Developing Common ASEAN Tourism Curriculum (CATC) Presentation on Final Draft CATC & RQFSRS

Developing Common ASEAN Tourism Curriculum Developing Common ASEAN Tourism Curriculum (CATC)(CATC)

Presentation on Final Draft CATC & RQFSRSPresentation on Final Draft CATC & RQFSRS

ASEAN Task Force on Tourism Manpower DevelopmentASEAN Task Force on Tourism Manpower Development

Presented byWayne Crosbie

William Angliss Institute on 7 April 2007

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.

ASEAN – Australia Development Cooperation ProgramRegional Partnership Scheme

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Who we are - William Angliss InstituteWho 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

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Capability at a GlanceCapability at a Glance

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Project ObjectivesProject 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: Hotels

– Front Office

– Housekeeping

– Food Production

– Food & Beverage Service

Travel– Travel Agencies

– Tour Operations

5

Project OutputsProject 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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Original Vs Revised Project Phases & Estimated TimelinesOriginal Vs Revised Project Phases & Estimated Timelines

1. Discovery phase – from May to June 2006

2. Design phase – from June to Aug 2006

3. Development phase – from Aug to Sep 2006

4. Validation and Revision phase – from Jul to Oct 2006

5. Endorsement (Acceptance phase) – from Nov to Dec 2006

6. Marketing and Promotion phase – from Dec to Feb 2007

7. Human Resource Development phase – from Feb to Apr 2007

8. Final Report – Jun 2007

Target Project Completion date: June 2007

1. Discovery phase – from May to June 2006

2. Design phase – from June to Aug 2006

3. Development phase (1st Draft) – from Aug to Sep 2006

4. Validation and Revision phase (2nd Draft & Final Draft) – from Jul to Jan 2007

5. Endorsement (Acceptance phase) – from Feb to Apr 2007

6. Marketing and Promotion phase – from Apr to Jun 2007

7. Human Resource Development phase – from Apr to Jun 2007

8. Final Report – Jul 2007

Target Project Completion date: Jul 2007

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Competency StandardCompetency Standardss

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

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Competency Based TrainingCompetency 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

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AssessedAssessed asas CompetentCompetent

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

10

RoleRole ofof TheThe TrainerTrainer

Conduct assessments

Conduct training to achieve appropriate levels of competence

Training and assessment to be aligned with the Tourism industry

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ASEAN Common Competency Standards for Tourism ASEAN Common Competency Standards for Tourism ProfessionalsProfessionals

(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

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Competency List for Hotel Services – Front Office & Competency List for Hotel Services – Front Office & HousekeepingHousekeeping

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 ServicesCompetency List for Hotel Services – Restaurant Services


Cluster 2 – Commercial Cookery

Cluster 3 – Commercial Catering

Cluster 4 – Patisserie

Cluster 5 – Food & Beverage Service




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 ServicesCompetency List for Hotel Services – Travel & Tour Services


Cluster 2 - Travel Agency – Ticketing

Cluster 3 – Tour Guide Services

Cluster 4 – Tour Operations




Cluster 8 – Human Resources Development

Cluster 9 – Resource Management

Cluster 10 – English Language Proficiency

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CATC & RQFSRS – Design PrinciplesCATC & RQFSRS – Design Principles

The three design principles are:

Industry based

Structured

Flexible

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CATC & RQFSRS – Design PrinciplesCATC & 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.

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Line Staff

Supervisors

Advanced DiplomaDiploma

Certificate II

Certificate IVCertificate III

Managers & Senior Managers

Advanced DiplomaDiploma

Other higher Education

Qualifications

CATC & RQFSRS – Design Principles (cont)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.

Certificate II Certificate II



Certificate II

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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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Qualifications FrameworkQualifications Framework

Cert II

Cert III

Cert IV

Diploma

Advanced

Diploma

Time (approx)

Increased

com

peten

cies

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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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

1

2

3

4

5

Certificate II (Incorporating Certificate I)

C & G Competencies (13 units)+

F Competencies (10 units)

Certificate IIIC & G Competencies

(13 + 6 units)+

F Competencies (10 + 4 units)

Certificate IVC & G Competencies

(13 + 6 + 2 units)+

F Competencies (10 + 4 + 4 units)

DiplomaC & G Competencies (13 + 6 + 2 +1 units)

+ F Competencies(10 + 4 + 4 +6 units)

Advanced DiplomaC & G Competencies (13 + 6 + 2 + 1 units)

+ F Competencies(10 + 4 + 4 +6 +5 units)

LevelCATC & RQFSRS – Design CATC & RQFSRS – Design Principles (cont)Principles (cont)

Example of Food & Beverage Qualifications

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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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Feedback instrument used at National Workshops on 2Feedback instrument used at National Workshops on 2ndnd Draft Draft

A total of 9 questions were asked:

Q1. Your preference: 1st draft or 2nd draft or no preference

Q2. Number of levels of qualifications proposed

Q3. Allocation of core and generic competencies at each qualifications level

Q4. Clusters of functional competencies offered

Q5. Number of functional competencies required at each qualification

Q6 & Q7. Names/titles given to the proposed qualifications

Q8. Any other feedback

Q9. Inclusion of Childwise tourism (a show of hands for acceptance)

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Overview of Feedback Received at National Country Workshops Overview of Feedback Received at National Country Workshops (cont)(cont)

Statistics of feedback (cont)

– 84.6% agreed with the number of Functional Competencies allocated to each qualification level

– Agreement about names/titles for the qualifications was obtained from 69.2% of the respondents

– 92.5% of respondents agreed that all qualifications should have a standard name across all countries

– Exactly 80% of respondents had additional feedback to make to the second draft proposal.

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Overview of Feedback Received (cont)Overview of Feedback Received (cont)

Statistics of feedback (cont)

– 96 % of respondents either preferred the 2nd Draft proposal or had no preference for 1st Draft one or 2nd Draft

– The number of levels of qualifications in each Labour Division was agreed to by 82.7% of respondents

– 79.2% of respondents agreed with the allocation of Core and Generic competencies at each qualification level

– The clustering of Functional Competencies at each qualification level was agreed to by 82.7% of respondents

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Aggregated Countries’ Feedback & Changes MadeAggregated Countries’ Feedback & Changes Made

Q1: Preference for 1st Draft or 2nd Draft?

Feedback: Majority prefers the 2nd Draft to the 1st Draft across the six (6)

labour divisions.

Question Responses No. of

Responses Previous proposal (1st Draft)

Current Proposal

(2nd Draft)

No Preference

Q.1: Do you prefer current or previous proposal or have no preference for either?

52 2 43 7

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Q2. Number of Qualifications levels?

Feedback: Preference for reduced levels of qualifications 5 levels of

qualifications, instead of 6.

Changes made relating to Q2:

Certificate I too basic – Incorporated Certificate I into Certificate II as the entry level qualification.

No. of Responses

Agreed Disagreed Q.2: Do you agree with the number of levels of qualifications proposed in your preferred option?

52 43 9

Aggregated Countries’ Feedback & Changes Made (cont)Aggregated Countries’ Feedback & Changes Made (cont)

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Certificate II in Food & Beverage Service

(Beverages)

Certificate II in Food & Beverage Service (Waiting)

Certificate III in Food & Beverage Service

(Beverages)

Certificate III in Food & Beverage Service (Waiting)

Certificate IV in Food & Beverage Service (Waiting)

Certificate IV in Food & Beverage

Service (Supervision)

Certificate IV in Food & Beverage

Service(Beverages)

Diploma of Food & Beverage Service (Supervision & Administration)

Advanced Diploma of Food & Beverage Service (Management)

Certificate IIC & G Competencies

(13 units)+



(13 + 6 units)+



(13 + 6 + 2 units)+


DiplomaC & G Competencies (13 + 6 + 2 +1 units)+ F Competencies

(10 + 4 + 4 +6 units)

Advanced DiplomaC & G Competencies (13 + 6 + 2 + 1 units)+ F Competencies

(10 + 4 + 4 +6 +5 units)

Final Draft Food & Beverage Service Qualifications at a Glance

1

2

3

4

5

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(15 units) Cookery(14 units) Patisserie

+F Competencies

(8 units)

Certificate II in Food Production (Patisserie)

Certificate II in Food Production (Cookery)


(15 + 3 units)+


Certificate IV in Food Production

(Cookery)


(Operations)


(Patisserie)


(15 + 3 + 5 units)+


Diploma of Food Production(Supervision & Administration)

DiplomaC & G Competencies (15 + 3 + 5 + 1 units)+ F Competencies(8 + 4 + 4 +7 units)

Advanced Diploma of Food Production (Management)


(8 + 4 + 4 + 7 + 5 units)

Final Draft Food Production Qualifications at a GlanceFinal Draft Food Production Qualifications at a Glance

Certificate III in Food Production

(Cookery)


(Operations)


(Patisserie)

1

2

3

4

5

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(12 units)+

F Competencies ( 10 units)

Certificate II in Housekeeping

(Guest Services)


(12 + 1 units)+


Certificate III in Housekeeping

(Guest Services)


(12 + 1 + 3 units)+


Diploma of Housekeeping(Supervision & Administration)

DiplomaC & G Competencies (12 + 1 + 3 + 1 units)


Advanced Diploma of Housekeeping (Management)


(10 + 4 + 6 +4 + 4 units)

Final Draft Housekeeping Qualifications at a GlanceFinal Draft Housekeeping Qualifications at a Glance

Certificate IV in Housekeeping

(Guest Services Supervision)

1

2

3

4

5

30


(12 units)+


Certificate II in Front Office

(Guest Services)


(12 + 1 units)+


Certificate III in Front Office

(Guest Services)


(12 + 1 + 3 units)+


Diploma of Front Office(Supervision & Administration)

DiplomaC & G Competencies (12 + 1 + 3 + 1 units)


Advanced Diploma of Front Office (Management)


(10 + 4 + 6 +4 +4 units)

Final Draft Front Office Qualifications at a Glance

Certificate IV in Front Office

(Guest Services Supervision)

1

2

3

4

5

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+F Competencies

Certificate II in Tour Operation (Reservations & Ticketing)

(11 units) C(8 units) F

Certificate II in Tour Operation (Guiding)

(12 units) C

(8 units) F


+ F Competencies

Cert IV in Tour Operation (Guiding)

(18 units) C +(18 units) F

Certificate IV

C & G Competencies +

F Competencies

Diploma of Tour Operation(Supervision & Administration)

(16 units) C + (24 units) F

DiplomaC & G Competencies (11 + 1 + 1 + 3 units)+ F Competencies

(10 + 4 + 6 +4 units)

Advanced Diploma of Tour Operation (Management)(16 units) C + (28 units) F

Advanced DiplomaC & G Competencies (11 + 1 +1 + 3 units)+ F Competencies

(10 + 4 + 6 +4 + 4 units)

Final Draft Tour Operation Qualifications at a Glance

Certificate III in Tour Operation (Guiding)

(12 + 5 units) C (8 + 6 units) F

Certificate III in Tour Operation (Sales&

Finance)(12 + 1 or 11 + 2 units ) C

(8 + 6 units) F

Certificate III in Tour Operation

(R & T)(12 + 2or 11 + 3 units) C

(8 + 6 units) F

1

2

3

4

5

Diploma of Tour Operation(Operations)

(16 units) C + (24 units) F

Cert IV in Tour (Eco Tours)

(18 units) C +(18 Units) F

Cert IV in Tour Operation

(S & F)(18 units) C +(18 units) F

Cert IV in Tour Operation

(R & T)(15 units) C

+ (18 units) F

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(11 units)+



(11 + 1 units)+


Certificate IV in Travel Agencies

(Reservations & Ticketing)

Certificate IV in Travel Agencies (Sales &

Services)

Certificate IV in Travel Agencies (Operations)


(11 + 1 + 1 units)+


Diploma of Travel Agencies(Supervision & Administration)

DiplomaC & G Competencies

(11 + 1 + 4 units)+ F Competencies

(10 + 4 + 6 +4 units)

Advanced Diploma of Travel Agencies (Management)

Advanced DiplomaC & G Competencies

(11 + 1 + 4 units)+ F Competencies

(10 + 4 +6 +4 + 4 units)

Final Draft Travel Agencies Qualifications at a Glance

Certificate III in Travel Agencies


Certificate III in Travel Agencies (Sales &

Services)

Certificate III in Travel Agencies (Operations)

1

2

3

4

5

Certificate II in Travel Agencies


Certificate III in Travel Agencies (Sales &

Services)

Certificate III in Travel Agencies (Operations)

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Changes made relating to Q2: (cont)

Reduced streams from 2 different qualifications at Certificate IV level in Housekeeping and Front Office to 1.

– Combined (Guest Service) & Certificate IV in Housekeeping (Supervision) together as Certificate IV in Housekeeping (Guest Services Supervision)

– Combined (Guest Services) & Certificate IV in Front Office (Supervision) together as Certificate IV in Front Office (Guest Services Superivision)

Question Responses

No. of Responses

Agreed Disagreed Q.2: Do you agree with the number of levels of qualifications proposed in your preferred option?

52 43 9


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Q3. Allocation of number of core and generic units of competence?

Feedback: Majority agreed with the number of core and generic units of

competence.

A few preferences for more units of competence as the foundation of specific qualifications.

Perceived First Aid as an essential skill – elevated “Perform basic First Aid Procedures” as a unit of core and generic competence.



Responses Agreed Disagreed Q.3: Do you agree with the

allocation of Core and Generic competencies at each qualification level proposed in your preferred option?

53 42 11

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Unanimous support for the inclusion of the two units of competence of the Childwise Program.

Added two units of competence of Childwise:– One at entry Certificate level: “Perform child protection duties relevant to

the tourism industry”.– One at Diploma level: “Develop protective environments for children in

tourism destinations”.


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Q4. Clusters of functional competence at each qualification level?

Feedback: Majority agreed with the clustering.

A few disagreed with a preference for more units of competence.




clusters of Functional competencies offered at each qualification level proposed in your preferred option?

53 43 10

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Q5. Number of functional competencies at each qualification level?

Feedback: Majority agreed with the allocation of the number of units of

competence.

Those who disagreed preferred “specific content” – deal with by contextualisation.

Changes made relating to Q5: incorporated more functional units of competence at each level of

qualifications; resulted in an overall increase of number of units.



Responses Agreed Disagreed Q.5: Do you agree with the number

of Functional competencies that must be obtained at each qualification level proposed in your preferred option?

52 44 9

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Changes made relating to Q5: (cont) more functional units of competence included:

– Increase in Functional Competencies in Food and Beverage Service: CII from 6 to 10 CIII from 9 to 14 CIV from 14 to 18 Diploma from 20 to 24 Advanced Diploma from 27 to 29

– Increase in Functional Competencies in Food Production: CII from 6 to 8 CIII from 9 to 12 CIV from 14 to 16 Diploma from 20 to 23 Advanced Diploma from 27 to 28


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Changes made Relating to Q5: (cont)

More functional units of competence included:

– Increase in Functional Competencies in Front Office: CII from 6 to 10 CIII from 9 to 14 CIV from 15 to 20 Diploma from 20 to 24 Advanced Diploma from 27 to 28

Increase in Functional Competencies in Housekeeping: CII from 6 to 10 CIII from 9 to 14 CIV from 15 to 20 Diploma from 20 to 24 Advanced Diploma from 27 to 28


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Changes made relating to Q5: (cont) More functional units of competence included:

Increase in Functional Competencies in Travel Agencies: CII from 6 to 10 CIII from 9 to 14 CIV from 14 to 20 Diploma from 20 to 24 Advanced Diploma from 27 to 28

Increase in Functional Competencies in Tour Operation: CII from 6 to 8 CIII from 9 to 14 CIV from 14 to 18 Diploma from 20 to 24 Advanced Diploma from 27 to 28

Training providers free to add “extra content” or “units” as the CATC & RQFSRS set the minimum requirements


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Q6. Names/Titles of the qualification level

Feedback: Majority agreed with the names/titles of qualifications.

Those who disagreed preferred qualifications to be aligned with job titles. Eg “Certificate II in Front Office (Telephonist).


No change: limiting and inconsistent if job titles attached to qualifications.




names/titles given to the proposed qualifications in each Labour Division?

52 36 16

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Q7. Preference for same or different names/titles of the qualification levels across ASEAN

Feedback: Majority agreed with using the same names/titles of qualifications.

Very few preferred to use different ones.



Responses All Use Same Different by

Country Q.7: Would you prefer every country use the same names/titles for qualifications, or use their own?

53 49 4

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Changes made relating to Q8: Incorporated countries’ feedback where possible

Other specific suggestions and changes made:– New unit ‘Develop new products and services’ to Food Production and

Food and Beverage Service Labour Divisions.

– New unit ‘Develop and implement operational policies’ added to all Labour Divisions to the ‘General Administration’ cluster.

– The unit ‘Read and interpret basic directions and/or diagrams’ has been re-named to ‘Read and interpret basic instructions, directions and/or diagrams’.

– The unit ‘Manage intoxicated persons’ has been added to the ‘Food and Beverage Service’ Cluster as an additional Functional Competency: it previously existed only in the Front Office and Housekeeping Division.


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Changes made relating to Q8: (cont) Standardised in terms of unit titles where variations of titles existed in

the adopted ASEAN Competency Standards for Tourism Professionals

– ‘Monitor staff performance’ and ‘Monitor staff performance standards’ have been given the one title of ‘Monitor staff performance’.

– ‘Manage physical assets’ and ‘Monitor physical assets and infrastructure’ have been given the one title of ‘Monitor physical assets and infrastructure’.

– ‘Manage stock purchases and inventories’ and ‘Manage stock purchases and inventory’ have been given the one title of ‘Manage stock purchases and inventory’.


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Other standardisation of unit titles included:

– ‘hygiene procedures’ and ‘Comply with workplace hygiene procedures’ have been given the one title of ‘Comply with workplace hygiene procedures’.

– ‘Perform clerical procedures’ and ‘Perform basic clerical procedures’ have been given the one title of ‘Perform clerical procedures’.

– ‘Compile and update tourism industry knowledge’ and ‘Develop and update tourism industry knowledge’ have been given the one title of ‘Develop and update tourism industry knowledge’.


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Other standardisation of unit titles included:

– ‘Use English effectively at a supervisory level’ and ‘Use English at a supervisory or senior operational level’ have been given the one title of ‘Use English at a supervisory level’.

– Read/ write English at a basic operational level’ and ‘Read and write English at a basic operational level’ have been given the one title of ‘Read and write English at a basic operational level’.


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Anticipated more standardisation of units during the development of details of the competency standards to avoid unnecessary duplication.

Several units have been removed from a Cluster where they were listed twice (under different Clusters) within the one Labour Division:

– ‘Develop and manage business strategies’ was listed in Travel Services under both the ‘General Administration’ and ‘Resource Management’ Cluster: it has been removed from the General Administration Cluster.


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Other units removed included:– ‘Develop and implement operational plans’ was listed in Travel Services

under both the ‘Tour Operations’ and ‘Resource Management’ Cluster: it has been removed from the Tour Operations Cluster.

– ‘Establish and maintain a safe and secure workplace’ was listed in Travel Services under both the ‘Tour Guide Services’ and ‘Resource Management’ Cluster: it has been removed from the Tour Guide Services Cluster.

– ‘Process financial transactions’ was listed in Travel Services under both the ‘Financial Administration’ and ‘Core’ Cluster: it has been removed from the Financial Administration Cluster.


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Other units removed included:

– ‘Develop and update local knowledge’ was listed in Hotel Services (Restaurant Services) under both the ‘Common Core’ and ‘Customer Service, Sales and Marketing’ Cluster: it has been removed from the Customer Service, Sales and Marketing Cluster.

– ‘Read and write English at a basic operational level’ was listed in Travel Services under both the ‘Travel Agencies - Ticketing’ and ‘English Language Proficiency’ Cluster: it has been removed from the Travel Agencies - Ticketing Cluster.


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RecommendationsRecommendations

Development of “Bridging Programs” to facilitate movement of students currently studying, or having recently completed, existing qualifications into the revised framework.

Development of the details of all ASEAN Competency Standards for Tourism Professionals. This should include:– Unit Descriptor

– Elements and Performance Criteria

– Range Statement – describing contextual variables that might apply

– Evidence Guide

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Recommendations (cont)Recommendations (cont)

– Evidence Guide – including: Essential Knowledge and Skills to be Assessed Linkages to Other Units Critical Aspects of Assessment Context of Assessment and Resource Implications Assessment Methods Key Competencies in the Unit

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Preparation of a ‘Training Toolbox’ for each Labour Division which will contain:– Student training notes for all Units within each Labour

Division

– Sample ‘Assessment Tools’ for all Units within each Labour Division which should include: Written Assessment Training Activities Third Party Report Observation Checklist

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Development of the Recognition of Prior Learning (RPL) process to assist those with experience but no formal qualifications to have this experience formally recognised and to facilitate their movement into the formal vocational training system.

Development of the formal Credit Transfer process that is to apply to enable those with existing qualifications to have these recognised for the purposes of gaining standing within the new system.

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Development of appropriate articulation describing the pathways that students can take to move from Advanced Diploma into tertiary study and qualifications.

Development of an independent third party auditing process for providers to ensure minimum standards in relation to trainers, resources, training facilities, training, assessment, general levels of professionalism etc and other compliance requirements are being met.

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SummarySummary 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

Sub-Total

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

End of PresentationEnd of PresentationThank you.Thank you.

Developing Common ASEAN Tourism Curriculum (CATC) Presentation on Final Draft CATC & RQFSRS

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Transcript of Developing Common ASEAN Tourism Curriculum (CATC) Presentation on Final Draft CATC & RQFSRS