Ensuring training and competence development in the tourism sector

Author/Cbuilder

Aase Højlund Nielsen
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Part One

TNAM Initiative / project description

Title

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Ensuring training and competence development in the tourism sector

Description

Description

Many tourist related enterprises are lifestyle enterprises run by people with no formal training or training within tourism. They may have a diploma but typically in a subject that is far from what they do as tourism operators. How do we ensure that they actually get the competence development and training they need to perform within the sector?

Keywords / TAGS

Coordinator contact details

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Coordinator Country

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Coordinator Region (NUTS code)

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Partners

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Theme

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  • Continuous training
  • Enterprise and SMEs
  • Labour market
  • Lifelong learning
  • Quality
  • Utilization and distribution of results

Target Groups

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  • Individuals

Type

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Sector

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  • Accommodation and Food Service Activities, HORECA
  • Arts, Entertainment and Recreation
  • Other Service Activities

Educational sector

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  • Vocational/Technical secondary
  • Other sectors of adult education

Year

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additional info if needed

Language

Your Project language (ISO 639-2)
Languages you will look for

Part Two

TNAM results

1. LLP project or related resource

Title
    TourBo meets Europe – Europe-wide recognition and certification of learning results in tourism etc
Hyperlink
    http://www.tourbo.eu
Comments/Description
    The idea of this project was based on the awareness that long-term employees without any formal qualification are typical for the tourism industry in Europe
    We therefore transfered the methods and tools of the „International Cooking Certificate (ICC)“ to the tourism industry. The ICC was developed in the LEONARDO pilot project “Resto-Cooking-Permit” and certifies unskilled kitchen staff for the first time.
    We created a concept to test and certify competences and skills of employees in tourism with the focus on learning outcomes. To do so we developed the “Recreation Assistant (RCA)“. Regarding the contents we also transfered topics out of the “LEONARDO Best Practice Project eu-eqt (European Supplementary Qualification in Tourismus Management )“, which recorded the demands of the tourism labour market and implemented them in the modules of the eu-eqt.
    The theoretical developments have been tested and amended in practice with the target-group. Different emphases have been introduced, such as
    • family friendliness and wellness
    • culture, history and sports
    • gentle and close-to-nature tourism
    The RCA can be described as a sort of tourist guide with a generalistic and intercultural backround and a wide scope of duties which extends into the tourism management. Overlaps with other job-descriptions in the tourism industry have been figured out. The programme has been completed by a syllabus and an examination system following the model of the ICC.
    We covered the certifications and final examinations in tourism vocational and further training in the region by a credit point system and allocated them exemplarily to the different levels of EQF. This included graduations in school and university education. The project also addressed the issue of how the framework of institutional vocational, academical and further training has to be modified in order to recognize skills acquired abroad.
    The short and long term effects are
    • Europe-wide transparency in vocational, academical and further training in tourism.
    • Connectivity and permeability between the differnet levels of the EQF.
    • Examination of the possibility of transferring creditpoints from ECVET in ECTS.
    • Quality assurance by professionalised employees.

2. LLP project or related resource

Title
    YES Employability – Young Europeans, Skills for Employability in Tourism
Hyperlink
    http://www.yesemployability.eu
Comments/Description
    The YES Employability Project proposes to tackle the need of the Tourism Education and Vocational Training sector for a workable system of validation, transfer and recognition, of skills and competencies achieved during formal, informal and non-formal circumstances, expressed in transferrable units, and that can be linked to national and european frameworks presently in use. The YES Project seeks to extend the work already carried out in a prior Leonardo da Vinci project, NEW Hospitality. The YES project intends to transfer this instrument to a new spectrum of beneficiaries and integrate the database application with other Europass tools besides the CV. The Project also proposes to integrate this new product within educational and vocational training programmes in order to facilitate their adjustment to European credit transfer and recognition procedures (ECVET).

3. LLP project or related resource

Title
    Marina: meeting the language and skills needs of coastal and river tourism workers
Hyperlink
    http://www.marina-project.com
Comments/Description
    Coastal and river tourism is a rapidly growing sector in Europe, the largest employer among all maritime activities, and makes a vital contribution to the economies of coastal communities, providing not only direct employment but also spin-off benefits. Foreign visitors constitute a significant proportion of coastal tourists. Because it is largely seasonal, however, many workers are low-skilled and much less likely to speak a foreign language than the better-educated permanent employees. Some seasonal employees are migrants and may not even speak the local language. Yet it is precisely the seasonal and lower-skilled employees who are most likely to have direct contacts with foreign visitors, in kiosks, information booths, ticket offices, petrol stations, repair bays, shops, restaurants, internet cafes etc – that is, in the reception of tourists. Thus they are often in need of skills training and language learning opportunities.
    Language classes are mostly aimed at leisure learners whereas skill training takes place in the local language. The beauty of the Content and Language Integrated Learning (CLIL) method is that it combines both by teaching skills in a foreign language. It also quickly engenders confidence in the ability to learn. We aim, therefore, to develop CLIL courses in the reception of foreign tourists in marinas, yachting harbours and cruise liner ports, in languages chosen after a needs analysis. In order to make the courses widely usable by learners, employers and educational providers, the courses will be available through Open and Distance Learning (ODL), delivered through a dedicated learning management system.
    The partnership is very experienced and includes a range of skills and knowledge, including expertise in teaching foreign languages to adults, adult training, sailing and marine tourism, managing online learning, dissemination and exploitation, and project evaluation. They are located on the North Sea, Baltic, Mediterranean, Adriatic, Ionian and Danube.
    The main tangible outcomes will be a manual and handbook, the courses developed and a range of reports, all freely available via the internet. The main intangible outcome will be the relationships formed between the partners and the strategic working groups.
    The impact will be greatly enhanced by the formation from the start of strategic working groups to advise and evaluate the products, and strategic networks, which will be kept informed of progress. These groups will include employers, workers’ representatives and learning providers. The courses will be tested with direct beneficiaries during the project, and will also be freely accessible for three years after and can be transferred to other learning providers and employers. The project results will also be disseminated to non-partner countries, through the partners’ extensive networks and a final conference in Estonia. They should make an important contribution to the training of coastal and river tourism workers.

4. LLP project or related resource

Title
Hyperlink
Comments/Description

Part Three

CB4LLP Action Plan

Useful ideas

Stakeholders

Partnerships

Other

Solutions

General

Particular

Internal

External

Educational Sector

Non educational

Equipment

Systems for quality monitoring

Systems to document taken actions

Part Four

CB4LLP Impact analysis

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