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INCEPTION ANALYSIS GUIDELINES 1

INCEPTION ANALYSIS GUIDELINES

2 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 3

TABLE OF CONTENTS

DEFINITIONS AND ABBREVIATIONS 3

STEP 1 CONTEXT AND MARKET ANALYSIS 8

STEP 2 INFORMAL EMPLOYMENT ANALYSIS 12

STEP 3 TVET LANDSCAPE ANALYSIS 16

STEP 4 LEARNER AND JOB ANALYSIS 22

ANNEXES 28

ANNEX 1 QUICK SCAN OF TOURISM SECTOR AT COUNTRY LEVEL 30

ANNEX 2 TOURISM MARKET ANALYSIS TABLE 31

ANNEX 3 SHORT-LISTING MATRIX 32

ANNEX 4 ITEM LIST/ INDUSTRY ENTERPRISE DEMAND

FOR INFORMAL LABOUR IN TOURISM 33

ANNEX 5 TVET LANDSCAPE QUICK SCAN 34

ANNEX 6 TVET PROVIDERS/ INSTITUTIONAL LEVEL 35

ANNEX 7 OCCUPATIONS AND DESCRIPTION OF COMPETENCIES 43

LITERATURE LIST 45

DEFINITIONS AND ABBREVIATIONS

CBE Competency Based Education

DACUM Process used to “Design a curriculum”

Disadvantaged groups Women, youth, unskilled, semi-skilled, persons with disabilities,

indigenous people and migrant workers are overrepresented in the informal economy.

EE Enabling environment

EC European Commission

GDP Gross Domestic Product

GHTDP Great Himalaya Trail Development Programme

HIT High Impact Training, a TVET approach developed through the experience of the HITT project

HITT High Impact Tourism Training, the EU funded project on which the HIT approach is based

ILO International Labour Organisation

MDF MDF Training & Consultancy

MSME Micro, small and medium enterprises

NGO Non governmental organisation

SME Small and medium enterprises

SNV Netherlands Development Organisation

TVET Technical and vocational education and training


ACKNOWLEDGEMENTS

The inception analysis methodology is one of the four tools developed to guide development professionals to run practical market-driven HIGH IMPACT TRAININGS for the informal economy. This methodology has been developed within the frame of the High Impact Tourism and Training (HITT) programme, an initiative implemented by the Netherlands Development Organisation (SNV) with fi nancial contribution from the European Commission’s (EC) Investing in People programme.

SNV would like to thank Lisa Gordon Davis from Kundiza, Jos van der Sterren from MDF and Monica Oliveros Delgado from SNV, for their valuable contribution in developing the inception analysis manual. Many thanks also to Katy Williams and Kiran Maharjan who edited and designed this publication.

We would like to express our sincere thanks to the SNV team members of the HITT programme in seven countries: they contributed to this manual with best practices and learning. In particular Rem Neefjes, Marta Saya, Duyen Anh Phan, Hung Cao Dai, Phil Harman, Bibek Shrestha, Tanguy Cariou, Jonathan Demenge, Federico Vignati, D’bora Carvalho, Mawuko Fumey, Victor Caeser, Gerrit Bosman, Sabine Mengue, Alice Penet, Pierre Gravel and Aminata Doucoure.

Many thanks also to Francois Eyraud and Pascal Annycle, who conducted the mid term and fi nal evaluations of the HITT programme and helped identify the elements needed to ensure this manual is a relevant and useful tool to use as a fi rst stage in any skills development programme.

Finally our highest appreciation to the HITT pro gramme national partners: the Benin Ecotourism Centre (Eco Benin) and the Fonds de Developpement de la Formation Professionnelle Continue et de L’apprentissage (FODEFCA) in Benin; Mith Samlanh in Cambodia; the Opportunities Industrialization Centre Ghana (OICG); the Centre de Formation Professionnelle Aoua Keita (CAK) in Mali; the Instituto Nacional Do Emprego E Formacao Profi ssional (INEFP) in Mozambique; Empowering Women of Nepal (EWN) and REACH in Vietnam. They were all actively involved in the testing of the methodology in their home countries and brought on board key sector actors in the implementation of the HITT programme.

Disclaimer:This publication has been produced with fi nancial assistance of the European Union. The contents of this publication are solely the responsibility of SNV and can in no way be taken to refl ect the views of the European Union. For more information on EuropeAid, please visit http://ec.europa.eu/europeaid/


THE INCEPTION ANALYSIS

The fi rst phase of the High Impact Training approach, the inception analysis, guides and supports development professionals to analyse and set the ground for the implementation of a market-driven skills development programme. It provides professionals with relevant information about the demand for a qualifi ed workforce in the sector and opportunities for designing and implementing market-driven, vocational training for the informal sector while contributing to creating an environment that is conducive to achieving this.

This methodology brings key stakeholders together to make them part of the analysis, creating a common understanding, and jointly deciding about major steps that will be followed throughout the programme.

This methodology has been developed within the frame of the High Impact Tourism and Training (HITT) programme, an initiative funded by the “Investing in People” programme of the European Commission. The lessons and best practices learned from implementing this methodology in seven different national contexts by seven teams, directly informed this practical guide with an approach revised and fi netuned to ensure effectiveness and effi ciency of this tool and facilitate participatory and market oriented TVET for the informal economy.

The inception phase consists of a four step analysis (context and market, employment, TVET and training landscape and learner).

The fi nal output of these analyses will be to settle upon the relevant interventions for design and implementation of TVET curriculum strategies and enabling environment interventions. So the success of the curriculum development process, as well as relevance of the enabling environment interventions, will depend on the accuracy of the information provided by the inception phase. One top tip from those that have undertaken the analysis already is, that once the occupation has been selected, focus the analysis at occupation level and do not make an exhaustive study of the sector/sub-sector.

Key steps in the inception analysis

Steps

1 Context and market analysis

2 Employment analysis

3 TVET and training landscape analysis

4 Learner analysis

Analysis of size and structure of the sector chosen for intervention

Analysis of the size and importance of subsectors and their market growth potential

Selection of geographical areas for project intervention

Identify key stakeholders in the selected sub-sector/ geographical area

Selection of relevant occupations for programme interventions

Quick scan of the vocational training landscape in the selected occupation Understanding of the current offer of training in the selected occupation and capabilities in the TVET sector Understand the perception of the private sector with regard to the current offer of training in the selected occupation

Analyse existing occupations and determine skills gaps that need to be addressed through vocational training strategies.

Prioritize the tasks for training delivery

Analyze current capacities and constraints of the learners who will potentially engage in the occupation

Identifi cation and selection of sub-sectors with greatest growth potential


Selection of occupations

Identifi cation of training needs

Commitment of key actors in this selection

Understanding of certifi cation/ accreditation processes, key actors, potential partnerships

Understanding of the capacity building needs of the TVET sector for the selected occupation and opportunities and constraints in the provision of TVET for the target benefi ciaries

Understanding of the needs for strengthen dialogue & synergies among TVET and private sector stakeholders

Occupation and skills gaps analysis

Learner profi les

Expected outputsProcess


CONTEXT AND

MARKET ANALYSIS

STEP 1


STEPSSTEPSAnalysis of size and structure of the sector chosen for intervention

Analysis of the size and importance of subsectors and their market growth potential


OUTPUTSOUTPUTSIdentifi cation and selection of sub-sectors with greatest growth potential


1. If no previous experience in the sector, as a fi rst step, a quick scan of the industry in the country is recommended to help understand the general context in which programme interventions will be designed and implemented. The quick scan will provide an overview of:

The scale and scope of the sector in the country

The current contribution of the sector to employment and income

The sector policy and institutional framework

Key actors in the sector

Annex 1 is an example of the tool used by the HITT Nepal team to carry out this quick scan. This step is essentially a documentary review, with chosen interviews, if needed, with key stakeholders.

2. If a good understanding of the sector already exists, the team could choose to start directly with an analysis of growth potential in the selected sector. This analysis will help develop an understanding of the current market demand and growth potential in the chosen sector and it will provide an overview of sub-sectors/value chains that are growing and have potential to warrant a TVET programme. The prioritization of sub-sectors may be done with the support of selected key industry players (key informants), in a round table discussion, using a short-listing matrix tool, based on two sets of criteria:

Listen to the

private sector

The economy is mainly driven by private businesses. So it is vital to make sure that the private sector is positioned in the ‘driver’s seat’, and that key stakeholders in the chosen sector listen to them from the outset. It’s a good idea to identify and create a group (approximately 5 people) of key private stakeholders (preferably heavyweights) that are available for providing feedback and comments on materials and outcomes. This will ensure that:

You understand the real needs of the industry

Your analysis is relevant and market driven

You gain credibility and endorsement from industry from the outset

Targeting criteria

Competitiveness criteria

These ensure that the targeted population (low-skilled women and youth) are impacted. Targeting criteria include: Number of informal workers that would be impacted Potential to increase employment for informal workers Potential to increase income for informal workers

These ensure relevance to economic growth. Criteria focusing on competitiveness can be: Market demand and growth potential

3. When the intervention area is not clearly defi ned from the beginning of the project, you may need, to select the most appropriate geographical area for carrying out interventions. Selection of geographical areas may be done with the support of previously selected key industry players (key informants), using also a short-listing matrix tool.

The fi gure below shows how the HITT Benin team mapped different locations to choose the most relevant ones. Annex 2 provides a detail explanation on how the short listing matrix tool was used by the HITT team in Benin.

Growth potential

HIGH

HIGH

AVERAGE

AVERAGE

LOW

LOW

OuidahGrand-PopoPorto-Novo

Abomey

No of end benefi ciaries impacted

Figure 1: The multi-criteria matrix

applied by the Benin team

Ganvié

Cotonou

The purpose of the context and market analysis is to identify and select the most relevant and high potential subsector and geographical area for programme intervention. The following table summarizes the steps to carry out the context and market analysis.


INFORMAL EMPLOYMENT

ANALYSIS

STEP 2


STEPSSTEPSIdentify key stakeholders in the selected sub-sector/ geographical area

Selection of relevant occupations for programme interventions

OUTPUTSOUTPUTSSelection of occupations

Identifi cation of training needs

Commitment of key actors in this selection

1. The fi rst step is to identify key stakeholders in each selected sub-sector or geographical destination for carrying out this exercise, in particular private sector actors. Note that since only growth areas have been selected, industry enterprise owners are usually willing to collaborate in improving the skills of the local workforce or suppliers.

2. The next step is to select occupations, for training delivery that could quickly allow the end benefi ciaries to improve their job prospects. The best way to complete this step is by organizing a day workshop with the key stakeholders previously identifi ed. An effi cient method implemented by several HITT teams to identify occupations was to fi rst map out the different occupations involved in a given sub-sector / value chain and use criteria linked to the programme goals to assess and identify the most relevant occupations for project intervention.

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The purpose of the informal employment analysis is to identify the occupations in the selected sub-sector that offer the highest impact potential in terms of increase in income and employability for the informal economy. The following table summarizes the steps to carry out the informal employment analysis


TVET AND TRAINING

LANDSCAPE ANALYSIS FOR THE SELECTED OCCUPATION

STEP 3


STEPSSTEPSQuick scan of the vocational training landscape in the selected occupation

Understanding of the current offer of training in the selected occupation and capabilities in the TVET sector

Understand the perception of the private sector with regard to the current offer of training in the selected occupation

OUTPUTOUTPUT Understanding of certifi cation/ accreditation processes, key actors, potential partnerships

Understanding of the capacity building needs of the TVET sector for the selected occupation and opportunities and constraints in the provision of TVET for the target benefi ciaries

Understanding of the need to strengthen dialogue and synergies among TVET and private sector stakeholders

A key criteria to consider in the selection of occupations is the need the industry has in terms of qualifi ed informal workforce / suppliers as it will have direct consequences on the opportunities the programme will have to effectively link skills development interventions with the actual increase in income and employability of end benefi ciaries.

1. This TVET analysis has to be carried out for both institutions and individuals. Individuals may be public or private actors that offer training-related services, such as training material writers, designers, trainers.

Institutions

Individuals

How many institutions or training providers offer similar or related programmes?

Where are they located?What is their student capacity and output?What courses do they offer? Duration of courses, etc What is the quality of facilities, instruction and human resources?Are they accredited with any leading accreditation agencies such

as City & Guilds?

Are there any consulting or training services available in this technical fi eld?

Who are they? What is their reputation and track record?Where are they located?How big are they? Number of consultants, team size. What TVET expertise is available for the project to use as

potential writers, developers, master trainers or trainers?What is their availability – how committed are they to full time

work or other projects?View and asses samples of materials or work

The analysis of the current vocational training landscape starts with a general quick scan of the vocational training landscape of the occupation selected. This analysis will help us understand the general context in which programme interventions will be designed and implemented including:

Key TVET stakeholders, public as well as private Information on related educational qualifi cations, curriculum development

processes, certifi cation schemes, diplomas Existing funding mechanisms Relevant policies

The information resulting out of this quick analysis will provide the first insights of stakeholders with whom potential synergies or collaboration opportunities could be initiated as well as an understanding of the offi cial curriculum development process as well as certifi cation/ accreditation systems related to the chosen occupation.

Data should be collected through interviews with key actors in TVET such as authorities, TVET providers in the sector as well as industry players active in the occupation selected. Annex 3 provides an example of the tool used to help teams to collect necessary TVET sector data effectively.

This step analyses both the national framework and the existing supply of technical vocational education and training (TVET) related to the selected occupation. This information will enable stakeholders to have a better understanding of the local capacities and requirements in the TVET area. It will also provide crucial information on the best way to gain offi cial recognition for the curriculum. The following table summarizes the steps to conduct the TVET and training landscapes analysis


2. The next step is to develop an understanding of the current training offerings in the selected occupation. Firstly, a list of the main formal and informal vocational training providers active in the selected occupation should be produced. This list could be prepared with the assistance of the key TVET stakeholders identifi ed during the quick scan.

The team should then cont inue developing a profile of each of the providers identifi ed to understand their capacity, offer and the market they cater for. Annex 4 includes the interview guideline used by several countries to assist them in gathering data of training providers. While developing this profile it is important to develop an understanding of the capabilities of these TVET institutions in handing all the components of the training process adopting and incorporating active learning techniques. This understanding is crucial to anticipate and plan the technical support and capacity building

How to select key informants and how many key informants to interview

Remember key informants must have fi rst-hand knowledge about the selected sub-sector/geographical area, its residents, businesses and issues or problems. Key informants can be a wide range of people, including government representatives, district residents, community leaders, non-governmental organisation representatives or local business owners.

Example of key informants in tourism are: Private company owners/managers at,

for example, grocery stores, hotels and restaurants

Tour operators or guides familiar with tourism in the district

Representatives of non-governmental organisations operating in the district

Government offi cials stationed or with previous work experience in the district

Tourism Development Committee’s members

The fi rst step in the selection process is to generate a list of potential key informants—individuals or groups the team wants to interview to gather information about economic sub sectors and informal workers in the district.

Diversity is vital. If the team only interviews people of a particular background, gender, caste, ethnicity, age, location within the geographical area, or sector it will end up with biased results.

Key informants can also suggest other key informants for the team to interview. The number of key informants the team interviews depends on the data needed as well as the time and resources available. Seven to ten (7 - 10) in the capital of the country should be suffi cient for identifi cation of potential occupations. If there is little to no secondary data available, it is recommended to conduct more key informant interviews (10-15) to compensate for the lack of readily available data.

The HIT learning approach

The HIT learning approach has been conceived to maximize the impact of training on informal workers with specifi c characteristics i.e., they are adults with limited exposure to formal skills training. It is founded on core elements which set the framework of learning interventions: andragogy which is the process for adult learning, acknowledge prior learning, active learning, integrated learning which focuses on real work in different contexts and settings and creating motivation for learning.

The key characteristic of the learning approach is to organize short and very practical training. This type of training is very well adapted to vulnerable and low skilled workers who are the target groups of the HITT project.

investment that needs to be included in the design and implementation of the TVET programme.

3. The best way to complete the latter is by including site visits to facilities to have a clear idea about the institution infrastructure used, participate as observers in a training session to get an idea of the methods used by the trainers to deliver their courses, as well as to review training materials used by the organisation to get an idea of the style and quality of the products.

The final step in this process is to understand the perception of the private sector with regard to the existing curriculum including quality of trainings, training providers and training content. Equally important will be to understand the extent to which the private sector is involved in the design and delivery of trainings in this occupation as well as existing and potential opportunities related to the provision of employment or income generation opportunities and on-the-job-training opportunities for workers in each occupation selected. Annex 5 presents the outline developed by the HITT Nepal team to interview key private sector informants and gather above information.

Once the analysis of the TVET and training landscape is completed we will have an understanding of the needs for strengthening dialogue and synergies among key stakeholders (e.g. the business community of the sector; the providers of vocational training (public and private); the TVET certifi cation and accreditation bodies; the development community and structures connected wi th the informal economy), and the oppor tunities and constraints in provision of skills development opportunities for target beneficiaries in the selected occupations, including the capacity building needs in the TVET sector for implementing practical and market oriented TVET programmes.


LEARNER ANALYSIS

STEP 4


STEPSSTEPSAnalyse existing occupations and determine skills gaps that need to be addressed through vocational training strategies.

Analyse current capacities and constraints of the learners who will potentially engage in the occupation

OUTPUTSOUTPUTSOccupation and skills gaps analysis

Learner profi les

Three key insights are needed about the benefi ciaries in order to develop high impact training:

The skills gaps analysis and learner profi le will allow the team to make informed decisions on who should be selected for training. It will help them develop criteria for identifying and selecting trainers and vocational training institutes in the occupations of programme intervention as well as defi ne what will be the most conducive environment for delivering the training. This analysis will provide the answers to questions such as:

Who are we going to teach? What are we going to teach? How are we going to teach? Where are we going to teach?

This step should be conducted separately for each selected occupation and for each selected occupation you should gather a panel of employers, employees/ workers, professional organisations and curriculum development specialists, to help collect the right information.

1. The fi rst step will be to gather all existing information related to the tasks and skills of the selected occupation. To start teams should look at existing occupational profi les that may be available at country level in professional organisations, the Labour or the TVET Ministry, or specialized agencies related to the selected sub-sector or occupation.

What is DACUM?

DACUM stands for “Design a Curriculum”. It is a process that is used by training institutions, companies and countries to develop job profi les of occupations from which they develop a curriculum to teach that occupation. The process requires trained and specialised DACUM facilitators and processes.

In the HITT context, DACUM is likely to be used by national TVET authorities to develop national TVET curricula. It is unlikely that HITT country teams will use DACUM themselves to profi le their occupations, unless they have access to DACUM facilitators.

The national job profi les and curricula will serve as inputs into the ADDIE process at the design and development stage. In such cases, it is important that HITT programmes meet these national curricula, but with the addition of the HITT learning approach elements and training tools.

What are ‘standards of competence’?

Many countries or groups of countries (such as the UK, Australia, South Africa, and others) have adopted a system of competency standards to establish uniform skill levels in occupations. These standards specify the performance skills, knowledge and attitudes that a competent worker in an occupation will display. These standards are used as the basis of curriculum development and assessment both in the training industry and for workers employed in the private sector.

If your country uses such standards, these should be used to develop the HITT curricula. This will ensure that HITT benefi ciaries are trained to meet specifi c, industry-agreed standards. Examples include VTOS, the Vietnam Tourism Occupational Skills Standards and ASEAN standards, which are used by the 10 member countries in the development of tourism and hospitality curricula and courses.

While there may be various ways of doing this job analysis (e.g. using DACUM or through competence standards analysis), this step must be market-led to ensure that skills identifi ed are relevant, useful and in demand by employers. In many cases, existing national job profi les are out of date or not relevant (or don’t even exist!), therefore direct engagement with the private sector will provide inputs on the current skills needs for any job or occupation. The best way to do this is by ensuring that relevant representatives of the private sector are involved throughout the process of curriculum development. Workshops or interviews with the private sector to identify their key skills needs will quickly identify current job requirements. Annex 6 provides an example of the tool used by several teams to identify and describe competences of a given occupation.

2. The next step will be to identify and prioritize the tasks and skills for training delivery. The process followed should ensure that the tasks and skills prioritized are the most important for the industry and that provision of training will effectively lead to the improvement of benefi ciaries’ opportunities to increase income or employability. This exercise could be conducted in a workshop / focus-group with key-stakeholders of the selected occupation. The panel should include:

Representatives from industry (employers, employer associations, employment agencies or labour brokers, occupational clubs or associations)

Representatives from employees / workers Representatives from TVET (if identifi ed during the TVET landscape analysis, it will

be useful to invite a curriculum expert to oversee the construction of a useful job profi le).

In Vietnam, based on interviews with hotel owners, tour operators and visitors, the following tasks and competencies were identifi ed.

1. Occupation requirement analysis (what they should know)

2. Skills analysis (what they know)

3. Learner profi le (who they are)

Description of skills and tasks needed to do the job correctly

Existing skills and knowledgeSkills gaps

Demographics including gender and gender roles, age, language and geographic locationLiteracy, numeracy and educational levelsSocio-cultural factors, ethnicityPrior knowledgeMotivationSupport needs

The following table summarizes the steps to conduct the learner’s analysis.


Table 1: Job analysis for room

attendant - HITT Vietnam

Room attendant

General tasks Cleaning and preparing rooms Cleaning and maintaining public area

Functional skills: Servicing guestrooms Servicing bathrooms Caring for linen Cleaning equipment Reporting maintenance problems Safety, security and control procedures Interacting with hotel guests

Priority skills: Servicing guestrooms and

bathrooms Basic communication Hygiene understanding Personal presentation

The framework and example provided in Annex 6 is helpful for this exercise.

Finally we need to develop an understanding of the learner and the most appropriate environment for the learning to take place. This ensures that the most appropriate trainings are developed for the target audience. This is a critical step as it is the foundation for constructing the training. This step should be carried out by analysing characteristics and constraints of the targeted audience and it should neither be lengthy nor diffi cult to conduct. The following questions must be answered during a learner analysis:

Who are the learners and what are their characteristics? What is the learner’s existing knowledge and skills level? Are there any socio-cultural factors to factor into the planning of training? What types of learning constraints exist? What are the learners’ needs and any other relevant characteristics – e.g. literacy and

language are important for selecting training materials and delivery options. Is the training to improve skills in their current situation or to enable future

employment? What is their availability for training, based on their working hours, the employment

status, etc?

Annex 7 will provide you with guidelines on the data to collect in a learner analysis. Using focus groups may help to determine learner profi les, as well as identify a wide range of potential learners and employers (especially for availability constraints).

Now you are ready to move on to the stage of designing and implementing curriculum strategies targeting the gaps in vocational skills of the selected occupations, through applied curriculum design methodologies. This is the next phase in the HIT approach and is described in: The learning and curriculum development methodology, which you will fi nd on the HITT website (http://www.hitt-initiative.org/), alongside other relevant methodologies, tools, reports and training materials concerning the HITT experience.

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ANNEXES


Annex 1 Quick scan - tourism situational analysis

1. INTRODUCTION

2. MACRO ENVIRONMENT

2.1 Economic factors2.2 Demographics and poverty2.3 Employment2.3.1 Tourism employment2.3.2 Informal workforce2.3.3 Salaries and wages2.3.4 Labour union situation2.4 Political and legal environment2.4.1 Tourism legislation and regulatory practices2.4.2 Tourism policy framework2.4.3 SME regulations, taxes and policies2.4.4 Public institutions2.5 Business environment2.6 Economic growth trends and potentials

3. SUPPLY – PRIVATE SECTOR ENVIRONMENT

3.1 Tourist areas / destinations3.2 Structure of the tourism industry3.2.1 Accommodation providers3.2.2 Food & beverage providers3.2.3 Tour agencies & guides3.2.4 Transportation providers3.3 Tourism business associations3.4 Tourism investment climate3.4.1 Foreign direct investment 3.5 Current challenges in service supply3.6 Supply growth trends and potentials

4. TRENDS IN TOURISM DEMAND AT COUNTRY LEVEL

4.1 Tourism source markets4.1.1 Nationalities4.1.2 Seasonal and growth trends4.1.3 Length of stay4.1.4 Daily expenditure4.2 Market segmentation4.2.1 Adventure travellers4.2.2 Pilgrimage4.2.3 Cultural tourists4.2.4 Offi cial and business visitors4.3 Market growth trends and potential

5. CONCLUSIONS

ReferencesAppendices (e.g. maps, tables, pictures)

Annex 2 Short-listing matrix

This tool helps the team to identify those areas in which tourism may have higher potential to impact informal livelihoods.

STEPS to complete the table:

1. The fi rst step is to facilitate agreement upon two principle criteria for selecting destinations. To ensure that you select a geographical area that will have growth in the future, and ultimately lead to more impact for the target population in the informal workforce, it is advised to use at least one competitiveness criterion (e.g. market demand, potential of growth, availability of tourism industry enterprises in the area, etc) in selecting geographical areas. Likewise, to ensure that the target population is being positively impacted it is advisable to use at least one targeting criterion (e.g. number of targeted benefi ciaries, poverty rates, etc) for selecting the areas for programme intervention.

2. Before beginning discussions to place the geographical areas in the matrix, the team should use note cards to share the data gathered from steps 1 and 2 with key private sector informants. The note cards can then be placed on the walls around the room under the appropriate geographical area and criteria headings for the entire Team to see.

3. To embark on ranking each geographical area, the note cards or table should then be read aloud and shared among the group, facilitating the ease of decision-making regarding the ranking of each geographical are in turn. The Team should engage the key informants in active discussions in order to determine the score (high, medium, or low) that each area will receive for each criterion.

4. Using the short-listing matrix the team should plot each geographical area on the matrix according to the group’s ranking (high, medium or low). Geographical areas scoring high for both criteria will be the ones selected for programme interventions.

Growth potential

HIGH

HIGH

MEDIUM

MEDIUM

LOW

LOW

Area 2 Area 3

Area 5

Number of end benefi ciaries impacted

Area 4

Area 1


Annex 3 TVET landscape quick scan

National frameworkCentralized or decentralized structures and TVET: how, who is responsible?

What is mentioned in the (TVET) policies / strategies about human resources in the tourism sector?

Who is in charge of accreditation and registration of training providers in the selected sectors?

Existing of a (National) quality assurance authority?

Curriculum requirements?

Describe certifi cation procedures

TVET strategy / policy

TVET strategy / policy

Education sector policy

Subsectors strategy papers

National (regional) Development Plan / Poverty reduction Paper

National Qualifi cation Framework

TVET authority, Ministry of Education / Labour

Ministry of Education / Employment/ Labour

TVET Board

National Employment Agency

Workforce Development Authority

Tourism Boards


TVET Board

National Qualifi cation Framework committee

Examination councilAccreditation Committee

List main actors and role

Describe shortly TVET policies + Human resources Management focus on selected subsectors

List main actors and role + answer questions

List main actors and role + answer questions

TVET funding mechanisms

What funding mechanisms are in place?

To what extent are there existing national funds for skills training?

Any training levies for enterprises (or tax reductions?)

Skills Development Funds


TVET Board

National Employment Agency

Private sector (unions)

Annex 4 TVET providers/ institutional level1

Name of institutionContact personPhone

1. What tourism and business courses do you currently offer? Specify if you offer continuous trainings

2. Provide information about the modules and content of the courses?

3. Please can you tell what tourism-related modules you are still missing? (Use module list as trigger)

4. Explain module teaching structure Method of teaching Method of assessment Industry placement arrangements? How is material developed

7. Do your current courses meet market demand from tourism private sector? If not, what changes are needed?

8. What constraints do you face in design of new modules/ courses?

9. If applicable: are courses accredited/ reviewed / registered ? With whom?

10. Where do you select your trainers currently?

11. Are they well informed about the tourism industry practice?

12. What level of prior learning do they have?

13. How do they keep updated on recent developments: in tourism ? in vocational training?

14. How are your courses paid for?

15. How do you cooperate with private sector in design and delivery of courses?

16. How do you keep track of your trainees? what kinfd of statistics can you use to show the success of your courses?

17. Could you recommend any trainers experienced with active learning techniques, training material designers, training material developers?

1 This tool is adapted from Spenceley and Rozga, 2007, International Finance Corporation, Tourism Training Network Market Research Report, Global Business School Network

Questions Possible document on this topic

Possible actors Describe

[1] To be identifi ed by SNV expert


Aim to interview a sample of private sector informants (entrepreneurs, managers) that represent the various tourism sub-sectors and who are leaders in their type of business; infl uential heavyweights who have a nose for business. This way, they can provide you with information beyond their company and provide a sector-wide opinion.

In advance of the interview, scan company website for main products/markets, nr of years of operation, and other basic company information.

IntroductionIntroduce yourself, the HITT programme and the main objectives of this interview and estimate amount of time the interview will take.

Tourism industry questions With a fast growing tourism

industry, which trends do you see rising with regards to destinations / activities / markets in the country?

What are your predictions for the tourism industry over the next 3-5 years?

What may be the main constraints to growth you foresee?

Workforce development questions When searching for new staff, is it

diffi cult to fi nd suitable candidates for certain positions? Which position(s) and why may this be?

What do you consider most important when hiring a new staff member? (e.g. educational background, work experience, language skills, motivation, work attitude, etc)

Is it as easy to hire a woman as it is to hire a man?

Occ

upat

ion

Annex 6

Occupatio

ns a

nd d

escrip

tio

n o

f com

petencie

s

Whe

n th

e p

oten

tial o

ccup

atio

ns a

re id

entifi

ed

, it

is n

eed

ed t

o d

eter

min

e th

e sk

ills

requ

ired

for

thes

e o

ccup

atio

ns in

the

giv

en c

onte

xt. D

iscu

ss t

hese

o

ccup

atio

ns in

sho

rt w

ith t

he in

dus

try

ente

rpris

e ow

ners

and

fi r

st t

ry t

o id

entif

y m

ain

com

pet

ence

s (c

omb

inat

ion

of k

now

led

ge,

skill

s an

d a

ttitu

de)

re

quire

d.

The

next

ste

p is

to

des

crib

e th

e ‘le

arni

ng n

eed

s’ r

elat

ed t

o th

e in

form

al la

bou

r w

orkf

orce

.

1. W

rite

dow

n w

hat

job

titl

e /

pro

fi les

are

nee

ded

. Ad

d

new

titl

es if

rel

evan

t /

rem

ove

occ

upat

ions

1. p

rofi l

e

1. A

ccom

mo

dat

ion

and

re

stau

rant

s

Foo

d s

tall

oper

ator

s

Ser

ving

mea

ls t

o to

uris

ts

(hom

e st

ays)

i. D

escr

iptio

n (s

hort

): R

eque

st o

r ta

ke o

rder

s fr

om a

nd

serv

e fo

od

and

bev

erag

es t

o gu

ests

, ch

eck

on g

uest

sat

isfa

ctio

n an

d

hand

le t

he p

aym

ent

and

com

pla

ints

/co

ncer

ns o

f cus

tom

ers.

The

y ar

e em

plo

yed

in r

esta

uran

ts, h

otel

s or

lo

cal p

lace

s (h

ome

stay

s). T

hey

have

kn

owle

dge

of s

ervi

ce t

echn

ique

s,

foo

d a

nd b

ever

age

pro

duc

t.

2. E

ach

job

title

con

tain

s of

a jo

b p

rofi l

e –

i. d

escr

iptio

n, ii

. res

pon

sib

ilitie

s, ii

i. co

mp

eten

ces.

The

se jo

b p

rofi l

es a

re in

man

y ca

ses

alre

ady

know

n (IS

CO

, ILO

).2 D

iscu

ss w

heth

er t

hese

pro

fi les

are

rel

evan

t

ii. R

esp

onsi

bili

ties:

Take

and

rel

ay fo

od

and

b

ever

age

ord

ers

Ser

ve fo

od

and

bev

erag

es t

o gu

ests

Che

ck o

n gu

est

satis

fact

ion

iii. C

omp

eten

ces

(gen

eral

and

sp

ecifi

c) +

lang

uage

nee

ds

Gen

eral

(ab

ility

to.

.)

Pro

fess

iona

l ap

pea

ranc

e an

d a

ttitu

de

Com

mun

icat

ion

with

tou

rists

Exc

elle

nt c

usto

mer

se

rvic

e sk

ills

2 Pro

fi les

fro

m IL

O 2

011

http

://w

ww

.ilo.

org/

pub

lic/e

nglis

h/b

urea

u/st

at/is

co/is

co88

/alp

ha.h

tm, h

ttp

://w

ww

.was

eant

ouris

m.c

om

Annex 5 Outline for interview with key informants private sector

What is/are the position(s) you need most staff for? And which position(s) are most fl uctuating in your company? What key skills are required for these jobs? Are there skills missing or diffi cult to fi nd?

How is your staff trained? Do you provide on-the-job training? Do you also support staff to take external training courses? Do you use any other training methods for your staff?

Do you know of any good quality training providers / institutes that provide or could potentially provide training to your staff?

If the HITT programme and our partners would develop training for the occupation(s) you identify, would you be interested to have your staff (and free lancers) trained?

In what way would you be able to support them in the training? (making time available, fi nancial support, offer in-house training facilities, etc.) Do you have a budget available for human resource development?

Forward / backward linkages questions Your company likely makes use of

the services of other companies (e.g. ICT company, electrician, garbage collector, transportation, etc). Are there any services your company requires that are diffi cult to fi nd or diffi cult to fi nd good quality service? What skills are missing?

SummarySummarize the major comments and key facts heard in the interview and ask the informant if you have covered all his/her major points. Is there anything else they would like to share? Finally, thank them for their time.


Hou

seke

epin

g ro

om a

tten

dan

ts

pro

vid

e fo

r th

e co

mfo

rt o

f gue

sts

in h

otel

s, lo

dge

s an

d g

uest

hous

es

by e

nsur

ing

that

gue

st r

oom

s an

d

pub

lic a

reas

are

cle

an a

nd p

rop

erly

p

rese

nted

. A h

ouse

keep

ing

room

at

tend

ant

pro

mot

es a

pos

itive

imag

e of

the

pro

per

ty t

o gu

ests

, and

mus

t b

e p

leas

ant,

frie

ndly

and

ab

le t

o ad

dre

ss p

rob

lem

s or

sp

ecia

l req

uest

s.

Wai

ter

in r

esta

uran

ts

Ser

vant

s Fo

od

and

bev

erag

e se

rver

s O

ther

job

pro

fi les

?

Hou

seke

eper

s, c

lean

ers,

ro

om a

tten

dan

ts

Han

dle

com

pla

ints

and

co

ncer

ns o

f cus

tom

ers

Pro

vid

e fo

od

and

bev

erag

e p

rod

uct

know

led

ge

Take

foo

d o

rder

s

Use

pro

per

ser

ving

tec

hniq

ues

Cas

h ou

t an

d r

econ

cile

cas

h w

ith t

otal

sal

es

Pre

par

e a

tab

le

Etc

.

Sto

ck a

nd s

ort

sup

plie

s

Vacu

um, c

lean

, dus

t an

d

pol

ish

gues

t ro

oms

Mak

e b

eds,

cha

nge

shee

ts,

rem

ove

and

rep

lace

use

d t

owel

s an

d t

oile

trie

s

Del

iver

and

ret

rieve

item

s on

lo

an t

o gu

ests

e.g

. iro

n an

d

ironi

ng b

oard

s

Cas

h ha

ndlin

g

Tim

e m

anag

emen

t

Sp

ecifi

c (a

bili

ty t

o…)

Kno

wle

dge

of h

ealth

and

saf

ety

regu

latio

ns is

req

uire

d

Kno

wle

dge

of t

he p

rod

ucts

, fac

ility

, se

ctor

and

ind

ustr

y

Foo

d s

afe

regu

latio

ns

Etc

.

Lang

uage

nee

ds

Gen

eral

(ab

ility

to.

.)

Pro

fess

iona

l ap

pea

ranc

e an

d

attit

ude

Ab

ility

to

follo

w in

stru

ctio

n

Det

ail-

orie

nted

Pro

vid

es s

ervi

ce t

o gu

ests

at

the

mai

n d

oor

or lo

bby

of a

n ac

com

mo

dat

ion

pro

per

ty. T

hey

help

with

lugg

age,

offe

r in

form

atio

n, a

nd g

ener

ally

end

eavo

r to

mak

e ea

ch a

nd e

very

per

son’

s st

ay a

ple

asan

t on

e. W

ork

can

be

very

fast

-pac

ed, e

spec

ially

dur

ing

the

high

sea

son,

but

ext

ra e

ffort

m

ay b

e re

war

ded

with

gra

tuiti

es.

Gue

st s

ervi

ces

atte

ndan

ts a

re o

ften

th

e ey

es a

nd e

ars

of a

pro

per

ty, a

s th

ey a

re c

onst

antly

mov

ing

arou

nd

it, a

nd o

ften

not

ice

issu

es t

hat

need

at

tend

ing

to.

Hom

esta

y op

erat

ors

Cam

psi

te o

wne

r

A g

uest

ser

vice

s at

tend

ant

Ens

ure

secu

rity

of g

uest

roo

ms

and

p

rivac

y of

gue

sts

Per

form

rot

atio

n cl

eani

ng d

utie

s (e

.g.

stea

m c

lean

car

pet

s) a

s re

quire

d

Pro

vid

e gu

ests

with

ver

bal

or

wri

tten

in

form

atio

n ab

out

the

faci

litie

s,

serv

ices

, roo

m c

hoic

es a

nd r

ates

, an

d a

rea

attr

actio

ns

Mak

e ro

om r

eser

vatio

ns fo

llow

ing

esta

blis

hed

pro

ced

ures

, usi

ng

com

put

eriz

ed o

r m

anua

l sys

tem

s

Han

dle

gue

st a

rriv

als

and

dep

artu

res

Han

dle

gue

st k

eys,

mai

l and

faxe

s

Com

pile

rec

ord

she

ets

or lo

g b

ooks

, gu

est

acco

unts

and

vou

cher

s

Pro

fess

iona

l att

itud

e is

req

uire

d

Ab

ility

to

wor

k in

dep

end

ently

Exc

elle

nt t

ime

man

agem

ent

skill

s

Bon

dab

le is

gen

eral

ly r

equi

red

Cus

tom

er s

ervi

ce s

kills

Goo

d c

omm

unic

atio

n sk

ills

are

an

asse

t

Lang

uage

nee

ds?

Gen

eral

(ab

ility

to.

.)

Pro

fess

iona

l att

itud

e

Goo

d c

omm

unic

atio

n sk

ills

Cus

tom

er s

ervi

ce s

kills

Enj

oy w

orki

ng w

ith p

eop

le


Cle

ans

and

san

itize

s ki

tche

n eq

uip

men

t, a

ssis

ts in

bas

ic fo

od

p

rep

arat

ion,

and

with

rec

eivi

ng

and

sto

ring

pro

duc

ts in

kitc

hens

, re

stau

rant

s. T

hey

have

kno

wle

dge

of

gen

eral

kitc

hen

oper

atio

ns a

nd o

f ge

nera

l foo

d s

tora

ge g

uid

elin

es. T

his

pos

ition

giv

es k

itche

n he

lper

s th

e op

por

tuni

ty t

o le

arn

abou

t ki

tche

n an

d r

esta

uran

t op

erat

ions

and

the

op

por

tuni

ty t

o w

ork

with

and

lear

n fr

om c

hefs

.

A k

itche

n he

lper

Pre

par

e b

ills

and

pro

cess

pay

men

ts

Com

mun

icat

e on

tel

epho

ne

Ass

ist

in b

asic

foo

d p

rep

arat

ion

Cle

an k

itche

n eq

uip

men

t

Load

and

unl

oad

dis

hwas

her

Scr

ub p

ots

and

pan

s

Cle

an fo

od

pre

par

atio

n an

d s

tora

ge a

reas

Rec

eive

and

sto

re g

ood

s

Phy

sica

l ab

ility

to

lift

and

car

ry h

eavy

su

itcas

es a

nd o

ther

item

s

Goo

d t

ime

man

agem

ent

skill

s m

ay

be

requ

ired

Lang

uage

nee

ds?

Gen

eral

(ab

ility

to.

.)

Ab

ility

to

lift

and

car

ry h

eavy

item

s p

rop

erly

Dem

onst

rate

d in

tere

st in

foo

d

pre

par

atio

n an

d k

itche

n op

erat

ions

Tim

e m

anag

emen

t sk

ills

Sp

ecifi

c

Bas

ic fo

od

pre

par

atio

n sk

ills

Bas

ic c

lean

ing

and

m

aint

enan

ce s

kills

Kno

wle

dge

of t

he p

rod

ucts

, coo

king

, se

ctor

and

ind

ustr

y in

gen

eral

.

Cou

rses

in fi

rst

aid

, Foo

dsa

fe a

nd

hand

ling

of w

orkp

lace

haz

ard

ous

mat

eria

ls a

re a

sset

s

cert

ifi ca

tion

whe

re a

vaila

ble

) is

an

asse

t

Lang

uage

nee

ds

Coo

ks p

rep

are

and

coo

k a

wid

e va

riety

of f

ood

. Coo

ks m

ay

be

resp

onsi

ble

for

bas

ic fo

od

p

rep

arat

ion.

The

y ar

e em

plo

yed

in

rest

aura

nts,

hot

els

or s

elf-

emp

loye

d.

Gen

eric

des

crip

tion

(e

.g. a

per

son

who

inte

ract

s w

ith

tour

ists

in o

rder

to

sell

a p

rod

uct

or

serv

ice.

He

/she

is r

esp

onsi

ble

for

own

inco

me

and

man

agem

ent.

Ab

le

to m

ake

a b

usin

ess

pla

n /

regi

stra

ted

-

if ne

eded

). S

ee a

lso

des

crip

tions

fr

om a

bov

e

Coo

ks (b

asic

coo

king

ski

lls)

Coo

k as

sist

ant

Frui

t /

jam

mak

er

Che

ese

mak

er

Oth

er

2. B

usin

ess

skill

s fo

r in

form

al t

rad

ers

Mar

ket

hand

icra

ft s

elle

rs

Foo

d/b

ever

age

stal

l op

erat

ors

Gue

stho

use

or h

omes

tay

oper

ator

s P

oten

tial m

icro

-ent

rep

rene

urs

Bas

ic fo

od

pre

par

atio

n

Pre

par

e an

d c

ook

ind

ivid

ual d

ishe

s or

ent

ire m

eals

Ens

ure

sani

tary

coo

king

con

diti

ons

and

saf

e fo

od

han

dlin

g

May

ass

ist

in m

enu

dev

elop

men

t

May

ass

ist

in c

ost

cont

rol,

mon

itorin

g an

d o

rder

ing

of s

upp

lies

Man

agem

ent

of t

he s

ervi

ce/

pro

duc

t

Sal

es o

f the

ser

vice

/

pro

duc

t (m

arke

ting)

Cal

cula

te p

rices

Dev

elop

s ne

w p

rod

ucts

/ se

rvic

es

Pre

par

e an

d m

onito

r b

udge

t M

ake

a b

usin

ess

pla

n

Gen

eral

Sp

ecifi

c

Bas

ic fo

od

pre

par

atio

n

Dev

elop

ing

know

led

ge o

f co

okin

g /

cutt

ing

Ab

ility

to

dea

l with

hig

h p

ress

ure

envi

ronm

ents

Lang

uage

nee

ds

Gen

eral

(ab

ility

to.

.)

Cus

tom

er c

are

Neg

otia

tion

skill

s

Pro

fess

iona

l att

itud

e

Inno

vativ

e id

eas

for

dev

elop

ing

new

pro

duc

ts

Mai

ntai

n qu

ality

Goo

d c

omm

unic

atio

n sk

ills

(mar

ketin

g sk

ills)


Han

dic

raft

wor

kers

in w

ood

and

re

late

d m

ater

ials

ap

ply

tra

diti

onal

te

chni

ques

to

pre

par

e w

ood

, str

aw,

ratt

an, r

eed

s, s

tone

, cla

y, s

hells

, and

ot

her

mat

eria

ls, a

nd c

arve

, mou

ld,

asse

mb

le, w

eave

, or

pai

nt a

nd

dec

orat

e va

rious

art

icle

s fo

r p

erso

nal

or h

ouse

hold

use

, or

for

dec

orat

ive

pur

pos

es.

Frui

t p

ress

er

Frui

t se

ller

Oth

er

3. H

and

icra

ft P

rod

uctio

n an

d S

ales

Han

dic

raft

sel

lers

, wor

kers

, st

one,

woo

d, l

eath

er, w

ool i

n st

all o

r m

arke

t, o

n th

e st

reet

Han

dic

raft

pro

duc

ers,

sto

ne,

woo

d, l

eath

er

Reg

istr

ate

bus

ines

s

Mai

ntai

n a

bus

ines

s re

latio

nshi

p

Coo

rdin

ate

staf

f

a) p

rep

arin

g w

ood

, str

aw, r

atta

n,

reed

s, s

tone

, she

lls, o

r si

mila

r m

ater

ials

;

(b) c

arvi

ng, a

ssem

blin

g, w

eavi

ng,

pai

ntin

g an

d d

ecor

atin

g va

rious

ar

ticle

s fo

r p

erso

nal o

r ho

useh

old

us

e su

ch a

s sa

lad

bow

ls, s

ervi

ng-

spoo

ns, c

uttin

g-b

oard

s, t

rays

, vas

es,

jugs

, bas

kets

, str

aw h

ats,

str

aw m

ats

and

sim

ilar

obje

cts;

(c) c

arvi

ng, a

ssem

blin

g, w

eavi

ng a

nd

pai

ntin

g va

rious

dec

orat

ive

artic

les

such

as

stat

ues

and

oth

er s

culp

ture

s,

ches

s p

iece

s, je

wel

lery

, and

sim

ilar

obje

cts;

(d) s

ellin

g ha

ndic

raft

s (n

egot

iatio

n, p

ricin

g)

Cro

ss-c

ultu

ral c

omm

unic

atio

n

Sp

ecifi

c

Fina

nce,

ICT

Lang

uage

nee

ds

Tech

nica

l ski

lls t

o p

rod

uce

hand

icra

ft

Eye

for

Qua

lity

and

pric

e

Can

sel

l han

dic

raft

s to

tou

rists

(c

ross

-cul

tura

l com

mun

icat

ion)

Inno

vativ

e id

eas

for

dev

elop

ing

new

han

dic

raft

s

Out

doo

r gu

ides

org

aniz

e an

d c

ond

uct

exp

editi

ons

for

spor

ts e

nthu

sias

ts,

adve

ntur

ers,

tou

rists

or

reso

rt g

uest

s.

They

wor

k fo

r ad

vent

ure

tour

ism

co

mp

anie

s, r

esor

ts, p

arks

, lo

dge

s or

cam

pgr

ound

s, o

r th

ey o

per

ate

thei

r ow

n sm

all b

usin

esse

s. T

hey

mig

ht t

ake

clie

nts

whi

te w

ater

raf

ting,

fi s

hing

, hun

ting,

or

mou

ntai

n cl

imb

ing,

d

epen

din

g on

the

sea

son

and

on

thei

r sk

ills.

Oft

en t

he w

ork

is s

easo

nal,

and

, d

epen

din

g on

the

typ

e of

gui

din

g, t

he

hour

s ca

n b

e irr

egul

ar. A

lso

a gu

ide

can

be

pro

vid

e se

rvic

es fo

r cu

ltura

l ev

ents

(vill

age

tour

s, r

ural

tou

rs).

Oth

er

4. E

xcur

sion

/gui

din

g-re

late

d

emp

loym

ent

Vill

age/

rura

l gui

des

Free

lanc

e gu

ides

Ad

vent

ure

guid

es (h

ikin

g)

Cul

ture

gui

de

Ass

ista

nt g

uid

e

Vill

age

tour

s

Gui

de

ind

ivid

uals

or

grou

ps

Hos

t co

mm

unity

aw

aren

ess

Sus

tain

abili

ty /

eco

tou

rism

aw

aren

ess

Cre

ate

pos

itive

cus

tom

er r

elat

ions

Ass

emb

le n

eces

sary

equ

ipm

ent

and

su

pp

lies

Set

up

and

bre

ak c

amp

Pre

par

e an

d/o

r se

rve

mea

ls

Inst

ruct

and

dem

onst

rate

rel

ated

sk

ills

and

tec

hniq

ues

Res

pec

t an

d m

aint

ain

natu

ral

reso

urce

s

Man

age

an it

iner

y

Man

agem

ent

of t

he s

ervi

ce/

pro

duc

t

Und

erst

and

ing

wha

t to

uris

ts li

ke

Neg

otia

tion

with

tou

rists

or

tour

ism

en

terp

rises

(hot

els)

Lang

uage

nee

ds

Ab

lity

to...

Che

ck o

n gu

est

satis

fact

ion

Saf

e to

urin

g co

nditi

ons

Loca

l mar

ketin

g st

rate

gies

Ab

ility

to

dea

l with

phy

sica

l d

eman

ds

of t

he p

ositi

on

Ad

diti

onal

hea

lth a

nd s

afet

y tr

aini

ng is

an

asse

t

Pre

viou

s ex

per

ienc

e in

the

re

leva

nt s

por

t or

act

ivity

is r

equi

red

Ab

ility

to

wor

k in

tea

ms

Exc

elle

nt c

omm

unic

atio

n sk

ills

Exc

elle

nt in

stru

ctio

nal s

kills

is

requ

ired

Goo

d o

rgan

izat

iona

l ski

lls

Lead

ersh

ip s

kills


Car

ries

goo

ds

(ass

ists

gui

des

/ t

ouris

ts)

Tran

spor

t p

asse

nger

s, m

ail o

r go

od

s

Per

form

s fo

r to

uris

ts

Por

ter

Car

, tax

i, m

otor

bik

e an

d

van

driv

ers

Trad

ition

al d

ance

r

Cul

tura

l sho

w

Oth

er

Car

ries

goo

ds

(a) d

rivin

g an

d t

end

ing

pas

seng

er

cars

or

taxi

s ;

(b) d

rivin

g an

d t

end

ing

cars

, van

s or

sm

all t

ruck

s to

del

iver

mai

l or

goo

ds;

(c) p

erfo

rmin

g re

late

d t

asks

;

d) a

bili

ty t

o ea

rn m

ore

from

tra

nsp

ort

serv

ice

only

a. c

ultu

ral p

erfo

rman

ce

b. in

tera

ctio

n w

ith t

ouris

ts

Wor

king

kno

wle

dge

of t

erra

in,

envi

ronm

ent

and

loca

l are

a

Goo

d c

usto

mer

rel

atio

ns s

kills

Wor

king

kno

wle

dge

of

rele

vant

legi

slat

ion

Lang

uage

nee

ds?

(lo

cal,

engl

ish,

fre

nch)

Phy

sica

l ab

ility

to

lift

and

car

ry h

eavy

su

itcas

es a

nd o

ther

item

s

Inte

ract

with

tou

rists

Inte

ract

with

tou

rists

, set

rig

ht

pric

es -

neg

otia

tion

skill

s, t

ouris

t p

rod

uct

know

led

ge, c

ross

-cul

tura

l un

der

stan

din

g of

tou

rists

, lan

guag

e ne

eded

, cus

tom

er r

elat

ions

Is a

ble

to

per

form

a c

ultu

ral d

ance

Und

erst

and

ing

tour

ists

like

Before you get too far along the path of determining learning objectives, and designing a work-based learning programme to address the gaps that you have identifi ed, it is important to have a very good understanding of the learners with whom you will be working. Using this learner profi le tool will help you get a better grip on your intended target audience, and help ensure that the programme you design is appropriate for this audience.

Use a selection of relevant questions from the list below to develop a learner profi le.

Background of Learners What are the age, gender, location,

ethnicity, language, disability, level of education, literacy, etc. backgrounds of your potential benefi ciaries?

What types of learning constraints exist?

What is their availability for training, based on their working hours, the employment status, etc.?

Prior Experience What prior knowledge, skills,

experience will they have that is relevant?

How will past experience infl uence their cognition and development?

How can this experience be drawn out and integrated into the learning?

What is the learner’s existing knowledge and skills level?

Gender What roles do men and women

typically play in the community? Who cares for children and covers

other family work (‘reproductive work’)?

How many hours a day are spent on home and family care?

Which specifi c hours in a day are spent on home and family care?

How many households in the community are headed by women?

Who owns property and homes? Are women paid different wages

than men for their work? Who controls household income?

Learners’ Objectives What do you think the learners’

objectives will be for attending skills training?

Is the training to improve skills in their current situation or to enable future employment?

Learners’ Motivation What will make the program most

relevant to the learners? What will prove meaningful, and

provide motivation to learn?

Success Factors What factors might affect learner

success or failure in the program What training model will suit them

best?

Technology Do the learners have access

to learning technologies (e.g. computer, CD-ROM, Internet, video, etc.)?

Are they pre-disposed to using these?

Support What kinds of support will be

needed (peer, supervisor, technical, etc.) to help ensure learner success?

Annex 7 Learner profi le


Literature list

Ashley, Mitchell and Spenceley, 2009, The tourism-led poverty reduction programme, Opportunity Studies Guidelines, International Trade Centre (ITC)

Spenceley and Rozga, 2007, Tourism Training Network Market Research Report, International Finance Corporation, Global Business School Network

Websites used:

ILO 2011 http://www.ilo.org/public/english/bureau/stat/isco/isco88/alpha.htm

ASEAN STANDARDS in Tourism : http://www.waseantourism.com/ft/guest.php

(Username is guest, and password is guest1).

HITT website http://www.hitt-initiative.org/

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