learners to make well-informed and confident decisions about the management of work areas in the international leisure and tourism industry. Successful completion of the Professional Certificate in International Leisure and Tourism Management qualification will provide learners with the opportunity to progress to further study or employment.
QUALITY, STANDARDS & RECOGNITIONS
Professional Certificates are approved and regulated by University Senate.
Jesselton University College has progression arrangements with several institutions that acknowledges the ability of learners after studying Level 3-7 qualifications to be considered for direct entry into a range of their programme or advanced entry into corresponding degree year/top-up programmes.
SUBJECTS
| Unit Ref. | Unit Title | Credit | GLH | TQT |
| BS/3/1001 | Leisure and Tourism Business Management | 10 | 40 | 100 |
| BS/3/1002 | Services Marketing and Customer Service | 10 | 40 | 100 |
| BS/3/1003 | Events Management | 10 | 40 | 100 |
| BS/3/1004 | (Elective Module) | 10 | 40 | 100 |
INTAKE AND ENTRY REQUIREMENTS
The Level 3 Professional Certificate can be offered to learners from age 16. University does not specify entry requirements for non-MQA qualifications, but delivery centers are required to ensure that learners admitted to the programme have sufficient capability at the right level to undertake the learning and assessment.
Centre must ensure learners are recruited with integrity onto appropriate qualifications that will:
- Meet their needs
- Enable and facilitate learning and achievement
- Enable progression
DELIVERY OF NON-MQA QUALIFICATIONS
University Senate do not specify the mode of delivery for its qualifications, therefore Centres are free to deliver this qualification using any mode of delivery that meets the needs of their Learners. However, Centres should consider the Learners’ complete learning experience when designing the delivery of programmes.
Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly discriminate, whether directly or indirectly, and that equality of opportunity is promoted. Where it is reasonable and practicable to do so, it will take steps to address identified inequalities or barriers that may arise.
Guided Learning Hours (GLH) which are listed in each unit gives the Centres the number of hours of teacher-supervised or direct study time likely to be required to teach that unit.
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT
Recognition of Prior Learning (RPL) is a method of assessment that considers whether learners can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning.
RPL policies and procedures have been developed over time, which has led to the use of a number of terms to describe the process. Among the most common are:
- Accreditation of Prior Learning (APL)
- Accreditation of Prior Experiential Learning (APEL)
- Accreditation of Prior Achievement (APA)
- Accreditation of Prior Learning and Achievement (APLA)
All evidence must be evaluated with reference to the stipulated learning outcomes and assessment criteria against the respective unit(s). The assessor must be satisfied that the evidence produced by the learner meets the assessment standard established by the learning outcome and its related assessment criteria at that particular level.
Most often RPL will be used for units. It is not acceptable to claim for an entire qualification through RPL. Where evidence is assessed to be only sufficient to cover one or more learning outcomes, or to partly meet the need of a learning outcome, then additional assessment methods should be used to generate sufficient evidence to be able to award the learning outcome(s) for the whole unit. This may include a combination of units where applicable.