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Improving Vocational Training and Skills
Development Delivery Systems for the Tourism
Sector in Ghana
Report
Prepared for The World Bank
Consultant: Prof. Marina Novelli (PhD)
30th May 2018
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Content
Acknowledgements……………………..…………………..………………….…………………...
Executive Summary………………………………….………..………………..…………………….
Context………………………………………………………………………………….………….…..
Introduction………………………………………………………………………...……………...…..
Section One: Tourism in Ghana: Human Resources – Demand/Supply Analysis
1.1 Tourism in Ghana: A Situation Analysis
1.2 Human Resource Development – Demand Analysis
1.3 Human Resource Development – Supply Analysis
Section Two: Best practice for business models of modern tourism training facilities
2.1 International Case Studies (Kenya, South Africa, The Gambia)
2.2 A New facility Approach
2.3 Enhancing an existing facility or facilities
Section Three - Most promising option/s and technical assistance to implement the
recommended model/s
3.1 Most promising Option/s
3.2 Technical Assistance Required
References…………………………………………………………………………………………...
Annexes……………………………………………………………………………………..............
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Acknowledgements: The author of this study is grateful to all MoTAC staff (in particular Dr Joel Sonne and Divine O. Ansah) and the World Bank team for the support provided during the project and feedback offered on earlier versions of this report. The author wishes to thank Kwakye Donkor his substantial contributions in the supporting research that enabled the compilation of this report. Thanks are also due to the many people who engaged with the mission and gave freely of their time, energy and enthusiasm to make a contribution. The depth of understanding of different stakeholders’ perspectives and of the Ghana context could not have been achieved without the support and information provided by the wider set of stakeholders who informed this study.
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Context
The World Bank Group (WBG) is assisting the government of Ghana in developing its tourism
industry, in line with the government’s strategy to diversify its economy away from its
dependency upon primary commodities and low-value agriculture.
Ghana’s tourism sector contributes about 3% of the country’s GDP, but remains highly
fragmented and primarily associated with business/corporate tourism, which accounts for
about 70% of total tourism expenditure. Such over-reliance on business tourism has led to a
downturn in the sector as business tourism expenditures reduced in the wake of oil price crash,
and the overall economic slowdown. The Ministry of Tourism, Arts and Culture (MoTAC) and
the Ghana Tourism Authority (GTA) have established that growth in the sector is largely driven
by leisure tourism, currently primarily associated with domestic and regional leisure tourism
markets (i.e. Nigeria).
There is no doubt that Ghana’s tourism assets and locations have the potential to deliver
greater growth, revenues, and jobs, but many will require an upgrade across the entire tourism
value chain. The country possesses a network of historically significant slave forts, a network
of National Parks and Reserves, vibrant cultural events and relatively high quality traditional
arts and crafts and natural assets such as beaches. The main leisure tourist circuit can be
mapped as a triangle of Accra – Kumasi - Cape Coast, including assets such as Kakum
National Park, the beaches of the Cape and the forts appear to be the primary attractions for
international leisure visitors. More than 64 forts, lodges, and castles were built between 1480
and 1760, of which about 32 are left and 18 are relatively intact.
Across the country, consistent data on tourists’ arrivals and revenue generated are limited with
few statistics available dating back to 2016. Limited attempts have been made to add to the
tourist experience through market research and product development, both at the mentioned
sites and for those located within urban areas, which together with the lack of information and
poor sanitation are amongst the major tourism development’s hindering factors. These are
undoubtedly factors hampering the growth of tourism and its sustainable development and
management and consequently affects the adequate funding of its workforce training and skills’
development.
Overall, a growing tourism sector could generate direct and indirect economic and
development benefits throughout numerous value chains (e.g. agriculture and food products,
arts and handicrafts, etc.). In developing countries, an average of two jobs are created for each
hotel room, and each job directly created in tourism can create 4.62 jobs in related areas;
similarly, research in developing destinations has shown that every dollar spent on tourism can
generate US$2.07 down the line. For example, in the specific case of The Mövenpick
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Ambassador hotel in Accra, the IFC (2016:9) reported that “300 direct jobs were created, and
supports an additional 3,200 jobs through indirect and induced channels. A majority of those
jobs are filled by Ghanaians, many of them women and youth. Over a quarter of the hotel’s
Ghanaian direct employees are aged 29 or under, and 38% of national employees are female.
The hotel is a training centre for employees who gain relevant skills, including transferable soft
skills. This labour force development facilitates broader social mobility and human capital
formation”.
One of the key tourism development objective of the 1996-2010 Plan was that:
adequate education and training of the manpower to work in the public and private
sectors of tourism must be carried out in an effective and systematic manner so
that, in the public sector, tourism is professionally managed and, in the private
sector good quality services are provided to tourists. Also training should be seen
as a shared responsibility between the public and private sectors.
Currently, the key market failures confronting tourism development in Ghana, affecting
the quality of visitors’ experience and impacting on the sector’s productivity are:
(a) complex governance processes and weak leadership capacity in some key tourism
institutions hindering productivity;
(b) dissonance between ministerial and agencies’ agendas, impeding efficiency;
(c) poor enabling environment for entrepreneurs and SMEs in the sector, raising costs,
hampering adequate marketing planning, product development and diversification, and
private sector partnerships;
(d) deterioration of national tourism attraction assets and weak tourism-supporting
infrastructure;
(e) shortage of skilled workers at all levels and across the entire tourism value chain
(including public, private and informal sector);
(f) inadequate formal and informal, public and private tourism skills training and
institutions.
The latter points (e) and (f) are of key relevance to this study, which highlights the need to train
both the current workforce (formal and informal) and enhance worker productivity through post-
employment skills development programs (i.e. on the job) as well as provide pre-employment
training to establish a pool of skilled workers as an added incentive to attract new investments
and expand on the tourism product and experiences.
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Introduction
The study’s aim is to review, analyse and recommend potential business models to improve
vocational training and skills development delivery systems including accreditation framework
and upgrading the quality of tourism training institutes.
This report is organised in three sections: 1. Tourism in Ghana: Human Resources –
Demand/Supply Analysis; 2. Best practice for business models of modern tourism training
facilities and 3. Most promising option/s and technical assistance to implement the
recommended model/s. It includes:
1. A market/demand analysis of the tourism sector and reviews current and future industry
needs in terms of jobs and skills.
2. An assessment of existing supply side of public and private training provision and of
skills shortages and gaps and the demand for a new training facility to operate and be
sustainable in the supplier market.
3. A review of best practice for business models of modern tourism training facilities
including public-private partnerships (PPPs), private management or franchises, and public
models. This includes both the option of a new facility and the one of enhancing an existing
facility or facilities (i.e. HOTCATT or GIMPA) into a centre of international excellence, and
present the risks and benefits of each option.
4. Based on available evidence and data, recommendations on the most promising
option/s.
5. An outline of the technical assistance required to structure and implement the
recommended model/s, which could include attracting and vetting a third-party operator, as
well brokering the arrangement.
6. Options for a high-quality training facility and preferable operating arrangements,
ownership and management of the new and/or restructured and rehabilitated training facility,
to include risks and benefits, as well as costs (where possible).
The outcome of the work is guided by the ToR and provides a user friendly document with
specific action plan to be utilized by the WBG and the Government of Ghana (GoG) in taking
the next steps to implement the realization of “a high-quality training facility, which forms part
of the supporting infrastructure needed to help the tourism sector grow and prosper in Ghana”
(ToR 2018:3). The methodology used for this study is outlined in Annex 2.
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Section One:
Tourism in Ghana: Human Resources - Demand/Supply Analysis
1.1 Tourism in Ghana: A Situation Analysis
1.1.1 The tourism sector has become a major contributor to the national development of
Ghana since the 1970s, and consistently referred to by the Government of Ghana
(GoG) as one of the priority economic sectors as emphasised in various policy and
planning documents including the Economic Recovery Programme in 1986, the 15-
Year National Tourism Development Plan – 1996 to 2010, the 2006 National Tourism
Policy, the National Tourism Development Plan - 2013 to 2017 and most recently at
the Ghana Beyond Aid conference held in Accra in Aril 2018. The efforts have yielded
positive indicators such as increased tourist arrivals, foreign exchange earnings,
employment and stock of facilities, ranging from hotels, lodges, restaurants, car rentals,
travel agencies and chop bars. Unfortunately, such recognition of the importance of
tourism has not yet been met by the required investment in the sector.
1.1.2 Tourism education and training have undergone some changes over the years, partly
as a result of industry demand and supply, government pressure and increasing
maturing of tertiary tourism and hotel education in Ghana. However, the tourism
industry continues to be constrained by effective human resource development and
management, particularly at technical and vocational skills level. Anecdotal evidence
shows that, tourism-related facilities including hotels and catering establishments in
Ghana as compared to international competitors, are generally less productive and
profitable, with personnel not adequately trained.
1.1.3 It is against this background that the Ministry of Tourism, Culture and Creative Arts
(MOTCCA) commissioned a feasibility studies on the restructuring of the Hotel,
Catering and Tourism Training Centre (HOTCATT) into a National Hotel and Tourism
Training Institute (NAHOTI). The objective of this study was to advance the
establishment of a competitive and vibrant national and international tourism and
hospitality training institute capable of developing the required human capital to
underscore investment, quality service delivery, job creation and income generation.
However, developing innovative human resource management and self-financing
practices, which will enhance the human capital base supporting the increasing
investment and growth in the sector remains a challenge.
1.1.4 The 2006 National Tourism Policy had clearly identified the following priorities:
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• Human resources development: to ensure that the human resource capacity (quality
and quantity) required for tourism development is in line with demands of the industry
so as to ensure its competitiveness (i.e. professionalize staff at all levels);
• Tourism education and awareness: to create and promote tourism awareness at all
levels of society;
1.1.5 Section 2.9 of the National Tourism Development Plan – 2013 to 2017 provides an
overview of the development of Tourism and Hospitality Human Resources in Ghana.
A casual analysis of the capacity of the human resource in the tourism industry
since1996 shows some improvement though it‘s very difficult to quantity due to
limited or lack of relevant data. Though there has been some education and
training both for the public and private sector workforce, this has not been done in
an effective and systematic manner. (NTDP – 2013 :109)
1.1.6 To date, the situation appears unvaried, with some of the core issues raised in the
National Tourism Development Plan – 2013 to 2017 re-emerged through this study.
Key points of reflection on the current state of the tourism sector in Ghana are listed
below, each having linkages to Human Resources Development (HRD) shortfalls and
needs. These are:
1.1.7 Governance, Leadership and Management
A sustainable tourism industry led by the private sector and guided by the public
sector can promote growth and job creation, social cohesion and alleviate poverty,
if the workforce in the industry is given the necessary training and competency
skills. (NTDP, 2013:211)
Despite the destination noticeable success in becoming a ‘hub for business and MICE
tourism’ in the region, the tourism sectors suffers from some fundamental governance,
leadership and management issues both structural and HR related. These include:
• Absence of a clear national tourism HR policy framework and no structured staff
training policy at Ministerial level, compounded by a limited capacity to prioritise HRD
requirements across the entire tourism value chain.
• Need to improve public awareness of tourism HRD needs, employment and career
development opportunities.
• Inconsistent professional, managerial and technical skills at ministerial and agencies’
level, leading to unreliable data/statistics on both the visitor economy and its related
labour market.
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• Lack of a cohesive policy, planning and implementation strategy defining how all
ministries and related agencies should deal with aspects of tourism (e.g. tourism,
hospitality, culture, arts, aviation, environmental sanitation, regional and land planning,
human resources, etc.), leading to a disjointed set of actions by various Ministries and
related Agencies1. Reference was made to an inter-ministerial Committee to be
revived, but no information on such implemented was available at the time of this study.
• Generally limited understanding of the differences between business and leisure
tourism and inadequate capacity and perceived lack of interest in sustainable
product/business development practices and marketing, leading to inadequate policy
implementations, planning and unsustainable sector’s practices.
• Weak implementing agencies (i.e. GHATOF) structure and perceived internal power
relations leading to for example inadequate participation of Ghana Tour Operators
Association and Ghana Hotel Association.
• Lack of sustainable business practices and inexistent environmentally aware practices
at all levels and along the entire value chain.
• Lack of readily available data from GTA beyond 2016, particularly related to visitors’
arrivals and labour statistics. The former is due to a break in cooperation between the
Ghana Airport Authority, Immigration Services and GTA following the change of
political power, yet to be resolved.
1.1.8 Funding, sectors’ infrastructures and logistics
• Tourism in general and HRD in particular suffers from chronic underfunding by the
GoG. Unless linked to specific flagship interventions, such as the expansion of the
airport, or ad hoc projects (i.e. identified by the GTA), there is no strategic investment
going into the HRD development to support the growth of the sector (see section 2).
• The effective implementation of the Tourism (Levy) Regulation 2012 by the GTA is
hindered by an inefficient registration and levy collection system, which appears still in
the process of being made compulsory after 6 years since its inception. This constitute
a real source of concern.
1 An example of such disjointed approach is the work done by the Ministry of Aviation and the Civil Aviation Authority in the expansion of the airport and the heavy investment in the development of the Ghana Aviation Training Academy (http://www.gcaa.com.gh/extweb/index.php/article1/item/297-ghana-civil-aviation-training-academy-courses), which appears to have been dealt with in isolation from other GoG Ministerial and Agencies’ aspirations.
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• The levy is paid into a Tourism Development Fund for tourism and tourism-related
projects and programmes. Moneys from the Fund can be applied for and released for
relevant tourism activities by the GTA Board to support: (a) marketing and promotion
of tourism; (b) capacity building, market research and development of tourism
infrastructure; (c) development and promotion of other entrepreneurial activities; (d)
tourism export trade-oriented activities of institutions; and (e) tourism education and
training. However, the Tourism Fund is primarily used to support project development
and the marketing activities of the GTA.
• The sources of the Tourism Fund should also include: (a) seed capital from the GoG;
(b) one per cent levy payable by a patron of a tourism enterprise specified in the
Schedule; (c) donations and grants; (d) moneys earned by the operation of any project,
enterprise financed from the Fund or investments, and (e) other moneys that the
Minister for Finance in consultation with the Minister may determine with the approval
of Parliament.
• In absence of any substantial GoG’s funding allocation, there is a denounced lack of
‘strategic and transparent utilisation’ of the Tourism Fund, no readily available reporting
on its use, and a clear need for an more effective strategic planning process in place,
which would enable the GTA to proactively support their request for funding from the
Ministry of Finance.
• Although the Tourism Fund Act 2012 specifically refers to ‘e) tourism education and
training’, funds allocated to training and capacity building approved in 2016 at
1,800,000 GHC of which only 300,000 GHC have been released for 2017, there was
evidence that there is only sporadic allocations on request by GHATOF to deliver only
few ad hoc training such as: an “Orientation Workshop on the Levy System’, a
‘Customer Services Workshop’ and a “Security and Safety Workshop’ in 2017/18.
• By comparisons with destinations like Kenya, where their entire tourism levy is invested
to support the operation of their national institution – Kenya Utalii College (KUC).
Furthermore, policy guidelines require both public and private sectors’ operators to train
staff at KUC as a condition to secure full registration and star rating (for hospitality
establishments). What needs to be considered is also that, in the case of KUC, the
Swiss Development Corporation (SDC) funded the operation for more than 10 years
with some USD 47M, forging a dependency culture, which was thoroughly felt since
SDC dropped their support.
• The informal and ad-hoc use of the Tourism Fund and the lack of clarity over the
percentage to be used to the development of sector’s skills and training, is also
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symptomatic of the inadequate level of planning, which limits the scope of what the levy
should be about and the capability of businesses to benefit from their taxation and
operate professionally and sustainably.
• Infrastructure development and investments aimed at enhancing the image of Ghana
as a progressive and competitive destination (i.e. airport expansion and global hotel
chains) are high on the GoG agenda. However, these are often not matched by
substantial policy reforms and GoG’s strategic investment in HRD to support a growing
tourism sector.
• The labour force currently available is inadequate both in term of quantity and quality
of staff to serve the current business and MICE sector and will struggle to perform in a
highly competitive leisure tourism market.
• While the quality of tourism and hospitality infrastructures (hard and soft) outside Accra
are generally affected by inconsistent and poor services, even those in Accra are
characterised by a lamented inadequacy in the service provided.
• Most tourists complain of poor service quality, which infers that the quality of workforce
in the industry is below par and requires immediate capacity building interventions at
all levels and along the tourism value chain (e.g. from the point of arrival – immigration
and visa to the services provided in hotels, taxis, restaurants, attractions, etc.).
• There is a dissonance between the increasing development of 5* hotels infrastructure
vs. their capacity to recruit trained workforce and evident inconsistency in the provision
of adequate services across establishments.
• The need for substantial intervention to preserve the built, natural and cultural heritage
of the destination is paramount and requires core skills, which are very different from
those associated with the hospitality industry (see table 1.2).
1.1.9 Product, Markets and Visitors’ Experience
• Ghana, and Accra in particular, is marketed as a ‘business hub’, with tourism heavily
relying on business (23%), MICE (8%) and study/training (7.9%) for a total 38.9%
share, making the industry vulnerable to economic decisions made outside Ghana.
VFR (24.7%), holiday (19%), transit (10.5%), medicals (1%) and others (5%) makes
the rest of the market share.
• Most tourist attractions’ infrastructure identified for leisure tourism (i.e. castles and
historical buildings) are mostly either in urgent need of restructuring and sanitation or
not accessible. The situation is compounded by the lack of strategic capacity in
identifying strategic actions aimed at addressing such primary needs at destination
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level before even considering the need for trained staff to offer a consistent heritage
tourism product.
• International visitors see Nigeria holding a top position over the last 10 years, despite
the decline since 2012 (table 1.1). Anecdotal evidence shows that amongst the reasons
for their large proportion are accessibility and proximity, but also to the fact that a
substantial number of Nigerians have relocated to Accra due to security reasons. It
would be paramount to fully assess the existing markets, to ascertain the true potential
of leisure tourism.
• Data related to 2016 and 2017 by market (currently not available) would be required to
verify if there has been any growth years since 2015 and what are the main motivations
behind visitors’ choices of Ghana as their preferred destination.
Table 1.1: Arrivals by Nationality 2005-2015 (Source: GTA 2016)
• There is a limited selection of trusted tour operators offering leisure-based tourism
packages (see Annex 3) with most of the staff being trained on the job or through
private short courses paid by the employer (i.e. ticketing).
• Changing patterns of consumer behaviour in international source markets (including
the Nigerian one) and growing connectivity between African destinations and air access
to more attractive leisure tourism destinations in East and Southern Africa may militate
against the future of tourism in Ghana in its present form, hence why the importance of
developing product development skills are paramount.
• The lack of developed leisure products, formalised tourist attractions, readily available
information on activities and places to visit, retail facilities and quality goods to buy,
compounded by that limited marketing and internet/social media usage, is hampering
both market presence and competitiveness compared to other destinations in the
region.
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• For instance, while Ghana appears on the global creative arts’ scene through its artists
(i.e. Serge Attukwei Clottey and Yaw Owsu), the arts and crafts presented and
available in the markets are generally of an average to poor quality, lacking of any
product diversification. The craft market stallholders are mainly traders rather than
producers and compete ferociously with one another to sell the same goods. This is a
problem common to other destinations and requires focused coordinated HRD actions
if the informal sector is to benefit from any form of leisure tourism.
• There are extremes of accommodation diversity in the hotel sector, from luxury resort
hotels, such as the internationally owned Kempinski Hotel, Labadi Beach Hotel and
Mövepick Hotel to Ghanaian owned 4* to 1* and B&Bs, without corresponding product
and market diversification and a considerable struggle in providing the level of service
to stay competitive.
• The large number of ‘own-account workers’2 and hospitality provider offering hospitality
and tourist services, without the subsequent development of small businesses and
employment opportunities, is not a sustainable model for tourism entrepreneurial
growth and development and inhibits innovation.
1.2 Human Resource Development – Demand Analysis
1.2.1 The growth potential of Ghana tourism and hospitality is high mainly due to rapid
economic growth, a growing middle class and an increase in visits from foreign visitor.
According to the GTA (2017), direct and indirect employment in the tourism industry
has shown a steady increase from 172,838 in 2005 to 287,000 in 2012, 319,000 in
2013, 354,000 in 2014, 392,000 in 2015, 438,000 in 2016.
1.2.2 WTTC (2017) data for 2016 shows that the total contribution of Travel & Tourism to
employment, including jobs indirectly supported by the industry was 5.9% of total
employment (693,000 jobs). According to WTTC (2018), in 2017 the total contribution
of Travel & Tourism to employment, including jobs indirectly supported by the industry
was 5.3% of total employment (682,000 jobs). This is expected to rise by 1.4% in 2018
to 692,000 jobs and rise by 1.6% pa to 807,000 jobs in 2028 (4.8% of total).
1.2.3 The travel and tourism industry is important to the economy of Ghana and according
to WTTC (2018) its 2017 total contribution to GDP was GHC12,573.3mn
2 Own account workers defined by OECD as “those workers who, working on their own account or with one or more partners,
hold the type of job defined as a self- employed job, and have not engaged on a continuous basis any employees to work for them during the reference period.” (http://stats.oecd.org/glossary/detail.asp?ID=1986)
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(USD2,864.1mn), 6.2% of GDP, although given the evident lack of coherent and
consistent data collection, such claims remain questionable and requires the
implementation of coherent, consistent and continued data collection systems
managed by skilled GTA personnel and collaborations with other GoG Agencies.
1.2.4 Employment figures are segmented into Hotels being the lead employers and
absorbing 44% of the tourism labour forces, followed by tourist shops, restaurants and
car rental with 41,9% and 2% respectively (NTDP, 2013). These is an indication of the
demand for labour, tourism and hospitality training and skills development. This
demand will continue to increase as Ghana is now a major emerging tourism market in
West Africa, and investors are responding to the stimulus (and as hotels, both locally
and internationally-branded, are springing up in the country). The major employers are
hotels, travel agents, airlines and other passenger transportation services (excluding
commuter services), restaurant and leisure industries directly supported by tourists
(source: WTTC 2016).
1.2.5 The on-going development of the Marina Drive project is viewed as one of the flagships
projects, which will provide employment to an additional 150,000 people, requiring
substantial workforce skills training across the entire value chain, both in terms of
quality and quantity of HRD provided.
1.2.6 International visitor arrivals via Kotoka International Airport / KIA (main port of entry)
show a steady increase and accounts to an average of 748,422 per year. Domestic
Visitors arrivals via Kotoka International Airport / KIA accounts to an average of
256,195 (table 1.2). The total is just above the airport capacity for 1 million passengers,
which is currently in the process of being expanded to 5 million, requiring an increased
number of skilled staff.
Table 1.2: Air Passengers’ Arrival 2017 (Source: Ghana Airport Company Limited, 2018)
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1.2.7 There is a considerable presence of connectivity to international markets by air (see
Annex 3), but evident lack of capacity to strategically plan, beyond the business and
MICE tourism sector.
1.2.8 The expansion of the hospitality and airport infrastructures are however not matched
by strategic investment in HRD to support a growing tourism sector. The labour force
currently available is inadequate both in term of quantity and quality of staff to serve
the current business and MICE sector and will struggle to perform in a highly
competitive leisure tourism market.
1.2.9 GTA Quality Assurance Programme indicates that there were over 7,116 tourism
enterprises as at 2016 as shown in table 1.3:
Table 1.3 Number of Tourism Enterprises recorded (Source: GTA Quality Assurance
Programme in 2016)
Type of enterprise Number as at 2016
Formal accommodation units 2,750 (124 New Establishments)
Formal Catering units 483 (460 Restaurants & 23 Night clubs
Informal Catering units 1,329 (493 chop bars & 836 Drinking Bars)
Travel Trade 397 (317 Travel & Tours & 80 Car Rentals)
Informal Accommodation 3,472.
1.2.10 Out of the 7,116, GTA inspected 4600 and licensed 4,421 in 2016. These numbers are
expected to increase as GoG has embarked on a number of initiatives to stimulate
economic growth.
1.2.11 It is projected the numbers to be inspected and licensed tourism enterprises will
increase as reflected in table 1.4 below, thereby creating an induced demand for
workforce in the Ghanaian tourism and hospitality industry, mostly in the private sector.
Table 1.4: 2016 to 2019 (Estimates) Inspected/licensed Tourism Enterprises in Ghana
(Source: GTA Quality Assurance Programme in 2016)
Enterprises 2016 2017 2018 2019
Number inspected 4600 4700 4800 5061
Number Licensed 4,421 to 4,542, 4,542, 4,803
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1.2.12 Present and planned hotel infrastructure (table 1.5 and 1.6) require an increasing
number of trained staff, compounding the problem of ‘staff poaching’ between
establishments. However, staff moving jobs to better themselves, earnings, and career
prospects is the product of a competitive industry and should not be subject to criticism,
but viewed as a reason to make efforts to provide incentives for staff they have trained
to stay.
Table 1.5: Licensed Accommodation (2016) (Source: GTA, 2017)
Table 1.6: Proposed Properties (Source: GTA, 2017)
1.2.13 By December 2016, a total of 2,928 accommodation establishments units were
licensed by the GTA, of which 671 were star rated hotels (see table 1.7 for details).
GTA estimated that this number will rise to 2,941 in 2018 (inclusive of newly built
branded and non-branded hotels see table 1.3 for details). The budget hotel category,
however, represents the majority of hotels in the country, and showed the greatest
growth of 46%, rising from 837 in 2005 to 1,804 in 2014.
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1.2.14 This was further projected to increase by at least 8% per annum, given the positive
outlook of Ghana’s economic growth of 8.5% as result of the macro-stabilization of the
Ghanaian economy as reported by the WBG. These meant an increase in the number
of rooms, which rose from 18,752 in 2005 to 41,331 in 2014 at the rate of 120.4%, and
at an average annual rate of 8.8% over the 2010 to 2014 period - see table 1.7 (GTA,
2014 and 2018 and World Bank, 2017).
Table 1.7: 2010 – 2018 number of hotels, rooms and beds in Ghana (Source: Ghana
Tourism Authority, 2014-2018)
Year
*GTA estimates
**Based on proposed properties (see table 1.3)
Hotels Rooms
2010 1,797 28,058
2011 2,136 34,423
2012* 2,136 34,423
2013 2,228 36,749
2014 2,570 41,331
2016 2,928 51,777
2018** 2,941 54,407
1.2.15 There is a general assumption of room to staff ratio of 1:2.5 developing countries such
as India in developing countries and 1.1 in developed countries such as USA, Canada
and Australia. Based on this assumption and the estimated rise in hotel rooms from
41, 331 in 2014 to 56 225 in 2018, Ghana’s hotel sub-sector alone needs an estimated
workforce of 1,405, 725 in 2018 alone in order to service 3495 and 56 225. Matching
this figure against WTTC projections of 847,000 jobs in 2027, reflects a shortfall of 50%
in terms of hotel workforce required by the industry to-date. This is an important
justification for investment for GoG into tourism and hospitality training, failing which
the quality standard of the industry will generally deteriorate.
1.2.16 Coupled with these, is the lack of technological advancement in the industry. This is
because the use of Information and Communication Technology (ICT) in the tourism
industry is very sparse in Ghana, contributing to the lack of accurate data capturing,
effective communication, monitoring and evaluation of the industry’s performance.
1.2.17 With the exception of few top star-rated hotels that utilize property management
systems in their operations, most tourism enterprises in all sectors of the industry have
outdated computers that may be connected to the internet, but do not have software
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and skills to facilitate technical operations. The ICT capacity in the tourism industry is
low across both formal and informal tourism and hospitality sectors.
1.2.18 With the advent of the fourth industrial revolution (digitalization, social media, sharing
economies, Online Travel Agents etc.) as the catalyst for tourism growth and revenue
generators, the learning and application of ICT in the tourism and hospitality cannot be
ignored by GoG. This viewed has also been expressed in NTDP (2013), and therefore
calls for the incorporation of ICT training into the core curricula of tourism and
hospitality education and training. This will help facilitate the development of the
industry through ICT.
1.3 Human Resource Development – Supply Analysis
1.3.1 The demand analysis has revealed just over 50% shortfall in the supply of workforce
in the Ghanaian tourism and hospitality industry. There is also concern in Ghana that
the tourism educational system is failing to produce employable graduates. This
problem is more acute in hospitality education, where the curriculum structures do not
support the effective preparation of graduates for employment in the hospitality industry
(Sadik, 2017), even though there are several public and private institutions offering
Hospitality and Tourism programmes at the certificate, diploma and degree level on the
supply side.
1.3.2 Also, a number of Hospitality and Tourism Training Institutions in Ghana offering
training programmes are affiliated to external examining bodies such as City and Guilds
International, Education Institute of the American Hotel/Motel Association and the
Institute of Commercial Management. Graduates from these institutions therefore take
external examinations and are awarded international certificates.
1.3.3 Furthermore, these institutions offering tourism and hospitality programmes do not
provide the needed local context and content that the meet the national aspirations and
needs. Most of them are not accredited and issue their own certificates to the detriment
of industry standards. Therefore, the standards of training and the certification of these
institutions are not harmonized.
1.3.4 Coupled with these is poor data collection, storage and retrieval systems at the various
agencies in charge of these Institutions. The number of institutions offering Hospitality
and Tourism programmes at all level, number of students enrolled and number of
graduates are not readily available at the time of writing this report, and the the facts
provided are very outdated.
20
1.3.5 Currently, nine out of ten polytechnics (now Technical Universities) in Ghana offer
hospitality/tourism related programs at Higher National Diploma level. Besides, the
hospitality/tourism program is being offered in both public and private universities,
these program offered as either separate entity of the institution or combined
depending on the institution in question.
1.3.6 In 2012, the number of students studying Hospitality and Tourism related programmes
at Polytechnics in Ghana stood at 1,999 (table 1.8) ; of which 12.6% (252) are male
and 87.4% (1,747). The breakdown of the sources of intake were 60% from high
schools and 40% from industry. From the industry 5% came from middle management
and 95% from entry level and general staff (indexmundi.com). Based on this, linkages
to industry trends and economic growth trends of Ghana, it has been estimated that
this number may rise at an average of 10% per number resulting result in increase in
supply of skilled workforce from the Polytechnics (now Technical Universities) is
projected as;
Table 1.8: Students studying Hospitality and Tourism
2012 – Based Year 2018 2019 2020
1,999 2,309 2,332 2,355
1.3.7 The demand for courses in tourism and hospitality are mostly the ones listed below
(IFC Tourism Training Network, 2003)
• Diploma in Diplomas in Travel and tourism and Hospitality Vocational courses in Food
& Beverage, Food Preparation, Housekeeping and Front Desk
• Vocational Certificates in Food & Beverage, Housekeeping and Front Desk
Supervisory Certificate from American Hotel and Motel Association
• Certificate in Tourism
1.3.8 These reflect the supply of skills sets to the various sub-sectors of the tourism industry,
which are:
• Accommodation facilities - house keepers, front office staff, kitchen staff, room
service, IT technicians, sales and marketing officers.
• Restaurants – Food and Beverage Managers, Quality Assurance Managers,
Chefs, cooks, and waiters.
• Tour Guides
• Aviation - Baggage carriers, cabin crew, baggage checkers, check-in attendants and
many more.
21
• Travel agents and tour operators – Ticketing, Sales and Marketing, Product
Development Managers
• Public & Private Sectors – Planners, researchers, marketing, communications,
administration and more.
1.3.9 COTVET is set to begin a Skills Gap Analysis and Audit in seven priority sectors under
the Council for Technical and Vocational Education and Training (COTVET) including
tourism and hospitality. The aim is to profile occupations in all sectors mentioned,
develop a directory of the skill-sets requirement of all occupations along their value
chains, conduct a skills audit of the industries within the sectors, conduct programmes
audit of TVET institutions and Technical Universities and their related skills-sets,
conduct analysis of the skills gap identified in occupations within various sectors, and
determine the programmes relevant to the world of work with stakeholders. This
initiative will alleviate knowledge management issues that the tourism and hospitality
training and education sector is facing through engagement with stakeholders within
the the sector (TVET Transformational Agenda, 2018).
1.3.10 Informally, international hotels often serve as a training centres for their
employees as they invest in training their employees at all levels, on a regular basis.
These training sessions are good training grounds and entry points for unskilled
workers, who are then trained and progressed to become skilled workers. International
hotels including Kempinski, Mövenpick, Best Western, Holiday Inn and more are doing
exactly that. Investing in training supports the local economy as employees take on
new positions or establish their own businesses, thereby becoming a source of
workforce supply for the industry. This supports obvious benefits to hotel employees in
terms of their skills development, but also to other rooms or hotels within the local
economy to the extent that employees took on positions elsewhere.
1.3.11 Human capital can be defined as the set of competences, knowledge and personality
attributes gained through education and experiences, that enable an individual to
perform a job and that can produce economic value to the community through
workforce development and capacity building. Workforce development remains the
most important government’s tourism policy interventions, as ultimately, the sector
rests on the capacity of its people to support it through knowledge and skills. As a
holistic concept, workforce development includes: coordination of public and private
sector policies, plans and programs; human resources management; capacity building
to align current and future needs with demands; organisational performance and
accountability (Hawkins et al., 2010).
22
1.3.12 Workforce development system can be conceived at a national, regional or sector-
specific level. It should ideally adopt a partnership approach in creating competitive
clusters to ensure that the necessary skills are developed to meet job requirements
and respond to changes in the tourism market place, and ‘should be considered as an
investment, not simply as a cost’ (Hawkins et al., 2010:6).
1.3.13 Overall, in Ghana, there is a lack of absolute and consistent information on the tourism
labour force, and this needs to be rectified through research undertaken by the GTA,
possibly with assistance from local universities.
1.3.14 Whatever the differences in the data, each sector of the industry has differing training
and educational requirements (see examples in table 1.9), which are yet to be fully
assessed through a thorough Training Needs Analysis.
1.3.15 The complexities of a large resort hotel, requires a range of human resource from
gardeners through to engineers, accountants, sales personnel, as well as the usual
technical outputs from chefs, waiters and receptionists.
1.3.16 Staff from the travel sector (i.e. airline personnel, ground handlers, tour guides) needs
to be aware of legal obligations (some resulting from international legislation to be
linked to the major source market) as well as technical on-the-job operational know-
how.
1.3.17 Government officials need to have high levels of planning, data gathering, and analytic
skills in order to develop and inform policy-making and planning implementation.
1.3.18 Development of such diverse skill sets is paramount in Ghana and requires the
provision of different training and education opportunities: full-time technical training;
short intensive courses; coaching and mentoring; outreach activities in marginal/
excluded communities.
1.3.19 Tourism has a history of competing with other service industries, such as banking and
telecommunications, which offer better remunerated employment opportunities. It is
therefore important that appropriate and well-structured professional training
opportunities are offered so that tourism is viewed as a career path and not just as an
‘alternative to do nothing’, seasonal or part time work.
23
Table 1.9: Ghana Tourism Product & Links to Human Resources/Skills’ Demand
Products & Services
Assets Area of HRD/skills required (Operation/ Development/ Management)
Natural Assets
• Beaches
• Year-round warm climate
• Lake Volta
• Flora and fauna
• National Parks & Forest Reserves
Environmental stewardship; Product Diversification; Marketing and Promotion; Small Cruise – navigation/guiding, business development & management; Bird-watching; Fishing; Trails System; Visitor Management; Customer Services; Tour Guiding; Languages and communication
Historical & Cultural Attractions
• Forts and Castles
• Remains of the pre-colonial times to the colonial period
• Food
• Music and dance
• Festivals
• Daily-life and spiritual ceremonies
• Performing and creative arts.
Heritage Sites Management; Cultural Product Development; Marketing and Promotion; Festivals and events management; Trails System Development & Management; Visitor Management; Customer Services; Tour Guiding; Languages; Communication and Story Telling; Arts and Crafts product development
Accommodation Facilities, Restaurants & Bars
• Hotel
• Guest houses
• Self-catering
• Apartments
• Restaurants & Bars
• Local markets
Front Office Operations & Services; Housekeeping; Security; Maintenance/engineering; Hygiene & Sanitation; Food Preparation; Food Services; Entertainment/Animation; Wellness and Fitness (i.e. spa); Restaurant and Bar; Customer Services; Languages & Communication
Sports, Excursion, Entertainment
• Sport Facilities
• Music & dance performers
• Bars and Nightclubs
• Beach Bars
• Casinos
Leisure & Sport Instructor (i.e. sport fishing, sailing, canoeing, wind-surfing); Wellness & Fitness; Product Diversification; Marketing and Promotion; Tour operating; Customer Services; Languages & Communication
Transport
• Air
• Ground
• Water
Air/Ground/Water Transport Operations; Tour Operating/Guiding; Travel Agency operations; Air crew; Airport operations and management; Marketing and Promotion; Security, Health and Safety; Maintenance/engineering
1.3.20 In the public sector, the responsibility for training currently rests with the MoTAC and
implemented through its supporting agencies Ghana Tourism Authority (GTA) and
Hotel Catering & Tourism Training Institute (HOTCATT). The challenge is that both
MOTAC and GTA do not have a structured training policy framework for their staff and
the private sector, which has resolved into a lack of professional, managerial, technical
skills at MOT and its agencies
1.3.21 HOTCATT, the training agency of MOTAC, is not fit for purpose as it does not have
neither adequate human capital or facilities to achieve its mandate. In addition the
Institute is plagued with a lack of effective leadership and has been financially under
resourced over the years. Having recently conducted an assessment of the current
state of play of HOTCATT, the evident lack of strategic and regular prioritization within
24
the operational and financial planning emerged as the main cause of the considerable
shortfalls and incoherent transition towards the aspired Ghana Hospitality and Tourism
Training Institute (GHATTI).
1.3.22 None of the agencies or trade associations linked to the development and promotion
of quality tourist experience, have been receiving any appropriate training. Presently,
MOTCAT and its agencies may have academically qualified staff, but they lack the
requisite professional, managerial, technical skills and competencies to manage a
National Tourism and Hospitality Institute.
1.3.23 The development of any training programmes needs to be done in consultation with
the private sector. There is a dissonance between the role of GHATOF as an umbrella
body for the various Tourism Trade Associations and the sidelined role within it of
Associations like the Ghana Hotels Association, which is supposedly should be one of
the leading given that it includes the primary contributors to the Tourism Fund through
the payment of the levy and other taxes.
1.3.24 In the private sector, there is a skills gap in all members of Ghana Tourism Federation
(GHATOF) and across the tourism value chain, which must be addressed strategically
through technical skills’ training and education.
1.3.25 The training of personnel in the private sector should be the responsibility of HOTCATT
and other private training institutions. However, the myriad of challenges facing
HOTCATT over the years has made it virtually ineffective to fulfill its mandate and most
private sector training institutions offer non-standardized programmes. Only few of
these are nationally accredited or in the process of gaining accreditation (see Annex
4). This situation has led to the uncoordinated and inappropriate human resource
development for the tourism and hospitality industry.
1.3.26 Overall, there is a low awareness level about career development opportunities within
the sector, low remuneration which manifests in the poaching of best performing staff
within the sector and the migration of quality staff into other sectors of the economy,
resulting in high workforce turnover in the industry as well as the high cost of training.
1.3.27 The tourism training institutions supply side is affected by a number of constraining
issues. Currently, tourism training and education are being offered by some
Universities, polytechnics and vocational schools. They are prevalently in the file of
hospitality and only few universities venture into aspects of tourism operations,
although in very limited terms.
1.3.28 Existing data shows that the number of institutions offering skills and competency
25
training courses in hospitality and tourism far outstrips institutions offering supervisory
programmes. Thus, while these Institutions are turning out graduates every year who
may be theoretically prepared, they lack of basic practical technical skills, fostering a
gap between the demand and supply of well-trained tourism workforce.
1.3.29 Tourism and Hospitality training is currently offered by both public and private sector
training institutions. 17 polytechnics that have been accredited by the National
Accreditation Board (NAB) to date and, 6 vocational institutes have been accredited by
COTVET and 2 are in the process of being accredited (see Annex 4). A selection of
these were assessed through interviews with head of departments and/or visited during
the mission to provide an helicopter view of the current state of accredited programmes.
These are:
• The University of Cape Coast offers undergraduate, and postgraduate degrees up to
the doctorate level, of which only the HND Hospitality Management appears listed in
the NAB accreditation list.
• The Koforidua Technical University offers B. Tech. Hospitality and Tourism
Management and is in the process of expanding their portfolio.
• Ghana Institute of Management and Public Administration (GIMPA) runs a B.Sc.
Business Administration (Tourism and Hospitality Management) and it is the only
institution offering Hospitality management training programme that has an application
hotel for the practical training of its students. They are in the process of planning an
expansion of their training facilities, but this depends upon funding.
• The Hotel, Catering & Tourism Training Institute (HOTCATT) was established by the
government in 1991, as an interim project to train hospitality and tourism workforce for
the Non-Aligned Movement (NAM) conference, with technical and financial assistance
from the United Nations Development Programme (UNDP) to be developed into a fully-
fledged Hospitality and Tourism training school offering accredited programmes after
the project period of two years. However, since then, HOTCATT has never found its
feet to deliver this objective. HOTCATT was intended to play a pivotal role in the
development of the critical professional mass of hospitality and tourism industry
workforce. The Institute has been offering training programmes that are not accredited
by any national or external body. The main challenges of HOTCATT have been
identified as a persistent inconsistent and incoherent policy direction from the MoTCAT,
coupled with lack of adequate funding and leadership to head the Institution. In spite of
these challenges, historically HOTCATT is recognized for its contribution to the training
of the lower level workforce in the industry. There is no doubt that if HOTCATT is to
26
serve its purpose, it needs to be restructured both in terms of operation and financial
modelling. However, before any of this interventions, appropriate policies’ reforms and
adequate practices should be put in place. For instance, like in other cases, the GoG
should commit a substantial allocation of funding and a proportion of the tourism levy
should be directly allocated to HOTCATT. Adequate business planning; curricula
development and accreditation alignments with international standards; teachers,
trainers and instructors’ training are amongst the core aspects the WBG assistance
should focus on.
• The development of Mac-Dic Hospitality Academy, Koforidua was discussed with
several local stakeholders. Unfortunately, the owner was unable to accommodate a
visit or interview and all is known is that it is a private institution accredited by COTVET,
in the process of opening its doors to students for the delivery of Catering and
Hospitality Management National Certificate 1. The owner was reluctant to share their
operation and financial model, although anecdotal evidences highlighted that these
type of institutions will cater for students who are able to pay, leaving the vast majority
of school levers out of any opportunity for skills development and training.
1.3.30 Both public and private training Institutions face challenges in the areas of quality
instructors, standard facilities matching industry requirements, standard curriculum and
a credible accreditation system which reflect international standards. It became
apparent that there is an on-going commitment by the WBG to engage in the
restructuring of the TVET provision, but the terms of this engagement being at early
stage and yet to be finalized.
1.3.31 The absence of a nationally accepted basic standards, curriculum and accreditation of
Hospitality and Tourism training programmes in the country is also a reflection of an
inadequate coordination between tourism and education policy makers, training
providers and the private sector, which would ultimately be the beneficiaries of any
improvement in the technical skills and training sector.
1.3.32 The inexistence of Trainer of Trainer (TOT) training programmes and standards for the
Hospitality and Tourism industry and of uniform training modules have led to the
production of a workforce that does not meet international quality standards, with
inadequate and inconsistent services even in 5* hotels.
1.3.33 The absence of a national policy framework for tourism and hospitality human resource
development have created a ground for the mushrooming of Hospitality and Tourism
training institutions, which are not producing the quality of workforce required by the
industry.
27
1.3.34 The existing training institutions, both public and private are affected by inadequate
training facilities, qualified (including trainers) and motivated staff.
1.3.35 Of concern is the viability and credibility of programmes’ accreditation and the validity
of the widely self-administered curriculum adopted by institutions. This is an issue that
needs addressing in concomitance with the realization of a new national training
institution, whichever the model will be.
1.3.36 The current accreditation systems both at secondary and tertiary level, provided
respectively by COTVET and NAB, are questionable both in terms of its validity and
effectiveness as number of training institutions listed as accredited have inadequate
training facilitates and staffing. Anecdotal evidence shows that there are also a number
of other institutions operating without national accreditation.
1.3.37 There is a risk that overseas private companies may start entering the market and start
exploiting the under-developed nature of tourism training to sell ready-made course
materials and qualifications to providers who do not hold sufficient expertise to evaluate
them. This has been the real problem in other destinations like The Gambia.
1.3.38 Currently there is no mapping of the progression between the secondary and tertiary
education systems, with the tourism and hospitality contents in urgent need of being
standardized, leading to an evident lack of standards of training across the board which
remains out of sync with the national tourism development objective and aspirations.
1.3.39 Although the NTDP (2013) refers to a ‘number of Hospitality and Tourism Training
Institutions in Ghana offering training programmes are affiliated to external examining
bodies such as City and Guilds International, Education Institute of the American
Hotel/Motel Association and the Institute of Commercial Management’, with graduates
from these institutions taking external examinations and being awarded international
certificates, there was no clear evidence of this and the challenge remains in the
consistency of institutions offering programmes which are contextualized to the Ghana
tourism sector.
1.3.40 The lack of laboratories for practical training in all sectors of the Hospitality and Tourism
industry hamper the development of the human resource capacity of the industry.
Although most of the tertiary Institutions have an internship component to their training
offering, the structure and monitoring mechanism for this component of training needs
to be streamlined with a National Training Policy.
1.3.41 The very limited resources in the public sector (human, financial, physical) are not
being employed in a coordinated and structured manner, with the most obvious
28
example being the desire of GIMPA to expand their portfolio of courses into technical
skills training and possibly entering into competition with HOTCATT aspiration to be
restructured into Ghana Hospitality and Tourism Training Institute (GHATTI), while at
the same time GATHOF plans to launch an upgraded HOTCATT without the most basic
required elements (i.e. adequate infrastructures and training staff, accredited curricula).
1.3.42 The need for a HR strategy at national level relates to demand from industry. This is
especially important where resources are limited, the national government needs to be
convinced on the purpose of shifting funds into the tourism sector and students would
struggle to pay fees.
1.3.43 All jobs in tourism require the mastery of specific skills. In tourism, as in other areas of
workforce, such skills can be classified as core or entry-level skills, technical and
management skills, and entrepreneurship skills (Bonifaz et al., 2010:8). Table 1.10
describes these skills in detail.
Table 1.10: Skills required in Tourism (Source: adapted from Bonifaz et al. 2010:8)
Skills Description
Core Skills or Entry Skills
Core skills are not necessarily tied to a specific job; instead, they are broad in nature, allowing personnel to apply them to almost any tourism job. The following core skills have been identified as essential to succeed in tourism: basic literacy and numeracy; employability skills (attendance and punctuality, working in teams, following directions, time management); communication (speaking, writing, listening); problem-solving; vocational/technical; technology (ICT); life skills (self-esteem, grooming, career planning); foreign languages; customer services skills (courteous and friendly conduct); and creativity and innovation skills.
Technical and Management Skills
As opposed to core skills, technical skills are directly connected to a specific job or occupation. They can include skills that are needed to implement front-line tourism industry service jobs, such as bartender, cook, housekeeper, etc.; skills necessary to implement management and technical support jobs, such as accountant, restaurant manager, and IT specialist; and skills needed to support jobs that focus on the environmental aspects of tourism, such as ranger, marine biologist, and interpretive guide. Government agencies in many countries have established skill standards for specific jobs in the tourism industry. These standards serve as a framework for providing vocational competency-based training and assessing student performance.
Entrepreneurship Skills
Opportunity for entrepreneurship is another important factor that needs to be analyzed in assessing demand for workforce in the tourism sector. Entrepreneurship is often an important mechanism for engaging youth in tourism. Enterprising youth, with some basic training and perhaps access to micro-credit, are likely to engage in tourism entrepreneurial activities, such as food enterprises; small-scale transport (bicycles, horses, motorboats); entertainment (dancers, musicians, singers); vendors (craft, jewellery, bags); etc. A well-designed tourism workforce assessment will identify both current and promising entrepreneurship opportunities for youth, as well as the resources (training, credit, etc.) needed by youth to pursue such opportunities.
29
1.3.44 Skills’ training is not to be considered in isolation, as issues associated with the quality
of some tourism jobs impinging on employees’ human rights (i.e. fair contractual
agreement and pay, minimum wage regulations, gender equality) is still extremely
problematic and hinders workforce development and progress within tourism as a
career path. Fairer treatment, better dialogue and negotiations between employers and
employees, respect of indigenous communities’ rights, formal contractual conditions,
as well as policies and guidelines to ensure worker safety and health remains yet to be
achieved in most SSA destinations, and Ghana is no exception, making the nature of
tourism work ‘terra incognita’ (Rogerson, 2012:38).
1.3.45 The current ad hoc approach to the development of capacity in the tourism industry
has resulted in training provision, which does not deliver an appropriately and
consistently trained workforce3. In addition to the need to improve service levels in
existing tourism businesses, there is also a need to ensure that there is an adequate
supply of trained personnel available to meet future industry growth. Failure to do so
increases the cost of tourism investment in Ghana due to additional training costs that
must be borne by investors and may impact on the growth of the industry.
1.3.46 In order to understand the current national training framework, the role of COTVET and
of the National Training Board (NTB) in relation to the delivery of tourism and
hospitality technical skills and training, needs to be clarified and streamlined in order to
avoid process duplications and allow progression between the secondary and tertiary
education systems.
1.3.47 A concern expressed by stakeholders was that the COTVET has limited subject
expertise, which may undermine attempts to establish a quality system or ability to
swiftly proceed with curriculum changes.
1.3.48 The patchwork of fragmented and informal educational provision and accreditation
leads to questions about the current system used by COTVET and NTB in accrediting
and certifying institutions as part of the quality assessment role. The key area of
concern is that there are no clear data on how many students are being currently
trained in hospitality and how much is their contribution. Considering that there is a
plan to make TVET free in the country, it is paramount that tourism becomes
recognised as one of the pillars of the economy and is adequately financed like other
sectors.
1.3.49 Accreditation of programmes at different levels of provision should be recognised either
3 This was raised consistently throughout the field work. .
30
regionally or internationally by reputable bodies with a secure history and tradition (e.g.
West Africa Examination Council). In the case of hospitality and tourism, City and
Guilds of London is claimed to be used by institutions and meets suggested quality
standards.
31
Table 1.11: An assessment of Ghana Training Skills Market
Skills Training Needs Current Training Supply Training Demand Market Characteristics
Vo
ca
tio
na
l S
kills
- Skills needed for basic entry-level positions in the tourism industry
- The skills needed include: tour guiding, front desk/office, reception, maintenance, housekeeping, food service, food preparation, bar keeping, service standards and customer services, etc.
- Inadequate Hotel Schools’ Infrastructure - both private and public.
- No professionally trained instructors.
- Incoherent/inadequate COTVET/NAB provision of accreditation Inconsistent on the job training.
- No national tourism and hospitality curriculum
- Inadequate leadership of national Institute - HOTCATT and inexistence of adequately prepared professional instructors.
- Need for realignment with industry needs to be identified into a National HRD strategy.
- Pressing demand for programme upgrading to international standards, including the prep of adequately trained instructors to train others.
- Vocational skills development needs to be addressed at a basic education level (i.e. secondary school, technical colleges).
- Urgent need for basic and refreshers train-the-trainer programmes, which effectively train people to become “vocational skills trainers”
- Existence of numerous independent vocational skills schools, with inadequate quality standards.
- COTVET/NAB in need of closely monitor the flourishing of private Technical Colleges.
- Urgent need for a national curriculum
Pu
bli
c S
ecto
r
- Skills needed by employees who work for public entities, parastatal entities or NGOs
related to tourism4.
- The skills needed include: Governance and Leadership, Executive Management and Leadership, Destination Planning (i.e. product development and regulatory processes for tourism) and destination management (marketing, fee structure and collection, and maintenance), sustainable tourism development and management.
- Mostly acquired abroad – i.e. in Kenya, South Africa, UK.
- Reliance upon outside experts and consultants to provide the necessary framework and strategies, resulting in fragmentation of ideas and strategic thinking.
- Lack of an effective data management processes guaranteeing continuity of interventions.
- Pressing need for executive programmes in sustainable tourism policy and planning, product development, destination and attractions management and marketing.
- Skill sets and knowledge is so limited (with few exceptions) that public sector cannot make effective use of technical information provided by consultants.
- Need for short evening executive courses, weekend courses or extension courses (1-6 weeks).
- Conflict between sector development, management and marketing demand requiring specialized skills and junior/senior civil servants who want a broader educational (i.e. international degrees and PhDs) to advance their careers.
- Latent lack of general understanding of tourism and general demand by most of the strategic institutions to obtain technical and professional assistance in developing adequate skills to deliver better tourism (i.e. refresher courses).
4 These include for example: MoTAC and GTA, Ministry of Environment and Environmental and Protection Agency, Ministry of Local Government, Ministry of Aviation, Ministry of Transport and
other agencies and NGOs for the preservation of historical & cultural assets, Wildlife Reserves, National Parks and local and regional government offices.
32
SM
Es
Ma
na
ge
me
nt
- Skills needed by owners and managers of any private sector tourism enterprise that is small in scale or in number of employees.
- The skills needed to run a small tourism business include: financial management, operations management, human resources management and sales and marketing management.
- Very limited formal training. Most are self-taught or learned on-the-job.
- Few run by absent owners who may link better qualifications with the need to pay higher salaries.
- Inexistent SME training
- Considered difficult to identify and reach potential clients.
- Particular skills specific to tourism SMEs, which would improve performance and efficiency, leading to upgraded standards more appropriate to increasingly international markets.
- Donor-funded tourism workshops for SMEs in tourism (i.e. sustainable tourism product development, environmental management, marketing/market access, and customer service)
- The tourism informal sector comprises a number of SMEs.
- There is a disjuncture between the obvious need for SME training and incentivizing SMEs to invest in them.
- SMEs tend to have time and financial resources: courses should be short, highly targeted and practical in content.
- The best delivery mechanism seems to be short, sharp, intensive courses.
Ma
na
ge
me
nt/
Ex
ec
uti
ve
- Skills required by upper and middle management employees in large corporations (i.e. large highly rated hotels) or medium size enterprises.
- Due to the nature of the industry (and excluding public sector enterprises) these fall into three sectors of the industry: hospitality, tourism and transports.
- The skills needed include: hotel management, food and beverage management, financial management, operation management, human resources management on a larger scale and SMEs.
- Hospitality training is widely perceived as synonymous with tourism training, reflecting a general misunderstanding of the sector.
- Present training does not meet market needs
- Graduates often insufficiently prepared for supervisory or middle-management roles
- Many international hotel chains (e.g. Legacy) have in-house management training programs but not providing the required consistency.
- Need for management and executive training based on practical rather than theoretical courses
- Importance of internships (i.e. in hotels and attractions where students gain exposure to multiple positions and departments).
- Tailor made programs to fit specific needs.
- Need for professionalizing the sector across the value chain.
- Inconsistent in-house management training.
- Propensity for other large operators (e.g. international chains) to use on-line platform like lobsterink or seek tailor made training programmes.
- Desire for career progress within the industry, best enabled through an effective set of tailored management/ executive programmes.
- Some donor interest in establishing international quality hospitality management schools.
33
1.3.50 It is worth noting the assessment made by Carvas and Palmer (2012: 40)
While the tourism/hospitality sector is growing rapidly and has tremendous
potential to absorb personnel, some micro-level factors across technical and non-
technical areas are hampering productivity. Compared to construction, where the
problem was both in terms of quantity and quality of labo[u]r, in hospitality/tourism,
the challenges are primarily around quality. The two main sources of low
productivity are outdated ICT curriculum/limited field experience, and high variation
in the soft-skill quotient of the workers. This has much to do with the nature of the
industry. The hospitality/tourism sector is fairly fragmented with primarily small-
medium sized firms and a few large hotels. To attain efficiency in distribution,
customer acquisition, and services, these firms are adopting ICT and e-business
in a big way.
1.3.51 However, the industry-polytechnic linkages are weak, the ICT curriculum inexistent,
and the trainers/teachers are from other sectors and not familiar with ICT usage in the
industry. All these are severely impacting the productivity of personnel.
On the other hand, the industry is also heavily dependent on human capital where
soft skills are very important. However, polytechnics find that it's hard to train
students within a span of 6 months to a year. Some of these traits like ‘being
solution-oriented, a positive and proactive attitude, patient and calm demeanor in
the face of challenging requests’ fall low on the coach-ability matrix. Main reforms
are taking a critical look at the current ICT curriculum and including more field work,
as well as, tying up with larger hotels to have operational orientation for staff
especially for soft-skills’. Carvas and Palmer (2012: 40)
1.3.52 Despite the positive outlook in terms of growth in the Ghanaian tourism and hospitality
sector job creation and poverty alleviation, this study and the NTDP (2013) for Ghana
highlight a substantial gap between the demand for and the workforce required for the
industry at national level and along the value chain to perform adequately.
1.3.53 All in all, the main challenges constraining the supply of quality and adequate workforce
for the Ghana tourism and hospitality include, but are not limited to:
• lack of national standards and certification of hospitality and tourism programmes,
• no structured staff training policy at Ministerial and Agencies’ level,
• absence of a clear national policy framework on training and development for the
public, private as well as the large informal sectors of the industry,
34
• limited linkage of ICT with tourism human resource development,
• lack of adequately trained teaching staff.
1.3.54 This gap is worsened by the shortfall in the supply of skilled workforce by the national
education and training system. It is therefore imperative to enrich the quality and
volume of skilled workforce and bridge the gap between demand and supply.
1.3.55 In the context of the above, it is recommended that the tourism and hospitality training
and education demand and supply analysis presented here is reviewed once the
COTVET Skills Gaps Analysis and Audit has been completed. This will help to further
explore the accurate number of tourism and hospitality intake and graduates, as well
as possible options to solve the training and skills gap in the tourism sector.
35
Section Two:
Best practice for business models of modern tourism training
facilities
2.1 International Case Studies
Kenya
2.1.1 Kenya UTALII College – KUC (http://www.utalii.co.ke/pages/Home) is promoted as
providing world class training for both the local and international hospitality and tourism
industry. Among the strategies put in place to achieve this is collaboration with other
reputable training institutions, both locally and internationally, to help deliver the
national mandate of Training and Capacity Building, Research and Consultancy for the
Hospitality and Tourism Industry. In order to meet the ever growing demand for training,
especially for those already in employment, the College is gearing up to start offering
e-learning in the near future. Increased linkages between the College and the
hospitality and tourism industry stakeholders has seen most KUC graduates get
internships and jobs in leading establishments within the industry. The institution is
closely linked to the industry through the Tourism Industry/KUC Liaison Committee.
2.1.2 Courses offered: The courses offered by the college ranges from short courses
through certificate and diploma to degree programmes. These include hotel
management, food and beverage, travel and tourism management and management
development programmes (MDPs). Others are Tours Guiding and Administration,
Front Office, Food Production, Travel operations and Housekeeping.
2.1.3 History: Kenya Utalii College (KUC) is one of the leading African hospitality and
tourism training institution. Since inception the College has trained over 60,000
graduates from around the world who continue to serve in the local and international
hospitality and tourism industry. The College opened its doors in 1975 and was
established under the Hotels and Restaurants Act, (Cap. 494, Laws of Kenya) which
has since been replaced by the Tourism Act, 2011. It is among the three African
EUHOFA (International Association of Hotel Schools) members. In addition, the
institution is an Affiliate Member of the UN World Tourism Organization (UNWTO) and
also accredited by the East African Legislative Assembly (EALA) accredited Center of
Excellence in Hospitality and Tourism training.
2.1.4 Governance and Finance: The school is under the leadership and management of
the Minister of Tourism, and lead Board of Directors chaired by the Minister with the
36
Utalii Principal as the Secretary to The Board. The Principals Secretary of the Treasury,
Tourism Ministry and four (4) members from industry/academia serve on this board.
The Academic Division, is headed by the Director of Studies, assisted by two Deputy
Directors of Studies. The institute has four income stream in the form of public funding
from the Ministry of Tourism; second, school fees; third income from provision of
programmes to industry and industrial training activities (i.e. refresher courses,
management development courses); and forth from commercial catering and
accommodation.
2.1.5 Fees structure: The fees for the courses are approximately $8000 per annum per
course. Training for Kenyan nationals is financed largely through the catering levy
training fund. Non-Kenyans are not eligible for assistance under the fund and must,
therefore either pay their own fees or get scholarships from their governments or other
international organizations.
2.1.6 Lessons to be learned: KUC has been the recipient of the Swiss Development Corporation
(SDC) funds for more than 10 years amounting to some USD 47M. The institution has been
struggling since the SDC dropped their financial support. Being a parastatal entity of the
Ministry of Tourism, the institution has established strong links with industry. The full
allocation of the Catering Levy to the College has proved to be an effective way to
create a direct benefit to industry, by employing funds collected through sector taxation
in a way that benefits the wider tourism economy in the long term. It is also important
to note that , KUC has been the recipient of the Swiss Development Corporation (SDC) funds
for more than 10 years amounting to some USD 47M. The institution has been struggling since
the SDC dropped their financial support. Stability and assured public funding streams can
be an asset though it can also stifle innovation.
2.1.7 Direct involvement with industry through a Board of Directors and the provision of
industry upskilling programmes has been an outstanding outcome. This provides
students with academic training of high standards and practical applications through
the internship programme that has proved appropriate in blending theoretical
knowledge with practical skills required by the sector.
South Africa - North West Hotel Schools
2.1.8 This is the Hotel Schools Division of the North West Parks and Tourism Board
(www.northwesthotelschools.co.za). The Institute of Hotel and Tourism Management
(IHTM) is the collective name of institutions. They provide hospitality, tourism and
conservation management and skills training in the North West Province under the
auspices of the North West Parks and Tourism Board. They pride themselves in being
37
the only government-owned stand alone tourism and hospitality institution in the sector
in South Africa, and also being the leading institutions that specializes in training
tourism and hospitality.
2.1.9 Courses offered: The institutions offer skills development programmes (short
courses), one-year Certificates, two-year Diplomas and a three-year Advanced
Diplomas and short courses. These include Advanced Diploma in Hospitality
Management, Diplomas in Food and Beverage Management, Food and Beverage
Management, Professional Cookery, Accommodation Services, Event Co-ordination
and short courses. The short courses are skills development programmes for people
that are currently employed in the industry as well as young people wanting to enter
the hospitality industry.
2.1.10 History: IHTM has two (2) campuses in Mafikeng and Taung (which was opened in
2015 in Taung), both in the North West Province of South Africa. They are primarily
education and training institutions, however, as part of the training, these institutions
offers facilities for accommodating guests, meetings, conferencing, catering, fully
licensed bars, recreational facilities and town and township tours on request. These
facilities range amongst the best anywhere in the country, even though the
infrastructure needs renewal
2.1.11 Governance & Finance: The leadership of the institutions reports to the Board of the
North West Parks and Tourism Board, which in turn reports to the Minister of Tourism
in the Province responsible for tourism.
2.1.12 It has a total budget of the school is about US$7.4 million per annum (as at 2017) and
80% of this comes from Government as grant. The remainder of the financial
requirements is generated through school fees and commercial operations.
2.1.13 Fee structure: Fees are structured according to programmes. All-inclusive school fees
excluding accommodation is approximately US$3500, and fees with accommodation
is about US$6000.00 per annum.
2.1.14 Lessons to be learned: If planned and thought through properly, public hotel schools
are socio-economically sustainable, even though they are not be financially viable. In
relation to this, the school is not a profit making institution, but rather helps to alleviate
the socio-economic challenges including youth unemployment and poverty alleviation.
It also strengthens national skills development, poverty alleviation, job creation and
capacity building. Nonetheless, this will require the school to establish a strong
commercial arm offering full-range of hospitality services.
38
2.1.15 It is also imperative to note that the location of the school and proximity to major tourist
attractions is paramount, if it to have access to captive market for strong patronage.
More importantly, there has to be a committed political will and leadership to invest in
the school as a social enterprise project with sound leadership plus appropriate
management skills. Additionally, the curricula must be strongly alignment to industry
best practice and be accredited by the appropriate national authority.
South Africa - The University’s School of Tourism and Hospitality
2.1.16 The University’s School of Tourism and Hospitality (STH) is in the College of Business
and Economics. Similar to other hotel schools in South Africa, it provides work
integrated learning opportunities to foster the application of technical and professional
competencies. It also has state of the art training facilities that allow students to gain
valuable hospitality experience. It was ranked 34thglobally, only African university for
Hospitality and Tourism Management by global Shanghai Rankings. It scored 1st in
Hospitality and Leisure Studies by QS rankings.
2.1.17 Courses offered: The School offers Tourism Management and Development National
Diploma: Tourism Management; 3-year full-time BTech Tourism Management (to be
phased out from 2018); 1-year full-time or 2-year part-time B Tourism Development
and Management; 3-year full-time and 1-year BA Honours in Tourism Development or
a 2-year-part-time course. Others are 3-year full time Diploma in Hospitality
Management;3-year full-time Diploma in Food and Beverage Operations; 1-year
fulltime or 2-year part-time BTech in Hospitality Management (to be phased out from
2019). It also offers Postgraduate Degrees including 2-year Master's Degree in
Tourism and Hospitality Management and 3-year PhD in Tourism and Hospitality
Management.
2.1.18 History: The School of Tourism and Hospitality (STH) at the University of
Johannesburg was established in 1968 and now 40 years old. It now has the vision of
positioning the school within the broader UJ internationalisation and Global Excellence
and stature initiatives. The STH was repositioned to start afresh with a brand new
facility and to establish a Trust Fund as well as Bursary commitment from partners to
support future academic developments.
2.1.19 Governance & Finance: The School is financed through government grants, school
fees, external funding, alumni funding and industry support. Through the school, the
following stakeholders offer bursary to deserving students: City Lodge/UJ Educational
Trust Bursary; Hospitality Property Fund Bursaries; Marriott Luxury Hotels International
Bursary; Micros Bursary; National Department of Tourism Postgraduate Bursaries;
39
Protea Hotels Hospitality Bursaries and Tsogo Sun for BTech in Hospitality
Management Bursary.
2.1.20 Fee structure: The fees range from US$4,500 to US$15, 000 subject duration,
courses, the need for accommodation and other resources.
2.1.21 Lessons to be learned: Hotel Schools can be run within Universities as a subsidiary.
Also, they can offer vocational courses and progressed to academic qualifications.
Hotel Schools can set up trust funds with private sector funding and uniquely position
themselves within the broader University agenda.
South Africa - The International Hotel School
2.1.22 The International Hotel School (www.thehotelschool.co.za) This is a private hotel
school that focuses on practical as well as theoretical training, with emphasis on
traditional values of service and hospitality.
2.1.23 IHS positions itself as Africa’s leading hospitality education and training provider. It also
has three (3) schools in South Africa and one training centre in Mauritius. It offers a
combination of relevant certifications and training that equips students with the skills
and knowledge they need in the market place. It is also an exclusive partner of the
American Hotel & Lodging Educational Institute (AHLEI) in South Africa, and accredited
by the Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training
Authority (CATHSSETA), SAQA and CHE. All its staff are certified, trained and skilled
staff. It also an approved Centre of the City & Guilds. It has approximately 200 staff
nationwide with excellent class rooms, training kitchen, computer labs and all other
facilities needed for practical training at all its 4 campuses – Durban (Head Office) with
about 250 students, Johannesburg with about 400 students, Cape Town with about
150 students and Pretoria with another 150 students
2.1.24 Courses offered: The school’s programmes are segmented into four mains streams,
namely: Management, Culinary, Online learning and staff training. These range from
6-month certificate courses to 3-year advanced diploma course in Hospitality
Management, Culinary and Business Management.
2.1.25 History: The International Hotel School was established in the Carlton Hotel,
Johannesburg in 1994 to meet the shortage of trained individuals for a service driven
industry. It now offers a range of nationally and internationally recognized diplomas and
certificates across all sectors of the hospitality industry. It has grown to three
campuses: Johannesburg (Gauteng), Durban, Pretoria and Mauritius Training Centre.
40
2.1.26 Governance & Finance: The school is funded by the owner, school fees and
commercial activities. It has no board structure.
2.1.27 Fee structure: Fees range from $4500 - $7500 per annum.
2.1.28 Lessons to be learned: Being privately owned and managed hotel schools, these are
run like businesses and that makes them financially viable. With good quality curricula
and qualified leadership, these schools provide excellent quality education, can attract
above average school fees and are financially viable. Also good quality management
has built high brand equity that can easily be franchised for more commercial gains.
South Africa - The Private Hotel School
2.1.29 The primary business of The Private Hotel School (www.privatehotelschool.co.za) is
Hospitality Industry and Tourism Training, Education and Development. It offers a
variety of part- time, full-time and sector specific courses and maintains high academic
standards of national and international standing. The school also has partnership and
co-operation agreements with American Hospitality Academy (AHA) and International
Hospitality Management Schools (IHMS) – USA, City & Guilds, Stellenbosch University
(SUN), Stellenbosch University (SUN) – South Africa, Ecole De Savagnac, France and
William Angliss Institute, Australia. Currently, the school has approximately 100
students are currently enrolled at the TPHS on annual basis, although the facility can
accommodate growth to approximately 120 - 150 students.
2.1.30 Courses offered: Courses range from 1-year to 3-year courses and are accredited by
South Africa Qualification. These include Higher Certificate in Hospitality Management
(NQF Level 5) Advanced Certificate in Hospitality Management (NQF Level 6),
Advanced Certificate in Culinary Specialization (NQF 6), Diploma in Event
management (NQF 6) and short course as well as American Hospitality Academy -
Advanced Certificate in Multicultural Leadership.
2.1.31 History: The Private Hotel School (Pty) Ltd., is registered with The Department of
Higher Education and Training (DHET) and Council for Higher Education (CHE) as a
private higher education provider. Established in January 2006, it is located at a
dedicated campus in the Vlottenburg Hamlet in Stellenbosch, near Cape Town. In
2008, TPHS got accreditation and registration with the Department of Higher Education
and Training (DHET) in South Africa and three new qualifications were developed and
registered with the South African Qualification Authority (SAQA) on the National
Qualifications Framework (NQF) on levels 5, 6 and 7. TPHS further received
registration from the Quality Council for Trade Occupations (QCTO) to offer the
National Vocational Chef Certificate, registered on NQF 5 in 2016.
41
2.1.32 Governance & Finance: The school is a private school registered as a private
company. It has a simple organizational structure with the owner and founder providing
leadership on major management decisions, monitoring and evaluation of all other
business activities including the financial well-being of the company. It is privately
funded by the owner through its commercial hospitality activities and school fees.
2.1.33 Fee structure: All students of The Private Hotel School are are fees-paying or need to
secure scholarship through their own efforts. The Private Hotel School offers all-
inclusive fees with all the necessary items that students would need. The fees range
between US500.00 per short course to US$15 000 per annum.
2.1.34 Lessons to be learned: As private institution, the school has sound financial and
business model as it is run like any other private school in South Africa with focused
commercial interest. As result the school has competent and qualified personnel for all
it functional areas to drive the ultimate goal of running a sustainable business and
satisfying customer needs at the same time.
The Gambia - Gambia Tourism and Hospitality Institute (GTHI)
2.1.35 The Gambia Tourism and Hospitality Institute (GTHI) is one among the institutions
under the aegis of the Ministry of Tourism and Culture (MoTC). Ever since its
transformation from The Gambia Hotel School (GHS) to it presents status, students
enrolled and graduating from the institute have the opportunity and proud to become
productive professionals bridging the gap in terms of human resource needed in the
tourism industry. On each The GTHI is affiliated with the Organisation for Tourism and
Hospitality Management and the London International College.
2.1.36 Courses offered: The institute offers courses in Tourism and Hospitality from
certificate to diploma and Higher National Diploma levels. These diploma programmes
are in the process of being aligned to tourism courses that are being offered at the
University of The Gambia at the undergraduate level in such a way that students
leaving the institute with a higher National Diploma in Tourism and Hospitality will gain
entry into the University of The Gambia to pursue a full time course of study leading to
a bachelors degree in Tourism. The development of the curriculum was funded by the
EU but the amount was not disclosed to us as they were directly paying the consultant.
2.1.37 History: The Gambia Hotel School (GHS) was established with support from the
German Agency for Technical Cooperation (GTZ) and the World Bank, between 1979
and 1981. It opened in 1981 to offer training for new entrants to the industry in four
disciplines: Front Office & Reception; Bar & Restaurant Service; Housekeeping &
Laundry; Cookery & Pastry. These courses are still offered today fairly unchanged. The
42
School has links with an institute in the United Kingdom and one in Austria. It was
revamped, re-visioned and repositioned as the The Gambia Hospitality and
Tourism Institute in 2013. This was achieved through a programme of institutional
strengthening, training and reorganisation; new curricula. The school was transformed
in terms of infrastructural development and the installation of new equipment and
furniture through technical assistance provided by the Spanish government.
2.1.38 Also, GTHI is a semi autonomous institution established since 2013 by an act of
parliament. This gives us some independence with a Board of Directors. However, it is
still under the Ministry responsible for tourism, and subvention which is now GMD
750,000 per month is allocated by Government through our Ministry to cover salaries
mainly and other expenses.
2.1.39 Governance & finance – The institute is a semi-autonomous government institution
that receives an annual subvention to run its own affairs. In addition to the subvention,
the institute raises its own revenue through tuition fees for its regular courses; the
provision of training services to various stakeholders in the tourism and hospitality
sectors (including hotels and restaurants), as well as other services that it can render
to stakeholders and the community at large. It is led by Board of Directors and
management team lead by a principal.
2.1.40 Fee structure: The fees structure is as follows: GMD15,000, 20,000 and 25,0000 for
Certificate, Diploma and Advanced Diploma respectively. There a few students on
scholarship who are sponsored by private individuals
2.1.41 Lessons to be learned – The GTHI success depends on collective experience through
the private and public sectors. Public and private sector partnership in education works
if fairly well planned, executed and manage, but suffered from the inadequacy of
leadership and chronic underfunding, which appears to have recently improved through
the allocation of a triplicated amount after since the World Bank intervention and
recommendations.
2.2 A New Facility Approach
2.2.1 The New Tourism Training Institute can capitalize on the political will of the MoTAC to
establish a good reputation. Based on the identified needs of stakeholders and a
tourism and hospitality programme development, the following are the issue to consider
in the development of a New Tourism and Hospitality Institute:
43
• To develop a combined infrastructure to provide formal and informal training
programmes in hospitality and tourism and on various levels of tourism and
hospitality technical skills development and management.
• To expand the current inadequate facilities and curriculum of HOTCATT and/or
GIMPA providing progression to a revised tertiary education system and providing
an adequate set of skills matching the international context.
• To provide a Training Institute’s building constructed on principles of sustainability
and a future-focused educational complex similar to that of a hotel, with openness
and with emphasis on flow of directing students and guests to the appropriate
service areas with required and appropriate hard infrastructure, fixtures, fittings
and equipment, as well as soft infrastructure including high standard and quality
curricula, well equipped teaching staff, adequate operational leadership and
management and support staff.
• The proposed project would have the facilities indicated in the Box 1.
Box 2.1: Institutional requirements
• Based on estimate provided by local stakeholders, the cost of the new facility to be
funded by the GoG or Public-Private Partnership is estimated at USD 5.6M
44
• Technical assistance could be provided for the Development of HR Policy
framework, feasibility studies and Business Plan, Funding of fixtures, fittings and
public good and Curricula development & international accreditation. The total
estimated value for a period of four (4years) is excluding cost overruns, incidentals
and inflation of about 20%.
2.2.2 Estimated Cost of construction - Based on estimates provided by local stakeholders
and The Private Hotel School costings provided, the construction cost of the new facility
to be funded by the GoG or Public-Private Partnership is estimated at $5.6. The details
of these cost are provided in the table 1 below:
Table 2.1: Estimated Construction Cost for a new facility
Training facility /skills centre and equipment $2.0M
Hotel School $1.5M
Public facilities $1.5M
Professional Fees $0.6M
Total $5.6M
2.3 Enhancing an existing facility or facilities
2.3.1 A selection of these were assessed through interviews with head of departments and/or
visited during the mission (i.e. GIMPA, HOTCATT) to provide an helicopter view of the
current state of accredited programmes.
2.3.2 The University of Cape Coast offers undergraduate, and postgraduate degrees up to
the doctorate level, of which only the HND Hospitality Management appears listed in
the NAB accreditation list (see table E in Annex 4).
2.3.3 The Koforidua Technical University offers B. Tech. Hospitality and Tourism
Management and is in the process of expanding their portfolio.
Ghana Institute of Management and Public Administration (GIMPA) runs a
B.Sc. Business Administration (Tourism and Hospitality Management) and it is
the only institution offering Hospitality management training programme that
has an application hotel for the practical training of its students. They are in the
process of planning an expansion of their training facilities (see Annex 5).
However, this facility is yet to be fully completed and operationalized to fully
benefit a wider set of students and cater for the needs of the sector. The vision
of the project proponents is to expand the facilities of the existing GIMPA
Hospitality School/Executive Conference Centre into a Centre of Hospitality
45
Excellence that will serve as an expanded training/practice Centre of Choice for
GIMPA’s Hospitality Management students and other hospitality enterprises
that would want to sharpen the skills of their staff. The facility will cater for the
hospitality needs of GIMPA programmes as well as that of Government
Ministries and Agencies; NGO and private corporate and allied sectors that
need the services and the conducive environment to conduct their conference
and meetings. The idea of the project is to construct first class, well-furnished and
equipped hospitality training facility, professionally staffed to provide high quality
training environment and guest/client services that are moderately priced. The project
among others, is to position the Hospitality Department of GIMPA as the hospitality
school of choice. The project is aimed at consolidating GIMPA’s apparent position as
Ghana’s only sustainable self-financing public tertiary Institution. At the time, when this
study was conducted they were in the process of seeking funds through GoG public
funds, donor funding and/or private sectors’ funds. As highlighted in the project
proposal, the expansion projects aims and objectives are to:
• Operate the facility efficiently, consciously managing cost of operations
• Recruit, develop and maintain manpower of the right calibre and size appropriate
for management and operational needs of the project
• Manage the facility professionally to maximize efficiency and profitability.
• Provide high quality of employable skills and entrepreneurial mind-set for
students.
The proposed project would have the following facilities:
• Lecture hall, Demonstration rooms and guestrooms of various categories
• Conference space for 500 persons with moveable front stage and back stage
rooms
• Two-number 100 seater restaurants
• Public washrooms
• Offices
• Store rooms
2.3.4 HOTCATT: The Hotel, Catering & Tourism Training Institute (HOTCATT) was
established by the government in 1991 as an interim project to train hospitality and
tourism workforce for the Non-Aligned Movement (NAM) conference. It was
established with technical and financial assistance from the United Nations
Development Programme (UNDP) to be developed into a fully-fledged Hospitality and
Tourism training school offering accredited programmes after the project period of two
46
years. However, since then, HOTCATT has never found its feet to deliver this objective.
HOTCATT was intended to play a pivotal role in the development of the critical
professional mass of hospitality and tourism industry workforce. The Institute has been
offering training programmes that are not accredited by any national or external body.
The main challenges of HOTCATT have been identified a persistent inconsistent and
incoherent policy direction coupled with chronic underfunding and inadequate
leadership able to sustainably operate the Institution. In spite of these challenges,
historically HOTCATT is recognized for its contribution to the training of the lower level
workforce in the industry. There is no doubt that if HOTCATT is to serve its purpose, it
need to be restructured both in terms of operation and financial modelling. However,
before any of these interventions, appropriate policies’ reforms and adequate financial
resources should be put in place and available respectively (i.e. proportion of the
tourism levy being directly allocated to HOTCATT, curricula development and
accreditation).
2.3.5 Mac-Dic Hospitality Academy: During the mission, Mac-Dic Hospitality Academy,
Koforidua was mentioned as an example to look at. Unfortunately, the owner was
unable to accommodate a visit or interview and all is known is that it is a private
institution accredited by COTVET, in the process of opening its doors to students for
the delivery of Catering and Hospitality Management National Certificate. Also, the
owner was reluctant to share their operation and financial model, although anecdotal
evidences highlighted that these type of institutions will cater for students who are able
to pay, leaving the vast majority of school levers out of any opportunity for skills
development and training.
2.3.6 Estimated cost of enhancing an existing facility or facilities
Table 2.2 Estimated Construction Cost
Items Values (US$) %
1 Construction Cost 2,200,000 55
2 Furniture and fixture 600,000 15
3 Computer and Communication Equipment 120,000 3
4 Office equipment 120,000 3
5 Plant & Machinery (e.g. industrial kitchen fittings and
furniture, demonstration laboratories, etc)
600,000 15
6 Sub-total 3,640,000 91
7 Finance Cost 120,000 3
8 Working capital 240,000 6
Total 4,000,000 100
47
2.3.7 Key points to note:
• If this was the preferred scenario, the recommendation would be to establish a bidding
for funds process, followed by expression of interest and business proposals’ selection.
• This would not necessarily solve the shortage in the leadership capacity or the teaching
staff capacity shortfalls nor the inexistence of the curricula and teaching materials.
• Any proposal should therefore clearly identify how the above would be addressed as
well as the financial sustainability of proposed operation.
48
Section Three:
Most promising option/s and technical assistance to implement the
recommended model/s
3.1 Most promising Option/s
3.1.1 Institutional Structure scenarios - A set of critical reflection on potential
institutional scenarios, together with some commentary about potential financial
arrangements were introduced in the 2009 HOTCATT report and can be summarised
in the following:
a. While there is a well-established, dynamic training culture within some of the tourism
sector (especially the newer international resorts, and some individual hotels) much of
the sector pays little attention to training and education due to financial resources, staff
retention and poaching difficulties respectively.
b. It is anticipated that the findings and recommendations of the mission will help
address these issues. In relation to this, four institutional scenarios, each with key
points to note are presented below for consideration:
Box 3.1 Option/s – Model 1:
Fully public sector owned and managed institution
Examples Pros Cons Critical Success Factors
- Kenya Utalii
College (Kenya),
- North West
Hotel Schools –
South Africa
- University of
Johannesburg –
School of
Tourism &
Hospitality
(South Africa)
- Public control of
ownership
- Control of
leadership and
quality assurance
of curricula
- National Asset
- Direct
contribution to
national skills
development
agenda
- Cost
management and
affordable fees for
all
- Promotion of
social cohesion
and human capital
- Negative impact of
political dynamics on
leadership
- Potential loss of
institutional memory and
sustainability due to
changes in political
dynamics
- Lack of transparency
due politic dynamics
- Reduced efficiency and
effectiveness due lack to
material ownership
- Negative impact of
economic downturn on
funding
- Possibility of misplaced
priorities
- Political influence on
governance structure and
leadership
- Fully lead by private sector
industry association qualified
board of directors
- Guaranteed government
funding for infrastructure
development and maintenance
- Unbiased appointment of
qualified personnel with market
related remuneration
- Limited interference from
parent ministry
- Permanent Hotel and
conference facilities and
school fees as key sources of
internally generated revenue
- Employability and
employment rate of students.
- Tax incentives
49
Model 1 - Key points to note:
This model has limited chance of success due to:
• Inadequate leadership and lack of expertise coupled with lack of in-depth knowledge of
the way a successful tourism and hospitality training sector should operate.
• due to current limited resources availability to fund and capitalized infrastructure
development and pay qualified staff remuneration by the MoTAC.
• the impact of political dynamics on governance and leadership.
Box 3.2 Most Promising Option/s - Model 2:
Public-Private Partnership (strategic partnership model with performance-based
contract by an international Hotel Group Operating Ghana.
Examples Pros Cons Critical Success Factors
- Accra City Hotel
- Mövenpick
Ambassador
Hotel, Accra,
Ghana
- Kempinski Gold
Coast City Hotel,
Accra, Ghana
- Public sector
control of
ownership
- Experience
private sector
leadership and
management team
- Quality assurance
of curricula
- National Asset
with maintenance
plan
- Maintenance of
institutional
memory
- Financial viability
and sustainability
- Increased
transparency,
efficiency and
effectiveness
- Direct contribution
to national skills
development
agenda
- Development
human capital
- Possibility of high cost
of hotel and hospitality
education
- Possibility of misplaced
priorities in relation to
national priority
- Social exclusion for the
people
- Lack of social cohesion
- Sound feasibility and viability
studies
- Sound strategic and business
plan with sound financial
modelling and risk analysis
- Legally binding performance-
based contract with tried and
tested organisational policy
guidelines led by Board of
Director.
- Guaranteed government
support and funding for
infrastructure with long-terms
agreement
- No or limited government
interference
- Permanent hotel and
conference facilities and school
fees as key sources of internally
generated revenue
- Profitability and tax incentives
50
Model 2- Key points to note:
This model has some chance of success as:
• it has been tested by GOG and MoTAC with at hotel ownership, management and
operations listed in the table due to private sector
• it would also be perceived as a good investment by the private sector, with potential for
return on investment.
• it is feasible to find strategic partners with the required financial resources, local or
international expertise.
Box 3.3. Most Promising Option/s – Model 3
Public – Private Partnership, franchise model by an international school already operating in Africa
Examples Pros Cons Critical Success Factors
- The Private
School (South
Africa),
International
Hotel School
(South Africa
- Vatel Hotel and
Hospitality School
France – Mauritius,
Senegal, Kenya,
Madagascar, etc
- Strong brand equity
with tried and tested
curricula and
business
- Private sector
control of leadership,
management,
operations and
franchise ownership
- Experience
leadership and
management team
- Quality assurance
of curricula
- National Asset with
maintenance plan
- Maintenance of
institutional memory
through knowledge
management
- Financial viability
and sustainability
- Increased
transparency,
efficiency and
effectiveness
- Direct contribution
to national skills
development agenda
- Development
human capital
- Fulfilment of
contractual obligation
- Possibility of high cost
of hotel and hospitality
education
- Potential of misplaced
priorities in relation to
national priorities
- No public sector
control in operations
- Social exclusion
- Private sector-led
management and operations
Sound feasibility and viability
studies
- Due diligence on financial
strength and expertise of the
franchisee
- Legally binding contract
between government and the
franchise as well as the
franchisor and franchisee
- Sound strategic and business
plan with sound financial
modelling and risk analysis
- Fully managed by franchisee
with “tried and tested”
organisational policy
guidelines led by qualified
Board of Directors.
- Guaranteed government
funding for infrastructure with
long-terms agreement till the
expiry of the franchise licence
- No or limited government
interference
- Permanent Hotel and
conference facilities and
school fees as key sources of
internally generated revenue
- Profitability and tax incentives
- Employability and
employment rate of students
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Model 3 - Key points to notes:
This model has a good chance of success due to the following:
• it is a ‘tried and tested business case model’ in other African contexts – Vatel in
Mauritius/Madagascar and The Private in South Africa (considering to roll-it out
Franchise/Partnership models in Africa).
• there is high private sector interest in franchise models in other sectors of the Ghanaian
economy and branded hotels franchises.
• it is feasible to find strategic partners with the required financial resources and expertise
locally or internationally for such as project.
• This could be implemented through a ’Call for Expression of Shareholders’ Interest’.
Box 4 Most Promising Option/s – Model 4
Public – Public Institutions (PPI) collaboration model with hotel school serving as a
feeder school to university or tertiary institution with qualifications beyond diploma
Examples Pros Cons Critical Success Factors
- University of
Johannesburg
Hotel and
Hospitality School
(South Africa
- Cape Peninsular
Technical
University Hotel
School
Kenya Utali
- Strong brand equity
with linkages to a
credible tertiary
institution
- Adoption by the
tertiary institution
- Experience
leadership and
management team
- Forced quality
assurance of
curricula by the
tertiary institutions
- Direct contribution
to national skills
development agenda
Development human
capital
- Negative impact of
political dynamics on
leadership
- Potential loss of
institutional memory and
sustainability due to
changes in political
dynamics
- Lack of transparency
due politic dynamics
- Reduced efficiency and
effectiveness due lack to
material ownership
- Negative impact of
economic downturn on
funding
- Possibility of misplaced
priorities
- Political influence on
governance structure and
leadership
- Sound feasibility and viability
studies –
Sound strategic and business
plan with sound financial
modelling and risk analysis
- Policy guidelines led by
Board of Director.
- Guaranteed government
funding for infrastructure and
maintenance
- No or limited government
interference
- Permanent hotel and
conference facilities and
school fees as key sources of
internally generated revenue
Model 4 - Key points to note:
This model has limited change of success due:
52
• This is the type of partnership attempted between HOTCATT and GIMPA, which
failed for a number of reasons, such as the lack of adequate financial resources
directly allocated to the activities of the training institution, ownership of the institution
under different GoG established governing institutions or agencies (i.e. MOTCAT and
Ministry of Public Administration)
• Political Dynamics and inadequate leadership and expertise in tourism and hospitality
training sector leading to the ineffectiveness, economic viability and sustainability of
the institute
3.1.2 Summary/Concluding of key points to note: Given the study objectives as well as
policy, institutional, demand and supply gaps identified during the study in relation to the
expected study outcomes, it can be deduced that PUBLIC – PRIVATE PARTNERSHIP
(FRANCHISE MODEL) option has the highest chance of success in the current Ghanaian
economy due to the following (taking into account an international hotel school already
operating in Africa):
• this model is a ‘tried and tested business case model’ in other African contexts, that
can be adapted to the Ghanaian environment. It has ease of execution due to the
expertise and soft infrastructure availability
• it would provide the required level of leadership to develop and manage the new
operation
• its pros outweigh associated risks, compared to all the other models evaluated.
• It is a strong business case, and financial forecast can easily be subjected to monitoring
and evaluation and any other required due diligences with ease and speed.
• It is estimated that the cost of adopting this model may range from US$5million to
approximately $12million including hard and soft infrastructure development.
3.2 Technical Assistance Required
In line with the study objectives, it is estimated that Ghana will need technical assistance
estimated at 10M for a period of 4 years to supplement GoG’s investment in establishing either
a new facility or enhance its existing facility in attempt to implement the recommended option.
53
The cost estimates provided above indicate that US$10million will be required for the execution
as listed and shown in the table below (excluding inflationary increases, incidentals and cost
over runs during this period):
• Development of a National Tourism HR Policy Framework – This is essential to effectively
guide the next 10 years’ Improvement of Vocational Training and Skills Development
Delivery Systems for the Tourism Sector in Ghana.
• Development of a fully feasibility studies and business plan (hard and soft infrastructures)
to ensure sustainability of the facility(ies) to be established
• Funding for the purchase of materials, equipment, and other public goods, soft and hard
infrastructure development support required for the implementation of the agreed
accredited training facility(s).
• Support for the development of the necessary curriculum, teaching quality assurance and
programmes’ international standards and accreditation processes for tourism and
hospitality programmes to be aligning with the development of COTVET/NAB revised
policies and practices (currently under revision under WBG’s Skills and Employability
supported interventions).
• Training and upskilling of key tourism and hospitality workforce, training of teachers,
trainers and instructors (see examples of work packages).
Table 3.1 The proposed break-down will as follows:
Total Total
Development of HR Policy framework* 1.0M 10%
Feasibility studies and Business Plan 0.2M 2%
Funding of refurbishment, fixtures, fittings and public goods 6.0M 60%
Curricula development & int. accreditations 1.8M 18%
Capacity building (training and upskilling) 1.0M 10%
Total 10M 100%
NB: Excluding 20% escalation for cost over runs, inflation and incidentals)
It is imperative to note that development of HR Policy Framework would have to include a
baseline study and implementation of HR Policy through capacity building across the public
sector linked to tourism. This is not to be seen as an opportunity for public sector’s personal
advancement (i.e. pursue studies overseas), but rather as a vehicle to restructure the entire
dysfunctional tourism system.
54
Reference:
Bernklau, T. (2010) Preliminary Business Plan – Establishment of Integrated Hotel School
Development at Achimota, Accra: BERNKLAU – Tourism Investment Consultant.
Bonifaz, A., Hawkins, D. and Israel, R. (2010) ‘Guide to assessing and designing tourism
workforce development programs’, Guides and Toolkit Series, Education Development
Centre, Washington, DC: USAID. Online. Available at:
http://idd.edc.org/sites/idd.edc.org/files/EQUIP3-Tourism-Guide.pdf (accessed 20 April
2018).
COTVET (2018) Strategic Plan For TVET Transformation 2018 -2022 (DRAFT), Accra:
COTVET.
Darvas, P. and Palmer, P. (2014) Demand and Supply of Skills in Ghana. How Can Training
Programs Improve Employment and Productivity?, Washington DC: The World Bank
Group.
Frimpong-Bonsu, W (2015) Diagnostic Study of Tourism in Accra, Ghana, African Centre for
Economic Transformation (ACET).
Hawkins, D., Bonifaz, A. and Israel, R. (2010) Tourism Workforce Development: A Guide To
Assessing and Designing Programs, Washington, DC: USAID.
Holden, A., Sonne, J. and Novelli, M. (2011) The Poor's Interpretations of the role of Tourism
in Poverty Reduction in Elmina, Ghana. Journal of Tourism Planning and Development,
8(3): 317-334 Republic of Ghana (2012) National Tourism Development Plan 2013-
2027, Accra.
IFC (2016) A Hotel Is Not Just A Place To Sleep. IFC Investments In High Quality Hotels:
Promoting Jobs, Business Infrastructure, Tax Revenues, And Local Supply Chains,
https://www.ifc.org/wps/wcm/connect/410dbb004c0e522488e3aed8bd2c3114/Touris
m_FINAL_web.pdf?MOD=AJPERES.
Koutra, C. (2007). Building capacities for tourism development and poverty reduction.
Brighton, UK: University of Brighton. Retrieved from
http://www.iipt.org/africa2007/PDFs/Koutra.pdf.
Koutra, C. (2010) Rapid Situation Analysis: A Hybrid, Multi-Methods, Qualitative, Participatory
Approach to Researching Tourism Development Phenomena, Journal of Sustainable
Tourism, 18(8), pp.1015-1033.
Koutra, C., & Edwards, J. (2012). Capacity building through socially responsible tourism
development – A Ghanaian case study. Journal of Travel Research, 51(6), 779-792.
55
Kwame Ansah, S. and Kissi E. (2013) Technical and Vocational Education and Training in
Ghana: A Tool for Skill Acquisition and Industrial Development, Journal of Education
and Practice, Vol.4, No.16, 2013.
Ministry of Tourism, Culture and the Creative Arts (2016) Feasibility Study For The
Restructuring Of The Hotel, Catering And Training Institute (HOTCATT), Accra: SIC
FINANCIAL SERVICES LIMITED.
Novelli, M., (2016) Tourism and Development in sub-Sahara Africa: Contemporary Issues and
Local Realities, Oxford: Routledge.
Novelli, M. and Burns, P. (2011) Gambia Tourism and Hospitality Institute – Business plan
World Bank/Government of The Gambia.
Novelli, M. and Burns, P. (2009) Restructuring the Gambia Hotel School into a National
Tourism Training Institute, World Bank/Government of The Gambia.
Rogerson, C.M. (2012a) ‘The tourism–development nexus in sub-Saharan Africa’, Africa
Insight, 42(2): 28–45.
Sadik, A (2017) Emerging trends and influences in Ghanaian hospitality industry education
and employability. Doctoral, Sheffield Hallam University: Sheffield.
Spenceley, A. and Rozga Z. (2007) IFC Tourism Training Network Market Research Report,
Washington DC: IFC.
World Bank Group. (2017) Africa's Pulse, No. 16, April 2017. World Bank, Washington DC,
Retrieved from: https://openknowledge.worldbank.org/handle/10986/28483.
56
ANNEX 1
Terms of Reference
Improving vocational training and skills development delivery systems for the Tourism sector in Ghana: Private Sector Tourism Training Expert
1. Project background and objective of the assignment
1.1 Project context
The World Bank Group (WBG) is assisting the government of Ghana in developing its tourism industry, in line with the government’s strategy to diversify its economy away from dependency on primary commodities and low-value agriculture. Ghana’s tourism sector contributes about 3 percent of the country’s GDP, but remains highly competitive. Ghana ranks 120th out of 136 countries on the World Economic Forum’s Travel & Tourism Competitiveness Index (2017) – behind Cote D’Ivoire (109th), Senegal (111th), and Gambia (112th). Moreover, business/corporate tourism accounts for about 70 percent of total tourism expenditure whereas World Tourism bodies have established that growth in the sector is largely driven by leisure tourism. Such over-reliance on business tourism has led to a downturn in the sector as business tourism expenditures reduced in the wake of oil price crash, and the overall economic slowdown. However, Ghana’s tourism assets and locations have the potential to deliver greater growth, revenues, and jobs but many will require an upgrade. The country possesses a network of historically significant slave forts, a network of National Parks and Reserves, vibrant cultural events and relatively high quality traditional crafts, as well as beaches. The main leisure tourist circuit can be mapped as a triangle of Accra – Kumasi - Cape Coast, including a side visit to Kakum National Park and the wild beaches of the Cape. The forts particularly, and the proximity of the beaches and parks, appear to be the primary drawcard for international leisure visitors. More than 64 forts, lodges, and castles were built between 1480 and 1760 but only about 32 are left, and only 18 are relatively intact, per a recent report.i There has been little attempt to capture revenue or add to the tourist experience at these sites and, for those located within more urban areas, poor sanitation is a deterrent to less hardy travelers. Overall, a growing tourism sector could generate direct and indirect economic and development benefits throughout numerous value chains (agriculture and food products, handicrafts, etc.). In developing countries, an average of two jobs are created for each hotel room, and each job directly created in tourism can create 4.62 jobs in related areas; similarly, research in developing destinations has shown that every dollar spent on tourism can generate US$2.07 down the line. The key market failures confronting tourism development in Ghana, which need to be addressed are: (a) weak capacity of key tourism institutions, and lack of coordination and transparency between the Ministry of Tourism, Arts & Culture and other government agencies which has impeded efficiency; (b) poor enabling environment for entrepreneurs and SMEs in the sector, raising costs, hampering adequate marketing planning, product diversification, and private sector partnerships, and (c) deterioration of national tourism attraction assets and weak tourism-supporting infrastructure.
1.2 Project description
In this context, the WBG is helping the government of Ghana to prepare a “Tourism Development” Project, to be funded by a WBG loan. The Project Development Objective (PDO) is to create the market conditions necessary for the growth of leisure tourism in Ghana. To do so, the Project will provide support to:
(i) Strengthening the tourism enabling environment, aiming to address market failures associated with the regulatory, institutional and enabling environment for tourism.
a) Improving vocational training and skills development delivery systems (accreditation
framework and upgrading the quality of tourism training institutes)
57
b) Facilitating Access (visas and air access)
c) National tourism destination marketing
(ii) Developing tourism sites and destinations: this component will finance both hard
(infrastructure) and soft (planning, marketing, training, coordination) activities to developing underlying tourism assets at the local level. Sub-component 2.1 will finance safety and access upgrades to pre-selected flagship destinations, while sub-component 2.2 will set up a grant program whereby destinations, municipalities, regions, and other public stakeholders will apply, in a competitive process for funds to develop local tourism sites.
(iii) SME support: by financing a Business Plan Competition (BPC) in order to catalyze the
growth of leisure tourism related MSMEs, and thus increase the quality and diversity of visitor experiences. The BPC will fast track developed business proposals for funding and provide business development services to those who are not yet ready to launch their idea or growth their business.
1.3 Background to the assignment
There is currently a lack of skilled Ghanaians to enable the tourism industry to deliver quality service and grow. Those leaving schools, polytechnics and universities are for the most part not considered well prepared with the technical and the soft skills needed in hospitality and catering. Existing staff at all but the few five-star properties are undertrained and consequently fall short of visitor expectations. At the same time many young people are working in the informal sector in low quality jobs with youth unemployment sitting around 11%. And there are large numbers of urban and rural poor, who could develop the skills necessary to thrive in the industry. Technical and vocational education and training (TVET) in Ghana is delivered both in the formal and informal sectors. Formal TVET is delivered by both public and private providers; public providers fall under different ministries. The Council for Technical Education (COTVET), is a national body set up by an Act of Parliament to coordinate and oversee all aspects of technical and vocational education and training in the country. It aims to bring coherence to the TVET system through: the introduction of accreditation criteria for public and private institutions, the development of occupational standards and competency-based curricula, and the assessment and certification of students. The plans are set out in the Strategic Plan for TVET Transformation 2018-2022. Plans include the introduction of Sector Skills Councils, the development of occupational standards and related competency-based training (CBT) programs and certification of skills by industry. So far, a limited number of CBTs have been developed but COTVET has commissioned a skills gap analysis and audit5 in seven priority areas, including Tourism and Hospitality. The audit is expected to: profile occupations in all the seven priority areas; develop a directory of the skill-sets requirement of all sectors; conduct programs audit of TVET institutions and Technical Universities and their related skills-set; conduct analysis of the skills gap identified in occupations within sectors; and determine programs relevant to the world of work with stakeholders. The analysis and audit findings will contribute to the setting up of Sectors Skills Councils to help with the generation and upgrading of standards within the CBT framework. A public Hotel, Tourism and Catering Training Institute (HOTCATT) was established in 1991 with funding from UNDP and ILO, falling under the Ministry of Tourism. The Institute trained more than 10,000 students between 1991 and 2009 but it struggled with a low budget, outdated training equipment, and lack of experienced trainers or industry-appropriate curriculum. A merger with the Ghana Institute of Management and Public Administration (GIMPA) in 2009 failed and the institute closed a few years later and fell into dis-repair. A feasibility study was conducted, dated 2016, for the Ministry of Tourism, Culture and Creative Arts. The study contains useful background information and a proposal for a mechanism to establish a new hotel school. The study is limited in scope and presents only one option for the funding and management of a new training facility – a wholly publicly owned establishment. A previous study /business plan prepared in 2010 for potential investors, MOTCCA and MOE presented another option
5 https://www.myjoyonline.com/news/2018/January-23rd/cotvet-pwc-sign-pact-for-skills-gap-analysis.php
58
for a privately managed training school integrated with a hotel and golf resort using an existing school site. An up-to-date study is now required that presents options for a high-quality training facility which forms part of the supporting infrastructure needed to help the tourism sector grow and prosper in Ghana. The new study should explore a few options for the ownership and management of the new training facility, to include risks and benefits, as well as costs.
1.4 Objective of the assignment
The objective of the assignment is to produce a feasibility study that presents options for the funding and management of a sustainable tourism and hospitality training center for Ghana. The center should be capable of producing high quality graduates to support the growth of the tourism sector in Ghana and in time, also attract students from other countries. The study should include background evidence of comparable examples from Kenya, South Africa and The Gambia, highlighting good practice and lessons learned to aid understanding of the operational context for the new facility and to support decision making on the most feasible option.
2 Scope of work
The consultant will prepare a feasibility study to include the following: 2.1 A market/demand analysis that assesses the demand side of the tourism sector and reviews
current and future industry needs in terms of jobs and skills. It should also review the existing supply side in terms of the landscape of public and private training provision. This analysis should establish skills shortages and gaps, and the demand for a new training facility to operate and be sustainable in the supplier market.
2.2 The study should then present and assess best practice for business models of modern tourism training facilities including public-private partnerships (PPPs), private management or franchises, and public models. It should consider a new facility as well as the option of enhancing an existing facility or facilities, and present the risks and benefits of each option.
2.3 Based on the evidence, the study should make recommendations on the most promising option/s, which should be accompanied by costings for start up and running costs that show how the training facility will be sustainable going forward.
2.4 Finally the study should outline the technical assistance required to structure and implement the recommended model/s, which could include attracting and vetting a third-party operator, as well brokering the arrangement.
It will be important that the study makes linkages to the accreditation workstream in sub-component 1.2 and the wider tourism development activity in the other components of the project. The training facility should also support the goals of the National Tourism strategy by helping to attract talent to the sector which in turn should provide quality jobs and career pathways. At least one of the options explored should show potential for a ‘hub and spoke model’6, or a main campus with facilities in other parts of Ghana prioritized to support the tourist sites selected for development. The backing and engagement of employers in the Tourism sector in Ghana is essential for the training facility as well as for the accreditation workstream, so that training is credible and relevant and so that employers have some ‘skin in the game’ and an interest in maintaining the facility and the skills ‘ecosystem’ for the sector – this will be key to sustainability. The new study should reflect this.
3 Deliverables
3.1 The consultant will submit the following deliverables while carrying out the tasks listed above:
6 ‘Hubs’ tend to be large training facilities where eg curriculum development, certification and other key training activities can take place in different occupational fields, whereas ‘spokes’ provide targeted training in line with the local demand
59
Deliverables Delivery Dates Billable days
1. Work plan with details of how the work will be completed, list of sources, stakeholder mapping and report outline
7 days after contract signing 5
2. Draft powerpoint report considering feedback on report outline in deliverable
28 days after contract signing 15
3. Final powerpoint report responding to feedback received in deliverable 2.
5 days after receipt of feedback
5
4. Final report in Word 7 days after deliverable 3 5
3.2 It is expected for this consultancy to require 30 days. Additional days may be added on the
discretion of the team leader for any new or additional tasks.
3.3 Return airfare and up to 14 days accommodation and per diem will be provided by WBG.
4 Supervision arrangements and specific inputs to be presented by the client
4.1 The Consultant will work closely under the supervision of the WBG team working on the project, based in Washington DC and in-country
4.2 The Consultant will adhere to the WBG rules and regulations for short-term consultants
4.3 The Consultant will remain responsible for quality control of all deliverables and performance in achieving the objectives.
5 Criteria for selection
5.1 The candidate is expected to fulfill, at minimum, the following selection criteria:
Experience/Education
• Experience at senior level in the Hospitality and Tourism sector, e.g. in management, human resources and/or training
• Education to Master level or equivalent in Hospitality/Tourism or a related discipline
• 15+ years of experience in the field of tourism education and training
Other Skills/ Competencies
• Track record of similar assignments and experience of the hospitality/tourism sector in a range of countries, with desirable specific experience in Africa
• Experience of working with international organizations
• High level of written communication as demonstrated through previous assignments and publications
• Ability to work as part of a team and independently and work to deadlines
• Fluency in written and spoken English
• Immediate availability
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ANNEX 2
Methodology
In principle, the overarching methodological approach employed was a Rapid Situation Analysis (RSA),
a hybrid approach developed at the University of Brighton by Koutra (2010), specifically tailored for
assessing multiple-layered problems in less developed and emerging economies and previsouly
specifically tested in the Ghana context. As demonstrated by research undertaken in similar settings,
the proposed method is cost and time effective, generates result in relatively short period of time; it
provides quality fieldwork results; it prioritizes indigenous knowledge and opinions of the local people;
and in a way it is an answer to the lack of holism and limitations of conventional surveys.
Both secondary research (i.e. academic sources, grey literature, government sources) and primary data
collection based on a participatory approach (i.e. stakeholders’ meetings, interviews and focused group,
personal observations, informal conversations with hotels’ workforce) was used to gather insights into
the state of tourism and hospitality vocational training in Ghana and move into a deeper investigations
aimed at addressing objectives 1 to 4 indicated in the ToR (see Annex 1).
Experiences and practices in tourism and hospitality vocational training from South Africa, Kenya and
The Gambia were also assessed and will be included in the final report.
The issues to be addressed are formally listed in the ToR (Annex 1), but essential are the questions
listed in Annex 3, which were employed to guide discussions with various stakeholders involved in the
study.
A stakeholders’ mapping was undertaken prior to the visit and organized into a desired list of possible
research participants. To prepare the study and the financial/managerial modelling require by the ToR,
Mr Divine Owusu-Ansah and Mr Jacob Dodoo had been identified to assist with securing relevant
meetings with mapped stakeholders. However, the support was not always as effective as hoped, with
the organisation of meetings being rather chaotic and often arranged/cancelled at the last minute.
Given the short time available to undertake the study, the complex state of affairs and the extremely
limited official data available (often based on approximation rather than formalised statistic collection
processes), considerable challenges were encountered during the in-country mission, with the
consultant seeking advice from the TTL on how to best frame the expected Deliverables and in particular
Deliverable 2 due on the 25th April 2018. Given the challenges, in particular related to the availability of
reliable data, it was agreed that best available data were to be used to support the report and some
approximation were to be used for the required recommendation.
In addition to this, in order to gauge a base line, Dr Joel Sonne (Ag. Chief Director, Ministry of Tourism
Arts and Culture), Ms Jenny Adade (CEO - HOTCATT), Johnson Kofi Awua (Finance Director -
HOTCATT) and Dr Joseph Mensah-Ansah Head of Department – Hospitality Programme and Director
of GIMPA Executive Conference Centre were identified to assist with relevant data to inform the study.
61
Primary data collection took place during the field mission planned between the 9-17th April 2018 and
research respondents are listed in table A. The primary data gathering proved to be challenging mainly
due to the lack of formal published data. Also, despite the consultants’ best efforts to engage as many
stakeholders as possible in the study, not all the desired one were available for consultation. These two
factors constitute the main limitation of this study.
Table A: List for Stakeholders to be consulted during the study
Date Desired Meetings Priority/Location of Meeting
28th March 2018
3pm (GMT) Conference call with WB TTL and Team -
3-6th April 2018
- Prep for fieldwork. -
9-17th April 2018 Fieldwork
Monday 9th April 2018
Mobilization/Travel of Consultant from UK to Ghana
Tuesday 10th April 2018
Inception Meetings/Interviews with a set of key stakeholders/Focus Group:
9.00-11.00
Inception Meetings with Dr Joel Sonne and key staff Divine Owusu-Ansah and Jacob Dodoo at Ministry of Tourism, Arts and Culture. Plan mission’s meetings.
• Source relevant Government Sources/Data
• Balance of workforce in terms of stock and flow – ie what should be the focus for skills development – is it pipeline development, skills upgrading of existing workforce, or both?
• important that any new centre is accredited by COTVET and that it offers at least some accredited programs?
High Priority
MoTAC
11.30-12.30 Nana Anim (Immediate Past President of GHATO) High Priority
MoTAC
13.30-14.00 Intro Meetings with Jenny Adade CEO of HOTCATT (needed permission to share info in meeting later in the day)
High Priority
MoTAC
14.30 - 15.30
Inception Meetings with CEO of HOTCATT, Ms Jenny Adade and Mr Johnson Kofi Awua (Finance Director) to request data on current Financial and Management Model
High Priority
HOTCATT
15.30 – 17.00 Focus Group with President and Sub-association members of GHATOF - Ms Bella Ahu (President of GHATOF), Chef Isaac (President of Chef Associations) + CEO of HOTCATT, Ms Jenny Adade and Mr Johnson Kofi Awua (Finance Director) + Divine Owusu-Ansah
High Priority
HOTCATT
17.00 till late Debrief with Mr Kofi-Boateng Agyen and Finalise Deliverable 1 - Work plan
Desired
Hotel Kempinski
18.30-19.15 Inception meeting with TTL Mr Kofi-Boateng Agyen to clarify any specific aspect of the assignment and deadlines
High Priority
Hotel Kempinski
19.15-20.15 Meeting with Eunice Yaa Brimfah Snr. Mr Kofi-Boateng Agyen
High Priority
Hotel Kempinski
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Wednesday 11th April 2018
Interviews with a set of key stakeholders
Finalise and Submit Deliverable 1 - Work plan
09.00 – 10.00 Meet with Divine Owusu-Ansah to plan meetings High Priority
MoTAC
11.30 – 13.00
Requested Meeting with Exec Director – Mr Fred Asamoah Council for Technical and Vocational Education and Training (COTVET) – NOT AVAILABLE but Assistance provided by Mr Emmanuel Amankwaah – Registration and Accreditation Assistant COTVET
• List of Accredited Institutions (highlighting any Hospitality and Tourism private and public institutions
• List of Accredited Institutions (highlighting any Hospitality and Tourism private and public institutions
• List of Institutions which have applied for the accreditation
• COTVET's Criteria for accreditation
• COTVET's Curriculum (i.e. catering and hospitality and any other CBT sector specific available) 5. Any description of CBT available
• Understand progress in terms of setting up a Sector skills council for Tourism, whether any occupational standards or new competency based curricula have been developed, how many private and public institutions have been accredited to do hospitality/tourism training. Also helpful to know when the results of their skills gap analysis will be available.
• current training provider landscape – public and private - how many private and public providers there are, how many are accredited by COTVET
• If available, the placement ratio of graduates into jobs for both vocational and higher level training institutions.
High Priority
COTVET Office
11.15-12.00 Mr John Dadzie-Mensah – Deputy Ex Secretary NAB • List of NAB accredited institution
• Seek clarity over secondary vs tertiary education system and accreditation
Desired
National Accreditation Board
12.30-13.30 Dr Joseph Mensah-Ansah – GIMPA, Head of Department Hospitality Poragramme; Director of GIMPA Executive Conference Centre; Chairperson for the Association of Hospitality and Tourism Schools in Africa
• Historical relationship between HOTCATT/GIMPA and visit of premises
• Integration plan 2009 of HOTCATT/GIMPA (document to be sent)
• National Curricula progress (i.e. previsous interventions by USAid, EU, GIZ)
• Training Needs Analysis (TNAs) previsously undertaken (ask Dr Sonne)
• ILO study for the establishment of Skills Council for Tourism (clearance to be received from ILO and document to be sent)
• Plans for expansion of GIMPA (i.e. training kitchen, other teaching spaces)
• Utalii College info (document to be sent)
High Priority
GIMPA
14.00- 15.00 Dr Yaw Ansu – Advisor to Minister of Finance
High Priority
Ministry of Finance
15.30-16.30
Meetings with Deputy Minister of Education, Dr Yaw Osei Adutwum Ministry of Education
• responsible for both TVET and HE and has spent time in the US setting up a chain of charter schools.
• understand his perspective on PPP and how he sees that working for the TVET sector.
• He is also keen to see 20 new TVET schools built across Ghana using a PPP model – would the Tourism one be part of that 20, or is it sitting out separately?
High Priority
Ministry of Education
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17.30 till late Finalize and Submit Deliverable 1 - Work plan with details of how the work will be completed, list of sources, stakeholder mapping and report outline
High Priority
Hotel Kempinski
Thursday 12th April 2018
Interviews with a set of key stakeholders/Focus Group:
9.00 Speak with Divine Owusu-Ansah to plan/confirm meetings
High Priority
Telephone conversation
11.00-12.00 Dr Joel Sonne
• Past TNAs - refer to Tourism Plan 2013-2023
• HOTCAT report 2016
12.00-13.00 Debrief Hotel Kempinski
13.00-14.00 Dr. Ackah Nyameke – President of Hotels Association • Balance of workforce in terms of stock and flow – ie what
should be the focus for skills development – is it pipeline development, skills upgrading of existing workforce, or both?
• Identify local good practice if any.
• GIMPA already visited
• MAC DIC Hotel School (Nana Twane) outside town, possible visit if time allows
High Priority
Hotel Kempinski
15.00-17.00
Planning info required from GTA and other meetings High Priority
Hotel Kempinski
18.00 Meeting with Mr Kofi-Boateng Agyen to finalize expected content of Deliverable 2.
High Priority
Hotel Kempinski
19.00 till late Reporting Hotel Kempinski
Friday 13th April 2018
Interviews with a set of key stakeholders/Focus Group:
09.00 Confirm activities with Divine Owusu-Ansah to plan/confirm meetings
High Priority
Hotel Kempinski
9.30-12.00
Data mining of government sources Meeting with desired stakeholders cancelled
High Priority
Hotel Kempinski
12.00 – 13.30 Dr Ammisa , Lecturer at a Technical University Professor Kwaku A. A. Boakye (PhD) Cape Coast University
• Breakdown of the universities and Polytechnics offering higher level programs, public and private (map those available in the HOTCATT report)
• Balance of workforce in terms of stock and flow – ie what should be the focus for skills development – is it pipeline development, skills upgrading of existing workforce, or both?
• Accreditation and progression
High Priority
Hotel Kempinski
14.30-16.00 Visit of 5* facilities and Accra Marina Drive project Cancelled visit to Mac Dic Private college
Desired
Various
17.00 till late Reporting Hotel Kempinski
Saturday 14th April 2018
Interviews with a set of key stakeholders/Focus Group:
10-12 Thomas Benklaun (Hospitality Consultant) + data sharing Benklaun Office
13-17 Mövenpick Hotel and Jamestown Various
17.00 till late Reporting Hotel Kempinski
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Sunday 15th April 2018
10-15 Labadi Beach Hotel and Accra City Hotel and Craft market and location Visit
ALL DAY Reporting Hotel Kempinski
Monday 16th April 2018
Interviews with a set of key stakeholders:
09.00 -10.00
Confirm activities with Divine Owusu-Ansah to plan/confirm meetings and gather any further data
High priority
10.30 -11.30
Mr Kwame Ansong – CEO Sun Seekers Travel and Tours, Owner of Sun Lodge Hotel
High priority
Sun Seekers office
11.30–12.30
Meetings with CEO of HOTCATT, Ms Jenny Adade, to collect material and full assessment of Facilities and collect materials
Desired
12.30-14.00
Mr Akwasi Agyeman, CEO of Ghana Tourism Authority or his representative
• Update stats in HOTCATT report
• The breakdown of firms in the sector by size, sub-sector and region
• The age profile and gender balance of the current workforce (if available)
• Balance of workforce in terms of stock and flow – ie what should be the focus for skills development – is it pipeline development, skills upgrading of existing workforce, or both?
• Number of current employees by occupational area
• Levy system and allocation
High priority
GTA
14.00-16.00
Training Manager Kempinski
High Priority
Hotel Kempinski
16.00-17.00 Debrief Meeting with Divine Owusu-Ansah Project Champion
Tuesday 17th April 2018
Any other required/rescheduled meetings
Mobilization/ from Ghana to UK
9.00-13.30 Catch up meeting (i.e. collect documentations not yet received)
-
18.00 Mobilization of consultant from Ghana to UK -
23-25th April 2018
Data mining of government sources, Review of official sources and statistics, Best practice desk research, Financial Planning/Scenario Building, Capital and operational budget forecasting
25th April 2018 - Deliverable 2
Draft powerpoint report considering feedback on report outline in deliverable 1.
TBC May 2018 - Deliverable 3
Finalized powerpoint report considering feedback on report outline in deliverable 2.
TBC May 2018 - Deliverable 4
Final Report (word document)
Previous studies and document were used to have an helicopter view of the state of the tourism sector
in the country. These included:
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• 15-year National Tourism Development Plan (1996-2010);
• Medium Term National Tourism Development Plan (1997-2000);
• Technical and financial assistance for major improvement of the Hotel, Catering and Tourism
Training Centre (HOTCATT) (2016);
• Ghana Poverty Reduction Strategy (2003-2005);
• Ghana Shared Growth and Development Agenda (2010-2013);
• National Tourism Development Plan (2013-2027); and
• Tourism Act, 2010 which transformed the then Ghana Tourist Board into Ghana Tourism
Authority, and the setting up of a Tourism Development Fund.
• Medium term expenditure framework (mtef) for 2018 – 2021, Programme of Budget Estimates
for MoTAC
• National Tourism Development Plan – 2013 to 2017
• The Oxford Business Group Report 2018
• WEF Competitiveness Report
• WTTC Annual Report
• UNWTO Report
• Integration plan 2009 of HOTCATT/GIMPA (document to be sent)
• National Curricula progress (i.e. previous interventions by USAid, EU, GIZ)
• Training Needs Analysis (TNAs) previously undertaken (ask Dr Sonne)
• ILO study for the establishment of Skills Council for Tourism
• Plans for expansion of GIMPA (i.e. training kitchen, other teaching spaces)
Despite the mentioned challenges, all conclusions and recommendations are evidence-based and built
upon available data.
Furthermore, based on previous experience and studies of a similar nature (i.e. The Gambia Tourism
and Hospitality Institute; Leisure, Tourism and Hospitality TVET Curricula Development for the Nigeria),
in the Workplan – Deliverable 1 it was strongly recommended that a stakeholders’ validation workshop
is held in Ghana, before the report is finalized, in order to establish a level of consensus amongst key
stakeholders on issues concerning the proposed operational scenarios for a ‘new’ modern tourism
training facilities and desired Ghana Hospitality and Tourism Training Institute (GHATTI) as a centre
of international excellence. This may require additional resources to be allocated to the project.
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Table B: Key Guiding Questions7
N. Questions
1 Are there any good practice models available in Tourism and Hospitality vocational training locally and/or internationally (Gambia, Kenya, and South Africa)?
2 Are there any skills gaps that have been clearly identified that needs to be addressed?
3 How can the Government of Ghana be most effective in training existing employees and developing new entrants fit for a 21st Century dynamic tourism sector? (operational scenarios)
4 Is there a sufficient demand for tourism and hospitality vocational training from the tourism sector (specifically referring to future industry needs in terms of jobs and skills) to justify any investment in the establishment of a new national training institution and facilities? Please provide stats on school levers, sector specific data, etc.
5 What is the current landscape of public and private training provision in Ghana? How many accredited vs non accredited institutions offer hospitality and tourism courses and to which level? Who are these funded?
6 What are the main required investments to operate a new training facility and be sustainable in the supplier market?
7 What are the actions and investment required to enable a sustainable implementation of the present arrangements (i.e. HOTCATT), quality and capacity for/ of tourism and hospitality education and training?
8 Are there any private investors in Ghana or abroad who may be interested in financing the development of adequate vocational education and training leading to better equipped manpower to work in the tourism and hospitality public and private sectors?
9 What are the main challenges faced by the current institutions delivering hospitality, catering and tourism training?
10 What are your recommendations to tackle these challenges?
11 What suggestions would you have to encourage investors to invest in vocational training for the tourism and hospitality sector?
12 What are the best scenarios to implement the restructuring and rehabilitation of HOTCATT into the Ghana Hospitality and Tourism Institute (GHATI)?
13 Which is the best operational scenario and potential institutional format amongst those identified? At least 3 scenarios:
a. Public-private partnership b. a performance based and time bound contract with a local and/or international partner c. collaboration with an internationally recognized hotel school operation. d. Build, Operate and transfer (BOT)
14 What is the budget required to implement study recommendation?
15 What is the available or sought budget to implement study recommendations?
7 Additional specific questions/topics for discussion are indicated in Table A .
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ANNEX 3 Table C: International flights from/to Accra Kotoka International Airport / KIA (Source:
https://www.ghanainfo.net/ghana-travel/international-flights-to-and-from-accra-ghana)
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Table D: Tour Operators
(Source: https://www.ghanainfo.net/ghana-travel/ghanas-top-tour-companies/)
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ANNEX 4 Table C: LIST OF NTVETQF ACCREDITED INSTITUTIONS THAT HAVE BEEN ACCREDITED TO RUN COMPETENCY BASED TRAINING (CBT) IN
CATERING AND HOSPITALITY MANAGEMENT (Source COTVET, 2018).
NB: The abbreviation “NTVETQF” means National Technical and Vocational Education and Training Qualifications Framework.
No. Name of Institution Status of Institution
Date Accreditation Approved
Expiry Date for Accreditation
CBT Programme Level on the NTVETQF
1. Presbyterian Centre for Vocational Instructors Development (PRECEVID)
Private
13th December, 2016 13th December, 2021
Catering and Hospitality Management
Certificate of Competence (National Certificate I)
2. Mac-Dic Hospitality Academy, Koforidua
Private
21st November, 2017 21st November, 2022
Catering and Hospitality Management
National Certificate I
3. Ramseyer Vocational/Technical Insttiute, Kyirapatre-Kumasi
Private
9th January, 2018 9th January, 2023 Catering and Hospitality Management
National Certificate I
Garment Making • National Proficiency I
• National Proficiency II
Fashion Design Technology
• National Certificate I
Auto Mechanics • National Proficiency I
• National Proficiency II
4. Methodist Women’s Vocational Training Centre, Kwadaso-Kumasi
Private
9th January, 2018
9th January, 2023
Catering and Hospitality Management
National Certificate I
Garment Making
• National Proficiency I
• National Proficiency II
Fashion Design Technology
• National Certificate I
Cosmetology
• National Proficiency I
• National Proficiency II
• National Certificate I
5. Presbyterian College For Skills Development,
Private
9th January, 2018 9th January, 2023 Catering and Hospitality Management
• National Certificate I
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Laterbiokorshi-Accra Garment Making • National Proficiency I
• National Proficiency II
Fashion Design Technology
• National Certificate I
Cosmetology • National Proficiency I
• National Proficiency II
• National Certificate I
6. Khameen Professional Institute Ltd., Sakumono-Accra.
Private 27th March, 2018 27th March 2023 Catering and Hospitality Management
National Certificate I
Table D: LIST OF INSTITUTIONS YET TO BE ACCREDITED TO RUN COMPETENCY BASED TRAINING (CBT) IN CATERING AND HOSPITALITY MANAGEMENT (Source COTVET, 2018).
No. Name of Institution Status of Institution
Date Accreditation Approved
CBT Programme Level on the NTVETQF
1.
Tamale Technical University, Tamale Northern Region.
Public
Not Accredited
Catering and Hospitality Management • National Certificate I
Cosmetology • National Proficiency I
• National Proficiency II
• National Certificate I
Automotive Engineering • National Proficiency I
• National Proficiency II
• National Certificate I
Electronic Engineering • National Proficiency I
• National Proficiency II
• National Certificate I
• National Certificate II
Welding and Fabrication
• National Proficiency I
• National Proficiency II
• National Certificate I
• National Certificate II
Garment Making • National Proficiency I
• National Proficiency II
Fashion Design Technology • National Certificate I
Electrical Engineering • National Proficiency I
• National Proficiency II
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• National Certificate I
2. International Needs Vocational Training Center (INVTC), Adidome, Volta Region.
Private Not Accredited Catering and Hospitality Management • National Certificate I
Cosmetology • National Proficiency I
• National Proficiency II
• National Certificate I
• National Certificate II
Garment Making • National Proficiency I
• National Proficiency II
Fashion Design Technology • National Certificate I
• National Certificate II
Table E: LIST OF NAB ACCREDITED TERTIARY INSTITUTIONS (Source COTVET, 2018)
No. NAME OF INSTITUTION Public or Private PROGRAMME
1. Koforidua Technical University Public B. Tech. Hospitality and Tourism Management HND Hospitality Management
2. Sunyani Technical University Public B.Tech Hospitality Management (Top-up)
3. Ho Technical University Public B.Tech. Hospitality and Tourism Management
5. Zenith University College Private B.Sc. Business Administration - Tourism and Hospitality Advanced - Confederation of Tourism, Hospitality – UK Diploma - Confederation of Tourism, Hospitality – UK
6. Ghana Institute of Management and Public Administration
Public B.Sc. Business Administration (Tourism and Hospitality Management) M.B.A. Hospitality Management
7. Millar Institute for Transdisciplinary Development Studies, Bolgatanga
Public B.Sc. Hospitality and Tourism Management
8. Lucas College Private B.Sc. Hospitality Management
9. University of Energy and Natural Resources
Public B.Sc. in Hospitality Management
10.
Christ Apostolic University College Private BSc. Hospitality Management B.Sc. Hospitality and Tourism
11. Cape Coast Technical University Public HND Hospitality Management
13. Marshalls College Private B.Sc. Hospitality Management
14. Pentecost University College Private Diploma and Advance Diploma in Travel, Tourism and Hospitality
15. Takoradi Technical University Public B. Tech. Hospitality Management
16. University of Cape Coast Public B.Sc. Hospitality Management
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