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Working languages: Indonesian/ French/English

Tourism Seminar Report

Tourism vocational and institutional training

15-16 October 2015 Museum Pasifika

TOURISM SEMINAR - Tourism vocational and institutional training

Seminar Pariwisata | Tourism Days | 15-16 Oktober 2015

Museum Pasifika, Nusa Dua, Bali - INDONESIA

1. INTRODUCTION

Benefiting from continued growth, the tourism sector in Bali and Indonesia evolves nowadays

around the implementation of international practices, compliant with a global set of standards and

qualifications shared worldwide. Guaranteeing the touristic attractiveness of the archipelago, these

norms are deeply rooted in the public and private professional sectors, but also in the educational

field linked to vocational training.

Furthermore, increasing awareness at the international stage of the need for a sustainable

development model, respectful of the environment and of cultural heritage, is leading us to rethink

new forms of tourism that ensure both economic viability and social equity. In the midst of a

changing process, current practices are shifting towards ecotourism and outdoor recreation.

'Responsible tourism', 'sustainable tourism', 'green tourism' all constitute terminologies that clearly

indicate the effort to accommodate these new trends.

Within the Franco-Indonesian cooperation framework in the area of educational engineering

towards curriculum development in Indonesian vocational schools, this two-day seminar addressed

the issue of vocational training in the Indonesian tourism sector within two thematic areas: the

hospitality industry and the travel management sector (guiding, ecotourism, recreational sports). By

bringing together a group of experts from government institutions, official organizations and training

centers – French and Indonesian - around a common reflective ground shared with a panel of sector

professionals, this forum aimed to generate a comprehensive view of the current status of training.

We aimed to assess the existing needs of cross-cutting and specific skills acquisition within the

different trades, with a view to prepare the further development of vocational training programs

and the creation of new curricula in accordance with these requirements. Finally, these days

presented an opportunity to sustainably connect professional world and institutional training

through the establishment of networks and partnerships.




2. SEMINAR OBJECTIVES AND EXPECTED OUTCOMES

Day 1 objectives – Thursday, 15 October 2015:

To assess the training needs in the hotel and catering sector.

To prepare the development of new curricula

To anticipate partnerships

To connect the professional world with institutional training

Day 2 objectives – Friday, 16 October 2015:

To evaluate the training needs in guiding and eco-tourism

To anticipate partnerships

To connect the professional world with institutional training

Main points of discussion by session – Thursday, 15 October 2015:

Opening session

Session I – Presentation of existing structures

Session II – Discussion on human resource needs of the hotel and restaurant industry, and

on the linkages between professional needs and existing educational offer in vocational

centres

Session III – Presentation and discussion on the development of curricula: How to promote

networking between the education sector and the professional environment

Main points of discussion by session – Friday, 16 October 2015:

Presentation of the session – The new challenges of tourism in Bali and in the region

Session I – Presentations of training institutions and travel agents, followed by discussion

Session II – Presentation of the University of Angers, followed by discussion on the

challenges of ecotourism: a growing demand

Session III – Presentation of the tourism sector and discussion on human resource needs in

the tourism sector: The case of the guiding profession

Session IV – Discussion on the development of curricula in Higher Education Institutions to

adapt to the globalization of the existing demand and to respond to the current business

needs




3. SEMINAR PROCEEDINGS

3.1. Thursday, 15 October 2015

3.1.1 Opening Session

The opening speaker, Mr. Bagus Sudibya, Vice President of the Bali Tourism Board, expressed his

gratitude to the seminar conveners and hoped that this event would encourage a steady exchange

of information between France and Indonesia (Bali), specifically in the field of tourism. Tourism is

expected to be a means of great economic value exchange. France is well known for its efforts

towards cultural preservation and promotion – a value that distinguishes it from other countries.

France establishes international standards but does not seek to standardize the cultural diversity. As

one of the world’s leading tourism destinations, Bali must safeguard its cultural characteristics. The

participation of representatives from the tourism sector was appreciated. As a follow-up to this

seminar, it is hoped that educational institutions and tourism professionals will work together to

jointly develop curricula.

3.1.2 Session 1: Presentation of existing structures

1. Mr. I Wayan Susila, Education Director, Provinsi Bali, raised the issue of the change in

administration of educational institutions. As per Law 23/2014, Vocational High Schools,

previously administered by District Education Departments, are now the responsibility of

Provincial Education Departments. Elementary, pre-school and kindergarten schools are still

administered by the districts, while Higher Education Institutions became the responsibility of

the National Education Department. This change included administration of personnel, facilities

and infrastructure, as well as financing. The National Education Department also retains the

authority over the curriculum development. One matter brought to the attention of the

audience is the fact that only 2 hours of English lessons are planned per week in most of the

schools.

2. Mrs. Viviane Jamelin, Headmaster of the hotel school Jean-Baptiste Decrétot, and Mr. Hervé

Beuvant, National Education Inspector, presented the curriculum used in vocational schools in

Normandy. The existing training links directly students with companies. The schools support




training by jointly organizing events with other academies and companies to explore possibilities

of cooperation for the future, including competitions and training exercises for the students.

Training is held at all levels, from the local context to the international stage.

3. Mr. Christian Pouthier, National Education Honorary Inspector, highlighted a catering

competition named 3S, in which vocational schools in Bourgogne cooperate with Indonesian

schools and companies. This brings diversity to each country, and will most certainly help in

developing curricula in vocational schools.

4. Mr. Jean-Charles Le Coz presented the Bali Hotel Association in detail. He also mentioned the

difficulties faced by tourism in Bali, for example, changing regulations and a lack of

communications related to these, leading to confusion about these new regulations, unfair

competition, complicated visa procedures, as well as administrative and customs issues.

5. The presentation on SMK 3 Denpasar was delivered by Mrs. Nyoman Aris Suparni, S.Pd., M.Pd.

He reminded participants about the constant changes in curriculum due to ongoing

technological developments. Character building is the main focus of the 2013 curriculum. A

student is considered competent or successful if he masters: attitude, knowledge and skill. Also

mentioned was the importance of training (internship) in a professional setting. The main

difference between the 2006 and 2013 curricula concerns the duration of the internship. The

2006 curriculum requires an internship of 5-6 months, while the latest curriculum requires only 3

months. The overall perception, however, is that this duration is considered insufficient.

6. Mr. Thierry Lextrait, in charge of Indonesian-French cooperation for educational matters, spoke

of the latest 4-year vocational program launched by the government of Indonesia to adapt the

French vocational education system. There are around 10 selected pilot schools, and the

program implementation will start in 2016. The main objectives of the project include teacher

training, workplace-based learning, internships, and curriculum assessment.

3.1.3 Session II: Discussion/debate on “Human resource needs of hotels and restaurant managers:

which jobs, which qualifications, which skills? Training needs for employees”

1. Representatives from Indo-French Chamber of Commerce and Industry, Grand Nikko Hotel, Novotel,

Café Moka, Nusa Dua Beach Hotel and Spa, highlighted the challenges they face in fulfilling their

recruitment needs.




2. Their strategy is to recruit employees with a service oriented mindset, who are subsequently

trained in-house. ACCOR and Nusa Dua Beach Hotel and Spa have set up in-house training

programs.

3. The facilitator expressed his view about the educational system in Indonesia as a system that

does not always meet the tourism industry needs. As a consequence, employees are forced to

take their own initiative by i.e. learning a foreign language.

4. All the speakers agreed that employees need to acquire soft-skills, such as team work,

communication skills and ability to work under pressure.

5. Several speakers mentioned the difficulty of retaining employees, leading the company to

establish a financing facility for selected employees, and carrying out job transfers / promotions.

6. All speakers agreed that 6 months of training / apprenticeship is the right duration, because this

period allows the student to gain the adequate experience and learning, while the company has

enough time to evaluate the recruiting possibilities of each individual student.

7. The facilitator reminded participants of the fact that certain hotels and restaurants in Bali hire

interns as a means to access cheap labor.

8. Mrs. Edvi Gracia Ardani, representative of Podomoro University, Jakarta, mentioned that many

students undergo internships in Southeast Asian countries because of the corresponding

allowance and housing they are entitled to.

9. The Vice-President of the Bali Tourism Board suggested to set a fixed duration for job training

and to provide housing to trainees.

10. Swiss Contact Wisata’s representative, Mrs. Mercya Soesanto, asked about the possibility that

teachers in the field of tourism are also trained in hotels so that the information they have and

their abilities are always up-to-date. The facilitator provided an example from Switzerland,

where teachers travel to observe the tourism industry abroad.

11. The facilitator expressed the need for hotel employees to possess certificates of competence

that refer to real qualifications, and are renewed every 3 years; however the current system in

Indonesia does not allow for such certifications to be applied.

3.1.4 Session III: Workshop PSMK/SMK/VEDC Tourism Sawangan/Education Institutions: “Analysis

of identified needs: development of curricula, partnerships”

1. Mr. Hervé Beuvant stated that diplomas and certificates act as a bridge between education and

the professional world. The acquisition of diplomas will affect the economy as it relates to salary




standardization. In France, work experience can also lead to a diploma. Here diplomas play a role

in providing information to employers regarding the skills of employees.

2. Mrs. Anne Rey from Angers University stated that the majors on offer answer the needs of the

professional world. To enter the workforce, strong professional education and curriculum

studies at university are required. Therefore, Angers University offers courses in all fields and

carries out training programs every year. A variety of majors are offered, such as gastronomy

and wine, an equestrian major in the sport and leisure department. There is also a department

of virtual tourism. In addition, there are cooperation programs in place with national and foreign

universities, including one with the University of Quebec and another with the Udayana

University Bali.

3. Mr. Christian Pouthier spoke about an international-level professional competition between

schools as a way to build cooperation between the education sector and the professional world.

The competition in question has been running since 3 years ago and is called the 3S Competition.

This competition is a collaborative effort between Indonesia and France.

4. Mr. Made Nova Buanaputra from SMK 3 Denpasar spoke about the challenge faced by schools

due to differences between the school curriculum and field practice. Schools try to overcome

this by sharing the work experience of teachers. In the case of apprenticeships, these activities

are monitored for 6 months, and the school holds a follow-up meeting every two months.

5. Mrs. Jeni J.P. Bhasarie, SE., M.Par., from SMK 3 Kupang delivered a presentation on her school,

the only pilot school in East Nusa Tenggara. Courses available include hotel accommodation,

culinary studies, fashion, computers and body treatments.

6. Mr. Drs. I Nyoman Urbanus, M.Si., CHT., gave a presentation on STPBI. This institution of higher

learning works with hotels, invites experts in order to follow industry developments, changes

and innovation, sends students to hotels to observe the latest needs, and holds meetings with

associations to ask for input on curriculum development.

7. The representative from Bali National Polytechnic, Mr. Dr. Drs I Ketut Budarma, presented his

institution’s work in engineering for tourism. The applied curriculum follows the IQF (Indonesian

Quality Framework) and refers to the Asia Pacific curriculum, aimed at enabling students to work

throughout Asian countries. He also mentioned the need to institutionalize fast reports from

hotel agencies, government (particularly in terms of policy-making), communities, ASITA, and

international business associations, as a bridge to curriculum development.




8. Mr. I Ketut Sutapa, SE.., MM. from STP Triatma Jaya explained that his institution uses two

approaches, academic and vocational. Curriculum development follows the SKKNI (Indonesian

National Competency Standards), and the certificate issued is based on a profession, not a

package.

9. Q&A session:

Q: How can students become adaptable to needs that change all the time?

A: As providers, schools will not only educate the students to be employees, but also to be

employers and entrepreneurs. The certification facilitates this: Diploma 3 for specialists and Diploma

4 for entrepreneurs.

A: The representative from the Polytechnic added that, once the students enter the institute, they

follow school rules (this teaches them to be adaptable). The students will have projects which

encourage them to be innovative in creating their own business.

A: The representative from Podomoro added that entrepreneurship is part of the curriculum. The

teachers are professionals. Two internship sessions are required, in the third and eighth semesters.

Comment: Mr. Bagus Sudibyo, added that the greatest problem in Indonesia refers to the

instructors. 99% of teachers have no working experience in the tourism industry. Continuing on the

topic of entrepreneurship, he mentioned that entrepreneurship means more than owning a

business; it is a way of thinking. Anyone can be an instructor, an artist, even a civil servant, but with

an entrepreneur’s way of thinking.

Discussion:

STPBI: We have to accept the fact that teachers do not have industrial experience. But then the

school’s departments will put in place strategies to adapt to the needs.

Podomoro: Teachers without experience will not be sufficient. So the solution is to send teachers

into the industrial environment so that they will get up-to-date experience.

Swiss Contact: Instructors need to be sent into professional tourism environments.

3.1.5 Closing

From the first day of discussions, the following main points were obtained:

1. The actual link between the educational and professional fields – the effort lies on internship

2. It is compulsory to listen to the industry needs

3. The need to focus on skills, hard skills and soft skills, in-house training, and language skills

4. The need for international experience




5. The requirement for tourism industry experience among teachers

3.2. Friday, 16 October 2015

3.2.1 Presentation of the session: the new challenges of tourism in Bali and in the region

1. The opening speaker, Mr. Bagus Sudibya, Vice President of the Bali Tourism Board, reinforced

the need for Balinese people to preserve their own identity. The French government and

business community understands the reasons behind the will of tourists to go to France.

Meanwhile, in Bali, people do not necessarily understand what attracts tourists. If Indonesians

knew the potential of this country, people would not need to go far. The tourism industry should

package this and educate the market to attract tourists. The key is to be confident in promoting

our culture.

2. Mr. Sang Putu Subaya, President of the Tourist Guide Association (HPI), explained the role of

tour guides from several perspectives ranging from local cultures to natural environment, which

also represent the challenges of being a tourist destination. These perspectives need to be taken

into consideration by the tour guide as the main agent for tourism promotion, therefore in need

to be trained in these areas. District heads must understand the issues arising from the impact of

tourism activities. District heads, stakeholders, and the general public need to simply get

together and show more concern about problems in Bali.

3. Mr. Mustaghfirin Amin reflected on the government programs for the next 5 years in view of

developing the tourism sector. 40 reference vocational high schools are being developed by the

government and these are expected to share and replicate their knowledge with other schools

and other regions. Cooperation with France will hopefully facilitate the exchange of students,

certifications, and knowledge. Vocational schools should cooperate with industry and

associations to close the gap between the competencies required in the field and what is taught

in schools. Vocational high schools should benefit the tourism industry, as they contribute to

regeneration and supply labor to the industry.

3.2.2 Session I: Presentations of training institutions in Bali, Higher Education

1. A presentation of the curriculum system in Indonesia was delivered by Mrs. Ni Ketut

Arismayanti, Deputy Dean of Tourism Faculty, Udayana University. The standards are set based




on the ongoing industry demand. Applying the curriculum has undergone a major change,

shifting from the previous focus on content to a process-based focus. Lecturers currently

function as facilitators while before, their role was that of experts.

2. Mr. Byomantara, Director of the Sekolah Tinggi Pariwisata Nusa Dua (STP) explained that eco-

tourism is currently being offered in the Department of Tourism in combination with tourism

activities so that students get hands-on practice in issues such as farming. There is an ongoing

collaboration with Angers University.

3. I Ketut Budarma, Head of International Relations, Politeknik Bali, presented their work as a

combination of engineering and tourism studies. One recent development is the Master’s

Double Degree program, offered in collaboration with Angers University. He further explained

the very strict value system used in Indonesia. In Bali itself, the spiritual system as a value system

is a sustainable ideology that the tourism industry should maintain.

4. The STPBI curriculum was presented by Mr. Urbanus. Activities include teaching and training,

consultancy, research, community development, training of trainers, and organization of

international seminars. Another program involves sending teachers to Europe to teach cooking

classes. There is an ongoing cooperation program with the USA in the form of a 1-year

apprenticeship program in the USA.

5. Mr. I Ketut Sutapa presented the Mapindo curriculum, and mentioned the declining interest of

students in the concept and characteristics of tourism as a field of study.

6. Mr. Ketut Jaman, Human Resource Manager of ASITA, presented their sought competencies,

which include the knowledge of general administrative procedures, proficiency in computer

technology and communication skills. Prospective employees are expected to be able to work

with colleagues and customers, in different social environments; to follow health, safety and

security procedures; and to always stay up-to-date. The main challenge today is the ability to

communicate in English.

7. Discussion:

Q: Are the competencies learned at Vocational High School level different from the competencies

learned at University level?

A: Vocational High Schools teach the basics, while Colleges proceed to the managerial level. At

College level, the tourism knowledge acquired at Vocational High School is upgraded. The level of

discussion is different in Higher Education.




Q: There is a growing perception among students that pursuing College studies is a waste of time as

all the required knowledge was already taught in Vocational High School. How can this issue be

tackled?

A: Currently, the College curriculum is waiting for a legal framework that will allow vocational

students to pursue their studies without needing to study the same content they already were

exposed to in Vocational High Schools.

3.2.3 Session II: The challenge of eco-tourism: a growing demand

1. Mrs. Anne Rey, Deputy Director of Pedagogy, University of Angers delivered a presentation on

the principles of ecotourism. By definition, ecotourism is a way of tourism centered on the

observation of nature or culture, aiming to preserve the natural environment by working with

local communities, while making tourists aware of this environment. Ecotourism is a relevant

study subject that should not be ignored. The professional development of ecotourism experts

should be regulated by government. Initiatives by the private sector in this field could include

the design of ecotourism events or the organization by private sector, agents or guides of trips

that respect nature. France has set up a tourism standard directly related to nature, the ISO

14001. For example, the Pavillon Bleu label is associated with the cleanness of the sea. Because

of the importance of this regulation, the curriculum includes learning about natural sciences,

resource sciences, environmental law and overall tourism law.

2. Mr. Putu Djirna, Director Alliance Indonesia and Golden Kris Tours, stated that the touristic

interest of Bali has shifted from strictly cultural interest to a more diversified one. There is a

government project encouraging villages to develop tourism in Bali and Indonesia, called Desa

Pariwisata (Tourism Villages).

3. Mrs. Agnès Korb, Manager Talisman Asia, pointed out that, as a side effect of globalization,

plastic waste is now recurrent in Bali, growing concern among affected communities. Tourists

are becoming equally concerned about the environment.

4. Mr. Erik Meriot, Manager Exo Travel Indonesia, spoke of the lack of cooperation between desa

pariwisata and travel agents, making it difficult for travel agents to develop tour packages. It is

still difficult in Bali to develop tourism based on ecotourism principles. It was suggested to

provide training to tour guides in encouraging tourists and local communities to clean up their

surrounding environment. The most important issue is to get the necessary support from




government, associations and people. Without support from these three groups, it will be

challenging to implement ecotourism programs.

5. Mr. Cédric Ainsy, Azimuth, defined the problematic in Bali as a structural one. There is a lack of

common action among travel agents themselves to develop good techniques, for example, to

not use plastic when providing food.

6. Mr. Agung Erawan, Assistant Director ASIA Voyages, said that the current focus in Bali lies on the

problem of waste management.

7. Mr. I Ketut Budarma, Representative Politeknik Negeri Bali, suggested including subjects on

sustainable tourism and eco-tourism in vocational high school and college tourism curricula. Bali

has a high dependence on tourism therefore it is compulsory to protect the island; in order to

prevent possible damage to society.

8. Mr. Bagus Sudibya, Vice President, Bali Tourism Board, reminded participants on the relevance

of education. The curriculum must explain the terminology of cleanness and how to implement

it. Next, regulations must be made and implementation must be consistent. He also mentioned

that “green is the 2nd capital in tourism”. Support is needed from government, associations and

private sector to work together to resolve the issue of cleanness. The third capital is being

“hospitable”. It is said that Bali is now no longer hospitable. Why?

9. Mr. Bagiono Djokosumbogo, SEAMOLEC Jakarta, shared his lack of understanding of the

mechanisms for inclusion of ecotourism within the existing curriculum.

10. Discussion:

Q: Mr. Made Sendra, Dean Tourism Faculty, Udayana University, asked about the perception of

same-sex wedding among travel agents, following a recent case.

A: Mrs. Agnes Korb, Manager Talisman Asia, observed that travel agents are confused by the variety

of requests from clients. The case mentioned could be called a “blunder”. As front liners, travel

agents should be careful in the near future.

A: Mr. Erik Meriot, Manager Exo Travel Indonesia, added that travel agents also have the duty to be

selective about tourist requests.

3.2.4 Session III: Human resource needs in the tourism sector: The case of the guiding profession

1. Presentation by Mrs. Anne Rey, Deputy Director Pedagogy, Université d’Angers, ESTHUA,

delivered a presentation on curricula in vocational schools, in particular concerning tour guides.




2. Mr. Sang Putu Subaya, Chairman of the Tourist Guide Association, Bali sector, stated that there

are no laws in Indonesia governing the tour guide profession, instead there are specific

regulations on training for tour guides, a training lasting 120 hours. The regulation stipulates that

every guide must possess a license. However, there are frequent “instant arrangements”

whereby a certificate can be granted within 4-5 days. Not all guides in Bali are professional, so

guiding courses are expected in vocational schools. The 120 hours mentioned earlier cover

technical issues, including handling complaints, understanding the behavior of tourists by

country of origin, profession, age and education.

3. Mr. Erik Meriot Manager, Exo Travel Indonesia, deems it extremely relevant for guides to

communicate with local communities as not all guides come from the destinations they visit. It is

also a challenge to get guides who are professional and have a national outlook, as most guides

only work in certain regions.

4. Mr. Sang Putu Subaya added the fact of lack of statistics on tourism activities. These include

indicators on how many people are needed to maintain the island; how many people need to be

trained; how many rooms are needed for the tourists who come to Bali; how long does the

average European or Chinese tourist stay. The government targets 20 million tourists to

Indonesia in 2019. Of these, 10 million are expected in Bali, but can they be accommodated in

view of the existing water supply system and existing road network?

5. Discussion:

Q: How do you treat your guides if they do not speak enough French?

A: All guides have to undergo a required language certification after 2 years of learning.

A: There is an existing new regulation. The local regulation is D3. The new regulation is D2, but the

implementation of this program is still in progress.

Q: Is there any oral test required by travel agencies?

A: There is an existing test that was recently implemented by the Polyteknik. However, the real test

takes place in the field, during guiding.

3.2.5 Session IV: Which curricula in Higher Education to adapt to the globalization of demand and

to respond to the business needs? »: development of curricula, partnerships and double

diplomas.




1. Mr. Ketut Jaman, Human Resource Manager, ASITA, outlined the competencies required for

meetings and conventions, such as staff who work on proposals, accommodation, sessions,

transportation, pick-up and see-off of delegates.

2. The speakers agreed that curriculum development, partnerships and double degree programs

could answer the needs of the tourism industry.

3. Mr. Urbanus, Deputy Director for Cooperation and International Relations, STPBI, stated the fact

that science and technology globalize the world. Schools must therefore include technology in

the curriculum, in order to respond to the growing industry demands. The wishes of the guests

change constantly, and booking procedures are very diverse. The recruitment of qualified

teachers has become problematic. There is no other option but to improve the existing curricula,

as Indonesia will be soon signing an agreement with the other Southeast Asian countries that

will open up the job market to citizens from these neighboring countries.

3.2.6 Closing

The second day of the seminar explored a broader question: What is the current state of training in

tourism management, guidance, ecotourism and sporting activities in Bali and Indonesia? The

meeting of the institutional and professional sectors aimed to bring out the issues and realities of

both sides of the training cycle and to propose mutually agreed solutions.

On one hand, travel agents and guide associations were able to re-explain the growing importance

of tourism and its affirmation as a priority economic sector in Indonesia. On the other, educational

institutions immediately highlighted the far smaller number of students in tourism management as

compared to training for the hotel and catering industries. Despite a strong desire to have programs

backed up by quality systems, the tourism management training framework proves indeed to be less

successful, with the exception of the specialization in Meetings, Incentives, Conferencing, Exhibitions

(MICE) which seems at this time to be the most structured one.

Concerning the training of guides, offered entirely in the field by professional organizations, it is still

in the early stages of institutionalization: how can it be implemented in a curriculum, and what

program should be created? Furthermore, taking advantage of the fact that ecotourism is already a

concept deeply rooted in the mindset and updated in certain practices, now it should be taken to

the next level, and more widely explored in existing training programs.




The key concept of these considerations would be the building of curricula, a project where

Indonesia and France will certainly cooperate in the framework of their partnership concerning

educational programs on offer.

4. SEMINAR CONCLUSIONS AND WAY FORWARD

The first day of the seminar revolved around one central question: How are students in the

professional hotel and catering sectors students trained in Bali and Indonesia and how can these

courses be improved? The research on the training field for this sector, through the consultation of a

representative panel of professionals (large widely implanted in South Asia groups, independent

hotels and small local structures) revealed the need for an adaptation of curricula. While training is

now diagnosed as solid, incorporating periods short or long internship periods or longer professional

placements – ranging from a few weeks to the 6 consecutive months, depending on structures and

study levels – the analysis of professionals reveals a weakness in competences and know-how

among young graduates as they leave their training centers. The trend is often characterized by the

recruitment of unqualified employees, but possessing a strong know-how oriented towards the

service to the individual, having as objective to train internally towards a trade and to the culture of

the company.

The same applies for foreign languages. They are integrated with more or less depth within curricula

across different levels of education. Language proficiency was highlighted as essential but their

learning is still too weakly developed in secondary and higher education programs. The training in

languages, particularly French, is often left to the individual employee’s own initiative outside the

formal education system. In this context, training centers also have a great interest in further

developing already existing exchange programs abroad, as a means to open up the enhancement of

expertise and language skills acquisition for all involved parties.

The conclusion of the reflexive efforts turned towards the future of professional training in

hospitality. In response to the questioning about the origin of the teachers in charge of the

implementation of programs, it appeared that almost all of them stemmed from the educational

environment. The obligation for them to undergo themselves internships in businesses – suggested

by professionals – or to prove significant experience in the hospitality or catering industry as a




preamble to their teaching activity proves to be a means of improving training increasingly inclined

towards professional and international practice.

The second day of the seminar explored a broader question: What is the current state of training in

tourism management, guidance, ecotourism and sporting activities in Bali and Indonesia? Here

again, the meeting of institutional and professional sectors aimed to bring out the issues and

realities of both sides of the training cycle and to propose common reflective solutions.

On one hand, travel agents and guide associations were able to re-explain the growing relevance of

tourism and its privileged position as a priority economic sector in Indonesia. On the other, the

educational centers immediately highlighted the much smaller number of students in the tourism

management sector as compared to the training in hospitality and catering industries. Despite a

strong desire to align existing programs to quality frameworks, the tourist management training

proves indeed to be less less successful, with the exception of the MICE specialty which reveals itself

as the most structured nowadays.

Concerning the training of guides, this is nowadays fully assured at field level by professional

organizations, the institutional path is still in its infancy stage: how can it be implemented in a

curriculum, and what program can be developed? Furthermore, if ecotourism is a concept deeply

rooted in the minds and updated in certain practices, it can be more widely explored in training

already in place.

The key word of these reflections would be the development of curricula, an area in which Indonesia

and France will certainly cooperate within the framework of their partnership in the field of

educational engineering.

List of attachments

1. List of participants

2. Programme

3. Presentations

4. Pictures

5. Media coverage

Tourism Seminar Report - repositori.unud.ac.id...Working languages: Indonesian/ French/English...

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