Level 2 - Tourism - Safari Wilderness Ecology - COMPULSORY
Mammals = Intermediate knowledge and interpretation of large,
potentially dangerous and flagship mammals, large herbivorous mammals, smaller
herbivorous, carnivorous, omnivorous and insectivorous mammals and knowledge
of mammal conservation issues.
Dangerous and flagship mammals to know = lion, leopard, buffalo, rhino (black
and white), hippopotamus, elephant, and spotted hyena. Flagship species includes
carnivores such as wild dog, cheetah, and brown hyena.
Herbovires = Browsing and grazing mammals from across the ecotone range of
wetland (lechwe, sitatunga, puku and reedbuck), woodland/ open plains (warthog,
bushbuck, impala, zebra, wildebeest, kudu, tsessebe, sable, roan and giraffe)
and dry land species (such as steenbok, springbok, eland and oryx). Knowledge
and interpretation must be demonstrated for a minimum of 8 species across the
range and/or commonly found in the area of operation
Small mammals” includes –Carnivores = African wild cat, either
of the genets, civet, honey badger, either of the jackals, bat eared fox, slender
mongoose, banded mongoose or dwarf mongoose. Herbivores = tree or ground
squirrel, damaraland mole rat, porcupine, spring hare or scrub hare and peters
epauleted fruit bat. Omnivores = vervet monkey and chacma baboon. Insectivorous
= any insect eating bat, aardwolf, pangolin and aardvark. Knowledge
and understanding must be demonstrated for prominent species found in area
of operation across the range at a minimum of 6 carnivores, 4 herbivores, 2
omnivores and 3 insectivores.
Knowledge from above range for Prominent mammals occurring in area
of operation should include:
Identification and characteristics and physical features such as mass and size.
Common, scientific and Setswana names, classify from Kingdom, Phylum, Class
to Order, discuss common features for leach level. Give feeding and drinking
habits, basic difference between ruminants and end gut fermentors and place
in the food chain.
Alarm calls & alert behaviours are identified and described.
General means of ageing is described and illustrated.
Are they home range or territorial in nature, scent gland and function, preferred
habitat, status s it permanent or seasonally territorial. Behaviour is described
in terms of social structure and groupings of individuals such as groupings
an names, herd, solitary, breeding herds, bachelor herds and mixed herds.
General calls, alarm calls and alert behaviours are identified
Reproductive characteristics are identified and described in such as gestation
periods, birthing times and number of young. The description explains the scientific
terms - weaning, lactation, oestrus period.
Birds = Intermediate knowledge and interpretation of raptors,
all other birds and birds of concern:
“Raptors” includes vultures, eagles, goshawks, harriers, kestrels,
falcons, kites and owls. Knowledge and understanding is required for
a minimum of 15, but identification of all such as white backed vulture, hooded
vulture, lappet faced vulture, fish eagle, martial eagle, tawny eagle, 1 snake
eagle in area, bataleur, 1 goshawk in area, African marsh harrier, 1 kestrel
in area, 1 falcon in area, 1 kite in area, giant eagle owl, barn owl, 1 small
owl and pels fishing owl (if occurs in area) across both diurnal and nocturnal
preferences. Species are to be those prominently found in the area of
operation and should include “migrating” birds as well as residents.
“All other birds” means any non-raptor that derives its food principally
from aquatic and from non-aquatic habitats. Knowledge and understanding
required for prominent, colourful, striking, distinctive and of special interest
birds for a minimum of 50 diurnal and 2 nocturnal species, but not limited
to these, including at least one from each common family occurring in area
of operation. Knowledge could be limited to only identifying the birds, but
should be more in depth for those prominent and of special interest.
Birds of concern are those recognised by Bird Life Botswana. Knowledge and
interpretation must be demonstrated for all 13 species of birds of concern
including reasons for their threatened status.
Knowledge from above range for Prominent species occurring in area
of operation should include:
Identification from close quarters and from a distance. Difficult birds can
be identified to family level (such as larks, cisticolas, pipits and other
small non descript birds). Identifying features such as distinctive shape,
plumage and physical features (such as beak, posture, legs and colour, eye
colour, stripes, blotched, rufous and other markings including terminology
such as crest, neck, eye ring, eye colour, gape, cere, crown, wattle, chin,
throat, rump, vent, belly and primaries)
Classify according to basic taxa from Kingdom, Phylum to Class level, group
species within passerine, near passerine and non–passerine groups.
Feeding habits includes association of bill and feet according to diet. Place
in the food chain.
Protective behaviour (such as mobbing and camouflage) alert behaviours (such
as alarm calls given for predators) are identified and described.
The means ageing according to juvenile, immature and adult and those that have
long or short life spans. Sexual dimorphism is identified where applicable
Are they range or territorial in nature, whether migratory (such as type of
migration). Means of marking and defending any territory are described or identified. Preferred
habitat and status (common, uncommon and rare) is described or identified.
Habits including activity times (diurnal, nocturnal or crepuscular), maintenance
behaviour (water bathing and preening) is described or identified as to why.
Social behaviour (solitary, pairs and flocks and courtship displays) are identified
or described.
Reproductive characteristics, nesting characteristics (at family level). Breeding
times, mating systems (monogamy, polygany, polyandry and brood parasites),
type of young (altricial and precocial).
Calls given (warning calls and contact calls) are identified.
Other interesting info (heaviest flying bird, largest wingspan, fastest flyer
etc...is given.)
Reptiles = Intermediate knowledge and interpretation of crocodiles,
highly venomous, venomous and non-venomous snakes, lizards and their relatives,
chameleons and geckos, tortoises and terrapins.
Crocodile = knowledge should include general information from
knowledge to know, as well as possible dangers they pose, their alert or threat
postures, methods of avoidance from danger, possible ageing methods (young,
juvenile adult) and conservation issues.
“Highly Venomous snakes” = species are of major medical concern
to humans and mammals. “Venomous snakes” don’t have sufficient
amount or type of venom to cause medical concern. “Non-venomous snakes” includes
those that have no venom. In all cases, the snakes should be the prominent
in area of operation. Knowledge required for all the highly venomous snakes,
a minimum of 2 prominent species across the range of venomous and non-venomous
snakes (such as the African rock python and spotted bush snake and/ or
strip bellied sand snake and/ or burrowing asp and or/ egg eater and/ or night
adder) depending on which are prominent in area of operation. Knowledge
- for highly venomous snakes to include that mentioned below and actions
to be taken when stumbling upon them in confined spaces or in field, their
aggressive behaviour, the three principal types of venom, their fang structure,
effects on victim, symptoms, first aid after a venomous bite.
Lizards and their relatives - demonstrated for a minimum of 4 prominent species
across the range (such as the various lizards, skinks, chameleons, geckos,
monitors and agamas) found in area of operation.
Tortoises and terrapins require knowledge for 2 common species across the range
of dry land and aquatic (such as 1 tortoise species and 1 terrapin species).
Knowledge from above range for Prominent species found in area of operation
should include:
Reptiles identified in close quarters, described, listing distinctive characteristics,
markings and physical features.
Common names given and classify according to basic taxa from Kingdom, Phylum,
Class, to Order level discussing common features of each level.
Spoor and sign characteristics are described or identified to general Order/
Family where applicable.
Feeding habits are described and place in the food chain. Describe any special
adaptations for feeding = crocodiles tooth replacement, detachable jaw of snakes,
catapult tongue of chameleon and autotamy.
Defence mechanisms, postures, threatening and aggressive movements are identified
or described where applicable.
Are they range or territorial in nature. Status = endangered or threatened.
Social behaviour such as solitary or gregarious.
Reproductive characteristics and behaviours are described including general
mating behaviour, oviparous or viviparous and distinctive physical features
of the young.
Amphibians = Intermediate knowledge and interpretation required
for a minimum of 4 species across the range of one from each prominent family
of either of the bullfrogs, platannas, reed frogs, toads, foam nest frog, grass
frogs, rain frogs, cassinas and ruber frogs.
Knowledge from above range for Prominent species found in area of
operation should include:
Identify from close quarters describing distinctive shape, colour, markings
and general physical features.
Classify according to basic taxa from Kingdom, Phylum to Class level listing
common features at each level.
Feeding habits of amphibians in general are described, place in the food chain
and specialist adaptations for feeding of species in range.
Defence mechanisms and postures of amphibians are described. The description
includes toxicity and colour where this could be of public health concern.
Are they range or territorial in nature, general means of marking a territory,
preferred habitat, distribution and status. Evidence of status must include
common, uncommon, rare and or endangered.
Reproductive characteristics of amphibians in general are identified and described
including mating behaviour, breeding times, development stages of life cycle,
sound production and advertisement calls.
Calls given are identified or mimicked in close resemblance of the animal.
Conservation issues regarding amphibians are described and interpreted in general
including endangered species and reasons for concern.
Flora - Botany (Trees and herbs) = Intermediate understanding
of general plants and their morphology, trees and shrubs, herbaceous plants
(herbs), grasses and aquatic plants. Grasses are covered in separate
section.
“General plants include the 4 different Phyla’s of plants known
to occur in the plant Kingdom (such as algae (lichens), mosses, ferns and flowering
plants). Knowledge and understanding at this level must cover these plants
at Phylum level only except for flowering plants. Knowledge and understanding
in plant morphology of flowering plants must include gymnosperms (seeds on
cones such as cycads and conifers) and angiosperms (flowering plants).”
“Trees” are assumed to be singly trunked vegetation that is in
excess of 3 m high in a mature stage. “Shrubs” are assumed to be
many stemmed and shrub like looking being lower than 1.5 m high at maturity,
but could include some that are singly trunked. Knowledge for all should cover
a minimum of 15 species prominently found in wilderness areas in Botswana.”
“Herbaceous plants include species that are small, shrub-let like, with
non-woody stems and are grouped under flowering plants. Herbs are plants of
which the aerial parts do not persist above the ground after the growing season,
but this is not the case in all herbs. This includes aquatic plants. Knowledge
for all (except aquatic) must cover a minimum of 6 species that are
prominent with colourful and showy flowers, toxic and of extreme interest or
use, medicinal and superstitious values across the range of the habitats that
occur in area of operation.”
“Aquatic plants”, those that spend almost all year with their roots
and some parts of the stem immersed in water, often with leaves floating on
the surface. Knowledge must cover a minimum of 4 prominent species (such
as papyrus, phragmitees reed, day and night water lilies, water gentia, water
chesnut, duck weed, common water sedges, bladderwort, knotweed, spiny
sesbania, oxygen weed, swamp salvinia, water hyacinth, and water lettuce).
These plants have adaptation such as spongy tissues for floating or ability
for rapid growth should water levels suddenly rise. Knowledge must cover all
types of plants which are invader species commonly found in water systems in
aquatic wilderness areas in Botswana. Only guides working where aquatic plants
occur need to demonstrate competence in this element."
Knowledge of plants mentioned in above range and occurring in area
of operation should include, but not be to be limited to:
“General plants” are described and differentiated between in terms
of basic morphology at Phylum level.
Flowering plants are described, identified and differentiated between in terms
of basic morphology for gymnosperms (seeds on cones such as cycads and conifers)
and angiosperms (flowering plants). Further differentiation must include differences
in morphology between monocotyledons (grasses, palms, lilies and orchids) and
dicotyledons (woody stemmed plants).
Lichens are described in terms of general association between the two plants
making up lichen. Direction finding must be described and demonstrated in the
field using lichens.
Basic reproduction of flowering plants must be described.
Basic flower, fruit and seed structure must be described for monocotyledons,
understanding the basic function.
Trees, shrubs & herbs (+aquatic herbs) are described and identified in
terms of shape, physical features and specific function of these features including:
trunk or stem characteristics in terms of shape (+ bark, colour, and texture
for trees) and growth form such as (small bush, single or multi-stemmed and
creeper like for shrubs and herbs)
root characteristics such as (tap or adventitious for trees) an (rhizomes,
adventitious, tap, floating for herbs) and basic parts
crown characteristics/crown shape such as open, rounded, spreading, flattened,
wide and untidy for tress only.
leaf shape and name, colour, texture and arrangement on branch and whether
deciduous, semi-deciduous or evergreen for trees and annual or perennial for
herbs.
flower and fruit characteristics including size, colour, shape, basic parts,
time of bloom and time of fruiting.
Common names given for all (Setswana and scientific names given for each tree).
Classify according to basic taxa from Kingdom to Phylum level.
Basic pollination process under sexual reproduction, including plant and various
animal associations such as insects, birds and mammals must be identified and
described for prominent species; e.g. fig trees and wasps, mopane worm and
mopane tree, fruit bats and sausage tree and baobab tree, water lily and insects).
Basic seed dispersal is described.
The determination of the general age of trees is described and demonstrated
(in an eco friendly manner) in terms of sapling or mature tree.
What commonly feeds on, or harvests from, and part of the tree or herb is described
and identified.
Special adaptations and defence mechanisms to browsing or feeding are described
for each tree in terms of physical defence. This includes thorns, spines and
hedging.
The uses and limitations of using each tree or herb, its flowers, leaves, bark,
roots and its fruit are described in terms of such things as toxicity (where
applicable, medicinal and/ or construction and/ or fuel and/ or decorative
applications of parts of the tree). Descriptions of uses are inclusive of special
uses by local peoples as well as, perhaps, wider commercial applications. At
least one medicinal use must be given for each tree/ shrub where applicable.
Plant – soil – rock relationships are described in terms of basic
understanding of plant growth and/ or occurrence in relation to soil type and
water drainage and retention.
Prominent vegetation habitats are identified and described in terms of dominant
tree/ shrub occurrence such as mixed woodlands savannah, seasonal floodplains,
mopane woodland savannah, acacia woodland savannah and scrub, riverine woodland
and forest, island communities (delta specific), permanent swamp, open grassland
and rocky outcrops where any of the above occur.
Grasses = Intermediate knowledge and understanding of grasses
and their general morphology.
“Grasses” includes all woody and hollow stemmed vegetation
with linear
leaves spaced up the stem in two, pollinated by wind, dull coloured flowers
(inflorescence) that are generally grazed upon by herbivores. This also
includes sedges and reed like bamboo, to small ground creeping grasses.
Knowledge and understanding must be demonstrated for a minimum of 6
species with at least one from the three successional stages (climax, sub-
climax or pioneer) prominently found in wilderness areas in Botswana.
Knowledge of grasses mentioned in above range and occurring in area
of operation should include, but not be to be limited to:
Grasses are described and identified in terms typical shape and physical features
in terms of their function in general. This includes, for prominent species
of grass, the:
leaf characteristics
inflorescence characteristics to genus level including general inflorescence
type and arrangements for identifying purposes.
Common names are given for each grass species.
Grazing value is given for the prominent species.
Terms such as grazing value, sweetveld, sourveld, mixedveld.
Succession is described and understood. Species examples are given for the
three different successional stages.
The basic role of fire in grass ecology must be understood.
Arthropods - Insects and Spiders = Intermediate knowledge
and understanding of the general morphological, natural history and interpretational
aspects of Arthropods in general and should be able to:
Demonstrate intermediate knowledge and interpretation of insects, arachnids
(spiders, scorpions, solifudge, ticks and mites) and other invertebrates (snails,
centipedes, millipedes, worms, leeches and crustaceans).
“Insect knowledge as a minimum to be demonstrated for prominent insects
and must include those insects which are of major ecological and public health
importance. This range covers the following Orders, but is not limited to these
Orders, candidates do not have to know the scientific names of the Orders:
crickets/grasshoppers, stick insect, mantids, termites (minimum 2, harvester
and fungus growing), butterflies and moths (minimum 2 across the range), beetles
(such as dung beetles, blister beetles, tok tokie beetles and glow worms ),
flies (such as blow flies, tsetse flies, bot flies), mosquitos (species of
public health concern, know difference between Culex and Anophelini), ants
( minimum of 1 such as ponerine ants, harvester ants or cocktail ants), bees/
wasps (minimum of 2 across range, honey bee, carpenter bee, paper wasp, spider
hunting wasp or paper wasp), dragonfly/ damselfly (know differences), bugs
(minimum of 2, spittle bugs, assassin bugs, stink bugs, cicadas) and antlions
in general.”
“Spider knowledge should as a minimum cover all highly venomous species
(such as black/ brown widows, violin spider, sac spider and six-eyed crab spider
(if occurs in area)) and for a minimum of 6 other prominent spiders but
not limited to the following (such as baboon spider, fishing spider, buck spoor
spider, tropical tent spider, community spider, golden orb spider, wall crab
spider and daddy long leg spider).”
“Scorpion knowledge as a minimum should cover all the highly venomous
and not so venomous scorpions. This should include but not be limited to the
following families: Buthidae and Scorpionidae.”
“Solifudge knowledge should as minimum cover Order level and that mentioned
below.”
“Tick knowledge must be general including soft bodied and hard bodied
ticks, not species specific, but must know of the disease that can be transmitted
by ticks. General Knowledge of mites in terms of broadly explaining what they
are.”
“Other Arthropod knowledge should be general and only have to distinguish
between and know that they are not insects, arachnids or Arthropods (where
applicable). These invertebrates include centipedes and millipedes, crustaceans,
molluscs.”
Knowledge of invertebrates and mentioned in above range and occurring
in area of operation and should include:
Identify from close quarters and describe in terms of distinctive shape, colouring,
markings and physical features.
Classify according to basic taxa from Kingdom, Phylum, Class to Order level,
discuss common features at each level.
General feeding habits and activity behaviours are broadly discussed for major
Orders, while detailing habits and activity times species of public health
and ecological importance.
Life cycles and stages are described in general for invertebrates to Order
level and to species level for those of public health and ecological importance. Their
place in the food chain is identified and described in general where obvious.
Reproductive characteristics are identified and described in general for all
Class’s and in detail for those species of public health and ecological
important species.
Preferred habitats and distribution are described and identified for prominent,
public health and ecologically important species, particularly in terms of
areas or actions to be avoided for safety or where their occurrence has a noticeable
impact on environment.
Highly venomous and medically important species are identified and described
in terms of distinctive colouring (warning colours), features, venom type and
sting or envenomation site identification, bite site identification and the
disease transmitted explaining the general life cycle of the disease and those
prominent species that have some sort of chemical defence.
Procedures to be followed when a bite, sting, envenomation and chemical spray
happens. The symptoms of above and specifically those of high profile diseases
are noticed in humans and described in terms of accepted first aid practice.
Patients are treated appropriately, according to accepted first aid practice
and in manner that does not cause unnecessary panic and stress.
Ecology = Intermediate knowledge and interpretation
Includes;
“Define terms associated with ecology and describe their significance
to an ecosystem”
The term "ecology" is defined and described.
The Aim of ecology is described in terms of its inception and origin.
Other terms associated with ecology such as ecosystem, conservation, preservation,
and extinction are defined and examples given.
“Define components that make up an ecosystem.”
The following terms and components are defined and distinguished from each
other, such as abiotic factors and biotic factors listing examples from the
field.
The following terms and components are defined and described listing examples
from the field, such as autotrophs, heterotrophs herbivores, omnivores, carnivores,
detritivores, insectivores and energy.
“Define and describe levels of organization, interactions and
relationships within an ecosystem. This should include general
interactions and levels of organisation within an ecosystem.”
Levels of organisation are defined and distinguished from each other such as
environment, habitat, biome, biosphere, atmosphere, producers, consumers, decomposers,
individual, population and community, listing examples from the field.
Typical interactions are defined such as parasitism, predation, competition,
foragers, grazers and browsers listing examples from the field.
The various symbiotic relationships are named, defined and examples given such
as commensalim, mutualism.
“Describe how an ecosystem functions. Descriptions should include
visual aids or diagrams, terms, the use of words and examples
from the field.”
Energy is defined in the two states that it exists in and how these states
link to each other and ecosystems and the life support system.
The flow of energy is described according to different levels of organizations
involved in the cycle such as those in the food chains, food webs and the trophic
pyramid, listing examples from the area of operation.
Explanations involving the functioning covering systems such as food chains
and trophic levels must include the involvement from the abiotic factors.
Energy loss is explained showing a reduction of energy from one trophic level
to the next, with the result of their being less predators than prey in any
ecosystem.
A typical nutrient (mineral) cycling is defined and described in terms of its
importance to the functioning of an ecosystem listing the major types of mineral
that are re-cycled.
Geology = Intermediate and overall knowledge understanding
of the geology of the world which has an influence on the area or surrounding
countries, or continent of operation. A guide must know geology has and is
still affecting the ecology of the are.
Guides should be able to:
“Define terms associated with geology and describe the main
geological processes. Should cover as a minimum the Earths
structure, plate-techtonics, faulting and warping, rock formation,
weathering, erosion and river ecology.”
Earths structure is described relating to its typical effect on various geological
processes.
Typical rock formation is described.
Faulting and warping is described giving typical examples in country and area
of operation where applicable.
Plate-tectonics is described giving examples of proof confirming continental
drift.
Weathering and erosion is described giving examples of weathering factors,
eroding factors and deposition factors in a broad sense.
Where applicable, river ecology is explained from the "watershed to end
of a river."
“Demonstrate knowledge of the three main divisions of rock and the effect
of specific rocks on the ecology. “This should include
the differences, formation and resultant rock types, mineral content with examples
from area of operation."
The three divisions of rock are described in terms of their formation, their
general structure, mineral content and differences between each division.
Give examples of rock types (per division) in area of operation where they
occur, or within country where they do not occur in area.
Describe the typical soils formed from various rock type's specifically intrusive
and extrusive igneous rocks.
“Describe the geology and main geological processes of the area of operation.
This should as a minimum cover the major geological formation of relevance
to area and the resulting topography and habitat formation.”
Any major geological feature is described with relevance to influence on area
specifically where it influences soil formation, river ecology, and or water
accumulation and vegetation zones.
Where geology has played a major role in habitat formation resulting in distinct
animal distribution, this is pointed out.
Astronomy = Intermediate knowledge and understanding of:
“The solar system..”
The concept of the solar system is described in terms of the placement and
movement of planets around the Sun. The position of Earth is described
in terms of distance from the Sun and it’s nearest, planetary neighbours
and naming all the planets.
The concept of day and night, a year and a leap year is described and understanding
shown for how this works according to the Earths orbit of the sun and its tilted
axis.
Prominent planets are identified and named in the night sky at various times
of the year (this should include as a minimum Venus, Mars and Jupiter) The
visual difference between planets and stars in the night sky is explained.
The origins of “shooting stars” are described and distinguished
from comets and or meteors.
“The solar system as part of a galactic system.”
The concept of a ‘galaxy’ is defined in terms of what it is and
the two main types of galaxies are described and differentiated.
The positioning of our solar system in its galaxy is described in terms of
the Milky Way, which is further identified in the night sky.
The concept of a “light year” is explained with reference to the
position of a significant stellar feature to that of Earth.
The Clouds of Magellan are explained in galactic terms and are identified in
the night sky.
“Constellations and relevant information.”
Constellations visible in the Southern Sky at various times of the year are
named and described in terms of shape and astrological significance.
The constellations are located in the night sky, and significant stars within
their make up named and located. These constellations must as a minimum include
the Southern Cross, Orion, Taurus, Pleiades and Scorpio.
The Southern Cross and the two pointers, Alpha Centauri and Beta Centauri are
located in the night sky at various times of the year. The Cross, the
two pointers and any other relevant stars are used to determine the position
of the southern pole or drawn on a diagram. Orion is located and method to
find a northern direction is pointed out or drawn on a diagram.
Names for, and beliefs regarding, stellar features, phenomena and zodiacal
myths, as held by local and ancient peoples, are described.
Climate = Intermediate knowledge and understanding of Climate and must be able to:
gauge), Atmospheric pressure (high and low pressure).”
Terms used to describe climate are mentioned and defined.
The apparatus used to measure weather patterns are described in terms of function
and measuring units.
The atmospheric pressure is described in terms of the elementary differences
between high pressure and low pressure cells.
Average temperature is given for the seasons experienced.
Average rainfall is given for the seasons experienced.
Describe the forces that create typical weather phenomena.
“This should as a minimum include the formation of clouds, the typical
clouds found in area of operation (such as cumulonimbus, cumulous
and
stratus) and their general resulting weather.
Describe the factors responsible for typical cloud formation giving examples
of three cloud types frequently occurring in the area of operation.
The average height and description of typical clouds are described or identified.
The main rainfall and weather type is described in terms of its formation in
relation to the cloud types mentioned above.
Lightening is explained in terms of its origins and typical behaviour.
Any safety procedures are described where climate dictates necessary.
As a result of lightning, hale, fog and extreme cold weather, the various safety
cautionary procedures are described in terms of how to keep safe.
Examples of areas for safety are identified.
Where heavy rain down pours and floods are concerned, various safety procedures
are discussed and carried out.
For the following Unit Standards mentioned under the various strands of guiding, the performance outcomes are described in section 3 and section 4. This covers the principles of guiding followed by what guides should be able to do during the task of conducting the actual guided activities.
Specialist strands of guiding
Level 2 Mokoro Guide - Tourism - Safari guiding principles
and wilderness ecology = Elective strand
Conduct an excursion in a wilderness area by Mokoro
Respond to encounters with dangerous animals in a Mokoro.
Demonstrate intermediate knowledge and interpretation of fish found in “limited” aquatic
wilderness
Demonstrate knowledge of swimming technique and rescuing others
Level 2 Boat guide - Tourism - Safari guiding principles
and Wilderness ecology = Elective strand
Conduct an excursion in a wilderness area by a powered water craft
Respond to encounters with potentially dangerous animals during excursion in
a powered water craft
Demonstrate intermediate knowledge and interpretation of fish found in “limited” aquatic
wilderness areas
Demonstrate knowledge of swimming technique and rescuing others in water
Demonstrate knowledge of general vehicle fault finding
Level 2 Vehicle guiding - Tourism - Safari guiding principles
and wilderness ecology = Elective strand
Guide a game drive in a wilderness areas
Read spoor of animals in a wilderness area from a vehicle -
Demonstrate knowledge of general vehicle fault finding
Respond to encounters with dangerous animals in a vehicle
Level 2 Walking guide, Fishing guide and General - Tourism and - Safari
wilderness ecology, guiding principles and core skills
= Elective unit standards
Demonstrate knowledge in sports angling - Compulsory for fishing
Provide back up to a professional guide during a walk in a potentially dangerous
game are - Compulsory for walking
Demonstrate knowledge of weapons handling - Compulsory for walking
Exchange information using electronic mail. Elective
File and manage docs on pc. Elective
Produce a simple desktop published doc -
The above is a broad outline of what is expected of a level ii guide in Botswana