Transcript ASEAN Common Core Standard Competency for Tourism …

ASEAN Common Core
Standard Competency for
Tourism Professionals
:An Awareness Program
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What Is ACCSTP?
ASEAN Common Competency Standards
for Tourism Professional
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Purpose of ACCSTP
The general objectives for developing the
ACCSTP are:
• To determine the potential for manpower
mobility and the establishment of an MRA
within ASEAN.
• To develop a strategic plan for the regional
implementation of ACCSTP and a sustainable
network to facilitate the application of an
MRA.
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The Policy Background to the
ACCSTP
• AFAS (ASEAN Framework Agreement on
Services)- 1995
• ASEAN Concord II (Bali Concord II) - 2003
• ATA (ASEAN Tourism Agreement)
• Roadmap for Integration of Tourism Sector
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AFAS (ASEAN Framework Agreement on
Services)- 1995
•
The Plan of Action states that the ASEAN Framework
Agreement on Services (AFAS) will strengthen service
suppliers and introduce more competition into this
large and important sector of ASEAN countries and
open new doors for service suppliers in the region.
•
The AFAS is based upon three pillars towards ASEAN
integration: liberalization, cooperation, and facilitation.
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ASEAN Tourism Agreement
(ATA)
Recalling the ASEAN Tourism Agreement
of 4 November 2002, specifically Article 8
(point 1) on Human Resource
Development
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ASEAN Tourism Agreement
(ATA)
ARTICLE 8
HUMAN RESOURCES DEVELOPMENT
Member States shall cooperate in developing human resources in the tourism and travel industry by :
(1) Formulating non-restrictive arrangements to enable ASEAN Member States to make use of
professional tourism experts and skilled workers available within the region on the basis of bilateral
arrangements;
(2) Intensifying the sharing of resources and facilities for tourism education and training programs;
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ASEAN Tourism Agreement (ATA)
- ctd
ARTICLE 8
HUMAN RESOURCES DEVELOPMENT
3.
Upgrading tourism education curricula and skills and
formulating competency standards and certification
procedures, thus eventually leading to mutual recognition of
skills and qualifications in the ASEAN Region:
4.
Strengthening public-private partnerships in human resource
development; and
5.
Cooperating with other countries, groups of countries and
international institutions in developing human resources for
tourism.
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ASEAN Concord II
(Bali Concord II) - 2003
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ASEAN Framework Agreement for The
Integration of Priority Sectors
PRIORITY SECTORS
1.
2.
3.
4.
5.
6.
Agro- based product
Air Travel
Automotive
E-ASEAN
Electronic
Fisheries
Bali Concord II , 7 Oct.2003
7. Health Care
8. Rubber-based
product
9. Textiles and apparels
10. Tourism
11. Wood based
products
12. Logistic Service
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Objectives
The objectives of this initiative are to :
 Achieve full integration of the Tourism sector across
all ASEAN Member Countries in moving towards the
end-goal of an ASEAN Economic Community as
directed by Leaders at the Bali Summit in October
2003.
 Strengthen regional integration effort through
liberalisation, facilitation, and promotion measures to
ensure full integration of the Tourism sector by 2010
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TRADE IN SERVICES
Member States shall integrate trade in services by :
1. Setting clear targets and schedules for progressive
liberalisation for each round of negotiations towards
achieving freer flow of trade in services earlier than 2020;
2. Accelerating the service liberalisation for the priority
sectors by 2010;
3. Accelerating the development of Mutual Recognition
Arrangement by 1 January 2008;
4. Applying the ASEAN-X formula; and
5. Promoting joint ventures and cooperation, including third
country markets. (article 5)
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What Is Competency Based
Training (CBT)?
• A structured approach to training and
assessment that is directed toward
specific outcomes. This approach helps
individuals to acquire skills, knowledge,
and attitude so they are able to perform a
task to a specified standard under certain
conditions. (Cert.IV in Training at Workplace and Assessment
Module)
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Competence Is…………
The ability to carry out a task to a defined
standard
(Training with NLP, Joseph O’Connor & John Seymour, 1994)
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Why CBT?
The Background
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The Background
• 1960s
• Business environment relatively stable
• Organization concentrated on “the best way of
doing things”
• Competence was seen in terms of mastering
specific techniques----- mastering skills and
knowledge in a specific field was the order of the
day
• General Motivational Theories based on broad
human needs
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The Background
• 1970s – early 1980s
• The uncertainty of business atmosphere
• No “best way of doing things”--- it depended on
what we want to be achieved & Strategy
• Employees seen as cost of doing business
• Reduce the cost – reduce the organization to hard
core of effective employees/ “cutting the
deadwoods”
• Organization wanted flexible workers
• Understanding of human motivation stress on
individual differences.
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The Background
• Mid of 1980s
• Business Environment --- competitive threat
• Workforces were slimmed down --- levels of
supervision were reduced, resulted the need to
give individual more control over their own
activities
• Employees were viewed as asset --- investment
needed to add value to them
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The Background
• 1990s – Present
• Balancing Act by Management
• Individual who can help to define the situation is
needed
• Managers to be able to confront, understand and
deal with the forces outside the organization
• Managers to produce combination of excellence
and manage tension within the organization
constructively
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Why Competencies?
In general: Competencies provide a common
language
Performance
Management
Workforce Needed To
Meet Organizational
Objectives (now and for the
future)
Recruitment
and Selection
COMPETENCIES
The Common
Language
Classification
and
Compensation
Development
Cert.IV TAA-4010-.I.Turnbull.ver2006
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What Happened in Education
Sectors?
Vocational Training Approach dominated by the
offer
 Incompatibility program provided by V.T and the
economy changes
Qualification was irrelevant to the needs of
workers/ Industry.
School-leavers were not prepared for the world
of work
Technology was eliminating many unskilled and
semi skilled job
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CBT v.s Traditional Training (1/2)
Traditional Training
CBT
Content based
Competency based
Time based
Performance based
Emphasized on inputs
Emphasize on output
Group need
Individual need
Subject
Unit/ Modular
Little/ No Recognition Prior
Learning (RPL)
RPL is an integrated part
Train the trainer
Train the facilitator/ mentor
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CBT v.s Traditional Training (2/2)
Traditional Training
Norm referenced
CBT
Criteria referenced
Evaluation is emphasized on Assessment is emphasized
knowledge
on competency
Final result
Competent or Not Yet
Competent
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Competency
Standards
Learning Stratgy &
Material
Assessment
Qualification Framework
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Components of Competency Based
Training
Competency
Standards
The skills, knowledge and
attitude required to do a job
Assessment
(CATC)
Process to judge if people
have the required skills,
knowledge and attitude
Learning Strategy &
Learning Material
(CATC)
How do we help people to
get the skills and
knowledge
Qualification
Frameworks
System for recognition of
competency
(ACCSTP)
CBT
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Competency Standards
(Component #1 – (ACCSTP Proj.))
An Industry- determined specification of
performance which sets out the skills,
knowledge and attitudes required to
operate effectively in employment.
Competency Standards are made up of
elements of competency, together with
performance criteria, a range of variables
and an evidence guide (National Volunteer Skills
Centre- Handbook- A Guide to Writing Competency Based Training
Materials)
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Types Of Standard
• Industry Standards (Hotel & Restaurant
Std, Garment Std.,Automotive Std., etc.)
• Enterprise ( Company) Standards
(Mandarin Hotel, Hyatt Hotel,Toyota Std.,
Fiat Std., Etc.)
• Cross- Industry Standards (Unit
Competency : Assessment, Training, etc)
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A Competent Worker
Task skills
Skill
Transfer skills
Task Management Skills
Attitude
Knowledge
Contingency Management Skills
Environment Skills
COMPETENT
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5 Aspects/ Dimension of
Competency
1.
Task Skills- able to perform individual tasks.
2.
Task Management Skills- able to manage a number of
different tasks within the job
3.
Contingency Management Skills- able to response
irregularities and breakdowns in routine
4.
Environment Skills- able to deal with responsibilities and
expectations of the work environment
5.
Transfer Skills- able to transfer the competencies into any
given situation (new situation/ new work place, etc)
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The Commonly Accepted Types
of Competency
 Practical competence
Can the person DO what is required?
 Foundational competence
Does the person UNDERSTAND what they are DOING and
WHY they are doing it?
 Reflective competence
Can the person ADAPT what they do under different sets of
circumstances, based on their understanding of what they do?
 Applied competence
Can we see from the person’s behaviour that they KNOW what
to do, UNDERSTAND what they are doing and can APPLY
this combination of knowledge and understanding to their work?
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Common Format of Competency Standard
Unit Code: ___________ Unit Title: ___________________________
Unit Descriptor: ___________________________________________
Element: __________
Performance Criteria:
Range of Variable: ______________________________________________
Evidence Guide :
Underpinning Skills and Knowledge
•Context of Assessment
•Critical Aspects of Assessment
•Linkages to Other Units
Key Competency
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LEARNING STRATEGY AND LEARNING
MATERIAL
(Component #2 CTAC Proj.)
• Learning Strategy: guidance on how
training program may be organized to
assist individuals to achieve the required
competencies.
• Learning Materials: information to
teachers and trainers on how to develop
training program
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Competency Standards v.s Curriculum
Competency
Standard
Module Title
Module Objective
Time Required
Passing Grade
Pre-condition
Summary of Research
Element
Performance
Criteria
Range of Variable
Evaluation Criteria
Coverage
Situation
Methods of Delivery
Evidence Guide
Method of Evaluation
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Ref: National Education Dept. Of Rep.Indonesia-ILO.Indo.ver.2004
ASSESMENT (component #3)
(CTAC Proj. include this?)
• Assessment is a systematic process of
collecting evidence, then comparing this
evidence against the competency standards
and making a judgement about whether a
person has achieved the competency.
Evidence
Criteria
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ASSESSMENT PROCEDURES
STEP ONE
PLAN & ORGANISE
STEP TWO
PREPARING CANDIDATE
STEP THREE
COLLECT & JUDGE EVIDENCE
STEP FOUR
RECORD ASSESSMENT
STEP FIVE
FEEDBACK ASSESSMENT
STEP SIX
REPORT
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Qualification Framework
(Component #4)
System for recognition of competency
See-CATC Project
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ACCSTP, CBAMT and CTAC
ACCSTP
Proj.
(Phase I)
CTAC
Project
CCS
ASEAN
Tourism
Curriculum
VET
CBAMT
(Phase II)
Competent worker
MRA
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