Transcript ATIS_Draft Final Report

ASEAN – Australia Development Cooperation Program
Regional Partnership Scheme
“Developing Common ASEAN Tourism Curriculum
(CATC)” Project
April 2008
Presented by
William Angliss Institute
RPS Project
The views expressed in this report are those of the authors, and not necessarily those of the ASEAN Secretariat and/or the Australian Government.
Who we are - William Angliss Institute
•
Is the Specialist centre for the Tourism, Hospitality and Food
Industry in Victoria, Australia
•
Is a global provider of total education and training solutions for the
Tourism and Hospitality Industry
•
Has 13,000 Clients/Students and 300 Professional Staff
•
Implemented projects in Indonesia, Vietnam, China, Thailand,
Cambodia, Laos, Malaysia, Vanuatu, New Caledonia, French
Polynesia, Singapore, Philippines and Saudi Arabia
•
Working with Private Sector Corporations, Governments as well as
Multi Lateral Funding Bodies including: Asian Development Bank,
World Bank and AusAID, etc
2
Capability at a Glance
3
Project Objectives
Based on the agreed labour divisions,

Develop Common ASEAN Tourism Curriculum (CATC); and

Develop a Regional Qualifications Framework & Skills
Recognition System (RQFSRS)
The agreed labour divisions are:
 Travel
 Hotels
–
–
–
–
Front Office
Housekeeping
Food Production
Food & Beverage Service
– Travel Agencies
– Tour Operations
4
Project Outputs

Output 1: Endorsed Common ASEAN Tourism Curriculum
(CATC)

Output 2: Endorsed Regional Qualifications Framework & Skills
Recognition System (RQFSRS)

Output 3: Report with Recommendations on the implementation of
Outputs 1 & 2
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Competency Standards

The range of knowledge and skills that employees need within the
tourism industry

Set out the level of performance required

The means for measuring that performance
6
Competency Based Training

Focuses on the outcome of training

Outcomes are measured against specific industry standards and not
against other students

Standards are directly related to industry
7
Assessed as Competent

Trainee is able to:
– Perform at an acceptable level of skill
– Organise the required tasks
– Respond and react appropriately when things go wrong
– Fulfil a role in the scheme of things at work
– Transfer skills and knowledge to new situations
8
Role of The Trainer

Conduct assessments

Conduct training to achieve appropriate levels of competence

Training and assessment to be aligned with the Tourism industry
9
ASEAN Common Competency Standards for Tourism
Professionals

(3) Competency List for 6 Labour Divisions were
adopted by the ASEAN Countries
– Competency List for Hotel Services – Restaurant Services
– Competency List for Hotel Services – Front Office and
Housekeeping
– Competency List for Travel and Tour Services

Each Competency List has Common Core units of
competence and different Clusters of units of functional
competence for different job functions
10
Competency List for Hotel Services – Front Office &
Housekeeping

Cluster 1 - Common Core Competencies

Cluster 2 – Hotel Front Office

Cluster 3 – Housekeeping

Cluster 4 – Security Services

Cluster 5 – Customer Service, Sales & Marketing

Cluster 6 – General Administration

Cluster 7 – Financial Administration

Cluster 8 – Human Resources Development

Cluster 9 – Resource Management

Cluster 10 – English Language Proficiency (Speaking & Listening, Reading
& Writing)
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Competency List for Hotel Services – Restaurant Services

Cluster 1 - Common Core Competencies

Cluster 2 – Commercial Cookery

Cluster 3 – Commercial Catering

Cluster 4 – Patisserie

Cluster 5 – Food & Beverage Service

Cluster 6 – Customer Service, Sales & Marketing

Cluster 7 – General Administration

Cluster 8 – Financial Administration

Cluster 9 – Human Resource Development

Cluster 10 – Management and Leadership (HRM)

Cluster 11 – English Language Proficiency (Speaking & Listening, Reading
& Writing)
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Competency List for Hotel Services – Travel & Tour Services

Cluster 1 - Common Core Competencies

Cluster 2 - Travel Agency – Ticketing

Cluster 3 – Tour Guide Services

Cluster 4 – Tour Operations

Cluster 5 – Customer Service, Sales & Marketing

Cluster 6 – General Administration

Cluster 7 – Financial Administration

Cluster 8 – Human Resources Development

Cluster 9 – Resource Management

Cluster 10 – English Language Proficiency
13
CATC & RQFSRS – Design Principles
The three design principles are:

Industry based

Structured

Flexible
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CATC & RQFSRS – Design Principles

Industry based
– Based on the agreed Competencies adopted by all Countries.
– Using the agreed Units of Competence of the Common ASEAN
Tourism Competencies project to develop the CATC & RQFSRS,
making qualifications relevant and useful to both students and
industry.
– Packaging competencies into curriculum for different labour
divisions and linking with a qualifications framework.
15
CATC & RQFSRS – Design Principles (cont)

Structured but flexible
– With clearly defined levels of qualifications: 6 levels (1st Draft) or 5
levels (2nd Draft & Final Draft) across 6 labour divisions
– Curriculum and Qualifications are mapped with job functions and
levels.
Managers & Senior Managers
Supervisors
Line Staff
Advanced Diploma
Diploma
Certificate III
Advanced Diploma
Diploma
Certificate IV
Certificate III
Certificate II
Certificate II
Certificate IV
Certificate IV
III
Certificate
Certificate II
Certificate II
Other higher
Education
Qualifications
16
CATC & RQFSRS – Design Principles (cont)
5 levels of Qualifications & Level Indicators
Framework
Level
Level Indicator
Level 5 Advanced
Diploma
Sophisticated, broad and specialised competence with senior
management skills
Level 4 Diploma
Specialised competence with managerial skills
Level 3 Certificate IV
Greater technical competence with supervisory skills
Level 2 Certificate III
Broad range of skills in more varied context and team leader
responsibilities
Level 1 Certificate II
Basic, routine skills in a defined context
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CATC & RQFSRS – Design Principles (cont)
Advanced
Diploma
Qualifications Framework
Diploma
Increased competencies
Cert IV
Cert III
Cert II
Time (approx)
3 mths


6mths
1 yr
1.5 yr
2 yr
Competencies increased by adding more functional competencies and
core and generic competencies
Focus on competencies, not program duration
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Level
5
4
3
2
1
Example of Food & Beverage
Qualifications
Advanced Diploma
C & G Competencies (13 + 6 + 2 + 1 units)
+ F Competencies
(10 + 4 + 4 +6 +5 units)
CATC & RQFSRS – Design
Principles (cont)

Common core is made up of
core and generic competencies
as the foundation of each
labour division at the entry
level, progress with more
competencies when moving
through higher qualifications

Example of the Food &
Beverage qualifications

No of units ADDED as
progressing through levels of
qualifications

C & G = Core & Generic
Competencies

F competencies =‘functional’
competencies
Diploma
C & G Competencies (13 + 6 + 2 +1 units)
+ F Competencies
(10 + 4 + 4 +6 units)
Certificate IV
C & G Competencies
(13 + 6 + 2 units)
+
F Competencies
(10 + 4 + 4 units)
Certificate III
C & G Competencies
(13 + 6 units)
+
F Competencies
(10 + 4 units)
Certificate II
(Incorporating Certificate I)
C & G Competencies (13 units)
+
F Competencies (10 units)
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CATC & RQFSRS – Design Principles (cont)

Logical flow between qualifications

Flexibility to select the functional units to suit the
workplace/industry needs and/or personal career
aspirations

Move easily between streams most relevant to employer
and industry needs
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Summary


The Final Draft of the CATC & RQFSRS is the end product of the concerted efforts
of 410 participating stakeholders across the region. The Project Team has
incorporated their inputs and feedback where possible.
A common ASEAN Tourism Curriculum and Qualifications Framework has been
developed for 52 qualifications across 6 labour divisions.
Certificate
II
Certificate
III
Certificate
IV
Diploma
Advanced
Diploma
SubTotal
Food &
Beverage
2
2
3
1
1
9
Food
Production
2
3
3
1
1
10
Front Office
1
1
1
1
1
5
Housekeeping
1
1
1
1
1
5
Tour Operation
(Management)
2
3
4
2
1
12
Travel
Agencies
3
3
3
1
1
11
TOTAL
52
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Recommendation 1

Aim:
To
equip ASEAN tourism professionals with a
common set of training and assessment competencies
to enable potential participation in the infra structure
of the Mutual Recognition Arrangement (MRA).
ATPMC
TPCB/
NTPB A
Country A
TPCB/
NTPB B
ATPRS
Country B
Job Seeker Registration
Assessment
Certification
TPCB/NTPB
Verification
Matching Matrix [CATC]
Job
Interview
Work
Permit
TPCB/NTPB
Recommended Program 1: Capacity Building



ASEAN Tourism Professional Monitoring
Committee (ATPMC)
National Tourism Professional Body (NTPB)
Monitor and evaluate
the effectiveness of
training courses and
assessment system


National Tourism Certification Body
(NTCB)
ASEAN Tourism Professional
Registration System (ATPRS)
ATPMC
TPCB/
NTPB A
Country A
TPCB/
NTPB B
ATPRS
Country B
Job Seeker Registration
Assessment
Certification
TPCB/NTPB

Have the
underpinning
knowledge & skills of
CATC, competency
based assessment and
training practices
Verification
Matching Matrix [CATC]
Job
Interview
Work
Permit
TPCB/NTPB
Recommended Program 1 Outlines
Stage 1

Build the underpinning knowledge & skills of CATC,
competency based assessment and training practices.
– Use CATC Competency Standards to meet clients needs
– Develop assessment tools and procedures
– Prepare deliver training sessions
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Recommended Program 1 Outline (cont)
Stage 2
1.
Monitor and evaluate the effectiveness of training
courses
– Determine the workplace training outcomes to be monitored and
evaluated
– Monitor the effectiveness of training outcomes
– Evaluate the effectiveness of training outcomes
– Prepare a report on the effectiveness of training outcomes
2. Evaluate the effectiveness of an assessment system
– Plan the evaluation of the assessment system
– Undertake the evaluation of the assessment system
– Prepare an evaluation report
25
Recommendation 2:



Aim:
To develop an ASEAN accredited training
qualification, ‘ASEAN Certificate 4 in
Assessment and Training’ by customising
and adapting the training competency of the
common ASEAN tourism curriculum.
To develop a cadre of local qualified trainers
and assessors – “ASEAN Certified Trainers
and Assessors”
26
Rationale of Proposed Program 2

Inconsistent competency based assessment and training practice
across the ASEAN member countries.

For the MRA to be implemented and be creditable and sustainable,
a common set of training and assessment competency standards
should be established and a qualification arrangement be specified.

Develop “ASEAN Certificate IV in Assessment and Training”
qualification by customising existing CATC training competency
standards with three new additional units of competence required
in assessment and training to be accredited by the ASEAN Tourism
Professional Monitoring Committee (ATPMC).

ASEAN Certified Trainers and Assessors could be part of a quality
assurance measure of implementation of the CATC & RQFSRS.
27
Recommended Program 2 Outline
Step 1
 Develop ASEAN Certificate IV Training and
Assessment qualifications by customising and
adapting the training competency standards of
CATC.
Step 2
 Seek accreditation by the ATPMC for an ASEAN
Certificate 4 in Assessment and Training.
Step 3
 Conduct accredited training and assessment
workshop.
Step 4
 Training validation, participant in pairs to conduct a
2/3 day ‘train the assessor work shop’ in own
country.
28
Recommendation 3:


Aim:
To develop ASEAN Tourism Training toolbox for units of competence to
facilitate the delivery of training in workplace and educational institutions.
Rationale:

a lack of learning resources and supporting materials to support the
delivery of CATC in workplace and educational institutions.
Training toolbox can contain:

Learners’ guide


Trainers’ guide


Written questions

Work Project (work based activities
and exercises)

Third Party Report/Statement
Observation Checklist
Oral question
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Recommendation 4:


Aim:
To increase the knowledge and skill awareness of competency based training,
assessment and Common ASEAN Tourism Curriculum amongst the tourism
workforce within the ASEAN member countries.
Rationale:

Analysis of post evaluation forms reveals the training need for
competency based assessment and training programs.

Many participants of these workshops have no exposure to competency
based training and assessment. .
30
Recommended Program 4 Outline
Step 1
 Develop ASEAN Certificate IV Training and
Assessment qualifications by customising and
adapting the training competency standards of
CATC.
Step 2
 Seek accreditation by the ATPMC for an ASEAN
Certificate 4 in Assessment and Training.
Step 3
 Conduct accredited training and assessment
workshop.
Step 4
 Training validation, participant in pairs to conduct a
2/3 day ‘train the assessor work shop’ in own
country.
31
Recommended Program 4 Outline

Workshop 1 Competency Based Assessment
–
–
–
–

Use CATC Competency Standards to meet clients needs
Assess competence
Participate in assessment validation
Develop assessment tools and procedures.
Workshop 2 Competency Based Training
– Use CATC Competency Standards to meet clients needs
– Prepare deliver training sessions
– Implement monitor and evaluate a training and development
program
– Plan & implement a series of training programs
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Recommended Program 4 Outline (cont)
Participants
 Individual countries provide groups of up to 20/30.
Workshop Training Strategy
 These would be introductory workshops with hands on
applications.
 Workshop 1 Competency Based Assessment – 2 days
 Workshop 2 Competency Based Training - 3 Days
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End of Presentation
Thank you.