CAPE Tourism Syllabus With Specimen Papers

Caribbean Advanced
Proficiency Examination®
Caribbean Advanced
SYLLABUS Proficiency Examination®
TOURISM
CXC A31/U2/21
SYLLABUS
Effective for examinations from May–June 2023
TOURISM
Effective for examinations from May–June 2023
CXC A31/U2/20v01 – NOT FOR TEACHING

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CXC A31/U2/21 www.cxc.org

Contents
INTRODUCTION ........................................................................................................................... i
RATIONALE ................................................................................................................................. 1
AIMS ……………….. ....................................................................................................................... 2
CAREERS ………… ......................................................................................................................... 2
SKILLS AND ABILITIES TO BE ASSESSED ...................................................................................... 3
PREREQUISITES OF THE SYLLABUS ............................................................................................. 4
STRUCTURE OF THE SYLLABUS................................................................................................... 4
APPROACHES TO TEACHING THE SYLLABUS .............................................................................. 4
UNIT 1: TOURISM PRINCIPLES.................................................................................................... 5
MODULE 1: CONCEPTS AND ISSUES ............................................................................. 5
MODULE 2: LINKAGES WITH KEY SECTORS ................................................................. 11
MODULE 3: SUSTAINABLE TOURISM .......................................................................... 24
UNIT 2: TOURISM MANAGEMENT ........................................................................................... 32
MODULE 1: PRODUCT DEVELOPMENT ....................................................................... 32
MODULE 2: MARKETING IN TOURISM ......................................................................... 38
MODULE 3: ENTREPRENEURSHIP IN TOURISM........................................................... 44
OUTLINE OF ASSESSMENT ....................................................................................................... 51
REGULATIONS FOR PRIVATE CANDIDATES .............................................................................. 65
REGULATIONS FOR RESIT CANDIDATES ................................................................................... 66
ASSESSMENT GRID ................................................................................................................... 66
GLOSSARY OF TERMS USED IN TOURISM ................................................................................ 67
GLOSSARY OF BEHAVIOURAL VERBS USED IN THE TOURISM EXAMINATION......................... 72

NOTE TO TEACHERS AND LEARNERS
Please note that the syllabus has been revised and amendments are indicated by italics.
First issued in 2013

Amended 207
Revised 2019
Please check the website www.cxc.org for updates on CXC®’s syllabuses.
Please access relevant curated resources to support teaching and learning of the syllabus at
https://learninghub.cxc.org/
For access to short courses, training opportunities and teacher orientation webinars and workshops
go to our Learning Institute.
PLEASE NOTE
This icon is used throughout the syllabus to represent key features which teachers
and learners may find useful.

Introduction
T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

the academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE® may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is
the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma,
awarded to candidates who have satisfactorily completed at least six Units, including Caribbean
Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a
prescribed cluster of ten CAPE® Units including Caribbean Studies, Communication Studies and
Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree
in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree
Handbook.
For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of
required Units within a maximum period of five years. To be eligible for a CXC® Associate Degree, the
educational institution presenting the candidates for the award, must select the Associate Degree of
choice at the time of registration at the sitting (year) the candidates are expected to qualify for the
award. Candidates will not be awarded an Associate Degree for which they were not registered.
CXC A31/U2/20 i www.cxc.org

Tourism Syllabus
 RATIONALE
The World Tourism Organisation describes Tourism as the activities of persons travelling to and staying
in places outside their usual environment for not more than one year for leisure, business and other
purposes. The tourism industry is defined by the Caribbean Tourism Organisation as a composite of
eight sectors. The Caribbean is the most tourism dependent region of the world. For this reason,
tourism must be studied as a system and managed as a major vehicle for economic development and
growth for the Caribbean Region. The future of the Caribbean Region relies on the development of its
human and natural resources; strengthening of inter-sectorial linkages; and managing tourism for
sustainable development.
Tourism provides each country with an opportunity to develop strong export capabilities. Tourism
endorses the quality of an export product and enables the transfer of knowledge from that product
experience to a broader external export market. Having an understanding of tourism, the opportunities
it presents, and the responses needed to capitalise on the industry, the Caribbean will be assured of
economic development. This strategic approach to tourism as espoused in the Syllabus will provide an
avenue for continuous sustainable economic, social and environmental development. The catalyst for
achieving these goals is the strategic development of its human resources. Tourism is one of the largest
employers of persons in the Caribbean Region. By creating a cadre of human resources that
understands the tourism system, the industry and the interplay between them will yield a complement
of stakeholders for governments, private sector organisations, non–governmental organisations,
entrepreneurs and communities to participate and collaborate for regional and national development.
The design of the CAPE® Tourism Syllabus will enable students to examine the contribution of tourism
to the development and growth and provide useful information for their own career development.
Through the use of learner-centred approaches, the syllabus will also enable students to develop an
appreciation of the role and use of the tourism system and to provide an understanding of the impacts
of tourism in the Caribbean. Students pursuing this course of study will gain an appreciation of the
scope of the tourism product, appreciate the marketing of the competitive attributes of the Caribbean
as a pull factor for tourism. They will also benefit from exposure to entrepreneurship in tourism as a
vehicle for rural and micro tourism enterprises and economic development in the Caribbean.
In keeping with the attributes of the Ideal Caribbean Person articulated by the [Caribbean Community]
CARICOM, this Syllabus will help to develop individuals who have a high level of self-confidence and
self-esteem; see ethics and diversity as sources of strength and richness; are aware of the importance
of living in harmony with the environment; respect our cultural heritage; and display the creative
imagination in economic, entrepreneurial and other spheres (Caribbean Education Strategy, 2000).
The focused area of study will enhance the development of students’ Twenty-first Century skills, as it
requires them to work collaboratively, develop creative ideas, and enhance communication and critical
thinking skills. This course of study will also help students to meet the criteria of the United Nations
Educational, Scientific and Cultural Organisation (UNESCO) Pillars of Learning, which are: Learning to
know, Learning to be, Learning to do, Learning to live together, and Learning to transform themselves
and society.
CXC A31/U2/21 1 www.cxc.org

 AIMS
The syllabus aims to:
1. develop conceptual knowledge and practical skills in preparation for business, entrepreneurial
and career opportunities in tourism;
2. develop an understanding of tourism emergence in the national, regional, and global contexts
at the micro and macro levels;
3. foster an awareness of the interrelationships among the various framework/model,

components and stakeholders involved in tourism;
4. develop an understanding of the impacts on national and regional tourism development in the
Caribbean;
5. create an awareness of the implications of tourism on national and regional economic

development;
6. develop an interest for more innovative, creative and management

approaches/practices/principles/strategies used in sustainable tourism development;
7. encourage tourism product development, entrepreneurship (including export) and marketing

in the Caribbean; and,
8. appreciate the value of research and critical thinking, problem solving, entrepreneurial,
information and communication technology skills in applying the concepts and principles of
tourism.
 CAREERS
The skills and knowledge acquired through the study of this syllabus may be further developed and
employed in a variety of areas within the Tourism Industry, including those below.
Travel and Trade Reservations Management

Sales and Marketing Transportation/Fleet Management
Public Relations and Publicity Tourism Product Development and Co-ordination
Accommodation Services and Management Tourism Education
Convention Services Tourism Law
Tour Operations Leisure Travel Management
Spa and Wellness Operations Sports Tourism Co-ordination
Festivals and Events Management Food and Beverage Services and Management
Tourism Consultancy Revenue Management
Tourism Entrepreneurship Heritage Operations and Management
Environmental Management Museums and Gallery Operations
Travel Agent/Airline Services Cultural Resources Services and Management

 SKILLS AND ABILITIES TO BE ASSESSED
The skills and abilities that students are expected to develop on completion of this syllabus have been
grouped under three headings:
(a) Knowledge and Comprehension.
(b) Application of Knowledge.
(c) Research and Analysis.
Knowledge and Comprehension
The ability to:
(a) define concepts related to tourism;
(b) describe tourism sectors and products; and,
(c) explain the issues affecting the various tourism sectors.
Application of Knowledge
The ability to:
(a) discuss the role of tourism in economic development and growth;
(b) discuss the challenges, opportunities and impacts associated with tourism;
(c) analyse the importance of leakages and linkages in tourism;
(d) assess the role of government and other major stakeholders in the sustainability of tourism;
and,
(e) evaluate the sustainability of tourism development in the Caribbean to include the
preservation, conservation and protection of the natural environment and the use of
renewable energy.
Research and Analysis
The ability to:
(a) develop a business proposal for tourism products and services;
(b) create innovative tourism-related products and services;
(c) discuss creative and effective marketing strategies for tourism products and services; and,
(d) apply Information Communication Technology (ICT) in the creation of innovative tourism
related products and services.

 PREREQUISITES OF THE SYLLABUS
Any person who has completed five years of secondary education or its equivalent should normally
be able to pursue the course of study defined by the syllabus. However, success in the course of study
will also depend on possession of good verbal and written communication skills.
 STRUCTURE OF THE SYLLABUS

The Tourism Syllabus consists of two Units of 150 hours each, comprising three Modules of 50 hours
each. Each Module is compulsory. Together the two Units provide a comprehensive programme of
study in the field of Tourism.
Unit 1: Tourism Principles
Module 1 - Concepts and Issues

Module 2 - Linkages with Key Sectors
Module 3 - Sustainable Tourism
Unit 2: Tourism Management
Module 1 - Tourism Product Development

Module 2 - Marketing in Tourism
Module 3 - Entrepreneurship in Tourism
 APPROACHES TO TEACHING THE SYLLABUS

The Specific Objectives indicate the scope of the content and the activities that should be covered.
The learner-centered approach to teaching and assessment should be employed. This supports the use
of a collaborative, integrative and highly practical teaching strategies to facilitate students’ learning
which will help to engender the skills and competencies needed to function in a dynamic tourism
environment.

 UNIT 1: TOURISM PRINCIPLES
MODULE 1: CONCEPTS AND ISSUES
GENERAL OBJECTIVES
On completion of this Module, students should:
1. develop an understanding of key tourism concepts and principles;
2. appreciate the contribution of tourism to national, regional and global societies and
economies ; and,
3. develop an understanding of issues impacting tourism.
SPECIFIC OBJECTIVES CONTENT

Students should be able to:
Tourism Key Concepts and Principles
1. explain the key concepts and (a) definition of key concepts:

principles of tourism;
(i) tourism (United Nations World Tourism
Organisation /UNWTO and Caribbean
Tourism Organisation/CTO);
(ii) tourist, (UNWTO and CTO)host;
(iii) guest;
(iv) visitor;
(v) community; and,
(vi) government.
(b) Principles:
(i) Mass/Traditional Tourism, Eco-Tourism,

Niche tourism, Sustainable Development
and Sustainable Tourism.
(ii) The interdisciplinary nature of tourism as
a field of study, for example, Geography,
Business, Entrepreneurship, Sociology,
Economics, Anthropology.
Structure and Role of tourism organization
2. describe the structure of Organizations and Agencies:

tourism organizations and
agencies; (i) national;
(ii) regional – CTO; and,
(iii) international - UNWTO, WTTC.

UNIT 1:
MODULE 1: CONCEPTS AND ISSUES (cont’d)

Structure and Role of tourism organization
3. evaluate the role of tourism Role of Tourism organisation and Agencies such as:
organizations and agencies;
(a) creation of tourism policies;
(b) promotion of tourism advocacy;
(c) development tourism regulation;
(d) facilitation of tourism lobby; and,
(e) management of economic development.
Classifications of Tourism and Tourists
4. explain the classifications of (a) Classifications:

tourism and tourists;
(i) domestic;
(ii) regional;
(iii) international;
(iv) inbound; and,
(iv) outbound.
Travel Motivation
5. assess the factors that motivate (a) Tourist typologies:

people to travel;
(i) Cohen 1972;
(ii) Plog 1974; and,
(b) Push and Pull factors in tourism:

(i) Travel motivations to include purposes of
travel, physical factors, economic factors,
advertising and marketing, statistical
profiles of tourists; and,
(ii) Maslow’s theory.

UNIT 1:

Tourism Key Concepts and Principles
Global and Caribbean Tourism
6. analyse the emergence of (a) Global overview of the tourism sector:

tourism – national, regional and
International; (i) historical perspective of national,
regional and international tourism
development;
(ii) emergence of tourism in the Dutch,

French, Spanish and English-speaking
Caribbean;
(iii) contribution to global economy;
(iv) employment generated; and,
(v) contribution of tourism to the Caribbean.
The Tourism System
7. discuss the components of the (a) The tourism system and its components:
tourism system; (i) traveller generating region;
(ii) transit route;
(iii) tourist destination region; and,
(iv) industry;
(b) tourism systems models such as Leiper’s model
and Z. Liu’s model.
Tourism Linkages and Leakages
8. describe tourism linkages and (a) Tourism leakages and linkages:

tourism leakages;
(i) definition of tourism linkages;
(ii) definition of tourism leakages; and,
(iii) sectors involved in tourism

linkages/leakages such as:
core sectors closely linked to tourism –

agriculture, manufacturing,
transportation, community-based, and
tourism (craft, fishing, entertainment).

UNIT 1
9. describe the impacts of tourism (a) the concept of impacts:

and tourist activity; – long-term; and,
– short-term.
(b) who is impacted – government, individuals,
businesses, and communities.
(c) types of impact: sociocultural, economic,
environmental, technological.
Issues Affecting Tourism
10. examine the issues affecting (a) safety and security to include crime, terrorism,
tourism; and, political instability.
(b) discrimination and inclusion.
(c) over tourism.
(d) under tourism.
(e) destination megatrends.
(f) climate change (epidemics, environmental

disasters, global food shortage, sea-level rise,
impacts on biodiversity).
(g) natural resources.
(h) health risks: communicable and non-

communicable diseases such as pandemics.
(i) Rapid technological change: cybersecurity,

penetration of the internet and access, fake news,
mobile technology, redundancy, transport
technology, social media, disruptive technologies.
(j) Risk and disaster management.
(k) Changing consumer tastes, behaviour and

preferences.
(l) Political influence on facilitating the sector, airlift

and access, immigration, border security.

UNIT 1
Strategies to Manage Tourism Issues
11. evaluate the methods used to (a) Education and public awareness.
manage the issues affecting
tourism. (b) Public relations.
(c) Use of information communication technologies.
(d) Implementation of sustainable tourism practices

to include carrying capacity, commodification,
manage interaction with authentic cultural and
heritage resources, energy conservation
measures and renewable sources.
(e) Development of risk and disaster management

plans.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage
students in the following teaching and learning activities.
1. Provide practical examples locally, regionally and globally to further explain the basic
definitions, concepts and classifications of tourism.
2. Arrange visits from local Ministries of Tourism, Tourist Boards or Tourism Development
Companies where students can engage in discussions and interact with tourism professionals
employed at these institutions on the role of tourism entities.
3. Provide authentic experience by inviting industry specialists to present on the classifications of

tourists and tourism to the local, regional and global industries and travel motivation. Have
students reflect on the experience and relate their thoughts in an online discussion forum.
4. Have students collaborate in groups to engage in and produce an independent research on

the emergence of the tourism system in the Caribbean. Encourage the use of graphical
representations such as infographics.
5. Allow students to search and share newspaper, magazine and website articles that give
information on the ways in which tourism affects Caribbean countries.
6. Have students collaboratively present on the various impacts of tourism in different

destinations using technological aids. They should also produce a reflection on the learning
experience.
7. Have students brainstorm tourism issues and critique and recommend methods to mitigate
the issues identified.

UNIT 1
8. Have students discuss and present case studies, local (where possible), regional and
international, to assist students in identifying and examining tourism issues.
9. Have students collaboratively create a wiki or blog through which current advancements in
the tourism industry can be shared, discussed and analysed.
10. Have students participate in free webinars on tourism concepts and issues (web-based
seminars/web conferences) that are hosted by tourism authorities locally, regionally or
internationally – such as the local tourist board or from organisations such as the Caribbean
Tourism Organization (CTO) and the United Nations World Tourism Organization (UNWTO).
11. Provide relevant Caribbean centric resources such as interactive websites, video tutorials,
podcasts or explainer videos on tourism concepts and issues to reinforce concepts and evoke
interest in the topics being taught. Students should then write a reflection which can be placed
in an e-journal about the learning experience.
RESOURCES
Cooper, C. Tourism: Principles and Practice. United Kingdom: Pearson Education
Limited, 2008.
Edgell, D. L., Allen, M. D., Tourism Policy and Planning: Yesterday, Today, and Tomorrow 3rd Ed.
Smith, G., Swanson, J., Sr., D. New York: Routledge, 2018.
L., & Swanson, J. R.
Fennel, A. D., and Cooper, C. Sustainable Tourism: Principles, Contexts and Practices. United Kingdom:
Channel View Publications, 2020.
Holder, J Caribbean Tourism, 2013
McKercher, B. Tourism Theories, Concepts and Models, 2020
Page, S. J Tourism Management. 6th Ed. London: Routledge, 2019
Roberts, S., Best, M. and Contemporary Caribbean Tourism: Concepts and Cases. Kingston,
Cameron, A. Jamaica: Ian Randle Publishers, 2015.
Smith, J. D., and Warburton, Cambridge IGCSE Travel and Tourism. Cambridge: Cambridge University
F. Press, 2012.
Spencer, A. Travel and Tourism in the Caribbean: Challenges and Opportunities for
Small Island Developing States. Cham: Palgrave MacMillian, 2019.
Timothy, J. D. Cultural Heritage and Tourism: An Introduction. United Kingdom: Channel
View Publications, 2020.
Websites
Association of Caribbean States www.acs-aec.org
Caribbean Community www.caricom.org
Caribbean Hotel and Tourism Organisation www.caribbeanhotelandtourism.com
Caribbean Tourism Organisation/Tourism Statistics www.onecaribbean.org
Official Tourism Website of the Caribbean www.caribbeantravel.com
United Nations World Tourism Organisation www.unwto.org

UNIT 1
MODULE 2: LINKAGES WITH KEY SECTORS
GENERAL OBJECTIVES
1. demonstrate an understanding of the eight (8) key sectors in tourism;
2. understand the importance of inter-sectoral linkages for economic development;
3. appreciate the economic impacts associated with inter-sectoral linkages;
4. recognize leakages in tourism; and,
5. understand the need for effective management of inter-sectoral linkages.
The Eight Key Sectors of Tourism
1. identify the various sectors (a) Accommodation.

involved in tourism; (b) Food and beverage.
(c) Adventure tourism and recreation.
(d) Transportation.
(e) Attractions.
(f) Travel trade/intermediaries.
(g) Events and conferences.
(h) Tourism services.
Types of Tourism Businesses

Sector 1: Accommodation
2. examine the different types of (a) Definition of accommodation and its role in
accommodation businesses tourism.
within the tourism sector;
(b) Types of businesses in the accommodation
sector:
(i) Hotels, guest houses, inns.
(ii) Villas.
(iii) Bed and breakfast.
(iv) Resorts.
(v) All-inclusives.
(vi) Homestays.
(vii) Eco-lodges/ Green Hotels.

UNIT 1
MODULE 2: LINKAGES WITH KEY SECTORS (cont’d)
Sector 1: Accommodation (cont’d)

(viii) Time-share facilities:
- descriptions;
- classifications;
- offerings;
- types;
- ownership; and,
- patterns.
- Trends to include peer to peer
accommodation, energy-efficient
accommodations, smart hotels,
sustainable hotels, renewable
energy sources, sharing
economy, public health protocols,
social media, multicultural
employment, cryptocurrencies,
advanced technologies, virtual
reality, augmented reality,
artificial intelligence, voice
technologies, digital guests
experiences.
- Issues include market changes,

travel embargos/restrictions,
advanced technologies
competition, sustainability,
education and training.
Sector 2: Food and Beverage

(a) Definition of food and beverage and its role in
the tourism industry.
(b) Types of businesses in the food and beverage
sector:
(i) Restaurants.
(ii) Coffee shops.
(iii) Catering operations.
(iv) Bars/night clubs.
(v) Club facilities.

UNIT 1
Sector 2: Food and Beverage (cont’d)

(vi) Other Food and Beverage institutional
facilities for example hospitals, airline
caterers:
– Trends to include Farm to Fork,
organic, fair-trade
products/ingredients, ecofriendly
products, advanced technologies,
co-creation of food and beverage
experiences. bar hopping, food
tours, genetic engineering,
interactive menus, cooking
demos, click and collect, mindful
eating, veganism, healthy
dieting, zero waste, social media-
able meals, energy rating and
energy labels, energy-efficient
appliances and equipment.
– Issues to include cultural

appropriation, health and safety,
human capital development,
poor financial management,
service quality and experience,
wastage, sustainable practices,
seasonality, restrictive menus.
education and training.
Sector 3: Adventure Tourism and Recreation

(a) Definition of Adventure Tourism and Recreation
and its role in tourism.
(b) Types of Businesses:
(i) Eco-tours.
(ii) Parks.
(iii) Ziplining and aerial trams.
(iv) Deep Sea Fishing.
(v) Marine facilities.
(vi) Golf /tennis.
(vii) Yacht charter services.
(viii) Scuba Diving.

UNIT 1
Sector 3: Adventure Tourism and Recreation (cont’d)
(c) Definition of Adventure Tourism and Recreation

and its role in tourism.
(d) Types of Businesses:
(i) Eco-tours.
(ii) Parks.
(iii) Ziplining and aerial trams.
(iv) Deep Sea Fishing.
(v) Marine facilities.
(vi) Golf /tennis.
(vii) Yacht charter services.
(viii) Scuba Diving.
(ix) Off-road tours:
- Trends to include community-

managed community managed
activities, advanced technology,
solo travel, virtual experiences,
nomadic sabbaticals, underwater
exploration, urban cycling, space
tourism, professional
photography, Solar PV lighting,
energy efficient lighting and
appliances.
- Issues to include risk and safety,

natural hazards, seasonality,
natural resources depletion and
environmental degradation,
human capital development.
travel embargos/restrictions.

UNIT 1
Sector 4: Transportation
(a) Definition of transportation and its role in
tourism.
(b) Modes of Transportation:
(i) airlines;
(ii) bus and tour companies;
(iii) cruise lines;
(iv) taxis;
(v) car rentals;
(vi) ferries; and,
(vii) rail.
(c) Inbound and outbound.
- Trends to include chartered, low

cost/budget, luxury travel, advanced
technologies, drone technology, artificial
intelligence, blockchain, ticketless travel,
ride-sharing, wayfinding, reward
systems, electric modes of transport,
corporate social responsibility, climate
emergency, sustainable transport, use of
bio-fuels, e-mobility.
- Issues to include fluctuating fuel prices,

over-dependence dependence on
nonrenewable fuels, greenhouse gas
emissions, accessibility, inclusion of
special needs. travel restrictions/
embargos, increased taxes.

UNIT 1
Sector 5: Attractions
(a) Definition of attractions and their role in tourism.
(b) Categories of attractions:
(i) natural attractions to include Wildlife

reserves, volcanoes, coral reefs, blue
hole;
(ii) man-made attractions to include zoos,
aquarium, theme parks, galleries,
theatre, castles, museums; and,
(iii) events to include carnivals, festivals,

literary, cultural, heritage, sporting.
(c) Importance of attractions as pull factors.
(d) Supply and demand for visitor attractions.
- Trends to include personalization, twinning

of attraction and entertainment, advanced
technologies for interpretation and
enhanced visitor experience. virtual reality,
artificial intelligence, augmented reality,
gamification, 3D printing, pop-up
attractions, virtual attractions, customized
experiences, immersive experiences,
edutainment, social media, renewable
energy installations.
- Issues to include overcrowding, natural

resources degradation, authenticity of
cultural attractions, traffic-related
problems. pollution, funding, lack of
community involvement.
Sector 6: Travel Trade and Intermediaries

(a) Definition of travel trade and Intermediaries.
(b) Trade Associations.
(c) Intermediaries.
(i) Global Distribution System (Transit

Route).
(ii) Booking Agencies.

UNIT 1
Sector 6: Travel Trade and Intermediaries (cont’d)

(iii) Travel agencies.
(iv) Tour operators.
(v) Tour wholesalers.
(vi) Internet.
- Trends to include for example,

sharing economy, disruptors,
advanced technologies, blockchain.
- Issues to include internet

penetration, advanced technologies,
and data protection.
Sector 7: Meetings, Incentive, Conferences and Events (MICE)
(a) Definition of events and conferences and its role

in tourism.
(b) Types of events and conferences:

(i) special events;
(ii) meeting / conferences;
(iii) conventions;
(iv) retreats;
(v) trade shows; and,
(vi) entertainment (music, sports, literary,
spiritual concerts).
- Trends to include for example: live

streaming, co-creation, advanced
technologies, health and wellness, multi-
faceted entertainment, medical tourism,
radio frequency identification, wearable
technology, smart cards, quick response
codes, venue flexibility, micro-events,
hybrid events, social media.
- Issues to include degradation of natural

resources, changes in visitor preferences
and expectations, cultural
appropriation, sustainable practices,
procurement. public health protocols.

UNIT 1
Sector 8: Tourism Services

(a) Reservations services.
(b) Professional associations.
(c) Tourism suppliers.
(d) Retail operations, for example, duty free
shopping.
(e) Educational Institutions.
(f) Marketing / advertising agencies.
(g) Government tourism departments (Ministries
agencies).
- Trends to include advanced technologies,
human capital development.
- Issues to include lack of understanding
Tourism, bureaucracy, barriers to entry,
obsolete legislation, absence of policy
development and implementation. education
and training.
Importance of Inter-sectoral Linkages in Tourism
3. evaluate the importance of inter (a) Definition of inter-sectoral linkages.

sectoral linkages for economic
development; (b) Types of Inter-sectoral linkages:
(i) Forward linkages;
(ii) Backward linkages;
(iii) Horizontal linkages; and,
(iv) Vertical linkages.
(c) Importance of inter-sectoral linkages:
(i) mutual benefits to tourism and other

sectors;
(ii) the role of government (ministry);
(iii) tourism in the development of; and,
(iv) export industries through tourism

linkages.

UNIT 1
Impact of Inter-Sectoral Linkages
4. discuss the economic impact of Positive:

inter-sectoral linkages;
(a) Types of economic impacts- investment,
revenue, foreign exchange, income, jobs,
employment, infrastructural development,
increase in Gross Domestic Product (GDP) and
monitoring the Sustainable Development Goals
(SDG), Human Development Index (HDI) - raise
awareness of economic benefits and poverty
alleviation, Global Tourism Competitive Index.
(b) The Multiplier Effect:
(i) Tourism expenditure and the multiplier

effect.
(ii) Entrepreneurial ventures and the

multiplier effect for example food, craft,
and entertainment.
(c) Environmental resource management.
(d) Management of socio-cultural assets.
(e) Spreading benefits to communities through Inter-

sectoral Linkages; expand definitions of
community to include common interests.
(f) Community-based tourism development through

the Inter-sectoral Linkages.
Negative:
(a) Overcrowding.
(b) Shortage of resources such as water and food.
(c) Environmental damage.
(d) Doxey’ Irritation Index.
(e) Infrastructure costs.
(f) Economic dependence on tourism.
(g) Increase in prices for basic goods and services.
(h) Displacement of locals and communities.
(i) Leakages.

UNIT 1
Relationship between Linkages and Leakages
5. examine leakages in Tourism; (a) Creation of leakages - Challenges:

and, (i) importation of foreign goods;
(ii) underdevelopment of local industries;
and,
(iii) profit repatriation.
(b) Impacts of leakages:

(i) food shortage;
(ii) inflation; and,
(iii) diminished export capabilities for local
industries.
(c) Strategies to reduce leakages - Opportunities:

(i) strengthen synergies within local export
sector;
(ii) support local industries;
(iii) participation of local industries in the
global distribution system; and,
(iv) increase awareness, communication, and
collaboration among key sectors.
(d) utilize backward linkages best practices.

Management of Inter-sectoral Linkages
6. evaluate the role of government (a) development of business model of the foreign
in managing inter-sectoral direct investment;
linkages
(b) development of business model for the
Caribbean/country;
(c) development and implementation of policies

and processes;
(d) brokering of partnerships (Public Private

Partnerships - PPP) such as funding renewable
energy projects and creating avenues of local
industries in the global distribution system;
(e) application of sustainable concepts to socio

cultural and environmental management;
(f) Granting of Incentives; and,

(g) Granting of Concessions.
Note: Teachers are encouraged to place equal emphasis on the importance of the small and large hotel sectors when
dealing with the accommodation sector.

UNIT 1
1. Arrange field trips to various types of businesses involved in tourism activities within the
various sectors and have students interact or interview with personnel at these entities so that
students can acquire a better understanding of these businesses. Have them prepare a
summary of lessons learnt during the experience.
2. Have students discuss the use of dimmers, motions sensors and energy-efficient (inverter) air
conditioning and other energy conservation measures that can be applied across the eight
tourism sectors so that students appreciate the importance of creating sustainable tourism
businesses and products.
3. Invite banking representatives to make presentations on access to green financing, and private
sector representatives to make presentations on the advantages and disadvantages of private
sector funding for renewable energy projects.
4. Place students in groups and have them assess the extent to which the Caribbean Region has
been successful in creating tourism linkages. Students should use the Internet and other
media, and cite examples of successful tourism linkages and areas of the region where this
has not been accomplished indicating reasons for the success or failure.
5. Have students examine case studies on inter sectoral- linkages and their application to various
forms of tourism such as agritourism, edu-tourism, community-based tourism, and sustainable
tourism.
6. Provide students with topics that can be researched for a project on tourism linkages that
affect economic development. The students are then required to research and present their
findings. Using relevant checklist students will then engage in peer evaluation and feedback
under the guidance of the teacher.
7. Invite tourism professionals and other experts from associated Ministries to include the
Ministry of Agriculture, Ministry of Culture and Tourism to discuss with students the strategies
that both private and public sector organisations have embarked upon to create linkages and
reduce leakages within the sector.
podcasts or explainer videos on tourism linkages to reinforce concepts and evoke interest in
the topics being taught. Students should then write a reflection which can be placed in an e-
journal about the learning experience.

UNIT 1
RESOURCES
Beech, J. and Chadwick, S. The Business of Tourism Management. United Kingdom:

Pearson Education, 2006.
Caribbean Tourism Organization "Teaching Tourism in the Caribbean: A Resource Manual for
Teachers of Tourism at the Secondary Level". Barbados:
2000.
Cooper, C. Tourism: Principles and Practice. United Kingdom: Pearson
Education Limited, 2008.
Crick, A. P., Hayle, C., and Jacobs- The sharing economy meets tourism: A paradigm shift for
Gray, N. Jamaican tourism? In M. Kozak, A. Artal-Tur, & N.
Kozak (Eds.), 9th World Conference for Graduate Research
in Tourism Hospitality and Leisure (pp. 421–426).
Cartagena: University of Cartagena, 2017.
Dwyer, L., Forsyth, P., and Dwyer, Tourism Economics and Policy: (Aspects of Tourism Texts),
W. 2nd Ed. Bristol: Channel View Publications, 2020.
Fayos-Solà,E., and Cooper, C. The Future of Tourism: Innovation and Sustainability.
Cham: Springer International Publishing, 2019.
Fyall, A., Garrod, B., and Leask, A. Managing Visitor Attractions, London: Routledge, 2003.
Herremans, I. M. (Ed.) Cases in Sustainable Tourism. New York: The Haworth
Hospitality Press, 2006.
Katsoni, V., and Velander, K. Innovative Approaches to Tourism and Leisure. Cham:
Springer International Publishing, 2018.
Katsoni, V., and Spyriadis, T. Cultural and Tourism Innovation in the Digital Era. Cham:
Springer International Publishing, 2020.
Page, S. and Connell, J. Tourism: A Modern Synthesis, London: Thomson Learning,
2006.
Pattullo, P. Last resorts: The cost of tourism in the Caribbean. London:
Monthly Review Press, 2005.
Rhiney, K. Agritourism linkages in Jamaica: case study of the Negril
all-inclusive hotel subsector. In R. Torres & J. Momsen
(Eds.), Tourism and Agriculture: New Geographies of
Consumption, Production and Rural Restructuring (pp. 117–
138). London: Routledge, 2011.
Smith, J. D., and Warburton, F. Cambridge IGCSE Travel and Tourism. Cambridge:
Cambridge University Press, 2012.
Spencer, A. Travel and Tourism in the Caribbean: Challenges and
Opportunities for Small Island Developing States. Cham:
Palgrave Macmillan, 2019.

UNIT 1
RESOURCES (cont’d)
Thomas-Francois, K., Joppe, M., and Improving Linkages Through a Service-oriented Local
von Massow, M. Farmers-Hotel Supply Chain – An Explanatory Case in
Grenada, Tourism Planning and Development, 15(4), 398-
418, 2017.
Weidenfeld, A., Butler, R., and Visitor Attractions and Events: Locations and linkages.
Williams, A. M. London: Routledge, 2016.
Websites
Caribbean Tourism https://www.onecaribbean.org/

Organisation/Tourism Statistics
United Nationals Conference on https://unctad.org/en/PublicationsLibrary/ditcted2014d4_

Trade and Development. (2014). en.pdf
Enhancing backward linkages
between tourism and other sectors in
Lao People’s Democratic Republic.

UNIT 1
MODULE 3: SUSTAINABLE TOURISM
GENERAL OBJECTIVES
1. understand the concepts of sustainable development and sustainable tourism;
2. understand the impacts of tourism in the Caribbean;
3. appreciate the concept of community based tourism as a sustainable tourism approach; and,
4. appreciate the importance of managing sustainable tourism development.

Sustainable Development and Sustainable Tourism

1. distinguish among the key (a) Definition of sustainable development.
terminologies and concepts
related to sustainable (b) Definition of sustainable tourism.
development and sustainable
(c) Pillars of Sustainability:
tourism;
(i) Socio-cultural;
(ii) Economic; and,
(iii) Environment.
2. explain the principles of Principles of Sustainable tourism to include limits,

sustainable tourism; equity (inter-generational and intra- generational),
futurity/long term and proactive planning.
Tourism Impacts
3. discuss the impacts of tourism in Positive and Negative Impacts
the Caribbean;
(a) Socio-cultural:
(i) positive, for example, education;

exchange of cultural information and
practices; infrastructural development;
improved standard of living;
revitalisation of culture; historic
preservation; and social integration; and,
(ii) negative, for example, acculturation;

cultural commodification; staged
authenticity, cultural appropriation, loss
of artefacts; invasion of privacy; cultural
imperialism – (visitor to host);
reinforcement of social inequalities, over
tourism, under tourism.

UNIT 1
Tourism Impacts
(b) Economic:
(i) positive impacts, for example, tourism

generates foreign exchange and helps in
the balance of payments; the generation
of income; the generation of
employment; the improvement of
economic structures; the
encouragement of entrepreneurial
activity; and,
(ii) negative impacts, for example, the

danger of over-dependence on tourism;
increased inflation and higher land
values; an increased propensity to
import; leakages; the seasonality of the
tourist industry; the creation of other
external costs.
(c) Environmental:
Classification:
(i) natural;
(ii) physical;
(iii) built;
(iv) positive, for example, biological
preservation; creation or preservation of
parks, nature preserves; protected areas
– marine and terrestrial; better use of
marginal lands; improved waste
management; integration of sustainable
energy concepts and principles,
generated concern for the environment,
building regulations; and,
(v) negative, for example, loss of habitat;
degradation of parks; loss of parks and
open spaces to tourism development;
littering; traffic congestion; vandalism;
extensive development; changes in land
use; waste generation; water and air
pollution (from construction of
infrastructure, transportation vessels).

UNIT 1
MODULE 3: SUSTAINABLE TOURISM (cont’d)
Sustainable Tourism Approaches
(d) Technological:
(i) positive, for example confidentiality
and security of information, enhanced
customer service, convenience,
Augmented and Virtual Reality
Marketing, Personalization,
operational efficiency; and,
(ii) negative, for example, expensive to
create digital infrastructure,
connectivity challenges, service
disruptions, confidentiality,
inaccessibility, confidentiality and
security challenges.
4. apply the pillars of sustainable Sustainable Tourism Approaches to include:

development to sustainable tourism
approaches; (a) Community Participation.
(b) Community-based tourism enterprise.
(c) Natural Resource Management.
Sustainable Tourism Approach – Community Based Tourism
5. explain the concept of community Community Participation

participation in Sustainable Tourism;
(a) definition of community participation.
(b) categories of community participation to
include:
(i) coercive participation;

(ii) induced community participation;
and,
(iii) spontaneous participation.
6. discuss the benefits and challenges of (a) benefits of community-based tourism

community-based tourism enterprises:
enterprises;
(i) training and employment of
community members.
(ii) entrepreneurship opportunities for
members to be engaged
(community-based tourism).

UNIT 1
Sustainable Tourism Approach – Community Based Tourism (cont’d)
(iii) economic diversification.

(iv) development of communities.
(b) challenges of community-based enterprises:
(i) Lack of cooperation on part of the

residents.
(ii) Length of Implementation process.
(iii) Inequality /Bureaucracy.
(iv) Conflict.
Lack of protection of from local resources.
Sustainable Tourism Approaches
7. explain the importance of Natural resource management to include:

natural resource management in
sustainable tourism; (a) Eco tourism.
(b) Nature tourism.
(c) Protected area such as terrestrial park, marine

park.
(d) Preservation areas.
Managing Sustainable Tourism
8. assess the types of strategies Management strategies:

used in managing sustainable
tourism; (a) providing and implementing education and
training;
(b) prioritizing local community;
(c) strengthening regulation;
(d) building tourism awareness; and,
(e) supporting creative industries.

UNIT 1
Managing Sustainable Tourism (cont’d)
9. assess the role of tools for Tools to include:

managing, monitoring and
measuring sustainable tourism; (a) Codes of conduct.
(b) Ecolabels.
(c) Eco-costs.
(d) Certification schemes/indicators.
(e) Carrying capacity studies (types of carrying

capacity).
(f) Environmental Impact Assessment.
(g) Energy efficiency buildings.
Strengths and weaknesses of the tools:
(a) Strengths:
(i) easy to implement;
(ii) shows business is at a standard; and,
(iii) ensures quality of experience/visit.
(b) Weaknesses:
(i) cost;
(ii) calculation issues;
(iii) relevance;
(iv) lack of data;
(v) voluntary; and,
(vi) enforcement (lack of).
10. evaluate the guidelines required (a) Sustainable tourism planning guidelines:
for sustainable tourism
development; and, (i) policy;
(ii) legislation;

UNIT 1
Managing Sustainable Tourism (cont’d)
(iii) environmental impact assessments;
(iv) carrying capacity and,
(v) stakeholder involvement in planning.
(b) Management guidelines:
(i) using resources sustainably (waste water

management, energy conservation);
(ii) reducing over consumption and waste;
maintaining diversity;
(iii) integrating tourism into planning;
(iv) supporting local economies – purchasing

local produce; and,
(v) involving local communities:
– consulting stakeholders and the

public;
– training staff;
– marketing tourism responsibly;
and,
– undertaking research.
11. analyse the barriers to (a) lack of political will.

implementation of sustainable
tourism policies. (b) Absence of relevant legislation.
(c) lack of enforcement of existing policies and

legislation.
(d) High capital costs.
(e) lack of stakeholder communication, awareness

and interest. For example, residents, Trade
Unions, environmental groups, Non-Government
Organizations, Trade Associations.

UNIT 1
1. Have students collaboratively participate in a ‘Think Tank Session’ to discuss the positive and
negative impacts of tourism. Students should be encouraged to utilize audio visual aids.
Students should peer review each other and post their feedback on a discussion forum.
2. Develop with the assistance of the teacher and a resource person, an Environmental Code of
Conduct for Tourism in their country. This can then be used to create a web page or students
can create a YouTube video on this code.
3. Students should visit a tourism facility such as a green hotel, observe and document their
environmental impact. This can be used to fuel class discussions. Students can also create a
documentary video as part of building resources.
4. Have students engage in a debate on “Tourism and its Impact on the Environment”
(natural/social). Invite members of the industry to guide and provide feedback.
5. Have students discuss their own travel experiences and the impacts (positive and negative)
that were created because of their travel and stay.
6. Have students participate in discussion about sustainable tourism in the Caribbean. Teacher
should provide relevant and appropriate case studies to facilitate discussion about sustainable
tourism in the Caribbean.
7. Place students in groups and have them identify and interview participants of a community
that is engaged in sustainable tourism. The interview should focus on the management,
benefits and challenges of community participation. The interview should be filmed and
produced as a 20 minute video on community participation and sustainable tourism.
8. Have students work collaboratively to research the tools for managing, measuring and
monitoring sustainable tourism. Have them present their research with the use of models,
props and technology aided tools.
9. Provide relevant content through the use of videos, podcasts from the Caribbean Alliance for
Sustainable Tourism and other sustainable tourism sites to teach students about sustainable
tourism.
10. Have students brainstorm at least four barriers to the implementation of sustainable tourism
barriers within a Caribbean territory. Allow them to provide a creative solution to each of the
barrier and for them to justify reasons for the solutions.
podcasts or explainer videos on sustainable tourism to reinforce concepts and evoke interest
in the topics being taught. Students should then write a reflection which can be placed in an e-

UNIT 1
RESOURCES
Clayton, A. Climate change and tourism: The implications for the

Caribbean. Worldwide Hospitality and Tourism Themes, 1(3),
212–230. doi: 10.1108/17554210910980576, 2009.
Graci, S and Dodos, R Sustainable Tourism in Island Destinations. United States of
America: Routledge, 2010.
Hayle, C., Ramjee-Singh, D., Planning for Tourism Resilience in the Caribbean. In Journal of
and Wright, A Eastern Caribbean Studies (pp. 36–59). Bridgetown:
University of the West Indies Cave Hill, 2010.
Smith, J. D., and Warburton, F. Cambridge IGCSE Travel and Tourism. Cambridge: Cambridge
University Press, 2012.
Sherma Roberts, Mechelle Contemporary Caribbean Tourism: Concepts and Cases Ian
Best, Acolla Lewis-Cameron Randle Publishers, 2015.
Sloan, P., Legrand, W., and Sustainability in the Hospitality Industry: Principles of
Chen, J. S. Sustainable Operations. Oxford: Butterworth-Heinemann,
2009.
Telfer, D. And Sharpley, R. Tourism and Development in the developing World, London:
Routledge, 2008.
Tyson, B., Hayle, C., Truly, D., West Indies World Cup Cricket: Hallmark events as catalysts
Ann Jordan, L., and Thame, M. for community tourism development. Journal of Sport and
Tourism, 10(4), 323–334. doi: 10.1080/14775080600806653,
2005.
Websites
Centre for Sustainable travel.nationalgeographic.com/travel/sustainable/index.index.html

Destinations
Green Globe www.greenglobe.com
International Tourism www.tourismpartnership.org

Partnership
The International Eco Tourism www.ecotourism.org
Tourism Concern www.tourismconcern.org.uk
Travel Forever- Global new.gstcouncil.org

Sustainable Tourism Council

 UNIT 2: TOURISM MANAGEMENT
MODULE 1: PRODUCT DEVELOPMENT
GENERAL OBJECTIVES
On completion of this Module, students should be able to:
1. understand the scope of tourism product development;
2. appreciate the key concepts of service quality and customer service delivery in developing the
tourism product;
3. understand the importance of monitoring and evaluation of the tourism product; and,
4. appreciate the importance of human resources in developing the tourism product.
The Scope of the Tourism Product

1. discuss the scope of the tourism (a) Definition of tourism product.
product;
(b) Types of tourism product.
(i) tangible product; for example natural,

marine and terrestrial parks; volcano;
caves, wildlife cultural products; artisan
items; food and beverage, clothing,
nutraceuticals.
(ii) man-made resources; For example hotel

and attractions facilities, museum, gallery.
(iii) Service component of the tourism product,

For example, entertainment-based,
education-based; service encounters.
(c) Characteristics of Tourism Services to include

for example, intangibility; perishability;
inseparability; psychological; fixed supply;
variability.
2. discuss the role of key (a) Role of key stakeholders in tourism product
stakeholders in tourism product development.
development;
(b) Government, for example, policies, legislation,
and regulations, permits, developmental orders,
human resource certification and infrastructure.

UNIT 2
MODULE 1: PRODUCT DEVELOPMENT (cont’d)
(c) Private Sector, for example, provision of

services, amenities, entrepreneurship,
development of tangible products, use of
certification systems in human resource
development and natural and cultural resource
preservation and protection.
(d) Non-governmental organisations, for example,

lobbying and natural and cultural resource
preservation and protection.
(e) Community, for example, participation in

tourism decision-making, natural and cultural
resource preservation and protection and
management, development of community
experiences/packages for tourism.
Customers’ Needs, and Expectations
3. discuss the importance of (a) Types of Customer
customer needs and expectation
in developing tourism products; (i) internal customer; and,
(ii) external customer.
(b) Needs and Expectations:
(i) Internal customer: training, recognition,

rewards, fairness, equity, diversity,
gender and opportunities for
professional development.
(ii) external customer: value for money,

reliability, responsiveness, assurance,
empathy, tangibles, results, functionality,
design, performance efficiency,
information, accessibility, convenience,
price, experience.
(c) Importance of the customer:

(i) repeat visits and purchases;
(ii) increased revenues; and,
(iii) referrals/reviews (good versus bad).

UNIT 2
Standards
4. assess the tools used in the Monitoring and Evaluation Tools.
monitoring and evaluation of the
tourism product; (a) Standards such as:
(i) HAACP; ISO [9001-family business

management, and 14001; 27001;
31000; 5001]; Occupational Health
and Safety – 45001;
(ii) Service Excellence Standards;
(iii) Hospitality Assured (CTO); and,
(iv) Competency-based Standards; for

example: NVQ, CVQ and global
standards.
(b) government policies, regulations and licences:
(i) requirements for operations (for

example, fire extinguishers, entrance
and exit signs, disclaimers, assembly
points);
(ii) public health protocols;
(iii) human resources standards;
(iv) safety and security;
(v) procedures for Emergency

Management (natural disasters,
terrorism, fire);
(vi) business licence; and,
(vii) amusement licences.
(c) monitoring and evaluation

instruments such as quality
management checklists, sustainability
indices, carrying capacity studies.

UNIT 2
The ‘Ideal’ Tourism Professional

5. explain the importance of human Importance of human resources to the tourism product.
resources to the tourism product;
(a) Benefits include: maintenance and awareness of
current business environment and industry
trends, commitment to best practices, credibility,
motivation, team work, networking
opportunities, profitability, self-confidence and
competitiveness.
(b) Challenges such as: long hours, high levels of staff

turnover, seasonal employment.
6. discuss the key competencies of Competencies of the ideal tourism professional
the ‘ideal’ tourism professional;
(a) Knowledge of the destination and the tourism
product, for example, the customer, flora, fauna,
history, heritage and culture, regulation, and
sustainability.
(b) Skills, for example, customer service, foreign
language, computer literacy, digital capabilities,
communication.
(c) Attitude/Employability skills such as, team work,
Interpersonal and intrapersonal, cognitive,
problem solving and conflict resolution.
Customer Service and Service Quality

7. evaluate the impacts of service (a) types of service encounters such as remote,
quality and customer service to virtual, phone, face-to-face.
the tourism product; (b) elements of Service Encounter such as customer,
service provider, delivery processes and systems.
(c) process for handling complaints; listen,
empathise, apologise, offer solution, implement
solutions, and follow up.
(d) impact:
(i) positive such as satisfaction, repeat
business, customer loyalty, repurchase
intention, customer satisfaction,
improved brand and image recognition.
(ii) negative such as loss of customer, loss of
sale and profit, loss of brand image and
reputation.

UNIT 2
Customer Service and Service Quality (cont’d)

(e) evaluating customer service and service quality
tools such as mystery shopping, customer
service surveys, focus groups, online rating
systems, Trip Advisor, Yelp).
Challenges Associated with Tourism Product Development

8. discuss the challenges associated (a) Lack of stakeholder buy-in;
with tourism product
development. (b) Lack of political will;
(c) Lack of awareness of the planning stages; and,
(d) Lack of resource allocation.
Teachers are encouraged to engage students in activities such as those listed below as they seek to
achieve the objectives of this Module.
1. Provide relevant and applicable authentic experience through field trips to various types of
tourism entities for students to have a broader understanding of the tourism product. Have
students write a reflection of the experience in an E-Journal.
2. Have students collaboratively create a Service Delivery Flowchart based on the Customer’s
needs and expectations for a tourism establishment of their choice. Students in their groups
should present and discuss the Service delivery flowchart.
3. Have students collaboratively present a summary and review of the various standards, licenses
and regulations used by the tourism businesses in their territories. The presentation should
include justifications, and importance of these standards to the tourism industry in the
territory.
4. Have students collaboratively identify the competencies that are necessary for a tourism
professionals. They should outline the key attributes, knowledge, skills and attitudes in any of
the tourism sectors.
5. Have students collaboratively organise short (7-10 minutes) presentations from students on
scenarios of ‘good’ and ‘bad’ service delivery to include dealing with difficult customers and
handling complaints. Have the presentations filmed and peer critiqued by other students.

UNIT 2
6. Have students work in pairs to conduct mystery shopping at a tourism service organisation of
their choice with the approval of the teacher (attractions, hotels, craft markets, museums).
Teacher should guide students in the development of a Mystery Shopper Checklist.
7. Provide relevant content with product development case studies in the Caribbean. Have
students discuss and share their responses to the case study questions.
podcasts or explainer videos on topics relating to product development to reinforce concepts
and evoke interest in the topics being taught. Students should write a reflection which can be
placed in an e-journal about the learning experience.
RESOURCES
Chandana, J. (ed). Caribbean Tourism: People, Service and Hospitality.
Kingston, Jamaica: Ian Randle Publishers, 2006.
Emerit Tourism Training Canadian Tourism Human Resource Council, 2005.
Harrison, L. C., and Husbands, W. Practicing Responsible Tourism: International Case
Studies in Tourism Planning, Policy, and Development.
New York: John Wiley and Sons, 2010.
Marriott, K., Tower, J. and McDonald, K. Community Leisure and Recreation Planning. USA:
Routledge, 2020.
MacNulty, P. World Tourism Organization, European Travel
Commission. Handbook on Tourism Product
Development: World Tourism Organization, 2011.
National Occupational Standards. Setting the Standard Tourism Small Business Owner.
Roberts, S. , Best, M. and Cameron, A. Contemporary Caribbean Tourism: Concepts and Cases.
Kingston, Jamaica: Ian Randle Publishers, 2015.
Roberts, S., Best, M., and Cameron, A. Contemporary Caribbean Tourism: Concepts and Cases.
Kingston: Ian Randle, 2014.
Telfer D. and Sharpley R. Tourism and Development in the Developing World:
Routledge, 2008.
Titus-Maxwell, J. Caribbean Tourism Product Development, Marketing
and Entrepreneurship: The Ultimate CAPE© Tourism
Unit 2 Reader (The Fundamental of Caribbean Tourism)
(Volume 2): CreateSpace Independent Publishing
Platform, 2017.
Wiltshier, P. and Clarke, A. Community-Based Tourism in the Developing World:
Community Learning, Development & Enterprise. USA:
Routledge, 2019.
Websites
Caribbean Tourism Organisation/Tourism https://www.onecaribbean.org/
Statistics
World Tourism Organisation www.unwto.org

UNIT 2
MODULE 2: MARKETING IN TOURISM
GENERAL OBJECTIVES
1. appreciate the role of marketing in tourism;
2. understand the importance of marketing to the tourism system; and,
3. understand the components of a marketing plan.
Marketing Concepts
1. explain the key concepts of definition of key concepts:
marketing in tourism;
(a) marketing;
(b) tourism marketing;
(c) destination pull factor;
(d) destination marketing; and,
(e) tourism niche market.
2. describe the types of tourism Types of tourism niche markets such as:
niche markets;
Ecotourism; Adventure tourism; Voluntourism, Polar
Tourism, Sport and Extreme Sport tourism; Heritage and
cultural tourism; Health and wellness tourism; Luxury
Tourism, Medical tourism; Community-based tourism;
Agro tourism; Events tourism; Spa Tourism; Religious
Tourism; Culinary Tourism, dark tourism, charity tourism.
Market Research
3. discuss the market research (a) Definition of Marketing Research.
process used in Tourism;
(b) Types of marketing research such as exploratory,
descriptive, causal.
(c) Types of marketing research methods such as

qualitative, quantitative and mixed methods.
(d) Sources of data collection: primary and

secondary.

UNIT 2
MODULE 2: MARKETING IN TOURISM (cont’d)

Market Research (cont’d)

The Market Research Process
(a) define the problem and research objectives;
(b) developing the research plan;
(c) implementing the research plan; and,
(d) interpreting and reporting the findings.
4. examine the destination pull (a) Destination Pull Factors to include:

factors in the destination (i) Branding;
component of the tourism
system; (ii) Image;
(iii) Cultural such as Food, Music, Art;
(iv) Sport Icons; and,
(v) Heritage.
(b) Destination pull factor considerations

(i) Intellectual Property;
(ii) Public and Private Sectors; and,
(iii) Communities and other stakeholders.
Marketing Mix
5. Examine the four “P’s” of Marketing Mix (four ‘P’s) in Tourism
Marketing in Tourism; Product – good (tangible) or service (intangible).
Tourism Product Development Process
(a) product idea/creation/idea generation;
(b) research the market;
(c) match market with product;
(d) conduct product analysis;
(e) assess the destination;
(f) build product (facilities, amenities, service,

experience; and,
(g) provide human, financial and technical resources.

UNIT 2
Marketing Mix (cont’d)

Price – strategies such as penetration, skimming, demand
based, competition oriented, cost plus, experience curve.
Place – transit route: air, sea, and information

communication technology (ICT).
(a) destination (country, region, community and

specific sites); distribution channels; and,
(b) traditional distribution system such as:
(i) travel intermediaries;
(ii) tourism wholesalers;
(iii) tour operators;
(iv) travel agents;
(v) consolidators;
(vi) charter brokers;
(vii) reservation systems; and,
(viii) visitor information centres.
Contemporary distribution systems such as Digital

Marketing: Social Media, augmented and virtual reality,
websites, mobile technology.
Promotion
(a) Public relations/Publicity.
(b) Advertising (print or broadcasts, infomercials,

websites).
(c) Sales promotions.
(d) Personal selling.
(e) Direct Marketing.
(f) Digital Marketing (social media, E-marketing).

UNIT 2
Segmentation, Targeting and Positioning

6. discuss the different methods of (a) Methods of segmentation:
segmentation, targeting and
positioning in relation to the (i) geographic;
generating market and the
destination; and, (ii) demographic;
(iii) psychographic; and,
(iv) behavioural.
(b) targeting:
(i) evaluation of market segments; and,
(ii) select appropriate market segments.
(c) positioning:
(i) competitive advantage;
(ii) placement of product in front of intended

target market; and,
(iii) product placement based on

differentiation strategies.
Marketing Plan
7. Prepare a basic marketing plan. Key components of a marketing plan:
(a) executive summary;
(b) situation analysis
(i) external for example, political,

economic, social, technological, legal,
environmental; (PESTLE);
(ii) customer;
(iii) internal;

UNIT 2
Marketing Plan (cont’d)

(iv) SWOT Analysis; strengths, weaknesses,
opportunities and threats (SWOT);
(v) mission statement;
(vi) marketing goals and objectives;
(vii) marketing strategies;
(viii) marketing budget;
(ix) implementation; and,
(x) monitoring and evaluation.
Teachers are encouraged to engage students in activities such as those listed below as they seek to
achieve the objectives of this Module.
1. Have students collaboratively create and present infographics on tourism marketing

concepts.
2. Have students in pairs of two create a 5 minutes marketing pitch using the 4 P’s of marketing
on an identified social media platform. Have them upload the pitch to the social media
platform soliciting comments and votes about the marketing pitch.
3. Have students discuss and cite examples of tourism entities, attractions and destinations that
have used segmentation, targeting and positioning successfully to attract more business to
help foster the student’s understanding of these marketing methods.
4. Have students develop online questionnaires to be used as a feedback mechanism for existing
products or as a data collection tool for market research. Sites such as
www.surveymonkey.com offer free services.
5. Have students stage a mini exhibition and let them collaboratively develop a niche tourism
product or repackage an existing niche tourism product using the application of the product
development process. Invite a panel of industry professionals to judge the products using an
evaluation checklist. Teacher should have the checklist developed for the activity.
6. Place students in groups and have them create a basic tourism-marketing plan for a Caribbean
tourism product of their choice. Have them present the marketing plan and share the
marketing concept and vision of the tourism product.

UNIT 2
7. Invite resource persons with the relevant expertise in tourism marketing to demonstrate how
marketing works in the tourism industry. Encourage student to pose questions for a better
understanding of the marketing presentation.
podcasts or explainer videos on tourism marketing to reinforce concepts and evoke interest in
the topics being taught. Students should then write a reflection which can be placed in an e-
RESOURCES
Clayton, Ian Marketing Hotels and Tourism On-Line, Apple Pie Books.
(e-book) 2021.
Gayle, Dennis, Goodrich, Jonathan Marketing and Management in the Caribbean (RLE
N. Marketing), Routledge, 2015.
Kotler, P. Bowen, J.T., Makens Marketing for Hospitality and Tourism, 7th Edition,
James C., Bagloglu, Seyhmus Pearson, 2017.
McMurtry, Jeanette Marketing for Dummies, 5th Edition, John Wiley & Sons,
2017.
Websites
Journal of Destination Marketing and https://www.sciencedirect.com/journal/journal-of-

Management. destination-marketing-and-management
Journal of Travel and Marketing. https://think.taylorandfrancis.com/pgas-wttm-2019/
Caribbean Tourism Organisation/ www.onecaribbean.org

Statistics.

UNIT 2
MODULE 3: ENTREPRENEURSHIP IN TOURISM
GENERAL OBJECTIVES
1. appreciate the role of entrepreneurship in tourism;
2. appreciate the importance of creativity and innovation;
3. understand the entrepreneurship process in the development of tourism enterprises; and,
4. understand the importance of a business proposal for a tourism venture.
Key terms and Concepts

1. differentiate among the key terms (a) Entrepreneur.
and concepts in entrepreneurship;
(b) Intrapreneur.
(c) Entrepreneurship.
(d) Creativity.
(e) Innovation.
(f) Intrapreneurship.
(g) Enterprise.
(h) Micro, small, medium enterprises (MSMEs).
(i) Risk willingness and risk aversion.
(j) Social entrepreneurship.

(k) Theories/Models of Entrepreneurship such as
Schumpeter, McClelland, Drucker, Walker,
Edgeworth, Carland, Shapiro, Cole, Timmons.
Characteristics of Entrepreneurs
2. discuss the characteristics of Personal Abilities and Talents of Entrepreneurs

tourism entrepreneurs; (a) creativity;
(b) positive state of mind;
(c) risk tolerance;
(d) management and leadership capabilities;
(e) empathy; and,
(f) self-confidence.

UNIT 2
MODULE 3: ENTREPRENEURSHIP IN TOURISM (cont’d)
Characteristics of Entrepreneurs (cont’d)

Attitudes and Behaviours of Entrepreneurs
(a) achievement oriented;
(b) competitive;
(c) innovative;
(d) risk-taking;
(e) proactive;
(f) determined;
(g) committed;
(h) resilient;
(i) passionate;
(j) visionary; and,
(k) emotional stability.
Benefits and Challenges to Entrepreneurship
3. examine the benefits and (a) Benefits of business venture opportunities for
challenges associated with example self-confidence, independence and
entrepreneurial ventures in networking, personal and intergenerational
tourism; wealth creation, value generation, flexible work
arrangements, improved quality of life,
competitiveness, job creation, provision of
product and services, economic development.
(b) Challenges for example start-up capital,

operational costs, building product/service
awareness, risk, liability insurance, lack of
incentives, limited access to finance, poor
regulatory framework, hustler mentatlity,
resistance to training,
absence or inhibition of Government policies, lack
of political will, non-participation of private
sector, lack of understanding of business
processes, lack of family and social support,
emphasis on traditional careers support.

UNIT 2
Creativity and Innovation

4. discuss the value of creativity and Creativity and Innovation:
innovation in tourism;
(a) definition of creativity;
(b) definition of innovation;
(c) sources of creativity and innovation such as new

market and technologies, changing consumer
attitudes and preferences, political changes, new
or modified business models; and,
(d) methods of protecting creativity and innovation

such as patents, copy rights, trademarks, trade
secrets.
5. describe the categories of Categories of enterprises ventures:

enterprise and business ventures in
Tourism; (a) home-based;
(b) family;
(c) corporate venture;
(d) franchise; and,
(e) micro, small and medium enterprises (MSMEs).
6. evaluate entrepreneurial venture Types of entrepreneurial venture Opportunities.

opportunities in the tourism
industry; (a) Non-traditional areas directly related to tourism,
for example homestays, volunteering, social
media management, mobile apps, and virtual
tours.
(b) Emerging areas such as Energy Service Companies
(ESCos); water conservation, products and
services, solid waste innovation, culture and
heritage, information and Communication
Technology (ICT); and social entrepreneurship.
(c) Secondary/subsidiary services directly related to
tourism, for example, gas stations, medical
services, coconut vendors.
(d) Value added products available for sale for
example nutraceuticals, cookbooks, confections
and art and craft.

UNIT 2
Entrepreneurship Process in the Tourism Context

7. discuss the regulatory framework (a) Requirements for establishing a tourism
and supportive environment for enterprise:
entrepreneurial ventures; (i) registration;
(ii) licences and permits;
(iii) labour laws;
(iv) tax regulations;
(v) other regulations such as environmental;
(vi) guidelines for product development; and,
(vii) guidelines for export.
(b) Supportive environment (Entrepreneurship
ecosystem) for example,
(i) Eight Main Pillars: the World Economic
Forum’s Accessible Markets, Government
& Regulatory Framework, Funding &
Finance, Major Universities as Catalysts,
Human Capital/Workforce, Support
Systems/Mentors, Family, Education &
Training and Cultural Support.
(ii) Sustainable Development Goals such as
Gender, Inclusivity and Diversity.
(iii) Other supportive environment such as
Incubators, Social Network.
8. evaluate the entrepreneurship The Entrepreneurship Process
process in the tourism context; and, (a) Idea Generation (focus group, brainstorming,
ideation, mapping, note book, delphi method,
Gordon method, scenario thinking).
(b) Opportunity Identification and Evaluation
(emerging markets, new technologies, regulatory
and social changes).
(c) Business Concept (new products, services,
markets and processes, distribution channels).
(d) Resources (Financial, physical and Human).
(e) Implementation (monitoring).
(f) Managing (leading, directing, achieving,
performing).
(g) Harvesting (licensing, intellectual property rights,
succession planning, initial Public Offering).

UNIT 2
Components of a Business Proposal for a Tourism Opportunity
9. prepare a business proposal for a (a) Executive Summary.

tourism opportunity.
(b) Description of the product or service.
(c) Mission, objectives, legal structure including

organisational chart.
(d) Market research, target market, competition

(competitor analysis) stakeholder roles, and plan.
(e) Operating schedule such as Gantt

implementation schedule.
(f) Financial plan to include projections, budgeting.
(g) Export strategy for the business (where

applicable).
1. Have students collaboratively discuss and present on the key concepts in Entrepreneurship.
2. Have students in pairs conduct an interview of a successful tourism entrepreneur to determine

his/her entrepreneurial characteristics. The findings of this interview should be collated in a
report and must include a profile of the business, identification of the entrepreneurial
characteristics and the justification for the findings.
3. Have students interview the owner/manager of a linked enterprise that now exports product
outside of the tourism industry.
4. Have students collaboratively create and present a mind map of innovative, new and emerging
opportunities for tourism entrepreneurship.
5. Arrange field trips to locally owned tourism businesses (craft markets, attractions, hotels) and
have the students interact with personnel at these entities so that students witness first hand
some of the issues faced by entrepreneurs.
6. Stage a Business Proposal competition where students will collaboratively prepare and present
a Business Proposal for a tourism opportunity. Teachers should have a panel comprising of
local tourism entrepreneurs to evaluate the business proposal and the presentation pitch at
the competition.

UNIT 2
podcasts or explainer videos on entrepreneurship in Tourism to reinforce concepts and evoke
interest in the topics being taught. Students should then write a reflection, which can be placed
in an e-journal about the learning experience.
RESOURCES
Acs, Z. J., and Correa, P. Identifying the Obstacles to High Impact Entrepreneurship
in Latin America and the Caribbean. Report, CreateSpace
Independent Publishing Platform, 2014.
Barringer, B. R., and Ireland, R. D. Entrepreneurship: Successfully Launching New Ventures
(3rd ed.). Upper Saddle River, NJ: Prentice Hall, 2010.
Bhuyan, A. Tourism Entrepreneurship in Assam: A Study of
Entrepreneurial Growth in Tourism with Special Reference
to Accommodation Industry, VDM Verlag Dr. Muller, 2010.
Brooks, M. and Altinay, L. Entrepreneurship in Hospitality and Tourism: A Global
Perspective. Goodfellow Publisher, 2015.
Imbaya, B.O. Indigenous Tourism Entrepreneurship: A Focus on Samburu

District, Kenya. LAP LAMBERT Academic Publisher, 2011.
Lee-Ross, D. and Lashley, C. Entrepreneurship and Small Business Management in the

Hospitality Industry. Oxford, UK: Butterworth-Heinemann,
2009.
Manyara, G., and Jones, E. Community-based tourism enterprises development in

Kenya: An exploration of their potential as avenues of
poverty reduction. Journal of sustainable tourism, 15(6),
628-644, 2007.
Morrison, A., Rimmington, M., Entrepreneurship in the Hospitality, Tourism and Leisure
and Williams, C. Industries. Oxford, UK: Butterworth-Heinemann, 1999.
Ohe, Y. Community-based Rural Tourism and Entrepreneurship: A

Micro-Economic Approach, Springer Nature 2020.
Page, S. J. Tourism and Entrepreneurship: International Perspectives.

Butterworth-Heinemann, 2009.
Pearce, L. Business plans handbook: A compilation of actual business
plans developed by small businesses throughout North
America. Michigan, United States: Cengage Gale, 2008.
Pezzi, M. G., Faggian, A., & Reid, N. Agritourism, wine tourism, and craft beer tourism: Local
responses to peripherality through tourism niches.
Routledge, 2020.

UNIT 2
RESOURCES (cont’d)
Stam, E. and Spigel, B. Entrepreneurial Ecosystems; U.S.E Discussion Paper Series

nr:16-13 (Sage), 2017.
Timmons, J. A., Spinelli, S., and Business Plans That Work: A guide for small business. New
Zacharakis, A. York: McGraw-Hill, 2004.
Titus-Maxwell, J. Caribbean Tourism Product Development, Marketing and
Entrepreneurship. Caribe-Indie Publishing, 2017.
Walmsley, A. Entrepreneurship in Tourism. Emerald Publishing Limited,
2018.
Williams, C. C. and Gurtoo, A. Routledge Handbook of Entrepreneurship in Developing
Economies, New York: Routledge, 2017.
World Economic Forum Entrepreneurial Ecosystems Around the Globe and
Company Growth Dynamics. Switzerland, 2013.
Zenelaj, E. Tourism Entrepreneurships: Factors of Positive Evolution of
Tourism Entrepreneurships in Saranda (Albania), LAP
LAMBERT Academic Publisher, 2011.
Prifti, R., and Jaupi, F. Entrepreneurial Urban Regeneration: Business
Improvement Districts as a Form of Organizational
Innovation. Routledge, 2020.
Sotiriadis, M. The Emerald Handbook of Entrepreneurship in Tourism,
Travel and Hospitality, Emerald. 2018.
Sheldon, P. J., and Daniele, R Social Entrepreneurship and Tourism. Cham: Springer
International Publishing, 2017.

 OUTLINE OF ASSESSMENT
Each Unit of the syllabus will be assessed separately. The Assessment will comprise two components,
one external and one internal.
The scheme of assessment for each Unit will be the same. Candidates’ performance on each Unit will
be reported as an overall grade and a grade on each Module of the Unit.
EXTERNAL ASSESSMENT FOR EACH UNIT (60%)
Paper 01 The Paper will consist of forty-five multiple-choice items, 30 per cent
fifteen items on each Module.
30%
Paper 02 This paper will consist of three compulsory questions, one on 30 per cent
30%
Each module.
SCHOOL-BASED ASSESSMENT (SBA) (40%)
Paper 03
The School-Based assessment will consist of a research project for each Unit. The project will enable the
student to demonstrate skills and competencies developed from each of the three Modules.
UNIT 1
The topic for the School-Based Assessment is Evaluating the Sustainability of a Tourism Business.
Students are required to choose an existing tourism business in any one of the following sectors –
accommodation, visitor attraction, transport, food and beverage – and evaluate the extent to which
the operations of the business are sustainable. Based on their research, students are required to craft
TWO recommendations that the business can utilise to improve sustainability of its operations.
Students will be required to collect data from their understudy of a tourism service provider in one of
the named tourism sectors. Data for the research can be collected from primary and/or secondary
sources. Students may use a combination of methods to gather data, including interviews, focus
groups, site visits, observations and questionnaires. They may also use data from print media, social
media narratives, newspapers, data archives and Internet articles.
Students may work in groups of 3-5 persons, for this activity.
UNIT 2
The topic for the School-Based Assessment is Developing a business Proposal for the creation of a
Tourism-Related Product, Service or Event. Students will be required to produce a business proposal
for the creation of an innovative, new or modified sustainable tourism-related product, service or
event.
Students will be required to collect data to justify the creation or modification of an innovative
sustainable tourism-related product, service or event. Data may be collected from business owners,
staff and customers of similar existing product, service or event, as well as from potential

customers/users. Data may be collected from primary and/or secondary sources. Primary data sources
may include interviews, focus group, observation and questionnaire. Secondary data sources may
include print media, social media narratives, newspapers, data archives and Internet articles.
Students may work in groups of 3-5 persons, for this activity.
MODERATION OF THE SCHOOL-BASED ASSESSMENT
School-Based Assessment Record Sheets are available online via the CXC®’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of assignments will be requested by CXC®
for moderation purposes. These assignments will be reassessed by CXC® Examiners who moderate
the School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The
Examiners’ comments will be sent to schools. All samples must be delivered by the stipulated
deadlines.
Copies of the students' assignment that are not submitted must be retained by the school until three
months after publication by CXC® of the examination results.
ASSESSMENT DETAILS
External Assessment by Written Papers (60 per cent of Total Assessment)
Paper 01 (1 hour 30 minutes – 30 per cent of Total Assessment)
1. Composition of Paper
(a) This paper will consist of forty-five (45) multiple-choice items. There will be fifteen
(15) items based on each Module.
(b) All items are compulsory.
2. Syllabus Coverage
(a) Knowledge of the entire syllabus is required.
(b) The intention of this paper is to test candidates’ knowledge across the breadth of the
syllabus.
3. Question Type
Questions will test candidates’ understanding of tourism concepts and issues.
4. Mark Allocation
(a) The maximum mark available for this paper is 90.
(b) One mark will be assigned to each item. Each item will be weighted by 2.
(c) The 45 marks for this paper will be weighted to 90 marks.

(d) This paper contributes 30 per cent towards the final assessment.
(e) Marks will be awarded for knowledge, comprehension, and application.
Paper 02 (2 hours and 30 minutes – 30 per cent of Total Assessment)
This paper will consist of three compulsory questions, one on each module.
(a) Each question may focus on or develop a single theme or several related themes.
(b) This paper will require greater in-depth knowledge of the syllabus.
3. Question Type
Questions will consist of subparts and will test the understanding and application of
tourism concepts, principles, and issues.
4. Mark Allocation
(a) The maximum mark available for this paper is 90.
(b) Twenty-five (25) marks will be assigned to each question.
(c) Each question will then be weighted to 30 marks.
(d) The 75 marks for this paper will be weighted to 90 marks.
(e) This paper contributes 30 per cent towards the final assessment.
(f) Marks will be awarded for application, analysis, synthesis, and evaluation.
SCHOOL-BASED ASSESSMENT (40 per cent)
School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills, and attitudes that are
associated with the subject. The activities for the School-Based are linked to the syllabus and should
form part of the learning activities to enable the student to achieve the objectives of the syllabus.
Students are encouraged to work in groups to complete the School-Based Assessment.
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based

Assessment component of the course. In order to ensure that the scores awarded by teachers are in
line with the CXC® standards, the Council undertakes the moderation of a sample of the School-Based
Assessment assignments marked by teachers.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self-confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of the critical skills and abilities emphasised by this CAPE®
subject and enhance the validity of the examination on which candidate performance is reported.
School-Based Assessment, therefore, makes a significant and unique contribution to both the
development of relevant skills and the testing and rewarding of students for the development of those
skills. Note that group work should be encouraged and employed where appropriate.
The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.
MODERATION OF THE SCHOOL-BASED ASSESSMENT
School-Based Assessment Record Sheets are available online via the CXC®’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS). A sample of assignments will be requested by CXC®
for moderation purposes. These assignments will be re-assessed by CXC® Examiners who moderate the
School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’
comments will be sent to schools. All SBA projects from ALL centers must be submitted to CXC® by the
stipulated deadlines.
REQUIREMENTS OF THE SCHOOL-BASED ASSESSMENT
School-Based Assessment marks are NOT transferrable across Units. The School-Based Assessment
for each Unit is based on skills and competencies related specifically to the Modules of that Unit.
However, students who repeat the same Unit in a subsequent sitting may reuse their School-Based
Assessment marks for the next sitting of the examination.
PERFORMANCE OUTCOMES
On completion of the School-Based Assessment candidates should demonstrate competency in the:
1. identification of career opportunities in tourism;
2. sourcing, updating and presenting of tourism industry information;
3. understanding of the links and interrelationships among the various components and
stakeholders involved in tourism;
4. development of strategies to impact the success of tourism products/services/activities;
5. application of the marketing mix to tourism products;
6. use of interactive work place communication;

7. application of norms, codes, regulations and specifications related to the tourism industry;
8. application of technology in the tourism industry;
9. preparation of strategies to support sustainable environment practices;
10. understanding and appreciation of tourism as a business; and,
11. understanding and application of the principles of entrepreneurship in Tourism.
AIMS OF THE PROJECT
The aims of the project are to:
1. promote self-learning;
2. allow teachers the opportunity to engage in the formative assessment of their students;
3. encourage students to forge links with businesses in the industry;
4. provide students with an understanding of the gaps that exist between theory and practice;
5. develop in students, an awareness of the links and interrelationships among the various
components and stakeholders involved in tourism;
6. encourage students to become creative problem-solvers;
7. strengthen the data gathering skills of students;
8. encourage students to apply the concepts and principles of sustainable tourism to an actual
business; and,
9. foster the development of critical thinking skills among students, including analysis, synthesis
and evaluation.
The project should be 1500 words. Bibliography, charts, tables and appendices are not included in the
word count.
The project will be marked out of 60 and weighted to 120. A total of 40 weighted marks will be
assigned to each Module.
Management of the Project
Teachers are expected to provide guidance and feedback to students at all stages of the project. They
should assist students in gaining access to businesses, personnel and documents for the purpose of
collecting data/evaluating the business. They should also guide students in selecting the appropriate
methodology and data collection and analysis technique. Teachers should encourage and facilitate
collaboration among students.

Adequate class time should be allocated to the teaching and reinforcement of key components to be
included in the project. The assessment criteria should be discussed with students. The project should
be integrated in the teaching of the subject. Teachers and students should set agreed deadlines for the
submission of the various components of the project which should be assessed and feedback provided
on a continuous basis to facilitate further improvement of the project.
Authenticity
Teachers should ensure that the project presented is the work of the student. This can be achieved
by systematic monitoring of student’s work throughout the development of the project. This will guard
against plagiarism and ensure that the work is the intellectual property of the student.
Authenticity can also be ensured by:
1. discussing the project and creating an outline with timelines;

2. offering guidance and timely feedback to students; and,
3. allocating some class time for students to work on the projects.
UNIT 1
FORMAT OF THE PROJECT
(a) Length: 1500 words:
(i) Font: Times New Roman
(ii) Font Size: 12
(iii) Line spacing: 1.5
(iv) Page Size: A4
(v) Page Number: Bottom right corner of page
(b) Structure: Cover Page (Title, Name, Date);
(c) Acknowledgements
(d) Table of Contents:
(i) Introduction
(ii) Research Design
(iii) Presentation and Analysis of Data
(iv) Discussion of Findings and Recommendations
(v) Bibliography
(vi) Appendices

Allocation of Marks
Marks will be allocated according to the following scheme
DETAILED MARK SCHEME FOR THE SCHOOL-BASED ASSESSMENT MARK
1. SECTION ONE
INTRODUCTION 16 Marks
(a) Description/Profile of the tourism business 5 marks
Type of business 1 Mark
Ownership structure 1 Mark
Profile of the users 1 Mark
Presence of sustainability practices 1-2 Marks
(b) Aims and Objectives of the Study 3 marks

Purpose or reason for conducting the research clearly and concisely stated 1-2 Marks
Value of the research to business owner(s) clearly stated (impact of 1 Mark
tourism on business)
(c) Review of Literature 8 marks
[A synthesis and discussion of existing literature/previous research relevant to
the topic]
• Discussion is well organized and includes relevant sources 1-2 Marks
• Discussion highlights importance of sustainability practices for 1-2 Marks

tourism business continuity
• Discussion includes relationship between inter-sectoral linkages and 1-2 Marks

sustainability of tourism business
• Discussion highlights sustainability practices of similar tourism 1-2 Marks

businesses
2. SECTION TWO
RESEARCH DESIGN [7 Marks]

[A plan outlining how data was collected, including a description of the sample]
• Description of data collection method/technique/source 1-2 Marks
• Justification of data collection method 1-2 Marks
• Limitations of method 1 Mark

• Description of sample (number, demographics, sector)
1-2 Marks
3. SECTION THREE
PRESENTATION AND ANALYSIS OF DATA 12 Marks

(a) PRESENTATION OF DATA 6 marks
[Presentation of data using appropriate forms; tables, charts, graphs,
summaries]
• Data presented are relevant to the aims of the project 1-2 Marks
• Data are systematically organized 1-2 Marks
• Data are presented using appropriate forms 1-2 Marks

DETAILED MARK SCHEME FOR THE SCHOOL-BASED ASSESSMENT MARK
(b) ANALYSIS OF DATA 6 marks

[A synthesis of the results, identifying trends, patterns and anomalies]
• Data are summarized accurately using descriptive statistics 1-2 Marks
• Data summary is meaningful and related to findings 1-2 Marks
• Data analysis shows trends/patterns/anomalies 1-2 Marks
4. SECTION FOUR
DISCUSSION OF FINDINGS AND RECOMMENDATIONS 18 Marks

(a) DISCUSSION OF FINDINGS
[A logical and coherent discussion of the findings based on the purpose of the 8 marks
investigation, and the implications for sustainability]
• Discussion is well developed (coherent and logical) 1-2 Marks
• Discussion is related to the purpose and findings of the 1-2 Marks
investigation
• Comparison/contrast of review of literature with findings 1-2 Marks
• Implications of assessment impacts 1-2 Marks
(b) RECOMMENDATIONS
[Formulation of TWO well-crafted recommendations based on the findings] 10 marks
• Outline recommendations to improve sustainability 4 Marks
practices of business (2 x2)
• Recommendation is suitable and practical (2x1) 2 Marks
• Explain how recommendation will improve sustainability 4 Marks
(2x2)
5. SECTION FIVE 7 Marks
OVERALL PRESENTATION OF REPORT

(a) Organisation of ideas 2 Marks 2 marks
(i) Idea very well organized (2)
(ii) Ideas fairly well organized (1)
(b) Conventions (2 marks)

1 Mark
(i) Correct spelling, punctuation, capitalisation
(ii) Correct use of grammar 1 Mark
(c) References (3 marks)
Correct and consistent use of APA 6th reference style
1 Mark
(i) Reference list organized in alphabetical order
1 Mark
(ii) Reference list arranged in correct APA format
1 Mark
(iii) Correct in-text citation
Total 60 Marks

Marks for the Project will be allocated across modules in the ratio 1:1:1. The project will be marked
out of a total of 60 marks; a maximum of 20 marks will be assigned to each module. The teacher will
divide the marks earned by a student equally among the three modules. For example, if a student
earns 45 out of 60 for his School-Based Assessment, 15 marks will be assigned to Module 1, 15 marks
to Module 2 and 15 marks to Module 3. CXC® will weight the marks by 2. The student’s final score will
be 90 out of 120; 30 on each module.
If there is a remainder of 1 mark, it should be allocated to Module 3. If there is a remainder of 2 marks,

1 mark should be allocated to Module 3 and the other mark to Module 2. For example, if a student
be 82 out of 120; 26 on Module 1, 28 on Module 2 and 28 on Module 3.
UNIT 2
Aims of the Project
The aims of the project are to:
1. promote self-learning;
2. allow teachers the opportunity to engage in the formative assessment of their students;
3. allow students to enhance their understanding and appreciation of tourism as a business;
4. enhance students skills in conducting research and encouraging creativity;
5. provide students with the skills and abilities to develop tourism products, activities and
services; and,
6. provide students with the opportunity to explore more fully, areas of the Unit which may not
be assessed in the external examination.
Skills to be assessed: Unit 1 and Unit 2
Students will be assessed on their ability to:
1. develop a business proposal;
2. develop a relevant product or activity or service or innovation from an existing product,

activity or service;
3. fully develop the marketing component of a business proposal;
4. compile supporting prototypes, documentation, collateral pieces, and other relevant

materials; and,
5. present the business proposal in an appropriate format.

The School-Based Assessment component for Unit 2 of the Tourism Syllabus is an Applied Project
testing the concepts and skills contained in Modules 1, 2 and 3.
Students will be required to produce a business proposal for EITHER an innovation in an existing
tourism product, activity or service OR a new tourism product, activity or service.
The project should be 1500 words. Bibliography, charts, tables and appendices are not included in the
word count.
The project will be marked out of 40 and weighted to 120. A total of 40 marks will be assigned to each
Module.
Management of the Project
The teacher is expected to provide guidance at all stages of the project. The teacher should assist
students in selecting an appropriate tourism product.
Adequate class time should be allocated to the teaching and reinforcement of key components to be
included in the business plan. The assessment criteria should be discussed with students. The project
should be integrated in the teaching of the subject and assessment should be conducted on a
continuous basis and feedback given to students for further improvement.
Teachers and students should set agreed deadlines for the submission of the various components of
the project.
Authenticity
Teachers should ensure that the project presented is the work of the student. This can be achieved by
systematic monitoring of students work throughout the development of the project. This will guard
against plagiarism and ensure that the work is the intellectual property of the student.
Authenticity can also be ensured by:
1. discussing the project and creating an outline with timelines;

2. offering guidance and timely feedback to students; and,
3. allocating some class time for students to work on the projects.

FORMAT OF THE PROJECT (Business Proposal Outline)
FORMAT OF THE PROJECT
(a) Length: 1500 words
(i) Font: Times New Roman;
(ii) Font Size: 12;
(iii) Line spacing: 1.5;
(iv) Page Size: A4; and,
(v) Page Number: Bottom right corner of page.
(b) Structure: Cover Page (Title, Name, Date)
(c) Acknowledgements
(d) Table of Contents:
(i) Description of the tourism Product;
(ii) Mission, Objective and Legal Structure;
(iii) Marketing Plan;
(iv) Operational Schedule;
(v) Financial Plan;
(vi) Benchmarking, Monitoring and Evaluation;
(vii) Summary; and,
(viii) Bibliography.

Allocation of Marks
Marks will be allocated according to the following scheme:
1. SECTION ONE
DESCRIPTION OF THE TOURISM PRODUCT 7 marks
(a) Description of key components of the product 3 marks
• State the name of the product 1 Mark
• Identify the sector 1 Mark
• Identify the customers 1 Mark
(b) Justification of choice of tourism product 4 marks
• Describe the niche market that the product serves 1-2 Marks
• Outline the contribution of the product to economic development 1-2 Marks
2. SECTION TWO
MISSION, OBJECTIVE AND LEGAL STRUCTURE 5 Marks
(a) Create a Mission Statement for the tourism product 1-2 Marks
(b) State the objective of the product 1 Mark
(c) Identify at least TWO legal requirements/special licence for 1-2 Marks
operation
3. SECTION THREE
MARKETING PLAN 13 marks
(a) Description of market research 4 marks
• State the research method 1-2 Marks
• Describe the market research process 1-2 Marks
(b) Identification and justification of target market 4 marks
• Identify segmentation strategy 1 Mark
• Justify strategy (state why choice of strategy is appropriate) 1-2 Marks
• Describe composition of market 1 Mark
(c) Assessment of Competitors 3 Marks
• Identify Competitors 1 Mark
• Describe possible threats from competitors 1-2 Marks
(d) Describe the proposed promotional strategies 1-2 Marks 2 marks

4. SECTION FOUR
OPERATIONAL SCHEDULE 10 marks
(a) Timeline for implementation of product 4 marks
• Identify standards 1 Mark
• Outline policies and procedures 1-2 Marks
• Establish timeline for implementation of product 1 Mark
(b) Risk management 6 marks
• Identify two risks associated with the product (2x1) 1-2 Marks
• Outline one strategy for reducing each risk (2x2) 4 Marks

5. SECTION FIVE
FINANCIAL PLAN 6 marks
(a) Cost of the product and pricing strategy 4 marks
• Determine the cost of the product 1-2 Marks
• Describe the pricing strategy 1-2 Marks

(b) Identify at least two sources of finance 1-2 Marks 2 marks
6. SECTION SIX
BENCHMARKING, MONITORING AND EVALUATION 8 marks
(a) List the key performance targets 1-2 Marks 8 marks
(b) Describe the tools for monitoring the indicators 1-3 Marks
(c) Evaluate the effectiveness/impact of the matrices) 1-3 Marks
7. SECTION SEVEN
SUMMARY 4 marks
(a) Concisely summarise the main points of the project 1-2 Marks 4 marks
(b) Briefly summarise the of activities undertaken in the project 1-2 Marks
8. SECTION EIGHT
OVERALL PRESENTATION OF REPORT 7 marks
(a) Organisation of ideas 2 Marks
• Idea very well organized 1-2 Marks
• Ideas fairly well organized 1 Mark

(b) Conventions 2 Marks
• Correct spelling, punctuation, capitalisation 1 Mark
• Correct use of grammar 1 Mark

(c) References 3 Marks
Correct and consistent use of APA 6th reference style
• Reference list organized in alphabetical order 1 Mark
• Reference list arranged in correct APA format 1 Mark
• Correct in-text citation 1 Mark
Total 60 marks

Marks for the Project will be allocated across modules in the ratio 1:1:1. The project will be marked
out of a total of 60 marks; a maximum of 20 marks will be assigned to each module. The teacher will
divide the marks earned by a student equally among the three module. For example, if a student earns
45 out of 60 for his School-Based Assessment, 15 marks will be assigned to Module 1, 15 marks to
Module 2 and 15 marks to Module 3. CXC® will weight the marks by 2. The student’s final score will
be 90 out of 120; 30 on each module.
If there is a remainder of 1 mark, it should be allocated to Module 3. If there is a remainder of 2 marks,

1 mark should be allocated to Module 3 and the other mark to Module 2. For example, if a student
be 82 out of 120; 26 on Module 1, 28 on Module 2 and 28 on Module 3.

 REGULATIONS FOR PRIVATE CANDIDATES
Private candidates will be required to write Papers 01, 02 and 032. Detailed information on Papers 01
and 02 is given on pages 52-54 of this syllabus.
Paper 032 is the Alternative Paper to the School-Based Assessment. This paper is worth 40 per cent
of the total mark for the Unit.
UNIT 1
Paper 032 is a written paper consisting of a case study based on Evaluating the Sustainability of a
Tourism Business in one of the eight identified tourism sectors. Candidates will be required to answer
questions based on the case study. The questions are designed to test the skills developed by students
in the School-Based Assessment. The questions will test various stages of the research process.
Candidates are advised to conduct the relevant research in sustainable tourism in preparation for
writing Paper 032.
(a) The paper comprises a case study and 6-8 compulsory questions.
(b) The questions will be worth 60 marks.
This paper is intended to test the knowledge and skills contained in Module 3 as outlined on
pages 24-31 of the syllabus.
3. Question type
Question will be a structured essay.
4. Mark Allocation
The question will be worth 60 marks.
UNIT 2
Paper 032 is a written paper consisting of a case study based on the three modules of the Unit.
Candidates are required to complete a business proposal outline based on a case study. The tasks are
designed to test the skills developed by students in the School-Based Assessment. The tasks will test
various stages of the research process.
Candidates are advised to conduct the relevant research on tourism product development and
marketing, and specifically, the business plan, in preparation for writing Paper 032.

(a) The paper comprises a case study and an outline of a business plan;
(b) The business proposal is worth 60 marks.
This paper is intended to test the knowledge and skills contained in Modules 1, 2 and 3 as
outlined. On pages 24 – 39 of the syllabus.
3. Question type
The plan will consist of several structured questions.
4. Mark Allocation
The business plan will be worth 60 marks.
 REGULATIONS FOR RESIT CANDIDATES

Resit candidates must complete Papers 01 and 02 of the examination for the year for which they
reregister.
CAPE® candidates may reuse any moderated SBA score within a two-year period. To assist candidates
in making decisions about whether to reuse a moderated SBA score, the Council will continue to
indicate on the preliminary results if a candidate’s moderated SBA score is less than 50 per cent in a
particular Unit. Candidates reusing SBA scores should register as “Resit candidates” and must provide
the previous candidate number when registering.
Resit candidates may be entered through schools, recognised educational institutions, or the Local
Registrar’s Office.
 ASSESSMENT GRID
The Assessment Grid for each Unit showing marks assigned to papers and to Modules and the
percentage contribution of each paper to the total scores.
Papers Module 1 Module 2 Module 3 Total (%)
EXTERNAL ASSESSMENT
Paper 01 30 30 30 90 (30)
Paper 02 30 30 30 90 (30)
SCHOOL-BASED ASSESSMENT
Paper 03 40 40 40 120 (40)
Total 100 100 100 300 (100)

APPENDIX I
 GLOSSARY OF TERMS USED IN TOURISM

WORD/TERM DEFINITION/MEANING
Backward linkages Growth of one tourism business leads to the development of

other companies and sectors that supplies it.
Benchmark A standard or point of reference against which things may be

compared.
Business Concept A precise nature and description of the business to suppliers,

customers, financer and other stakeholders. It is the stage
between a business idea and a business plan and is critical to the
success of the entrepreneur.
Business Processes A set of activities and tasks that are linked from start to finish,
allowing the delivery of the good or service to the client or
customer.
Carrying Capacity The maximum number of people that may visit a tourist
destination at the same time, without causing destruction of the
environment.
Community A group of people living in the same place or having a particular

characteristic in common.
Community-based Local residents are involved in tourism activities that will enable
tourism them to earn an income from tourism and hospitality services
such as accommodation, food and beverage, tours of their
natural and cultural heritage, cultural events and other goods
and services. This fosters community unity and conservation of
resources.
Corporate Venture This occurs when a large company invests in a smaller but
innovative business at the start up stage.
Customers End-users of tourism products and services.
Demand-side Focuses on the tourist and their participation in activities and use
of tourism businesses and facilities.
Distributors Store and provide information as well as reserve tourism

products and services.
Economic Development Growing the economy at the community and country levels to
improve the standard of living of residents.
Emerging Market This type of market is transitioning from a low income stage to a

more modern and developed economy that will improve the

quality of life of residents.
Energy Service These businesses or companies provide energy solutions such as

Companies the designing and implementation of projects for energy saving
and conservation, retrofit or implement new energy
infrastructure and offer risk management procedures. They also
provide power generation and energy supply.
Enterprise A project, business or company.
Entrepreneurial venture This type of business or enterprise focuses on offering new and
innovative goods or services.
Entrepreneurship The process of identifying an opportunity and using one’s

passion and vision to create and develop new products,
processes or services to serve existing or new markets.
Forward linkages Growth of one tourism business leads to the development and
expansion of other companies in different sectors that use their
inputs and outputs.
Franchise An authorisation granted by an existing business entity or

individual (franchisor) to another business entity or individual
(franchisee) to sell its goods or operate its services using its
brand name, trade mark and business model with the agreement
of receiving a fee.
Global Distribution Network operated reservation systems used by travel agents to

System (GDS) complete automated transactions with suppliers.
Home-based Venture Starting and operating a business within one’s home.
Homestays A type of accommodation service where visitors stay in the home

of a resident when visiting that location or surrounding areas.
Horizontal linkages Inter-organisational relationships within one industry.
Human Resources People who make up the workforce of an organization, business

sector, industry, or economy.
Index An indicator or measure of something.
Innovation The process by which ideas are created and developed into new
products or services with the aim of improving efficiency and
effectiveness.
Intellectual Property The rights given to persons over their creation and / or
Rights innovation.

Inter-sectoral linkages Cooperation of companies operating in different sectors to build

economic links with tourism businesses.
Intrapreneurship A process that takes place within a business or organisation,

utilising existing or budgeted resources to create new products,
and services or implement innovative processes and systems so
as to improve the financial status and operation of the entity.
Intra-sectoral linkages Interaction and cooperation between two firms from the same
industry.
Labour law This law regulates the relationship between the employer and
employee.
Liability insurance This type of insurance provides protection to an insured party

against claims resulting from injuries and damage to other
people or property.
Licence A permit from an authority to own or use something.
Licences and permits Government regulation that provides the right to operate a
business. Having the required licensing and permits for
establishing a tourism enterprise will ensure that the business
owners/s or operators, employees and customers are protected.
Micro, small, medium Micro, small, medium enterprises and is abbreviated as MSMEs.
enterprises
Multiplier effect Money spent by tourists that circulate through a country’s

economy.
Non-governmental A non-profit organization that operates independently of any

Organization (NGO) government, typically one whose purpose is to address a social
or political issue.
Online booking systems Acts as distributors in the tourism distribution system to reserve
tourism products and services electronically.
Operational costs The expenses incurred from the normal day-to-day operation of
a business.
Policy A course or principle of action adopted or proposed by an

organization or individual.
Private Sector The part of the national economy that is not under direct state
control.
Regulations a rule or directive made and maintained by an authority.
Regulations Rules that are enforced by governmental agencies. They

are established standards of what the business can and cannot

do and are important to follow and adhere to as there are
penalties by law for any defiance. They bring consistency and
order to the business environment.
Regulatory Framework These are legal systems that are in place in a country or at the
international level to include laws, regulations and codes of
conduct to guide the behaviour of people, organisations and
companies.
Risk Any exposure to loss, harm or danger.
Risk Aversion The tendency of individuals to prefer situations with low

uncertainty rather than those with high uncertainty.
Risk Tolerance The degree by which an investor is willing to withstand a decline

in their return on investment.
Risk Willingness The willingness to take on risk.
Social Entrepreneurship A means of creating social value to achieve social change

through innovative approaches.
Standards A set of definitions and guidelines technically related to an

identified area, sector, practice or item.
Start-up capital The money needed to cover the expenses that are related to
getting the new business started.
Suppliers Produces tourism products and or services such as restaurants,

airlines and entertainment.
Supply-side Focuses on the managerial perspective of tourism businesses

that serve exclusively tourists.
Tax Regulations The law relating to taxation both within a country and
internationally.
Tour operator Sells tours directly to end customer and operate and guide group
tours.
Tourism leakages Revenue generated by tourism that is lost to economies outside

the host destination.
Tourism Product Tangible and intangible components that enable a tourist to be

engaged in a specific activity at one or at several destinations.
Tourism sector All businesses that directly provide goods and services to
facilitate tourism.

Travel agent Someone who sells and arranges accommodation,

transportation and tours for travellers.
Travel intermediaries Third parties such as travel agents and tour wholesalers, who are
“middlemen” acting as a link between the customer and the
supplier.
Value added products Products that have been enhanced or modified so as to have
higher market value or more convenience to the user.
Value Generation Creating value for customers in terms of service efficiencies,

convenience of product and performance of the product.
Vertical linkages Relationships with various sectors.

APPENDIX II
 GLOSSARY OF BEHAVIOURAL VERBS USED IN THE TOURISM

EXAMINATION
Account for Explain the reasons for, giving an indication of all relevant circumstances.
Give an account of Give a detailed description.
Advise Write an extended answer identifying the issue.
Suggest solution or action to be taken.
Analyse Study in depth, identifying and describing in detail the main characteristics
and drawing conclusion(s).
Apply Use knowledge and/or principles to solve problems.
Assess Examine closely, with a view to measuring or ‘weighing up’ a particular

situation. Consider in a balanced way: strengths and weaknesses, points
for and against. In conclusion, state your judgement clearly.
Calculate Arrive at a solution to a numerical problem. Steps should be shown and

units included.
Cite Provide a quotation or a reference to the subject.
Classify Divide into groups according to observable characteristics.
Comment State clearly and in a moderate fashion your opinions on the material in
question. Support your views with references to suitable evidence or with
explanation as appropriate.
State opinion or view with supporting reasons.
Compare and Provide an extended response, stating, describing and elaborating on

Contrast similarities and differences, providing specific examples of these
similarities and differences.
Critique Express your balanced judgement about the merit or truth of the material
in question. Give the results of your scrutiny, establishing both strengths
and weaknesses. Be specific.
Deduce Make a logical connection between two or more pieces of information; use
data to arrive at a conclusion.
Define Provide a precise statement giving the nature or the scope or the meaning
of a term; or using the term in one or more sentences so that the meaning
is clear and precise.

Describe Provide statements of the features or characteristics of a situation or

concept.
Determine Calculate the value of a physical quantity.
Differentiate or State or explain briefly those differences between or among items,

Distinguish concepts or situations which can be used to define them or place them into
separate categories.
Discuss Examine concepts and principles, giving reasoned pros and cons,
advantages and disadvantages.
Present reasoned arguments for and against, using detailed examples.
Evaluate Weigh evidence and make judgements based on given criteria.
The use of logical supporting reasons for a particular point is more

important than the view held; usually both sides of an argument should be
considered.
Explain Provide statements on what happened, how it happened and why it

happened.
Give Provide short, concise responses.
Illustrate Use specific examples, allusions, figures or diagrams to explain,

demonstrate or clarify a problem, situation or view.
Interpret Translate, give examples of, express in simple terms or comment on a

subject, usually giving your judgement about it.
Justify Prove, make out a case or give reasons for decisions or conclusions in a very
convincing way.
Outline Give basic steps only.
Provide main points, or features only without details.
State Present the main points in brief, clear sequences.
Suggest Offer an explanation deduced from information provided or previous

knowledge and consistent with subject knowledge.
Summarise Give the main points or facts in condensed form, omitting details and
illustrations.
Western Zone Office

21 October 2021

CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination®

CAPE®
TOURISM
Specimen Papers and

Mark Schemes/Keys
Specimen Papers, Mark Schemes and Keys:
Unit 1 Paper 01
Unit 1 Paper 02
Unit 1 Paper 032
Unit 2 Paper 01
Unit 2 Paper 02
Unit 2 Paper 032
TEST CODE 02163010
SPECIMEN 2021
CARIBBEAN E XAM I NAT I O N S COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
TOURISM
SPECIMEN PAPER
UNIT 1 – Paper 01
1 hour 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1. This specimen paper consists of 45 items. You will have 1 hour and 30 minutes to answer them.
2. In addition to this test booklet, you should have an answer sheet.
3. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.
4. Find the number which corresponds to your item and shade the space having the same letter as
the answer you have chosen. Look at the sample item below.

Sample Item
‘Actual demand’ in tourism refers to

Sample Answer
(A) traveller’s desire to travel A B C D

(B) length of stay of the visitor
(C) number of persons who travel
(D) economic activity of the visitor
The best answer to this item is “number of persons who travel”, so (C) has been shaded.
5. If you want to change your answer, erase it completely before you fill in your new choice.
6. When you are told to begin, turn the page and work as quickly and as carefully as you can. If
you cannot answer an item, go on to the next one. You may return to that item later.
7. You may do any rough work in this booklet.
8. The use of a silent, non-programmable calculator is allowed.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2021 Caribbean Examinations Council

All rights reserved.
02163010/CAPE/SPEC 2021
-2-
1. Tourism may BEST be defined as the 4. In tourism, the acronym CTO stands for
movement of people to destinations outside
their usual place of residence for a period (A) Caribbean Travel Organization
of (B) CARICOM Travel Organization
(C) Caribbean Tourism Organization
(A) less than one day (D) CARICOM Tourism Organization
(B) less than one year
(C) more than one day but less than six
months 5. Which of the following United Nations
(D) more than one day but less than one Organizations is associated with inter-
year national tourism?
(A) UNDP
2. Fidel lives in the United Kingdom. For (B) UNWTO
Fidel, which of the following is a tourism (C) UNICEF
‘push factor’ to the Caribbean? (D) UNESCO
(A) Winter in the United Kingdom

(B) Cost of living in the Caribbean 6. Which of the following sectors is directly
(C) Warm climate in the Caribbean linked to tourism?
(D) Safe environment in the Caribbean
(A) Health
(B) Finance
3. Which of the following factors is the MAIN (C) Education
contributor to tourism development in the (D) Agriculture
Caribbean?
(A) The introduction of affordable air 7. Which of the following factors relating to
travel a destination are LIKELY to encourage
(B) Financial assistance from donor tourists to visit that destination?
agencies
(C) The region’s environmental I. Proximity
resources II. Cost of travel
(D) The hospitality of the region’s III. Suitable climate
people
(A) I and II only
(B) I and III only
(C) II and III only
(D) I, II and III
GO ON TO THE NEXT PAGE

02163010/CAPE/SPEC 2021
-3-
Items 8 and 9 refer to the following diagram 11. Which of the following models describes
showing Leiper’s (1979) model of the the stages of a community in response to
tourism system with regions labelled I, II, tourists?
III, IV and V.
(A) Leiper’s Tourism
(B) Butler’s Life Cycle
(C) Doxey’s Irritation Index
(D) Britton’s Core-Periphery Enclave
12. Negative environmental impacts from

tourism may BEST be addressed by
8. Region I on the diagram represents the (A) implementing sustainable tourism
practices
(A) tourist destination (B) creating more tourist sites and
(B) departing traveller attractions
(C) returning traveller (C) employing more local persons in
(D) traveller generating the tourism industry
(D) introducing more exciting destina-
tion activities for tourists
9. Stuart resides in Europe. He visits Peru
where he has booked accommodation,
sightseeing tours and travel guides. 13. The Internet has created significant
opportunities for the tourism industries of
Which component of Leiper’s tourism is destination countries by
illustrated in the scenario above?
(A) providing online booking portals
(A) Tourist destination (B) acting as a platform for the
(B) Departing traveller promotion of products
(C) Returning traveller (C) acting as an important information
(D) Traveller generating source for potential tourists
(D) changing the method used by
consumers to research their
10. Several islands in the Caribbean are holidays
dependent on tourism for
I foreign exchange 14. The Ministry of Tourism is developing

II. education and training a national park as a tourist attraction. A
III. employment generation positive environmental impact of this
development on the country is the
(A) I and II only
(B) I and III only (A) generation of employment
(C) II and III only (B) encouragement of entrepreneurial
(D) I, II and III activity
(C) exchange of cultural information,
ideas and beliefs
(D) protection of natural flora and fauna

02163010/CAPE/SPEC 2021
-4-
15. John travelled from Barbados to St. Lucia 20. Darren owns an art and craft shop in Jam
on 01 August, 2020 and stayed until Rock. He outsources the materials to make
31 September 2021, visiting relatives and his art and crafts. The government supports
friends. John can be classified as Darren’s enterprise by waiving importation
duties.
(A) a tourist
(B) a resident The scenario described above illustrates
(C) an expatriate governments’ support for tourism
(D) an excursionist businesses in the form of
(A) processes
16. Which of the following strategies is likely (B) incentives
to reduce leakage from a destination’s (C) partnerships
economy? (D) concessions
(A) Transfer pricing

(B) Import substitution 21. Café Moko restaurant offers an upscale
(C) Demonstration effect meal experience comprising several
(D) Income elasticity of demand courses.
Which of the following terms BEST

17. Which of the following factors is NOT represents the type of dining experience
associated with tourism income? that the restaurant offers?
(A) Multiplier effect (A) Fine

(B) Balance of payments (B) Casual
(C) Input–output analysis (C) Specialty
(D) Foreign exchange earnings (D) Family style
18. Categorization of hotel accommodation by 22. Compared with tourism multiplier values
type and range of facilities and services is in developed countries, those in developing
referred to as countries are usually
(A) sizing (A) lower

(B) grading (B) equal
(C) registration (C) higher
(D) classification (D) about the same
19. Which of the following tourism businesses

generate the LARGEST proportion of
tourism industry employment?
(A) Travel agencies

(B) Tour operations
(C) Hotels and catering services
(D) Passenger transport services

02163010/CAPE/SPEC 2021
-5-
Item 23 refers to the following diagram 25. John is a farmer who supplies hotels and
of a Doxey’s irritation index with regions resorts with fresh fruits and vegetables
labelled I, II, III and IV. in the Cumberland area. The income
from this produce is his main source of
livelihood.
Which type of employment is illustrated in

the scenario?
(A) Direct
(B) Lateral
(C) Indirect
(D) Contralateral
23. Region III on the diagram is called
26. Which of the following statements about
(A) apathy
tourism income multiplier is true?
(B) irritation
(C) euphoria
(A) The main value of tourism
(D) antagonism
multipliers is for long–term rather
than short-term planning.
(B) Simple ‘ad hoc’ models yield
24. High net foreign currency earnings from
more accurate results than those
tourism is MORE likely when there is high
calculated with input–output
analysis.
(A) expatriate labour
(C) Certain regions of a country tend
(B) foreign investment
to experience higher multiplier
(C) propensity to import
values than the country as a
(D) indigenous ownership
whole.
(D) Once there is a demand for locally
produced goods and services,
each successive round of spending
generates new income.

02163010/CAPE/SPEC 2021
-6-
Item 27 refers to the following information on tourism contribution to GDP by countries in Central
America.
Country Tourism Contribution to

GDP ($ millions)
2019 2020 2021
Belize 365.22 375.25 390.31
Panama 352.60 353.76 375.69
Honduras 375.67 385.69 353.67
Nicaragua 350.27 308.75 390.31
27. Which country’s tourism contribution to GDP increased by $10.2 million in 2020?
(A) Belize
(B) Panama
(C) Honduras
(D) Nicaragua
28. The Government of Bowaka has received 30. Which of the following operations repre-
tourism revenue of US$50.8 million. The sents an inter-sectoral linkage in tourism?
receipts could have been bigger but hotels
and restaurants purchased and employed (A) Fisherman Jack supplies fresh fish
mostly foreign labour. This is an example to the local hospital daily.
of (B) Farmer Brown supplies anthuriums
to Downtown Cruises monthly.
(A) impacts (C) Fresh Food Farm plans to diversify
(B) leakages its business by selling tomatoes to
(C) linkages local hotels.
(D) multipliers (D) Home Hardware is located five
miles from Sunshine Hotel which
imports all of its supplies.
29. Alban participates in physically challenging
outdoor activities and interacts with the
natural environment. 31. Which of the following groups represents
the three pillars of sustainability?
Which type of tourism is illustrated in the
statement above? (A) Environmental, Socio-cultural, and
Economic
(A) Eco (B) Technological, Environmental, and
(B) Health Economic
(C) Adventure (C) Agricultural, Financial, and
(D) Responsible Manufacturing
(D) Economic, Agricultural, and Socio-
Cultural

02163010/CAPE/SPEC 2021
-7-
32. Which of the following outcomes is NOT a 37. Which of the following features is NOT a
benefit of economical sustainable tourism? benefit of sustainable development through
community participation?
(A) Employment of local labour
(B) Over-dependence on tourism (A) Education and training
(C) Generation of foreign exchange (B) Positive feelings of self-worth
(D) Increased Entrepreneurial activity (C) Decreased property values
(D) Entrepreneurship opportunities
33. The idea that visitor volume must NOT be

exceeded is associated with the concept of 38. The destruction of coral reefs is USUALLY
caused by
(A) Doxey’s irridex
(B) carrying capacity (A) tsunamis and cyclones
(C) tourism accounting (B) hurricanes and earthquakes
(D) visitor volume studies (C) soil erosion and acidification
(D) marine life and reef operators
34. The type of effect where local people imitate

the lifestyles of visitors is commonly 39. Community involvement as a cornerstone
referred to as of sustainable tourism faces many problems
because communities
(A) copycat
(B) hollywood (A) are rarely homogenous
(C) demonstration (B) are geographically defined
(D) discontentment (C) do not like being told what to do
(D) do not want tourism development
35. Which of the following situations is a

positive social impact of tourism? 40. Which of the following tools are used for
monitoring and measuring for sustainable
(A) Inflation tourism?
(B) Changing values
(C) Increase in sex trade (A) Education and eco-labels
(D) Inter-cultural understanding (B) Monitoring and certification
schemes
(C) Blue flag and eco-label indicators
36. Inter-generational equity is BEST described (D) Eco-labels, certification schemes
as equity between and blue flag

(A) people of past generations
(B) past and present generations
(C) people of the same generation
(D) present and future generations

02163010/CAPE/SPEC 2021
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41. Which of the following factors is NOT a 44. Zipline International offers tours in a
barrier to the implementation of sustainable rainforest. Which of the following tools
tourism? would be MOST appropriate to ensure
minimal negative natural resource impacts
(A) Costs from their activities?
(B) Political will
(C) Lack of enforcement (A) Codes of conduct
(D) Presence of relevant legislation (B) Camping capacity studies
(C) Social impact assessment
(D) Environmental impact assessment
42. Which of the following groups of stake-
holders is important to sustainable tourism
action? Item 45 refers to the following scenario.
(A) Tourists, residents, governments Stephanie Carter, a world renowned Carib-

(B) Tourists, residents, non-governmental bean hotelier, has permission to construct a
organizations resort within a national park. Community
(C) Governments, residents, non- members have vehemently protested this
governmental organizations project, but government refuses to with-
(D) Governments, tourists, non- draw approval because of the size of the
governmental organizations investment.
45. In the scenario above, sustainable tourism

43. Yellow Door Hotel was built in the 1960’s. is undermined because of a lack of
The hotel is now experiencing high utility
costs and decreased tourist arrivals. (A) monitoring
(B) political will
Which of the following initiatives can (C) communication
management undertake to lower these costs (D) communication will
and increase community participation at the
hotel?
I. Build schools
II. Install solar panels
III. Introduce cultural nights
(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III
END OF TEST
02163010/CAPE/SPEC 2021
Key
Tourism Unit 1 Paper 1
Item Objective Key Item Objective Key

No: No:
1 1.1.1 D 31 1.3.1 A
2 1.1.5 A 32 1.3.3 B
3 1.1.5 C 33 1.3.9 B
4 1.1.1 C 34 1.3.3 C
5 1.1.2 B 35 1.3.3 D
6 1.1.8 D 36 1.3.6 D
7 1.1.5 D 37 1.3.6 C
8 1.1.7 B 38 1.3.7 C
9 1.1.7 A 39 1.3.5 A
10 1.1.6 B 40 1.3.8 B
11 1.1.4 B 41 1.3.11 B
12 1.1.11 A 42 1.3.10 A
13 1.1.10 D 43 1.3.5 C
14 1.1.9 D 44 1.3.9 A
15 1.1.1 B 45 1.3.11 B
16 1.2.5 B
17 1.2.2 C
18 1.2.1 D
19 1.2.5 C
20 1.2.6 D
21 1.2.2 A
22 1.2.7 A
23 1.2.1 B
24 1.2.5 D
25 1.2.4 C
26 1.2.7 D
27 1.2.4 C
28 1.2.4 B
29 1.2.2 C
30 1.2.3 B
TEST CODE 02163020
SPECIMEN 2021
TOURISM
UNIT 1 – Paper 02
2 hours 30 minutes
1. This paper consists of THREE questions. Answer ALL questions.
2. Write your answers in the spaces provided in this booklet.
3. Do NOT write in the margins.
4. Marks will be awarded for organization of essay.
5. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.
6. If you use the extra page(s) you MUST write the question number clearly in
the box provided at the top of the extra page(s) and, where relevant, include
the question part beside the answer.

‘‘*’’Barcode Area”*”
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DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
Answer ALL questions.
MODULE 1: CONCEPTS AND ISSUES
1. (a) Differentiate between an ‘inbound tourist’ and an ‘outbound tourist’.
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(b) Explain EACH of the following types of impacts from tourism-related activities:
(i) Socio-cultural
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(ii) Environmental
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(c) Caribbean countries face many issues including those related to crime and security,
environmental degradation, and climate change related events, which potentially threaten
the tourism industry.
With reference to countries with which you are familiar, discuss THREE methods that
governments can use to manage issues faced by tourism destinations.
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Total 25 marks

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MODULE 2: LINKAGES AND KEY SECTORS
2. (a) (i) Define the term ‘travel intermediary’.
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(ii) Identify TWO types of business within the torusim accommodation sector.
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[2 marks]
(b) Explain TWO positive economic impacts of tourism.
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(c) Small and medium enterprises (SMEs) participation in tourism can help diversify
economic activity and contribute to poverty reduction. However, some barriers and
weaknesses exist between SMEs and tourism businesses, which have implications for
policies related to sustainable tourism development, socio-economic development, and
the development of local communities and livelihoods.
Discuss THREE ways in which Caribbean governments can facilitate and strengthen
linkages between tourism businesses and small and medium enterprises (SMEs).
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3. (a) (i) Define the term ‘sustainable development’.
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(ii) Outline ONE negative environmental impacts of tourism on Caribbean

destinations.
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(b) Describe TWO tools used by tourism businesses to measure progress towards sustainable
tourism.
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(c) Mr. Belgrave has been newly appointed to the position of General Manager at the New
Haven Hotel, a twenty-year-old operation. While reviewing the hotel’s financials, he
realizes that the energy and water consumption bills have been extremely high over the
last five years. Mr Belgrave is considering implementing some sustainable policies
within the hotel to help reduce these costs and to ensure the longevity of the business.
Discuss THREE barriers Mr Belgrave may face while trying to implement these
sustainable tourism policies.
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Total 25 marks
END OF TEST
02163020/CAPE/SPEC 2021
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02163020/CAPE/KMS/SPEC 2021
C A R I B B E A N E X A M I N A T I O N S C O U N C I L
TOURISM
UNIT 1 - PAPER 02
KEYS AND MARK SCHEME
SPECIMEN
-2-
CAPE Tourism Specimen Paper

UNIT 1 - PAPER 02
KEY AND MARK SCHEME
Question 1 Objectives: 1.1.4; 1.1.9; 1.1.11
(a) Differentiate between an ‘inbound tourist’ and an ‘outbound tourist’.
An inbound tourist is a non-resident visitor (1) engaged in tourism

activities within the destination country or area as in the case of
domestic tourism (1). While an outbound tourist is a resident visitor
(1) engaged in tourism activities outside their country or area of
residence (1).
Distinction including two points about each concept 1 mark each

(4 × 1 mark) [4 marks]
(b) (i) Socio-cultural impacts
Socio-cultural impacts of tourism refer to positive and negative

effects at the individual and community level (1) because of
tourism-related activities in the destination country or area.
These impacts occur as a result of tourist and host interaction
(1) and can include changes to community and individual values,
lifestyle changes, revitalisation of arts, craft and local culture
(1).
Explanation including three contributing point 1 mark each

[3 marks]
(ii) Environmental impacts
Environmental impacts refer to positive and negative effects on

the physical (1) and built environment (1) because of tourism-
related activities in the destination country or area. These
impacts can include but are not limited to increased protection
and conservation, increased economic value of physical and built
environment and conversely damage to the environment, habitat
loss, and increased pollution (1).
Explanation including three contributing point 1 mark each

[3 marks]
-3-

UNIT 1 - PAPER 02
KEY AND MARK SCHEME
Question 1. (continued)
(c) Methods governments can use to manage issues faced by the destination.
Many Caribbean countries are heavily dependent on Tourism as a major

foreign exchange earner and employment generator, as a result issues
that may potentially affect the industry require a proactive and robust
response(1). Jamaica as one such country has seen issues of severe
environmental pollution which affects not only tourism dependent areas
but also local communities and environmentally sensitive areas (1).
Governments must therefore employ methods to manage such issues. Amon
the methods are education and public awareness, the use of information
communication technologies (ICTs), and sustainable tourism practices
(1).
Introduction that outlines the direction for the development of the
response including any two points as indicated. [2 marks]
 To address this issue, the government has employed an education and

public awareness campaign through the plastic waste minimisation
project (1). This project is intended to sensitise citizens, visitors,
and organizations to the harmful effects of plastic in the
environment, enhance integrated waste management in the country and
strengthen relevant waste management policies and legislative
frameworks. Throughout the life of the project education and public
awareness will be an important component to ensure that stakeholders
are informed and engaged with the ways in which this project can
impact their activities whether tourism related or not.
 Another strategy employed as part of the education and public

awareness campaign in many countries is the use of information
communication technologies (ICTs). The use of ICTs in the management
of tourism related issues has become a widespread practice, as many
countries routinely use platforms such as Twitter, Facebook and others
to communicate with relevant stakeholders in the tourism industry.
This practice was utilised by the governments in Barbados and St.
Vincent and the Grenadines to provide information during the 2021 La
Soufrière volcanic eruption. The Grantley Adams International Airport
in Barbados was closed to all air traffic because of the ashfall.
This closure affected the travel activities of residents, tourists,
and travellers from other countries as Barbados is not only a key
tourism destination but also an important in-transit point. The
availability of information via several ICT platforms helped to keep
residents and other stakeholders informed and to combat
misinformation circulating about the effects of the ash-fall on future
travel (1).
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
 Governments can also utilise sustainable tourism practices as another

strategy to address issues in the industry (1). Environmentally and
culturally sensitive heritage resources are often the primary
attraction in many destinations with issues of over tourism and
commodification as main concerns. In the case of Guyana, the Iwokrama
rainforest conversation reserve was developed in 1996 as an initiative
to encourage sustainable forest management and utilisation (1). The
reserve employs an eco-friendly sustainable tourism model which is
used to manage visitor interaction with heritage resources (1).
Visitors are encouraged to consume the destination in a manner that
is respectful of the surrounding communities and the flora and fauna
endemic to the area (1). As a country with a developing tourism
industry that is primarily focused in areas of environmental and
indigenous importance, the use of sustainable tourism practices takes
on even more significance in a country like Guyana (1).
Sustainable tourism practices along with education and public

awareness through traditional means and using information
communication technologies are important means available to
governments in the Caribbean to address issues in the tourism
industry(1). Whether countries have long established tourism
industries or are now developing the industry it is important that
relevant stakeholders are involved in the development of the industry,
are aware of changes and possible impacts and understand their role
in ensuring the continued development of the industry in a manner
that ensures minimal environmental, social, and cultural impact(1).
Discussion [12 marks]

Identifying three appropriate methods (1 mark each) (3 marks)
Elaborating on each method accurately maximum of 4 marks each
3 × 3 marks (9 marks)
Conclusion summarising the pertinent point of the response.
Any one point as indicated [1 mark]
[15 marks]
Total 25 marks
-5-

UNIT 1 - PAPER 02
KEY AND MARK SCHEME
Question 2. Objectives: 1.2.1; 1.2.4; 1.2.6
(a) (i) Definition of travel intermediary
 A person, entity or agency that distributes travel products and

services (1) to travellers (1).
OR
 Distribution agents that participate in the sale of tourism

products (1) from its creation until the time it is consumed by
final clients (1).
OR
 Travel intermediaries are “middle-men” acting as a link (1)

between the customer and the supplier (1).
OR
 Any dealer who acts as a link in the chain of distribution (1)

between the company and its customers (1).
Any definition including two points indicated

[2 marks]
(ii) Types of businesses within the tourism accommodation sector
 Hotels
 Green hotels
 Sustainable hotels
 Smart hotels
 Guests houses
 Peer to peer accommodation
 Airbnb
 Resorts
 Inns
 Villas
 Bed and breakfast
 All-inclusive
 Motels
 Homestays
 Timeshare facilities
Any two types of businesses identified 1 mark each

[2 marks]
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
(b) Positive economic impacts of tourism
 Human development index improves the standard of living of residents

(1) – positive effects on resident welfare such as increased
interaction with tourists, increased job opportunities, increased
local income and more access and opportunities for local
entertainment, i.e., cultural amenities and recreational services
(1).
 Economic multiplier effect (1) – When tourists spend money, tourism

businesses or people earn income. These tourism businesses then spend
the money on other goods and services, i.e., a tourist goes to a
restaurant and pays for food. The restaurant uses the money to
purchase more food, maintain the restaurant, pay to clean the
restaurant and pay staff. The employees will then spend their money,
which is also used to pay people in indirect employment, which creates
a multiplier effect (1).
 Infrastructure development (1) – When a destination receives more

tourists, there will be a need for more facilities. As the destination
generates revenue from tourism, transport networks, water supplies,
waste disposal, health care facilities, and leisure facilities will
be improved (1).
 Stimulation of trade, income and tourism entrepreneurship (1)- locals

use their skills, knowledge and competencies to develop new tourism
products and businesses such as selling arts and crafts, clothing,
hand soaps and packaged dried fruits which can be accessed locally
and online markets. This will generate income and improve the
livelihoods of the local people (1).
 Direct employment (1) – jobs created tourism and hospitality industry,

i.e., Tour guide, Air Cabin Crew, Resort Manager. People who are in
direct employment will meet or help tourists as part of their job
(1).
 Indirect employment (1) – jobs created to supply and support tourism

and hospitality businesses, i.e., a farmer who supplies fruits and
vegetables to a hotel; construction workers build the resorts (1).
They do not come into contact or help tourists themselves. Instead,
they will meet and help those who do.
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
 Gross Domestic Product GDP (1) – tourism adds value to a destination’s

economy. A measure of all tourism goods and services over a specific
time, i.e., how much money it makes in a year (1)
Identifying impact 1 mark each × 1 mark (2 marks)

Elaborating 2 marks each (2 × 2 marks) (4 marks)
[6 marks]
(c) Ways in which Caribbean governments can facilitate and strengthen

linkages between tourism businesses and small and medium enterprises
(SMEs)
The aim of this essay is to identify and discuss ways in which Caribbean
governments can facilitate and strengthen linkages between tourism
businesses and small and medium enterprises. SMEs participation in
tourism depends on several resources, including knowledge,
relationships, mobilization and capital (1).
In addition, SMEs involvement in tourism contributes to socio-economic
development, including employment and income generation for local
communities (1). Three ways in which Caribbean governments can facilitate
and strengthen linkages between tourism businesses and SMEs are through
the provision of financial capital, government policies and access to
tourist information (1).

 Financial capital (1) – Caribbean governments can provide loans to

assist SMEs to start up their businesses (1). This would help SMEs
to increase their capacity and meet tourists and market demands (1).
Additionally, Caribbean governments should provide tax incentives and
concessions (1) and implement deregulation to promote the development
and competitiveness of SMEs to supply tourism businesses (1).
 Responsive and effective legislation (1) to encourage and support

pro-poor tourism development (1). Consequently, administrative
structures must be developed that do not provide obstacles to the
integrated approaches necessary (1). This will require the
willingness of various government ministries and departments to
cooperate (1) in ensuring that various ministerial and departmental
concerns are adequately addressed (1).
 Government policies should be implemented to promote the access of

enterprises to finance, (1) and to strengthen the provision of support
services (1). The investment policies should encourage linkages among
small and medium enterprises (1). Also, governments should provide
tax incentives (1) and implement deregulation to promote the
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
development and competitiveness of such enterprises in the tourism

industry (1).
 Access to tourist information (1) – Caribbean governments and tourism

officials and agencies should publish and provide SMEs with tourist
information such as the total number of visitors (1), through bureaus,
offices, newspapers, radio reports, trade promotion events, expos,
and government websites (1). This will provide SMEs with a greater
understanding of tourist expectations and finding new ways to tap
into various tourism markets (1). In addition, access to tourist
information will also enable SMEs to forecast the demand of their
products and supply high-quality products and services to tourism
businesses, thus, ensuring their sustainability (1).
 Facilitation of partnerships (1)- Caribbean governments should

encourage SMEs to join associations to grow their network and gain
access to tourism markets information and capital for their businesses
(1). Caribbean governments can also organize workshops to provide
education and training (1) for SMEs to build their capacity and
receive advice on product development (1). This would enable SMEs to
meet required standards and regulations and supply high-quality
products and services to tourism businesses (1).
Tourism linkages is critical to sustainable development of tourism.

Governments can strength such linkages by collaborating with and
supporting the private sector.

Identifying three appropriate ways 1 mark each (3 × 1 mark)
(3 marks)
Discussion including three contributing points, 1 mark each
Conclusion summarising the pertinent point of the response [1 mark]
[15 marks]
Total 25 marks
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
Question 3. Objectives; 1.3.1; 1.3.3;1.3.9; 1.3.11
(a) (i) Definition of the term ‘sustainable development’
Development that meets the needs of the present (1) without

compromising the ability of future generations to meet their own
needs (1).
OR
Development that ensures that the use of resources and the
environment today (1) does not compromise their use in the future
(1).
Definition including two points as indicated

[2 marks]
(ii) Negative environmental impacts of tourism on Caribbean destinations
 Pollution (1) - Tourism can cause the same forms of pollution

as any other industry: air emissions, noise, solid waste and
littering, releases of sewage, oil and chemicals, even
architectural/visual pollution (1).
 Land degradation (1)
- Important land resources include minerals, fossil fuels,

fertile soil, forests, wetlands, and wildlife (1).
- Increased construction of tourism and recreational

facilities has increased pressure on these resources and on
scenic landscapes (1).
- Direct impact on natural resources, both renewable and non-

renewable, in the provision of tourist facilities can be
caused by using land for accommodation and other
infrastructure provision, and the use of building materials
(1).
- Forests often suffer negative impacts of tourism in the form

of deforestation caused by fuel wood collection and land
clearing (1).
 Soil erosion (1)
- Tourism puts enormous stress on local land use and can lead
to soil erosion. In some areas, the buildings sink in the
ground under their own weight (1).
- Construction of new infrastructure (roads, airports) and

buildings oftentimes destroys the soil (1).
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
 Loss of natural habitats (1) - due to deforestation, trekking

(1).
 Poor waste management by tourism and tourism-related

development (1)
- In areas with high concentrations of tourist activities

and appealing natural attractions (1)
- Waste disposal is a serious problem and improper disposal

can be a major despoiler of the natural environment,
rivers, scenic areas, and roadsides (1).
 Climate change (1) - tourism is highly sensitive to climate

change, it contributes to the emission of greenhouse gases
(GHG), from air and ground transport one of the causes of
global warming.
 Overcrowding and traffic congestion (1) - when the volume of

tourists exceeds the capacity of the environment (1).
Outlining any one impact 2 marks

Identifying the impact 1 mark
Elaborating on impact 1 mark each
[2 marks]
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
(b) Tools used to measure progress towards sustainable tourism
 Indicators of sustainability (1) — indicators are used to assist

destinations in assessing the extent to which they are moving towards
greater levels of sustainable tourism development. (1) Indicators are
often developed across the dimensions of sustainable tourism; (1)
there are social, cultural, economic and environmental indicators (1).
They are usually quantitative rather than qualitative measurements.
The Association of Caribbean States, the World Tourism Organization
and the Caribbean Tourism Organization have all developed indicator
sets to assist their member countries in measuring their
sustainability levels (1). The types of indicators used depend on the
context of their application, for example, developing country, urban
destination, eco-tourism destination etc (1).
 Codes of conduct (1) — codes of conduct are a set of guidelines that

aim to influence the attitudes and behaviour of the tourism industry
including that of the tourist (1). Codes indicate a commitment to
protect the natural environment and relevant cultures and a
responsibility to take action to achieve this through sound
environmental and social planning and management (1). Unlike
indicators and certification schemes, codes are not very costly to
develop, are easily understood and do not require a lot of data. They
also have some weaknesses (1) for example, they are voluntary, there
is no policing so that each member regulates itself. They do not
provide timelines (1).
 Certification programmes/schemes (1) — a certification scheme is a

method of compliance based on set criteria and administered by an
impartial third party (1). The schemes are standardized and therefore
are used in the same way in every country. (1) When an organization’s
operations and management have gone through the process of
certification by having its properties and sites assessed by the
certifying body it is said to be certified (1). Certification schemes
provide key performance areas and objectives against which the
organization is assessed (1). Certification schemes include Green
Globe, Blue Flag and Hospitality Assured. (1) Many of these schemes
are used by tourism and hospitality organizations as a marketing tool
to help consumers make informed decisions about services they wish to
use (1).
Describing two tools 3 marks each 2 × 3 marks

Identifying any 2 tools 1 mark each (2 × 1 mark)
Elaborating including two points 2 marks (4 marks) [6 marks]
-12-

UNIT 1 - PAPER 02
KEY AND MARK SCHEME
(c) Barriers to implement sustainable tourism policies
Implementing sustainable tourism policies helps to ensure viable long-

term economic operations thus supporting longevity of tourism business
(1). Such tourism policies include optimising the use of environmental
resources (1). However, there are many barriers to the successful
implementation of such policies which negatively impact the success of
tourism business. Among these barriers are lack of political will,
absence of relevant legislation, cost, lack of enforcement, lack of
interest, and culture(1).

 Lack of political will (1) - This is the ability to implement the

appropriate policy that is most suitable for development (1) that will
support sustainable tourism goals (1). In fear of losing support from
the public and private sector, (1) the government sometimes does not
put much emphasis on the enforcement of policies and legislation (1).
 Absence of relevant legislation (1) - the appropriate institutional,

legal, economic, social and environmental framework (1) must be in
place as well as a mix of instruments (1) such as integrated land-use
planning and coastal zone management (1) and social and economic impact
assessments to ensure sustainable tourism management (1)
 Costs (1) - At the national level, the costs associated with managing
negative environmental impacts, (1) may be too high or not prioritized
(1). From the private sector or industry perspective, costs associated
with certification or the adoption of labels are often considered too
high. (1) These costs may be a particular challenge to small, locally
owned businesses (1).
 Lack of enforcement (1) - In order for sustainable tourism to take

place, countries must ensure enforcement of legislation to protect the
tourism product (1). Most Caribbean Islands have a number of
environmental and other legislation that are not enforced (1) and so
unplanned development, (1) health risks to visitors and residents are
as a result (1).
 Lack of interest or awareness of stakeholders (1) - Some organizations

in the industry may simply not be interested (1) in social and
environmental sustainability (1). In some instances, the levels of
awareness surrounding sustainable tourism might be low (1). Hence,
little will be done to encourage sustainable tourism development (1).
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UNIT 1 - PAPER 02
KEY AND MARK SCHEME
 Culture (1)- In some countries, sustainable tourism development is

integral to cultural norms (1) (separating garbage, recycling taking
grocery bags to the supermarket rather than using plastic bags (1)
and so the system to allow these practices to be successful are present
(1). Developing countries, on the other hand, do not have a long
history of sustainable practices and so it can be challenging to change
practices among households.
Barriers to the successful implementation of sustainable tourism

policies is one of the main issues affecting the success of tourism
business in the Caribbean. Such barriers negatively impact the level
of tourism satisfaction that is required to ensure meaningful
experience of tourism.

Identifying three barriers (1 mark each) (3 marks)
Discussion including 3 contributing points, 1 mark each
Conclusion summarising the pertinent point of the response [1 mark]
[15 marks]
Total 25 marks
TEST CODE 02163032
SPECIMEN 2021
TOURISM
UNIT 1 – Paper 032
1 hour 30 minutes
1. This paper consists of a case study and SEVEN questions. Answer ALL
questions
4. You may use a silent, non-programmable calculator to answer question.
5. If you need to rewrite any answer and there is not enough space to do
so on the original page, you must use the extra lined page(s) provided
at the back of this booket. Remember to draw a line through your
original answer.
6. If you use the extra page(s) you MUST write the question number
clearly in the box provided at the top of the extra page(s) and, where
relevant, include the question part beside the answer.


02163032/CAPE 2021/SPEC Sequential Bar Code
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INSTRUCTION: Read the following case study and answer the questions that follow.
CASE STUDY
Hikes on the Hills
The lush area of St. Romaine is a leisure destination with 55 000 residents. It has abundant natural assets,
such as waterfalls within the mountain sides, exotic flora and fauna, and a variety of birds and other
animals. In recent times, there has been an expansion in tourism development as a result of increased
access by road, air and sea, as well as overwhelming external private sector investments. Residents in the
area were traditionally employed in the public sector, fishing, agriculture, and manufacturing. However,
there has been a movement away from fishing and agriculture to tourism where wages are steady, and
tips are generous.
Kara Crossley has found great success in St. Romaine with her business venture, Hikes on the Hills
that was created with her partner Kerron Wayne, who provided equal financial investment into
the business. Hikes on the Hills offers guided hikes, camping and eco-adventures in the mountain
sides of St. Romaine. The business operates seven days per week and facilitates approximately
25 hikers daily. To meet the growing demand for new and exciting hiking trails and adventures,
Kara’s team has cut further into the mountains and developed three new trails within the last month.
In its four years of existence, the business has hired over 37 community members, spearheaded the
development of a recreational park, and hosted annual tour guide training workshop specifically for
the youth population within the community. However, over these last two years, there has been some
tension between residents and visitors to the area. Residents have been denied access to some of the
hiking trails and also to waterfalls in the area. Community recreational areas are being converted to
private properties, and qualified local persons are being overlooked for senior tour guiding positions.
Gradual changes are also being observed in terms of a reduction in the variety of bird species, and
erosion along hiking trails. These changes have raised an alarm among some core groups in the
community such as the Reforestation Workers Network of St. Romaine. There has been an increase
in waste along trails and at waterfalls, and this is affecting residents as well as the ecosystems.
Additionally, there has been increasing harassment of visitors as economic disparities become more
apparent and residents have vocalised their disapproval of the operations of Hikes on the Hills.
Kara and her team have decided to undertake research within the community to determine resident’s
view on the sustainability practices of the business. The results are indicated in the following pie chart.

02163032/CAPE 2021/SPEC
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The management of the business pledges to use the results of the research to improve
sustainable development practices.
1. (a) Name the type of ownership structure BEST suited for Hikes on the Hills.
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[1 mark]
(b) Identify TWO tourism niche markets within which Hikes in Hills can be categorised.
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. .............................................................................................................................................
[2 marks]
(c) Outline THREE factors that have contributed to the development of tourism in
St Romaine.
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[6 marks]
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2. (a) Define the term ‘sustainable tourism development’.
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[2 marks]
(b) Explain TWO principles of sustainable tourism.
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[6 marks]

02263020/CAPE 2021/SPEC
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3. Outline TWO positive and TWO negative sociocultural impacts of the operations of
Hikes on the Hills in St Romaine.
Two positive socio-cultural impacts
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[4 marks]
Two negative socio-cultural impacts
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[4 marks]

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4. (a) Explain the concept of ‘community participation’ in sustainable tourism.
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[3 marks]
(b) Identify TWO stakeholder groups that Hikes on the Hills should include in its consultative
approach to sustainable tourism development in St Romaine.
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[2 marks]

02163032/CAPE 2021/SPEC
Sequential Bar Code
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5. (a) Describe TWO data collection methods that Hikes on the Hills may have used to collect
data on residents’ views of the sustainable practices of the business.
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[6 marks]
(b) Justify the selection of EACH of the methods described in (a) above.
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[4 marks]

02163032/CAPE 2021/SPEC
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6. (a) Outline TWO management strategies that Hikes on the Hills can use to encourage and
manage sustainable tourism in St Romaine.
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[4 marks]
(b) Describe TWO policies that the management of Hikes on the Hills should implement to
ensure successful sustainable tourism development in St Romaine.
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[6 marks]

02163032/CAPE 2021/SPEC
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7. Discuss. how the management of Hikes on the Hills can utilise TWO named sustainable tourism
approaches to increase the positive impacts of tourism in St Romaine.
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02163032/CAPE 2021/SPEC
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[10 marks]
Total 60 marks
END OF TEST

02163032/CAPE/SPEC 2021
Sequential Bar Code
CARIBBEAN EXAMINATIONS COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION
TOURISM
UNIT 1 – PAPER 032
KEY AND MARK SCHEME
SPECIMEN
TOURISM
KEY AND MARK SCHEME
Question 1
(a) Name the type of ownership structure BEST suited for Hikes on the Hills.
 Partnership
Naming the type of ownership structure best suited for the Hikes on the Hills
business [1 mark]
(b) Identify TWO tourism niche markets within which Hikes on the Hills can
be categorized.
 Adventure Tourism
 Ecotourism
 Sport Tourism
 Community-based Tourism
Identifying any two tourism niche markets (2 x 1 mark each) [2 marks]
(c) Outline THREE factors that have contributed to the development of

tourism in St Romaine.
Increased Access (1)
In recent times there has been increased access to the destination

via road, air and sea routes which will allow for ease of travel into
and out of the area. (1)
Private Sector Investments (1)
Overwhelming private sector investments into the sea of St Romaine

contributed to boosting development for the destination’s tourism
sector. (1)
Natural Resources (1)
St Romaine has an abundance of flora and fauna as well as waterfalls

and lush mountainsides which makes it an ideal destination for tourism
related development and activities. (1)
Outlining three factors that led to tourism development in St

Romaine
Identifying factor (1) + Expansion of the factor (1)
(3 x 2 marks each) [6 marks]
TOURISM
KEY AND MARK SCHEME
Question 2
(a) Define the term ‘sustainable tourism development’.
Sustainable tourism refers to tourism that takes full account of its

current and future economic, social and environmental impacts, (1)
addressing the needs of visitors, the industry, the environment and host
communities. (1)
Definition [2 marks]
(b) Explain TWO principles of sustainable tourism.
 Limits (1)
- Limits of acceptable change are defined as the variation that is
considered acceptable in a particular component of the ecology
without indicating change in that ecological system (1).
- This principle of sustainable tourism aims to bring into focus the
tangible parameters that may lead to a reduction or loss of the
natural resources of an area (1).
- It assists tourism operators and participants in understanding the
thresholds of spaces and encourages relevant management strategies
to be conceptualized and actioned to avoid overuse of said
resources (1).
 Equity (inter-generational and intra-generational) (1)

- The concept of equity is a key principle which advocates against
the exploitation of resources/benefits that would disadvantage
select communities either now or in the future (1).
- It is critical because it ensures that the benefits to be derived
from, in this case, tourism development are equally accessible to
all (1).
- It provides for policies that ensure inclusion of all groups in
the long-term decision-making process (1).
 Futurity/long-term and proactive planning (1)
- This principle of sustainable tourism ensures that plans are made

with the best interest of the future in mind (1).
- The concept encapsulates the need for the wise use of resources
in a way that allows for availability of these for future use (1).
- The notion of futurity includes economic, social, and environment
factors, assets and resources and seeks to undertake plans to
ensure that each of the above-mentioned pillars can be accessed
in the future (1).
Explaining two principles of sustainable tourism (2 x 3 marks each)

Identifying two principles of sustainable tourism 2 marks (2 x 1 mark each)
Elaboration of two principles of sustainable tourism 4 marks (2 x 2 marks
each)
[6 marks]
TOURISM
KEY AND MARK SCHEME
Question 3
Outline TWO positive and TWO negative socio-cultural impacts of the operations
of Hikes on the Hills in St Romaine.
Two positive socio-cultural impacts:

 Educational opportunities for residents (1)
- The owners of Hikes on Hills have dedicated time and resources to
increase the knowledge-base and skills sets of youth within the
community of St Romaine (1) which provide these persons with more
opportunities for employment thereafter (1).
 Infrastructural development (1)

- Due to the presence of the business, the area of St Romaine has
received infrastructural developments in the form of better access
roads, improvements in electric and water utilities and the
creation of recreational spaces within the area (1)
 Improved Standard of Living (1)

- Through employment opportunities with Hikes on Hills, residents
have new prospects for enhancing their livelihoods and way of
living (1)
Two negative socio-cultural impacts:

 Invasion of Privacy (1)
- Due to the overwhelming number of visitors entering St Romaine to
engage in the wide range of eco-tourism activities in the area,
residents are unable to enjoy the natural wonders of their
community without the presence of visitors/tourists (1)
 Over tourism (1)

- Over tourism occurs when there are too many visitors to a
particular destination which impacts the carrying capacity of the
area as well as its negative effects on residents (1)
Outlining two positive socio-cultural impacts (2 x 2 marks each)

Identifying impacts - 1 mark each
Elaborating - 1 mark each
Outlining two negative socio-cultural impacts (2 x 2 marks each)
Identifying impacts - 1 mark each
[8 marks]
TOURISM
KEY AND MARK SCHEME
Question 4
(a) Explain the concept of ‘community participation’ in sustainable tourism.
Community participation refers to the inclusion and involvement of people

(residents and business persons) within a community (1) in the decision
making and planning of tourism projects, activities and general
development (1) that are taking place within their geographical spaces
(1). The concept allows for the undertaking of tourism related decision
making that is shared and includes input from those whose lives will be
most directly affected by the tourism development (1).
Explaining the concept of ‘community participation’ in sustainable tourism

Explanation, including three important contributing points - 1 mark each
[3 marks]
(b) Identify TWO stakeholder groups that Hikes on the Hills should include
in its consultative approach to sustainable tourism development in St
Romaine.
- Reforestation Workers Networking of St Romaine

- Community Agricultural Groups
- Community Fishing Groups
- General Residents
- Youth groups in St Romaine
Identifying any two stakeholder groups - 1 mark each (1 x 2)
[2 marks]
TOURISM
KEY AND MARK SCHEME
Question 5
(a) Describe TWO data collection methods that Hikes on the Hills may have
used to collect data on residents’ views of the sustainable practices
of the business.
 Surveys and Questionnaires (1)
- Surveys and questionnaires are used to collect data from the

target audience – insights into their preferences, opinions,
and choices, and feedback related to their products and
services (1).
- Surveys or questionnaires can be created using online survey
software (1) which allows for convenience for both the
researcher and the participant (1).
- Surveys are designed in a manner to legitimize the behaviour
and trust of the respondents (1).
- Oftentimes checklists and rating scale type of questions are
used in surveys as it helps in simplifying and quantifying
the attitude or behaviour of the respondents (1).
 Interviews (1)
- Interviews conducted to collect quantitative data are

structured, wherein the researchers ask a standard set of key
questions to the interviewee (1)
- Interviews are used to collect data from the target audience
and gather insights into their preferences, opinions,
choices, and feedback related to a specific product or
service (1).
- Interviews can be conducted via telephone, or more popularly
in recent times, via the use of video calling mechanisms via
the internet (1).
- Interviews can be conducted face to face/directly with
participants (1).
Describing two data collection methods (2 x 3 marks each)

Identification of data collection methods 2 marks (2 x 1 mark each)
Elaboration of each data collection method 4 marks (2 x 2 marks each)
[6 marks]
TOURISM
KEY AND MARK SCHEME
Question 5 continued
(b) Justify the selection of EACH of the methods described in (a) above.
 Surveys and Questionnaires
- Surveys and questionnaires allow researchers to collect a

large amount of data in a relatively short period of time
(1).
- Surveys are usually less expensive than many other data
collection techniques (1).
- Surveys can be used to collect information on a broad range
of things, including personal facts, attitudes, past
behaviours, and opinions (1).
 Interviews
- The interview method of data collection could help Hikes on

the Hills in acquiring quality data for their research as
this method provides scope to ask detailed questions to the
interviewee (1).
- This method facilitates the collection of rich and
informative data and allows for the interviewer to better
understand and explore the participant’s opinions,
experiences, and phenomenon (1).
Justification of each of the data collection methods

(2 x 2 marks each)
[4 marks]
TOURISM
KEY AND MARK SCHEME
Question 6
(a) Outline TWO management strategies that Hikes on the Hills can use to
encourage and manage sustainable tourism in St. Romaine.
- Providing and implementing education and training (1)
Hikes on the Hills can endeavour to host and facilitate sustainable

tourism education sessions, provide key training and guidelines
for staff, residents, and visitors alike on best practices to be
adopted for all persons to engage in sustainable tourism (1).
- Prioritizing local community (1)
The business can ensure focus is placed on incorporating community

members in decision-making to ensure an inclusive approach to the
management of sustainable tourism in the area (1).
- Strengthening regulation (1)
Hikes on the Hills can develop clear rules and regulations that
guide their operational procedures and practices so that all levels
of business operations are in keeping with sustainable tourism best
practices (1).
- Building tourism awareness (1)
The creation of robust tourism awareness campaigns that target both

internal and external stakeholders of Hikes on the Hills can assist
the business in encouraging persons to actively engage in
sustainable tourism practices (1).
- Supporting creative industries (1)
Creative industries often refer to a range of economic activities

which draw from the knowledge and culture of a people or place (1).
Hikes on the Hills support of the creative industries in its area
would allow for the retention as well as further development of
culture and entrepreneurial skills within St. Romaine (1).
Outlining two management strategies (2 x 2 marks each) [4 marks]

TOURISM
KEY AND MARK SCHEME
Question 6 continued
(b) Describe TWO policies that the management of Hikes on the Hills should
implement to ensure successful sustainable tourism development in St
Romaine.
 Using resources sustainably (waste management, energy

conservation) (1)
- The business can ensure that there are clear policies and
procedures that guide the use and management of water and
energy as well as clear processes for waste management (1).
- Focus can be placed on areas within the business where there
is an overconsumption of limited resources (1).
 Involving the local community in tourism development (1)
- Hikes on the Hills can create policies to guide consultations

and the active involvement of community stakeholders and the
public in key business decisions that will have an impact on
the livelihood of the community members and their environment
(1)
- Relevant training and support services can be provided to
staff and the wider community to continuously enhance the
knowledge base of sustainable tourism development so as to
ensure community members have the capacity to make wise
decisions regarding the responsible use of the area’s resource
(1).
 Supporting the local economy (1)
- Hikes on the Hills can commit to supporting and purchasing

items from local suppliers where possible (1).
- This allows for the distribution of revenue and income
generation for local community members which has a positive
effect on the livelihoods of residents (1).
- This activity also facilities the multiplier effect within the
local economy (1).
Describing two policies that the management of Hikes on the

Hills should implement to ensure successful tourism development
in St Romaine (2 x 3 marks each)
Identifying management policies – 2 marks (2 x 1 mark each)
Supporting description of each management policy – 2 marks each
[6 marks]
TOURISM
KEY AND MARK SCHEME
Question 7
Discuss how the management of Hikes on the Hills can utilize TWO named
sustainable tourism approaches to increase the positive impacts of tourism in
St Romaine.
 Community Participation (1)
- Community participation is a key strategy and approach that can assist
in reducing the extent to which residents exhibit increasing
intolerance across the various levels of the Doxey’s Irridex (1).
- When communities feel integrated into the planning and development of
tourism businesses and activities, their fears and concerns can be
addressed early in the development cycle (1).
- This level of inclusion can also assist in community residents feeling
a sense of ownership and responsibility for tourism development in
their area (1).
- Community participation can therefore be a mechanism via which Hikes
on the Hills can garner support and buy-in from community residents
and thus lead to the provision of heightened hospitality and positive
authenticity in residents’ attitudes towards visitors in the area (1).
 Community-based tourism enterprise (1)
- Utilizing a community-based tourism enterprise model, Hikes on the
Hills can ensure a cohesive, collaborative venture that meets the needs
of all key stakeholders involved (1).
- This approach can give way to genuine product development, marketing,
and promotion, as community members become active participants and co-
managers of the development of the tourism-related products and
services (1).
- An additional sense of pride is invoked by residents as they become
keener on sharing their community’s culture and resources with others
(1).
- Involving communities formally within tourism business activities and
the decision-making process helps to gather their support in general
management and maintenance of spaces and products within the area (1).
 Natural Resource Management (1)
- Natural resource management deals with managing the way in which people
and natural landscapes interact (1).
- It brings together land use planning, water management, biodiversity
conservation, and the future sustainability of the tourism industry
(1).
- This approach can assist Hikes and the Hills in ensuring the wise use
of often limited natural resources and allow for policies, processes,
and mechanisms to be put in place to prioritize its use to minimize
overuse and wastage (1).
- The benefit of engaging in natural resource management is that the
business will be able to ensure the longevity and even distribution of
key resources such as water, energy, and forested areas (1).
Discussing two sustainable tourism approached that can be utilized to
increase the positive impacts of tourism in St Romaine (2 x 5 marks each)
Accurate identification of the sustainable tourism approached – 1 mark each
2 x 1 mark)
Elaboration of named sustainable tourism approach to include 4 contributing
points – 4 marks each (2 x 4 marks)
[10 marks]
Total 60 marks
TEST CODE 02263010
SPECIMEN 2021
TOURISM
SPECIMEN PAPER
UNIT 2 – Paper 01
1 hour 30 minutes
1. This specimen paper consists of 45 items. You will have 1 hour and 30 minutes to answer them.
2. In addition to this test booklet, you should have an answer sheet.
3. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.
4. Find the number which corresponds to your item and shade the space having the same letter as
the answer you have chosen. Look at the sample item below.

Sample Item
The techno-economic connection between industries in different tourism sectors is referred to

as
Sample Answer
(A) tourism leakage A B C D
(B) tourism multiplier
(C) inter-sectoral linkage
(D) inter-company linkage
The best answer to this item is “inter-sectoral linkage”, so (C) has been shaded.
5. If you want to change your answer, erase it completely before you fill in your new choice.
6. When you are told to begin, turn the page and work as quickly and as carefully as you can. If
you cannot answer an item, go on to the next one. You may return to that item later.
7. You may do any rough work in this booklet.

8. The use of a silent, non-programmable calculator is allowed.

-2-
1. Which of the following types of tourism 5. Legal permission to undertake a specific

involves residents travelling within their activity for which a fee may be charged, and
country? which allows the authority to monitor and set
conditions and limitations is referred to as a
(A) Inbound
(B) Regional (A) license
(C) Domestic (B) standard
(D) Outbound (C) certificate
(D) benchmark
2. Which of the following types of standards is

defined by the knowledge, skills and abilities 6. A document that provides guidance on the
which individuals should possess in order to design, use or performance of products,
carry out key tasks effectively? processes, services and systems is called a
(A) Quality (A) license

(B) Performance (B) standard
(C) Motivational (C) certificate
(D) Occupational (D) benchmark
3. Which of the following is NOT a characteristic 7. Which of the following key stakeholders
of a tourism product? would be responsible for providing the
relevant legislation for developing a tourism
(A) Variability product?
(B) Tangibility
(C) Perishability (A) An NGO
(D) Inseperability (B) The government
(C) The private sector
(D) The host community
4. John has been a bartender at Blue Star
Resorts for several years. He works with his
colleagues to ensure that guests’ expectations
are exceeded.
John would BEST be described as
(A) an entrepreneur
(B) an external customer
(C) an internal customer
(D) a seasonal employee

02263010/CAPE/SPEC 2021
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Item 8 refers to the following scenario: 11. A waiter at Sails Beach Café remembers a
repeat guest’s meal preference and serves
The owner of Green Eco-Resort, Mr. Duval, him when he visits.
plans to further expand his resort and he
has to determine the number and type of Which dimension of service quality is
employees that he would need to hire. demonstrated by the waiter?
8. To determine the answer to his question, Mr. (A) Empathy

Duval would need to conduct (B) Tangibles
(C) Assurance
(A) market research (D) Responsiveness
(B) training needs analyses
(C) human resource planning
(D) assessment of infrastructure 12. The service characteristic of perishability
suggests that
9. The term ‘inseparable’, in relation to (A) the quality of service depends on

providing a tourism service, refers to a service when the service is provided and
that cannot be by whom
(B) all products must have an extended
(A) sold after a certain time expiry date
(B) severed from its providers (C) fresh produce should be used in all
(C) seen, felt, heard or tasted before tourism entities
puchase (D) services cannot be stored for later
(D) severed from the other products sale or use
provided by the same company
13. The government of Saint Raphael has

10. Jane, the water sports manager at Tropics implemented a customer feedback system
Resort, is responsible for the maintenance to ensure that the destination is achieving
of equipment, staff development and its primary goal of being a premier tourism
administrative duties. destination.
Which element of the service encounter does The government would be able to determine
Jane represent? that it has achieved its goal when customers
(A) Customer (A) consistently rate Saint Raphael’s

(B) Delivery system products as expensive
(C) Service provider (B) often praise Saint Raphael’s for its
(D) Physical evidence distinctive attractions
(C) sometimes express concerns that
Saint Raphael’s products are not
of high quality
(D) consistently complain that Saint
Raphael does not have sufficient
tourism activities

02263010/CAPE/SPEC 2021
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14. Llanos is a developing tourist destination. It 17. The primary purpose of marketing
must follow particular guidelines in order to intermediaries is to match
enhance its tourism product.
(A) demand from producers to supply
Which of the following types of policies from consumers
would determine the success of Llanos? (B) supply from producers to demand
from consumers
I. Engineering (C) supply from tourism entities to
II. Safety and security demand from the airlines
III. Occupational health (D) demand and supply to create a
balance within the industry
(A) I and II only
(B) I and III only
(C) II and III only 18. Public relations, as a marketing tool, may
(D) I, II and III BEST be defined as the process of
(A) influencing the market to stimulate

15. Susan is a guest at a hotel. She is very angry the sales force
and upset about the way she was treated by (B) advertising a specific product to a
a worker. Susan reports the matter to the specific target market
supervisor. (C) placing newsworthy information
into the news media to attract
The MOST appropriate approach that the attention
supervisor should take in addressing the (D) creating a positive image of the
situation is to apologize organization for its target markets
(A) even if it was not his fault

(B) and inform Susan who was at fault 19. Destination Sanderville has developed its
(C) but explain that the mistake was tourism with a focus on destination weddings.
not his fault Families, couples and friends always have a
(D) then refer Susan to the person who great experience.
was at fault
Sanderville has developed this experience as
a
16. Tourism marketing may BEST be described
as the process (A) niche
(B) service
(A) of selling tourism products to (C) market
tourists via websites and other (D) benchmark
media
(B) of creating a positive image of a
destination through advertising 20. TourPlus is a tour operating company.
and promotion TourPlus practices penetration pricing when
(C) through which tourists obtain what it offers customers
they want by choosing the lowest
priced destination (A) extended operating hours
(D) of creating, communicating and (B) half-price on all existing tours
exchanging values with all (C) half-price on a new tour package
customers (D) a token with the purchase of
existing tour packages
02263010/CAPE/SPEC 2021
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21. The purpose of tourism marketing is to 24. A traditional distribution channel can BEST
be described as a set of
I. attract customers
II. promote business (A) dependent organizations that are
III. attract competitors efficient in making products
available to consumers
(A) I and II only (B) intermediaries who are efficient in
(B) I and III only making goods available to target
(C) II and III only markets
(D) I, II and III (C) experienced marketing firms that
specialize in getting products to
consumers
22. Demographic segmentation is based on (D) independent organizations that
make products available to
(A) age, gender, income and occupation consumers
(B) age, education, lifestyle and
religion
(C) family size, race, age and social Item 25 refers to the following scenario.
class
(D) nationality, age, lifestyle and Brandon has created square peanut cookies
occupation that he sells at his school as part of the
practical component for his management of
business class. To help sales, he tasting at
23. Which of the following statements about break and lunch periods. Sales have tripled
branding is true? compared with the sales figures of the first
week.
(A) The product is perceived as the best
value for the price. 25. Brandon attributes the increased sales to
(B) Quality is easy to maintain and having the right
distribution is easy.
(C) The product is easy to identify by (A) marketing mix
colour, logo or trademark. (B) pricing strategy
(D) There is a heavy demand for the (C) sales promotion
product and it is easily identifiable. (D) marketing channel
26. Bertnelli Designs sells its products to

merchandisers throughout the Caribbean
region. These merchandisers sell to hotel
chains, which then sell to their customers.
These companies are a part of a
(A) supply chain

(B) demand chain
(C) distribution channel
(D) distribution network

02263010/CAPE/SPEC 2021
-6-
27. Dominica’s advertisements in the marketplace Item 30 refers to the following scenario.
focus on the natural beauty of the island
– its flora, fauna, rivers and mountainous The Saba Tourism Board (STB) is considering
landscapes. Dominica’s marketing strategy the development of a marina with shopping
is focused on the destination facilities to grow the emerging luxury
segment of its market. Two key objectives
(A) brand of the STB are to stimulate entrepreneurial
(B) image activity and increase government revenue.
(C) product
(D) segment 30. Which of the following types of research
should the STB undertake?
Item 28 refers to the following scenario. (A) Causal

(B) Grounded
Craigg is the new director of tourism (C) Descriptive
in Jamaica. He has decided to develop (D) Exploratory
a campaign geared towards local and
international markets. The campaign will
include advertising, sales promotion and the 31. The purpose of a business plan is to
use of social media to inform, persuade and
remind the target markets about destination I define the operations of a business
Jamaica. II seek finance to start or expand a
business
28. Which of the following strategies is Craigg III assess the performance of a business
using to promote the island’s competitive over time
advantage?
(A) I and II only
(A) Advertising (B) I and III only
(B) Direct marketing (C) II and III only
(C) Mass communication (D) I, II and III
(D) Marketing communication
32. The acronym ‘SME’ in tourism means

29. Flora Tour Company has been experiencing
a steady decline in market share over the past (A) small, medium enterprises
five years. After extensive research it was (B) small management enterprises
discovered that the company did not have a (C) standard marketing enterprises
strong presence in consumers’ minds. (D) standard management enterprises
To strengthen its visibility, Flora Tour

Company needs to increase its 33. Which of the following are requirements for
starting a tourism venture?
(A) prices, change its packaging and
other promotions (A) Permits, tax regulations and visas
(B) advertising, rebrand its product and (B) Licenses, permits and labour laws
offer promotions (C) Tax regulations, visas and licenses
(C) promotions and advertising and (D) Labour laws, insurance and bank
train the marketing staff account
(D) public relations, train the marketing
staff and rebrand its product
02263010/CAPE/SPEC 2021
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34. The entrepreneurial process includes 38. Which of the following individuals BEST
exemplifies a tourism entrepreneur?
I. evaluating opportunities
II. considering technological (A) The travel agent who specializes in
influences well-known destinations
III. deciding to go ahead with, or (B) The general manager of a hotel who
abandoning the opportunity is part of an international chain
(C) The farmer who decides to offer
(A) I and II only tours of his banana plantation to
(B) I and III only tourists
(C) II and III only (D) The small hotel owner who is afraid
(D) I, II, and III to take the risk of adding five more
rooms to his hotel
35. Start-up capital and operational costs are

regarded as entrepreneurial 39. Which of the following attributes BEST
describes an entrepreneur?
(A) risks
(B) resources (A) Kind
(C) challenges (B) Generous
(D) opportunities (C) Visionary
(D) Risk averse
Items 36 and 37 refer to the following

scenario: 40. Which of the following tourism businesses
is LIKELY to provide the greatest amount
Jane, an entrepreneur, intends to supply local of entrepreneurial freedom?
hotels with turmeric-based products such as
soaps, teas, candles and confectionaries. The (A) A family-owned restaurant
hotels will sell the products in their gift shops (B) An international hotel franchise
to guests. (C) A hotel under management contract
(D) A tour guiding service started from
36. Which of the following types of entrepre- scratch by the entrepreneur
neurial ventures BEST describe Jane’s
intention?
(A) Emerging Areas

(B) Subsidiary Services
(C) Traditional Businesses
(D) Value-added Products
37. Which of the following types of entrepre-

neurial ventures BSET describe the plan of
the hotels?
(A) Emerging Area

(B) Subsidiary Services
(C) Traditional Businesses
(D) Value-added Products
02263010/CAPE/SPEC 2021
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Item 41 refers to the following scenario. 44. In which of the following situations would the
owner of a tourism attraction be considered
David always wanted to improve the lives of innovative?
the young male adults in his community. He
has been very successful in doing so through (A) Start using Fcaebook or other social
the establishment of a rock band which plays media when the business starts
in the nearby hotels throughout the week. doing well
(B) Start using Facebook or other social
41. David can be described as media after seeing the benefits to
other businesses
(A) a businessman (C) Use Facebook or other social media
(B) an intrapreneur for virtual reality promotion
(C) a music entrepreneur (D) Use Facebook or other social media
(D) a social entrepreneur for marketing in the early stages
of the development of APPs
42. Which of the following factors is LEAST

likely to encourage individuals to become Item 45 refers to the following scenario.
tourism entrepreneurs?
Davisha completed an Associate Degree in
(A) Family tradition Tourism and is interested in establishing
(B) Already employed a tourism business. She discussed several
(C) Need for independence business options with her family and close
(D) Government incentives friends but is yet to decide on an option.
45. In which stage of the entrepreneurship

43. A restaurateur is applying for a loan to expand process is Davisha engaged?
his business. However, his business plan
does not include strategies to manage events (A) Implementation
or risks. Which component of the plan does (B) Idea generation
he need to improve? (C) Business concept
(D) Opportunity identification and
(A) Financial plan evaluation
(B) Market research
(C) Operating schedule
(D) Product description
END OF TEST
02263010/CAPE/SPEC 2021
Key
Tourism Unit 2 Paper 01
Item Objective Key Item Objective Key

No. No.
1 2.1.4 C 31 2.3.9 D
2 2.1.6 D 32 2.3.1 A
3 2.1.1 B 33 2.3.6 B
4 2.1.3 C 34 2.3.7 A
5 2.1.4 A 35 2.3.3 C
6 2.1.3 B 36 2.3.5 A
7 2.1.2 B 37 2.3.5 D
8 2.1.5 C 38 2.3.1 C
9 2.1.1 B 39 2.3.3 C
10 2.1.6 C 40 2.3.4 D
11 2.1.6 A 41 2.3.1 D
12 2.1.1 D 42 2.3.3 B
13 2.1.7 B 43 2.3.9 B
14 2.1.4 C 44 2.3.2 C
15 2.1.7 A 45 2.3.7 B
16 2.2.1 D
17 2.2.4 B
18 2.2.4 D
19 2.2.1 A
20 2.2.5 C
21 2.2.1 A
22 2.2.5 A
23 2.2.3 C
24 2.2.4 D
25 2.2.5 A
26 2.2.4 A
27 2.2.3 B
28 2.2.4 D
29 2.2.4 B
30 2.2.2 A
TEST CODE 02263020
SPECIMEN 2021
TOURISM
UNIT 2 – Paper 02
2 hours 30 minutes
1. This paper consists of THREE questions, one from each module. Answer ALL
questions.
4. Marks will be awarded for organization of essay.
5. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.
6. If you use the extra page(s) you MUST write the question number clearly in
the box provided at the top of the extra page(s) and, where relevant, include
the question part beside the answer.

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Answer ALL questions.
MODULE 1: PRODUCT DEVELOPMENT
1. (a) (i) Define the term ‘customer’.
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[2 marks]
(ii) Identify ONE example of each of the following types of tourism products:
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[2 marks]
(b) Describe TWO tools used by tourism businesses to evaluate customer service.
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(c) Mr Smith would like to develop a marine park in a small area in his hometown, located
five minutes away from another marine park. He has done a limited amount of research
into the potential for developing such a tourist product. He has an idea of the people who
would be directly and indirectly involved the development of the marine park, but he
doesn’t see it necessary to consult them. Mr Smith plans to spend a considerable amount
of money on training his staff of five and purchasing food and beverages for the on-site
restaurant.
Discuss THREE challenges that Mr Smith is likely to encounter in developing the marine
park.
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Total 25 marks

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MODULE 2: MARKETING
2. (a) (i) Define the term ‘marketing’.
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[2 marks]
(ii) Identify TWO contemporary tourism marketing channels.
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(b) Describe TWO market segmentation methods.
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(c) Branding is a marketing strategy used by tourism businesses to promote their products,
including destinations.
Discuss THREE ways in which branding contributes to the success of tourism entities.
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Total 25 marks

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MODULE 3: ENTREPRENEURSHIP
3. (a) Differentiate between ‘entrepreneurship’ and intrapreneurship’.
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(b) Describe TWO governmental requirements for the establishment of a tourism enterprise.
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(c) Paul has worked in top management positions in the banking sector for many years and is
now retired. He plans to relocate to a rural community. He has always been passionate
about farm-tourism as he grew up on a farm and his family now operates a farm-tourism
business. Paul is trying to decide whether he should invest and work in the family-operated
farm-tourism business or seek a franchise arrangement with an international farm-tourism
enterprise, to operate a farm-tourism business with their brand name.
Discuss THREE advantages of using a franchise over a family-operated-tourism business.
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Total 25 marks
END OF TEST
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UNIT 2 - PAPER 02
SPECIMEN
-2-

UNIT 2 - PAPER 02
KEY AND MARK SCHEME
Question 1 Objectives: 2.1.1; 2.1.3; 2.1.4; 2.1.8
(a) (i) Define the term ‘customer’.

A customer is the recipient (or end-user) of a good, product,
service or an idea (1) from a supplier, vendor or seller for
a monetary or other valuable consideration. (1)
Definition including two points [2 marks]
(ii) Identify ONE example of EACH of the following types of tourism

products:
 Natural products
- marine and terrestrial parks

- volcano
- caves
- wildlife
 Man-made resources
- hotels and attractions

- museums
- galleries
Identifying one example of each type of resource (2 × 1 mark)

[2 marks]
(b) Describe TWO tools used by tourism businesses to evaluate customer

service.
 Mystery shoppers (1)
Mystery shoppers can assess the quality of an organization’s

customer service (1) to ascertain which area of customer service
should be improved (1) in customer experience and offer
suggestions as to how customer service can be improved (1). This
allows the business owner to fine tune any deficiencies (1) that
may exist in staff training such as a lack of particular skills
(1). Mystery shoppers allow the owner to get a different
perspective of the business (1).
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
Question 1. continued
 Customer service/satisfaction surveys (1)
A customer satisfaction survey is a questionnaire (1) designed to

help businesses understand what their customers think about their
products or services and their customer support (1). Information
gathered from customer satisfaction surveys allows the
organization to stay relevant (1) and to understand its customer
needs and wants (1). Building a loyal relationship with customers
can mean that they would return to purchase from you, rather than
a competitor (1).
 Focus groups (1)
Focus groups allow a business to know how a customer feels about

a product or service (1). Focus groups make data collection and
analysis quick and convenient. Focus groups capitalize on the
moderator’s communication with participants and the flexibility
to move the discussion and thus, results are obtained quicker than
with other methods of assessing customer service (1). The purpose
of the group is not to arrive at a consensus or agreement on the
topic. Rather, it seeks to identify and understand customer
perceptions of a brand, product, or service (1).
 Benchmarking (1)
Business owners can look at similar establishments/organisations

who are known for their exceptional customer service to get a
better understanding of where they stand in terms of the quality
of customer service offered (1). Additionally, by looking at
organizations who are typically associated with sub-standard
customer service, the business owner can determine what is not
recommended to ensure that customers’ needs, and expectations are
met and exceeded (1).
 Online rating systems/Third-party review sites (1)
Online rating systems such as Trip Advisor, Yelp and Expedia can
be used to obtain a customer’s opinion of the product(s)/service(s)
offered in a more detailed way than with a survey (1). It gives a
customer who may not typically verbalize his/her opinion, the
opportunity to anonymously provide feedback to the business owner
(1). Some review sites allow business owners/management personnel
to directly respond to the customer’s feedback and therefore,
he/she may be able to implement/change policies/procedures in a
timely manner (1).
Identifying any two tools accurately 1 mark each (2 × 1 mark)

Any two points describing tools 2 marks each (2 × 2 marks)
[6 marks]
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
(c) Challenges that Mr Smith is likely to encounter in developing the

marine park.
Tourism product development can occur in several forms. It can mean

adding a new service to an existing product as well as developing
an entirely new product or service (1). Its development requires
outlining and analyzing the necessary developmental phases as well
as undertaking several steps towards bringing the end-product to
fruition (1). Recognize any challenges that could be experienced
throughout these phases is of paramount importance to mitigate
future issues with the tourism product or service (1).
Introduction that outlines the direction for the development

of the response including any two points as indicated.
[2 marks]
 Lack of stakeholder support/involvement/cooperation/ consultation

(1). Stakeholders are those, who in some way, are involved in the
development of a tourism product and are also affected by its
operations (1). Some stakeholders include the transportation sector
(buses, delivery trucks etc), raw material manufacturing companies
and food and beverage suppliers (1). A lack of
involvement/communication with those within the transportation
sector (1) could result in their roles and responsibilities not
being clearly defined and therefore, can pose transportation
challenges for visitors to the park (1).
 Lack of awareness of the planning stages of tourism product

development (1)
An understanding of key elements of the planning stages is necessary

when developing a tourism product (1). These elements include
objectives, infrastructural, financial, technical, and human
resource requirements (1). For instance, without determining the
financial and human resources that are necessary to effectively
manage the everyday operations of the park (1), Mr. Smith runs the
risk of having mediocre products, as well as sub-standard facilities
provided to visitors (1).
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
 Inaccurate assessment of demand and supply (1)
Assessing customer demand and supply is crucial in determining the

potential for the development of a tourist product (1). Gathering
information on the existing types of product or service offerings
would aid in planning the development of a prospective product (1).
It would not be feasible for Mr Smith to develop a marine park if
there is no evidence of a demand for such a tourist attraction (1).
Without adequate analysis and research into the capabilities,
sustainability, and profitability of the existing marine park in
the area, (1) Mr Smith would be unaware of product development gaps
(1) and can overlook opportunities that he can take advantage of to
put his product in a favourable position (competitive advantage)
(1).
 Lack of infrastructure (1)
Infrastructural requirements for product development need to be

determined to allocate the required resources (1) and identify the
processes to be followed to acquire such (1). For example,
inadequate land space can pose an impediment for current development
and future expansion of the marine park (1). A lack of access to
utilities such as a steady water and electricity supply can result
in the inability to consistently provide satisfactory services to
visitors (1). Additionally, without evaluating the suitability of
the terrain for such development, challenges would include increased
cost of construction (1).
Tourism entrepreneurs face many challenges in their quest to develop

the tourism product. The challenges include lack of knowledge of
the process involved in the development of the tourism product, and
lack of resources among others. These challenges are compounded when
stakeholder are not integrally involved in the process (1).
Discussion 12 marks]
Identifying any three challenges - 1 mark each (3 × 1 mark)
Any three points contributing to discussion - 1 marks each
(3 × 1 × 3 marks) (9 marks)
Conclusion summarising the pertinent point of the response 1 mark)
[15 marks]
Total 25 marks
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
(a) (i) Definition of ‘marketing’
Marketing is the activity, set of institutions, and processes

(1) for creating, communicating, delivering and exchanging
offerings that have value to customers, clients, partners, and
society at large (1).
Definition including two points [2 marks]
(ii) Outline TWO contemporary tourism marketing channels
 Social media tools such as Instagram – (1).
 Augmented reality (1)– this is an interactive experience

of a real-world delivered via technology.
Identifying two contemporary channels 1 mark each

(2 × 1 mark) 2 marks
[2 marks]
(b) Describe TWO market segmentation methods
 Demographic segmentation (1)
Demographic segmentation divides a market through variables

such as age, gender, education level, family size, occupation,
and income (1). This form of segmentation is widely used (1)
because it can identify an individual’s needs relating to at
least one demographic element (1).
 Geographic segmentation (1)
Geographic segmentation targets customers based on a predefined

geographic border (1). It targets differences in interests,
values, and preferences which vary dramatically throughout
cities, states, and countries (1). So, it is important for
marketers to recognize these differences and be able to use
them to attract the right groups of potential customers (1).
 Psychographic segmentation (1)
Psychographic segmentation focuses on the intrinsic traits the

target customer possesses (1). Psychographic traits can range
from values, personalities, interests, attitudes, conscious and
subconscious motivators, lifestyles, and opinions (1). To best
understand target population using this segment, methods such
as focus groups, surveys, interviews, and case studies can be
used (1).
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
 Behavioral segmentation
Behavioral segmentation has similar measurements to

psychographic segmentation (1) but focuses on specific
reactions (1) and the way customers go through their decision
making and buying processes (1).
In research, behavioural segmentation can be used to determine

the attitudes towards a specific brand and the way the customer
uses it. (1) Brand loyalty is a good example of this type of
segmentation. In research, reviewing data that show responses
to brands would be useful. (1)
Based on the nature of psychographic (1) and behavioral

segments, (1) they are best suited to create the types of
questions that would provide evidence for positioning a tourism
service. (1)
Identifying two segmentation methods - 1 mark each

Any two contributing points to each description - 1 mark each
[6 marks]
(c) Ways in which branding contributes to the success of tourism

entities.
Branding is the promotion of a particular product or company by

means of advertising and distinctive design (1). In Jamaica, the
sports icon Usain Bolt is a significant “pull factor” to the
destination (1). The pull factor is a very important means of
attracting people from the generating market to a destination (1).
Because of Bolt’s popularity and achievements people from around
the World want to visit Jamaica in the hope of learning more about
him and his athletic skill or even in the hope of seeing him (1).
Consequently, the Jamaica Tourism Board which is responsible for
marketing Jamaica (1) would seek to work with Mr. Bolt and his
management team to have him appear in advertisement branding
Jamaica as a sports destination (1).

[2 marks]
 Branding helps to identify the product of a particular supplier

(1) — using logos, colour, image, slogan, design, symbol,
graphics, shapes, sounds, scents, tastes and movements (1) or
any other feature that identifies one competitor’s product from
others (1). These make the brand more recognizable to consumers
(1) and should be relevant to the target audience as it
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
represents the sum of all qualities of the product, not only

cost and selling price (1). In Jamaica, sports icon Usain Bold
is a significant pull factor to the destination because of his
popularity and achievement. (1) The tourist board in Jamaica
uses Mr Bolt to promote and sell Jamaica as a sports destination
(1).
 Branding helps to differentiate the product from the

competitors’ (1) – communicates the differences of the product,
(1) which highlights the unique aspects of the product and
creates a sense of value (1). Expand markets by making the
product more attractive to a particular target market (1) and
gives the company a source of competitive advantage. It helps
to establish and maintain brand identity (1). In Jamaica, Bolt
is used as a brand image in the branding of material, for
example, in television advertisements as well as printed
materials including newspaper (1).
 Communicates to the consumers what the company does, (1) what

the company is (1) and what the company stands for (1) using
advertisements in all media, infomercials and websites, also
making the brand visible (1) and tangible through souvenirs
such as stationery, magnets, cups, mugs, backpacks, mouse pads
etc. (1)
 Owns a place in consumers’ minds — loyalty (1). Loyalty is

created through brand experience — (1) experiences, feelings,
perceptions, images, and beliefs (1). This is achieved through
standards that are maintained and/or surpassed to build good
reputations through dependability (1). The good reputation
builds expectations and results in higher and continuous sales
as the loyalty intensifies (1).
Branding is a powerful promotional strategy used in the

advertisement of tourism product. Branding gives the product a
unique and distinctive design (1).
Discussion 12 marks]
Identifying any 3 ways - (3 × 1 mark)
Discussion including three supporting - (3 × 1 x 3 marks)
Conclusion summarising the main point of the response (1 mark)
[15 marks]
Total 25 marks
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
(a) Differentiate between ‘entrepreneurship’ and ‘intrapreneurship’.

Entrepreneurship is the process of identifying an opportunity (1)
and using one’s passion and vision to create and develop new
products, processes or services to serve existing or new markets
(1). On the other hand, intrapreneurship is a process that takes
place within a business or organisation (1), utilising existing or
budgeted resources to create new products, and services or implement
innovative processes and systems to improve the financial status
and operation of the entity (1).
Differentiation including two contributing points on each concept,
1 mark each
[4 marks]
(b) Governmental requirements for the establishment of a tourism

enterprise
 Licenses and Permits
Licenses and permits provide the right to operate a business (1).
Having the required licensing and permits for establishing a tourism

enterprise
- ensures that the business owners/s or operators, employees and

customers are protected
- ensures that the operation is separate from the owner/s and that
- ensures that the personal assets of the owner/s are protected
from any lawsuit as the operation will be legally seen as a
separate entity from its owners
- protects the owner/s of the business from being liable in the
event of damages
- protects employees and customers in case of accidents or injuries
- helps to formalise the economy
- facilitates financial assistance through funding and loans
- enables membership in organizations such as the Small Business
Association
- ensures that filing of taxes for the company will be separate
from the owner/s, thereby making it easier to report the financial
performance of the business in terms of income, profit, or loss
- facilitates licensing and permits that are needed for tourism
enterprises which require passing annual inspections. These
include health and safety inspections.
- Examples of tourism businesses requiring licensing and permits:
Accommodation Sector, Transportation Sector, Duty Free/In
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
 Regulations
Regulations are rules that are enforced by governmental agencies (1)
Tourism businesses must follow and adhere to regulations as there are

penalties by law for any defiance: Regulations
- are established standards of what the business can and cannot do,
they bring consistency and order to the business environment
- protect the rights of the owner, employees, consumers, and the
environment
- establish health and safety practices for the operation
- ensure that minimum standards are in place for products and services
- ensure that businesses are accountable for their power and role in
society
- ensure that the business is achieving its goals in a fair and safe
way
- include tax laws, employment and labour laws, advertising laws,
health and safety regulations, environmental regulations, building
codes, privacy.
 Labour Laws
Labour Laws are instituted by government to protect the rights of

employees and ensure fair and just treatment to them (1).
Labour laws
- provide equal opportunity for employees

- provide equal pay/fair wages to employees
- ensure that employees are valued for their expertise
- ensure that employees are fairly compensated for their expertise,
time and responsibilities
- ensure employees’ physical and mental well-being
- ensure a favourable working environment, acceptable working
conditions and safety and security.
- ensure workplace diversity in terms of gender, religion, political
affiliation, and other factors of diversity
- reduce conflicts within the organization.
Identifying any two requirements 1 mark each (2 × 1 mark)

Description of any two requirements including two contributing
points 1 mark each (2 × 2 marks)
[6 marks]
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UNIT 2 - PAPER 02
KEY AND MARK SCHEME
Question 3. Continued
(c) Advantages of using a franchise over a family-operated tourism

business.
A tourism franchise is a growth strategy for a tourism business
venture or entity which seeks to expand its operation (1). Franchises
allow for an individual or business to use their brand name and sell
their product with the agreement of receiving a franchise fee (1).
On the other hand, a family-operated tourism business is managed by
members of the family and the business is usually passed down from
one generation to the next (1).

[2 marks]
 One advantage of using a franchise over a family-operated tourism
business is that the franchisor provides the training to operate
their business (1). This eliminates the associated costs and
expenses (1). On the other hand, the family-operated tourism
business would have to absorb these costs as a part of their
operating expenses (1). In some cases, the necessary training to
add currency to the operation is not done as the operation is
unable to afford to do so (1). A family-operated tourism business
is usually small in size and does not have the scope to realize
high revenue from its goods and services, and thus, will not be
able to cover the cost of training (1). This causes them to
continue operating in the same mode as they are not able to keep
up with the changing technology and methodology as the existing
franchise would (1).
 The second advantage of using a franchise over a family-operated

tourism business is that they benefit from the existing systems
and processes established by the franchisor (1). Franchises are,
therefore, able to keep current with updated systems and
technology (1). A family-operated tourism business stands the
cost of implementing systems and processes (1). The cost of
maintaining or upgrading operating systems is usually high (1);
hence, they are unable to do so as changes take place in the
business environment very rapidly (1).
-12-

UNIT 2 - PAPER 02
KEY AND MARK SCHEME
 The third advantage of using a franchise over a family-operated

tourism business is that a franchise benefits from the existing
brand name of the franchisor (1). This is a major part of their
success (1) as a franchisor would have established its brand as
well as brand reputation and image (1). A family-operated tourism
business would have to build and maintain its own brand
reputation and image (1). This comes with a high marketing cost
which can be unaffordable to a family operated tourism business
(1).
The use of franchise has been a very successful strategy in the

operation of tourism businesses. The large scale approach of
franchise has contributed to their success over family-operated
businesses.

Identify three advantages 1 mark each - (3 × 1 mark)
Discussion of three advantages including three contributing
points - (3 × 3 marks)
Conclusion summarising the main point of the response [1 mark]
[15 marks]
Total 25 marks
TEST CODE 02263032
SPECIMEN 2021
TOURISM
UNIT 2 – Paper 032
1 hour 30 minutes
1. This paper consists of a case study and SIX questions. Answer ALL
questions.
4. You may use a silent, non-programmable calculator to answer question.
5. If you need to rewrite any answer and there is not enough space to do
so on the original page, you must use the extra lined page(s) provided
at the back of this booklet. Remember to draw a line through your
original answer.
6. If you use extra page(s) you MUST write the question number
clearly in the box provided at the top of the extra page(s) and, where
relevant, include the question part beside the answer.


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INSTRUCTION: Read the following case study and answer the questions that follow.
CASE STUDY
Ziggy Zig
Dave worked as an assistant manager at an oil industry in Saint Turia. He was made redundant when the
company restructured in 2020. Dave spent a few months visiting neighbouring Caribbean countries
where he interacted with tourists and residents individually as well as in group sessions where he learned
about their needs and interests. Dave developed an interest in adventure tourism and on his return
home, he conducted an online surveys to get a better understanding of the recreational needs of persons.
Dave decided to use some of his redundancy payment to develop a zipline attraction in a government-
owned forestry reserve in the community of Kytura, a popular tourism destination. However, he
will need to source additional start-up capital. The name of the attraction will be Ziggy Zig. The
amenities at Ziggy Zig will include a welcome centre with a souvenir and gift shop, a snack and
juice bar, restrooms, a first-aid station and an office. The facility will have adequate parking.
Visitors to Ziggy Zig will begin their adventure with a scenic tour of the welcome centre. They will then
experience the greatest adrenaline rush from zipping through the air over the tropical landscapes of the country
– consisting of a course more than 1 000 ft in length, inclusive of eight platforms, with the highest platform
being over 300 ft. The daily carrying capacity will be 100 visitors and the zipline will operate six days per week.
Ziggy Zig will cater mainly to adventurous persons between the ages of 18 and 60. The general target includes,
persons who spend a comparatively high proportion of their income on entertainment, socializing and outdoor
recreational activities. Such persons are enthusiastic about new possibilities and seek exciting, new, offbeat,
risky experiences.
The services to be offered by Ziggy Zig were determined from marketing research conducted by Dave. It
is now January 2021 and Dave has decided to make the business operational by November, in time for the
tourism winter season. He plans to use the quality management checklist to monitor and evaluate the safety
of the business equipment. Ziggy Zig’s staff of 20 will include trained guides, a receptionist, customer service
representatives, sales clerks, public space attendants and Dave, as manager.
The table below summarizes the projected annual recurring expenses for Ziggy Zig.
Expenses Amount Per Annum (US$)

Wages and salaries 350 000
Marketing 15 000
Public liability insurance 10 000
Concession fee for land and facility use 1 000
Overhead costs 4 000
Zipline maintenance 15 000
Training 25 500
Administrative costs 2 500
Loan 30 000
5% of total cost is to be allocated for contingencies.

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Using information from the case, complete the following business plan for Ziggy Zig.
1. Description of the Product
(a) Differentiate between a ‘tourism product’ and a ‘tourism service’.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
[4 marks]
(b) Give a brief description of the business.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
[3 marks]
2. Mission Statement and Legal Requirement
(a) State TWO pieces of information that should be included in a mission statement for
Ziggy Zig.
....................................................................................................................................................
....................................................................................................................................................
[2 marks]
(b) Identify TWO legal requirements for the operation of Ziggy Zig.
....................................................................................................................................................
....................................................................................................................................................
[2 marks]

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3. Marketing Plan
(a) Define the term ‘marketing research’.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
[2 marks]
(b) Identify the type of marketing research method that Dave used to gather information about
potential customers.
.............................................................................................................................................
.............................................................................................................................................
[1 mark]
(c) Describe Ziggy Zig’s target market.
.............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
[3 marks]
(d) Suggest TWO potential competitors for an attraction like Ziggy Zig. Justify your selection.
.............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
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..............................................................................................................................................
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[6 marks]
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(e) Outline TWO appropriate strategies that Dave could use to promote his product.
.............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
[4 marks]
4. Operational Schedule
(a) State TWO potential risks of the business to customers.
.............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
[2 marks]
(b) Outline ONE strategy for reducing each risk identified in (a) above.
.............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
[4 marks]

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5. Financial Plan
(a) Identify TWO possible sources of finance Dave could explore.
.............................................................................................................................................
.............................................................................................................................................
[2 marks]
(b) Assuming that Ziggy Zig will operate at 50 per cent of its daily carrying capacity, deter-
mine the minimum price that should be charge per customer for a tour in order to break
even annually.
[5 marks]

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(c) Using the break-even price calculated in (b) above and given that the price range for Ziggy
Zig’s direct competitors is $25‒$40, recommend a price for a zipline tour. Justify your
recommendation.
..............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
[4 marks]

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6. Benchmarking, Monitoring and Evaluation
(a) Describe ONE monitoring and evaluation tool that Dave can use to measure each of the
following:
(i) Adherence to safety regulations
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
[3 marks]
(ii) Maximum load of area
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
[3 marks]

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(b) Discuss TWO impacts of the operations of Ziggy Zig on the natural environment of Kytura.
.............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................

..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
[10 marks]
Total 60 marks
END OF TEST
02263032/CAPE/SPEC 2021
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TOURISM
UNIT 2 - PAPER 032
SPECIMEN
-2-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 1.
(a) Differentiate between a ‘tourism product’ and a ‘tourism service.’
A tourism product is an action, event or experience in which a tourist

takes an active part (1). A tourism service, on the other hand, is a
part of a product (1). A tourism product is tangible (1), while a
tourism service is intangible (1). For example, a tourist purchases a
drink at a bar (product), (1) the bartender mixes it quickly, is
pleasant and chats with the guest (service) (1).
Differentiation including two points about each concept - 1 mark each

[4 marks]
(b) Description of the business
Ziggy Zig is a zipline attraction located in a government-owned

forestry reserve in the community of Kytura on the island of Saint
Turia (1). The 1,000 ft zipline course runs through a tropical
rainforest, and there are eight platforms, the highest of which is
over 300 ft (1). Ziggy Zig caters to adventurous individuals in the
18-60 age group who are seeking a new and exciting outdoor recreational
experience (1). Located on site are a welcome centre, souvenir and
gift shop, a snack and juice bar, restrooms, a first-aid station, an
office and parking facilities (1).
Any three points included 1 mark each - (3 × 1 mark)

[3 marks]
-3-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 2.
(a) Information that should be included in the mission statement
 Why does the company exist

 What is special or unique about the company
 The company’s main goal
 What the company wants to become in the future
 The company’s main market
 How the company will satisfy the needs of its customers
Any 2 points stated - 1 mark each - (2 × 1 mark)

[2 marks]
(b) Legal requirements for the operation of Ziggy Zig
 Business permits and licences

 Health, safety and security regulations
 Tax regulations
 Labour laws
 Guidelines for tourism product development
 Data and consumer protection laws
 Public health protocols
Any two legal requirements identified - 1 mark each – (2 × 1 mark)
[2 marks]
-4-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 3.
(a) Definition of marketing research
Systematic problem analysis, model building and fact-finding (1) for

the purpose of important decision making and control in the marketing
of tourism goods and services (1).
OR
Systematic and objective search for and analysis of information (1)

relevant to the identification and solution of any problem in the
marketing of tourism goods and services (1).
OR
Systematic collection and analysis of data relating to the marketing

of tourism goods and services (1) that helps tourism marketers to make
marketing decisions (1).
OR
Scheduling, systematic collecting, data correlation and analysis (1)

in order to help tourism managers, entrepreneurs and organizations to
make marketing decisions (1).
OR
Systematic and objective collection, analysis, and interpretation of

data collected (1) for decision-making about marketing problems of all
kinds, using recognized scientific methods (1).
Definition including any two points

[2 mark]
(b) Marketing research that Dave used
 Mixed research
Type of market research identified (1 mark)

[1 mark]
-5-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
(c) Description of the target market
 Adventure recreationists in the 18-60 age group

 Risk-takers seeking new experiences
 Persons who participate in sports, exercise and outdoor
activities
 Persons who spend a lot of their income on entertainment,
socializing and outdoor recreational activities
Any three descriptors 1 mark each - (3 × 1 mark)

[3 marks]
(d) Potential Competitors
 Similar adventure-type attractions, for example, Island Safari (1)

and Aerial Trek Zipline Adventures in Barbados; (1) Morne Coubaril
Ziplining in Saint Lucia (1); hiking to Dominica’s Boiling Lake (1);
or another appropriate country example. Attractions offering similar
experiences will be the most competitive, (1) particularly if the
price range is also similar (1).
 Other natural attractions, for example, whale watching in Dominica;

(1) beaches on most islands; rainforests in Guyana, (1) Belize, (1)
Dominica; (1) Green Grotto Caves (1) or Dunn’s River Falls in
Jamaica; (1) or another appropriate country example. While these
attractions may not provide the same level of risk or adventure as
similar attractions, (1) they will still interest the market because
they tend to focus on outdoor recreational activities (1).
 Other attractions, for example, cultural heritage sites, (1) events,

(1) etc. Though the nature of the attraction may be different, (1)
these may also provide some attraction for persons who are just
looking for an experience (1). These will provide the least
competition to Ziggy Zig.
Any two competitors identified - 1 mark each -(2 × 1 mark)

Justification 2 marks each (2 × 2 marks)
[6 marks]
-6-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
(e) Strategies to promote the product
 A well-designed website (1) that is user-friendly and very

informative (1)
 Use of social media, (1) such as Facebook (setting up a page and

running promotions) (1).
 Advertisements in appropriate magazines (1) such as Adventure

Travel, National Geographic Traveller, National Geographic
Adventure, Travel and Leisure, Condé Nast Traveller (1).
 Participate in adventure travel trade and trade shows, (1) such as

the Travel and Adventure Show hosted in five US states annually.
(1)
 Create traditional collateral pieces (1) like brochures and

business card sized posters that can be placed in any visitors’
centre or kiosk (1).
 Advertise in source markets, (1) to capture the market directly.

(1)
Outlining any two strategies 2 marks each - (2 × 2 marks)

Identifying strategies - 1 mark each
[4 marks]
-7-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 4.
(a) Potential risks of the business to customers
Customers may
 fall from the zipline due to equipment failure

 fall from a platform due to faulty equipment
 fall from zipline or platform due to customer negligence
 suffer from vertigo
 have an allergic reaction to plants
Stating any two risks 1 mark each (2 × 1 mark)

[2 marks]
(b) Strategies for reducing risks to customers
 Routine testing and maintenance of all equipment (1) with

appropriate logs/records kept (1).
 Require each customer to provide health-related information (1)

regarding their physical challenges, allergies, medical needs, etc
(1).
 Require each customer to sign a waiver (1) that covers the use of
mandatory safety equipment, adherence to guide instructions, risks,
etc. (1).
 Orientation with customers to explain the correct use of equipment

(1) and safety procedures (1).
 Appropriate training (1) and certification for staff in first aid

and CPR (1).
 Appropriate training (1) and certification for staff in zipline

operation and maintenance (1).
Outlining any two strategies - 1 mark for each of the two points
Two strategies - (2 × 2 marks)
[4 marks]
-8-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 5.
(a) Possible sources of finance
 Bank loan
 Credit union
 Family loan
Identifying any two sources - 1 mark each - (2 × 1 mark)

[2 marks]
(b) Minimum price that should be charged per person for a tour in order
to break even annually.
Expenses US$ (Per Annum)

Wages and salaries $350 000
Marketing 15 000
Public liability insurance 10 000
Concession fee for land and 1 000
facility use
Overhead costs 4 000
Zipline maintenance 15 000
Training 25 000
Administrative Costs 2 500
Loan 30 000
Subtotal 452 500
5% costs allocated to 22 625
contingencies
TOTAL Expenses $475, 125
50 customers/day, 6 days/week, 52 weeks/year = 15,600

customers/year
Break-even price: $475,125/15,600 = $30.46/customer
[5% contingency 1 mark; total expenses 1 mark; total customers

1 mark; break-even price - attempt (1), accurate 2 marks]
[5 marks]
-9-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
(c) Recommended price for Ziggy Zig’s zipline tour, with justification
 Recommended price: $30.46 (1)
At this stage, Dave should be more concerned about testing the

market to see what it can bear rather than making a profit (1).
Breaking even is acceptable because his expenses will be covered
(1). This price is within the range of similar attractions, and
because it is on the lower end of the range, Ziggy Zig will be more
competitive (1).
If Dave wants to make a profit, he will need to charge more than

$30.46 per customer (1). A price of $33.50 per customer represents
a 10% mark up on the break-even price (1). This price is within the
range of similar attractions. It will allow Ziggy Zig to make a
profit while remaining competitive (1).
If Dave wants to make a profit, he will need to charge more than

$30.46 per customer (1). A price of $36.55 per person represents a
20% mark up on the break-even price (1). This price is the mid-
range of similar attractions and will allow Ziggy Zig to make a
profit while remaining competitive (1). Also, Dave needs to
capitalize on the fact that his business is new, and novelty may
attract more customers (1).
Recommended price 1 mark; justification 3 marks

[4 marks]
-10-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 6.
(a) Describe ONE monitoring and evaluation tool that Dave can use to
measure
(i) Adherence to safety regulations
 Quality management checklists (1) outline the quality standards

and product requirements Dave’s business is expected to meet;
and are used to assess the safety, performance, and risk of
equipment (1). For example, using checklists to conduct regular
quality management checks can reveal potential hazards and
identify ways to prevent accidents and hazards from occurring
and so helps to protect the business and visitors. This would
help Dave to reinforce best practices and to comply with safety
regulations (1).
Identifying tool 1 mark

Elaborating with practical examples 2 marks
[3 marks]
(ii) Maximum load of area
 Carrying capacity (1) is the maximum number of people that may

visit the attraction at the same time, without destroying the
physical, economic, socio-cultural environment and an
unacceptable decrease in the quality of visitors’ satisfaction
(1). For example, conducting carrying capacity assessments to
measure the natural and artificial limits to development, beyond
which significant degradation will occur, will enable Dave to
devise methods that may be implemented to control the number of
visitors to the site (1).
Identifying tool 1 mark

Elaborating with practical examples 2 marks
[3 marks]
-11-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 6.continued
(b) Discuss TWO impacts of the operations of Ziggy Zig on the natural
environment of Kytura.
 An impact of the operations of Ziggy Zig on the natural environment

of Kytura is deforestation and land degradation (1)- The
construction of tourism and recreational facilities increases
pressure on land resources and scenic landscapes (1). This means
that flora and fauna will be removed, animals forced to relocate,
and the scenery will deteriorate (1). For example, to construct
and develop facilities such as the souvenir and gift shop, snack
and juice bar, restrooms, first aid station, office and parking
space, forested lands will have to be cleared (1). This results in
deforestation and the displacement of wildlife and natural habitats
(1).
 Another impact of the operations of Ziggy Zig on the natural

environment of Kytura is noise pollution (1)- the use of heavy
machinery and equipment in the construction of the souvenir and
gift shop, snack and juice bar, restrooms, first aid station,
office and parking space would lead to an increased in noise
pollution (1). For example, the noise resulting from cutting trees,
mining lands, and drilling holes to construct these recreational
facilities can cause severe disturbance and erosion of local
ecosystems (1). Additionally, noise pollution exists through
tourists participation in recreational activities and their
interaction with other visitors (1). Thus, the noise generated from
the development of tourist facilities and visitor interactions
creates annoyance and distress to wildlife, resulting in their
displacement (1).
-12-

UNIT 2 - PAPER 032
KEY AND MARK SCHEME
Question 6.continued
 Trampling is yet another impact of the operations of Ziggy Zig on

the natural environment of Kytura (1)- the frequency of visits to
Ziggy Zig can trample vegetation and soil (1). For example, when
the level of visitor use exceeds the environmental capacity,
vegetation can be bruised, crushed, sheered off and uprooted by
trampling (1). When trampling is intense, the soil is compacted,
and vegetation vigour and reproduction is reduced (1). As a
consequence, trampling results in soil erosion, vegetation loss,
loss of biodiversity and disruption of wildlife (1).
Identifying two impacts - 1 mark each (2 × 1 mark)

Discussion including four contributing points/practical examples
- 4 marks each - (2 × 4 marks)
[10 marks]
Total 60 marks
Caribbean Examinations Council
Prince Road, Pine Plantation Road,
St Michael BB11091
Tel: (246) 227 1700
Email: cxcezo@cxc.org

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Caribbean Advanced

CXC A31/U2/20v01 – NOT FOR TEACHING

Telephone Number: + 1 (876) 630-5200

Copyright ©2021 by Caribbean Examinations Council

CXC A31/U2/21 www.cxc.org

CXC A31/U2/21 www.cxc.org

First issued in 2013

Please check the website www.cxc.org for updates on CXC®’s syllabuses.

CXC A31/U2/21 www.cxc.org

T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

CXC A31/U2/20 i www.cxc.org

CXC A31/U2/21 1 www.cxc.org

3. foster an awareness of the interrelationships among the various framework/model,

5. create an awareness of the implications of tourism on national and regional economic

6. develop an interest for more innovative, creative and management

7. encourage tourism product development, entrepreneurship (including export) and marketing

Travel and Trade Reservations Management

CXC A31/U2/21 2 www.cxc.org

(a) Knowledge and Comprehension.

(b) Application of Knowledge.

(c) Research and Analysis.

Knowledge and Comprehension

The ability to:

(a) define concepts related to tourism;

(b) describe tourism sectors and products; and,

(c) explain the issues affecting the various tourism sectors.

The ability to:

(a) discuss the role of tourism in economic development and growth;

(c) analyse the importance of leakages and linkages in tourism;

Research and Analysis

The ability to:

(a) develop a business proposal for tourism products and services;

(b) create innovative tourism-related products and services;

CXC A31/U2/21 3 www.cxc.org

 STRUCTURE OF THE SYLLABUS

Unit 1: Tourism Principles

Module 1 - Concepts and Issues

Unit 2: Tourism Management

Module 1 - Tourism Product Development

 APPROACHES TO TEACHING THE SYLLABUS

CXC A31/U2/21 4 www.cxc.org

3. develop an understanding of issues impacting tourism.

SPECIFIC OBJECTIVES CONTENT

1. explain the key concepts and (a) definition of key concepts:

(v) community; and,

(i) Mass/Traditional Tourism, Eco-Tourism,

Structure and Role of tourism organization

2. describe the structure of Organizations and Agencies:

(ii) regional – CTO; and,

(iii) international - UNWTO, WTTC.

CXC A31/U2/21 5 www.cxc.org

SPECIFIC OBJECTIVES CONTENT

(b) promotion of tourism advocacy;

(c) development tourism regulation;

(d) facilitation of tourism lobby; and,

(e) management of economic development.

Classifications of Tourism and Tourists

4. explain the classifications of (a) Classifications:

5. assess the factors that motivate (a) Tourist typologies:

(b) Push and Pull factors in tourism: