Lifelong Learning for Sustainable Tourism

(LLP Grundtvig partnership 2011-2013)

2

Index

Introduction .............................................................................................................................................. 3

Partners .................................................................................................................................................... 4

Results of the survey ................................................................................................................................. 5

Introduction to the survey ............................................................................................................................. 5

SME Entrepreneurs Demanded Competences Questionnaires Analysis and Presentation .......................... 5

About this report ....................................................................................................................................... 5

General question ....................................................................................................................................... 6

Environmental sustainability ..................................................................................................................... 6

Social, cultural and economic sustainability ............................................................................................. 8

Training needs in sustainable tourism (entrepreneurs) .......................................................................... 11

Training needs in sustainable tourism (workers) .................................................................................... 15

Conclusions .................................................................................................................................................. 16

Summaries of the contents and methodologies in sustainable tourism training in each country .............. 17

Summary of Contents and Methodology in vocational training of sustainable tourism in Estonia ........... 17

Summary of Contents and Methodology in vocational training of sustainable tourism in Finland ........... 18

Summary of Contents and Methodology in vocational training of sustainable tourism in France ............ 19

Summary of Contents and Methodology in vocational training of sustainable tourism in Italy ................ 20

Summary of the contents and methodologies in sustainable tourism training in Latvia and Madona region

..................................................................................................................................................................... 21

Summary of Contents and Methodology in vocational training of sustainable tourism in Spain .............. 22

Best practices .......................................................................................................................................... 24

Estonia ......................................................................................................................................................... 24

Finland ......................................................................................................................................................... 26

France .......................................................................................................................................................... 28

Italy .............................................................................................................................................................. 29

Latvia ........................................................................................................................................................... 30

Spain ............................................................................................................................................................ 32

Awareness, Knowledge and Skills linked to sustainability for professionals in the tourism and hospitality

sector ...................................................................................................................................................... 36

Methodology of workshops on sustainability in training ............................................................................ 36

Objectives ................................................................................................................................................ 36

Process of brainstorming ......................................................................................................................... 36

Outcome ...................................................................................................................................................... 37

Concept we agreed upon: ....................................................................................................................... 37

Framework in which knowledge and skills are to be developed ............................................................ 37

Areas in which a broad skill, knowledge and awareness basis should be developed by every employee

of the tourism/hospitality sector with regards to sustainability ............................................................. 38

Conclusions .................................................................................................................................................. 38

Annex .........................................................................................................................................................

HOST WITH THE MOST QUESTIONNAIRE ........................................................................................................

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Introduction

The Tourism and Hospitality industry is characterized by saturation and a very high turnover of lower

qualified staff. An alternative to this dilemma is to involve sustainable development in the sector making it

more attractive both for customers, entrepreneurs and the labour market. In order to start dealing with

sustainable tourism special training and the transformation of practices are required. Furthermore, lifelong

training of entrepreneurs and staff, including lower qualified workers, is the best way to maintain them in

employment.

Our mission within the Grundtvig Programme was to study ways to offer jobseekers and lower qualified

workers an opportunity of placement in the labour market and improvement in the new niche market of

sustainable tourism and to help small and medium enterprises develop sustainable practices.

During the project, best practices among participating partner countries regarding training in sustainable

tourism were exchanged and the existence and awareness of sustainable tourism training in each country

was discussed.

The project’s goal is to support small and medium enterprises, training organisations, enterprises'

associations and experts working in the tourism and hospitality industry. Not only the staff from the

participating partners who took part in the meetings benefitted from the results but the overall training

teams and stakeholders did as well.

Our commitment was to design collaboration for the exchange of good practices and to develop the

mobility of our beneficiaries further on. Each theme was assessed and disseminated through meetings

hosted by each partner country. During the meetings experts coming from each country of the partnership

focused on a main topic based on that partner’s main expertise, former students of completed courses and

entrepreneurs of small enterprises shared their own experiences and real cases that were also used as

good practices. During each meeting, the project partners also participated in new and innovative tours

that promoted local products and visited enterprises that offer various kinds of sustainable practices.

The objectives of the project were undertaken through six meetings (one in each country) that had the aim

of:

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- Understanding how each partner addresses the issue of training for its tourism and hospitality context,

particularly through improvement of the quality, attractiveness and accessibility, of the opportunities for

lifelong learning

- Presenting best practices of lifelong training in terms of sustainability (use of local food production,

organic food, concern for sustainability and low footprint in hotels and restaurants, accessibility for the

disabled, fair tourism and entrepreneurships, enterprises’ commitment to lifelong training and vocational

orientation including the disadvantaged, promotion of possible careers in the hospitality trade towards

potential staff including the disadvantaged , training schemes for the green approach)

- Comparing approaches, networking and studying the possibility of further cooperation

The added value of the project was the opportunity of exchanges – during the meetings – between trainers

and training planners on one hand and entrepreneurs and workers of the sector on the other hand along

with visiting tourism enterprises in each country to have a better understanding of the differences and how

to learn from them.

The purpose of this booklet is to collate best practices and present the results of this project so that they

can be used by others to further promote the mobility between workers in the European Union and job

insertion in this field.

Partners

Estonia: Kuressaare Regional Training Centre

Finland: Omnia, the Joint Authority of Education in Espoo Region

France: GIP FCIP du rectorat de Caen, réseau des GRETA de Basse Normandie

Les Petits Plats dans les Grands

Italy: Qualitas Forum Srl. (Coordinator)

Associazione Italiana Turismo Responsabile

Latvia: Barkava Vocational Secondary School

Spain: Qualia Solutions S.l.l.

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Results of the survey

Introduction to the survey

The Italian Association for Responsible Tourism (AITR), in collaboration with the other project partners,

developed a questionnaire addressing small and medium businesses in the tourism sector (tour operators,

travel agencies, hospitality- accommodations, restaurants, etc.) in order to find out the training needs for

their businesses and for lower qualified workers related to sustainability issues.

As in many other definitions provided by international organizations, in AITR’s definition of “Responsible

Tourism”, “sustainability” is intended according to environmental, social, cultural and economic aspects. As

a consequence, the questionnaire was conceived in different parts (environmental, socio-cultural-economic

and with a third specific part on training) to point out the skills required to handle all the aspects of

sustainability in tourism. On one hand, SMEs, need to constantly update their management in order to be

effective and competitive, on the other hand lower qualified workers, if properly trained on sustainability,

might have the chance to improve their professional path and social condition. The questionnaire

represented an essential tool used to achieve the project’s final objective: defining common curricula on

sustainable tourism shared by all the European partners involved in the project (Estonia, Finland, France,

Italy, Latvia, Spain).

SME Entrepreneurs Demanded Competences Questionnaires Analysis and

Presentation

About this report

This report shows the result of the questionnaire created for the “Host with the most” Grundtvig project.

The questionnaire was created through the collaboration of the partner organizations and presented during

the “Host with the most” meeting in France (February 27th-28th, 2012) then submitted to small and medium

enterprises of the tourism sector in the member countries of the partnership (except Finland), in order to

have the country results ready for the Spanish meeting of the project (May 21st-22nd-23rd May, 2012).

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This report includes the overall results and its purposes are not statistically significant because of the size of

the sample. Nevertheless, it is helpful to have a first look of what are the important matters in this sector

and get to know, from their own voice, the training needs of entrepreneurs, employed and unemployed

people.

The questionnaire was made up of 19 questions: two general questions (area of business and example of

training on sustainable practices in tourism); 2 questions about environmental sustainability; 3 questions

about social, cultural and economic sustainability; 9 questions on training needs for entrepreneurs; 3

questions on training needs that low qualified workers should have.

General question

The first question was about the business area of the enterprise. A total of 69 enterprises/companies were

contacted to answer the questionnaire. Since the same enterprise can operate in more than one sector (for

example restaurant and accommodation), we had 146 answers, as it appears in the following table.

The 63,69 % of the answers was related to Accommodation, Catering, Natural/Outdoor activities and Food

Production.

0.1 – Business Area Answers %

Total number of enterprises who answered 69

Travel Agency 9 6,16%

Accommodations 36 24,66%

Catering 23 15,75%

Food Production 15 10,27%

Restaurant 9 6,16%

Natural/Outdoor related activities 19 13,01%

Sport Related 3 2,05%

Heritage related activities 6 4,11%

Excursions 7 4,79%

Museum 4 2,74%

Handicraft 5 3,42%

Other 10 6,85%

Total (more answers for enterprise possible) 146 100,00%

Environmental sustainability

The first question in this topic was about the adoption of sustainable practices by the business involved in

the questionnaire, with the request to give an example of it. The environmental dimension of sustainability,

as a better use of resources (energy, water, gas, reduction of waste) was examined.

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As we can see in the table, the enterprises are aware and use several different sustainable practices, at

least the ones that allow a greater savings in electricity and water use, but are less aware of - or do not use

- more sophisticated practices, such as CO2 Emissions calculation and compensation.

1.1 – Does your business apply

sustainable practices? If so what are the

practices adopted?

Answers %

Energy saving: electricity, gas, fuel …. 48 69,57%

Waste Recycling 53 76,81%

Water saving 45 65,22%

Use of ecological products 38 55,07%

Use of local and organic products 39 56,52%

C02 Emission calculation 9 13,04%

C02 Compensation system 4 5,80%

Other 1 5,80%

Total (more answers for enterprise possible) 69

While the aim of the first question was to see if the entrepreneurs has some knowledge about

sustainability, the goal of the second question was to see if the enterprises involve their customers, by

presenting them what the enterprise is doing for the environment or by suggesting them a sustainable

behavior. We can see that a majority of the interviewed entrepreneurs do something to involve their

customers in their sustainable practices.

1.2 – Do you inform/sensitize/involve your

customers about sustainable practices? Answers %

Communication tools on products and services provided 43 62,32%

Communication tools about customers behaviors 41 59,42%

Other 9 13,04%

No answer 12 17,39%

Total (more answers for enterprise possible) 69

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Social, cultural and economic sustainability

The first question on this topic was about the adoption of social, cultural or economic policies by the

enterprises involved, with the request to give some example of them.

Here, the “moral” dimension of sustainability was under exam and, as we can see in the following table,

most of what the enterprises do is related to the selection of local services and products and to workers

(training, respect of the employees’ rights and selection of suppliers that respect the ILO standards), while

some equality policies like gender and the employment of disadvantaged people, together with the

touristic management certification, are less implemented.

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2.1 - Does your business have social, cultural and

economic policies? If so what are the practices

adopted?

Answers %

Employees rights 33 47,83%

Selection of service and product providers (supply

chain) respecting ILO standard 29 42,03%

Selection of local services and products (food, wine,

handicraft, transport….) 50 72,46%

Use of fair trade products 25 36,23%

Employee gender policies 14 20,29%

Employment of disadvantaged people 21 30,43%

Training offered to employees 31 44,93%

Other (Touristic Management Certification) 9 13,04%

No answer 6 8,70%

Total enterprises (more answers for enterprise

possible) 69

The second question on this topic was about the support and promotion of local traditions and culture to

the customers through their enterprise. Here comes the sustainability in its “cultural” and “local”

dimension: the awareness that the “local” is something different from the rest of the world and can be the

key to attracting customers and differentiate the enterprise’s offer.

As we can see in the following table, this is the most adopted policy by the entrepreneurs.

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2.2 Does your business support and promote local

tradition and culture? If so, how? Answers %

Information on local traditions and events 44 63,77%

Providing local services/products enhancing local

culture 55 79,71%

Other 13 18,84%

Total enterprises (more possible answers per enterprise) 69

The last question on the topic was about the support that entrepreneurs give to social projects (of any

kind): a majority of them is actually active in some kind of social program.

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Training needs in sustainable tourism (entrepreneurs)

As we have seen, the aim objective of the first two sets of questions was to know if the interviewed

entrepreneurs are aware of what sustainability is and what they are currently doing in this field. The last set

of questions was aimed at finding out how the entrepreneurs think they can be better or do more through

training.

The first question of this set was a direct request to indicate the needed skills to make their business

sustainable or more sustainable.

As we can see in the following table, the entrepreneurs say they need skills mainly in the environmental,

economic and communication areas.

These kinds of skills are strictly related to the practices that the entrepreneurs already adopt: they say they

need environmental or economic skills because they want to save more energy, more water, produce less

waste and spend less money; they say they need communication and social skills, in order to better

promote and “sell” their “local” product.

3.1 In your opinion, what are the needed skills

to make your business sustainable or more

sustainable?

Answers %

Environment 38 55,07%

Social 34 49,28%

Cultural 35 50,72%

Economic 43 62,32%

Communication and involvement 49 71,01%

Other 8 11,59%

No need 1 1,45%

Total (more answers than enterprises) 69

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3.1 Please list at least three skills you would need in the

sector(s) you selected above.

The 5 most indicated needed skills

Answers %

Sensitization and Knowledge about:

• Environmental practices;

• New economic model (decrease etc…)

• Sustainability

24 34,78%

Social abilities, communication and empathy 15 21,74%

Tourism Facilities Management, Economic and Marketing 13 18,84%

Valorization and knowledge about:

• Local products

• Local food

• Local territory

11 15,94%

Resources Optimization 9 13,04%

Total (more answers per enterprise possible) 72

We see the same trend when we ask the entrepreneurs what training in this field should be focused on:

they want to know more about the new sustainable economic/touristic model and they want to know how

to put into practice.

3.2 Please indicate the most relevant issues for

specific training in order to improve your business

sustainability. The 7 most indicated skills

Answers %

Ecological Practice on Work 10 14,49%

New lifestyles / New tourism / New economic models 7 10,14%

Management, Economic and Marketing 6 8,70%

Internal Communication/decision making/Team working 4 5,80%

Languages 3 4,35%

Product Promotion 3 4,35%

Recycling 3 4,35%

An overwhelming majority of the entrepreneurs interviewed think that training would be effective on these

topics and skills.

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The interviewed entrepreneurs are interested in investing time in training on these topics, but they are not

ready to invest money, mainly because they didn’t have any at their disposal at the time of the interview.

ARE YOU INTERESTED IN INVESTING TIME

ON TRAINING

N %

Yes 62 89,86%

No 4 5,80%

No Answer 3 4,35%

Total 15 100,00%

ARE YOU INTERESTED IN INVESTING MONEY

ON TRAINING

N %

Yes 25 36,23%

No 8 11,59%

No Answer 36 52,17%

Total 69 100,00%

WHY NOT MONEY? N %

We have no money at the moment 11 30,56%

Public Administration should pay 1 6,67%

It should be free 1 6,67%

I can't decide on this theme 1 6,67%

I just invested money in training - not ready for

new ones 1 6,67%

No Answer 21 58,33%

Total (on “No” Answers) 36 100,00%

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We asked the entrepreneurs if they host work placements for people in training: this can be a sign of their

preference for “on-the-job” training (see below) and a good pathway for people in training to learn by

doing.

As we can see in the following table, many of the enterprises resort to some kind of work placement

(please note that every kind of internship, apprenticeship etc. may have different nuances country by

country).

3.4 DOES YOUR

ENTERPRISE HOST

WORK PLACEMENT

FOR PEOPLE IN

TRAINING?

Answers %

INTERNSHIPS 38 55,07%

APPRENTICESHIPS 28 40,58%

JOB SHADOWING 16 23,19%

WORK PLACEMENT 16 23,19%

NO 9 13,04%

NO ANSWER 0 0,00%

Number of Enterprises 69

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Training needs in sustainable tourism (workers)

The last set of questions was about the skills that entrepreneurs expect their workers to have regarding

sustainability.

The most indicated skills are related to environmental sustainability and communication/technical ability:

this is exactly what the entrepreneurs expect from themselves, as we have already seen.

4.1. What skills do you expect your workers to have in

sustainability? (please list at least three)

9 Most demanded

Number

Product Knowledge 8

Environmental conscience 8

Customer Service/Attention 7

Commitment 7

Sustainability Knowledge 6

Saving Conscience 5

Recycling Conscience 5

Work Ability 4

Communication ability 4

The majority of the interviewed entrepreneurs think that “on-the-job” training would be more effective

than previous training, as we can see in the following table.

4.2 Do you think that on the

job training is effective or do

you prefer your employees to

be already trained?

Number %

on the job 37 53,62%

former training 18 26,09%

both 5 7,25%

no answer 7 10,14%

Other 2 2,90%

TOTAL NUMBER OF ENTERPRISES 69 100,00%

The last question was about the skills that entrepreneurs think lower qualified people should have to find a

job more easily or keep the one they have in the field of sustainable tourism.

The most indicated answers, as can be seen in the following table, have less to do with sustainability than

the ones the entrepreneurs give for themselves or for their workers, maybe because they think that lower

qualified people should have some “pre-skills” before having a specific training in sustainability practices or

topics.

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4.3. What kind of skills would help

lower qualified people find a job more

easily in this field?

6 most demanded

Number

Language Training 13

Good willing to work/ Adequate Mentality 9

Communication 7

Practical skills for fulfilling everyday tasks 6

Team working ability 4

Product Knowledge 4

Conclusions

With the first two sets of questions we have learnt that entrepreneurs are aware of sustainability in its

different dimensions: environmental, social and cultural.

We can say that for entrepreneurs sustainability means the possibility to save (energy, water, waste,

resources) and to differentiate and promote their product, in connection with their local area and actors

(providers and suppliers of organic food or local products etc.)

The entrepreneurs’ training needs meet this idea: they say they need training on environmental practices,

tourism facilities management, optimization of resources, social abilities and how to valorize or promote

local products, food and territory. They say they are ready to spend time in training, but not so many are

ready to spend money.

With the last set of questions we discovered that the interviewed entrepreneurs expect almost the same

skills in sustainability from their workers, especially an environmental/saving/recycling conscience and

communication or skills in customer service to offer a better quality tourism product.

About lower qualified people, the entrepreneurs’ idea is that they should have some “pre-skills” such as

languages, willingness, adequate mentality etc. in order to find a job more easily in this field.

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Summaries of the contents and methodologies in sustainable tourism training in

each country

Summary of Contents and Methodology in vocational training of sustainable

tourism in Estonia

Kuressaare Regional Training Centre (KRTC) provides initial and continuing vocationaI training both for

young people and adults. For adult students we provide IVT courses which base on Estonian national

curriculum -hotel and catering: Hotel service, 2 years; Culinary art (cook), 2,5 years; Baker – pastry cook, 2

years; Pastry cook, 1 year. There is no such module or subject in above mentioned curricula as sustainable

tourism.

But there are two other curricula which base on different national curriculum - tourism. The first one is

named Recreation – animateur ‘s work (2 years). This curriculum includes principles of sustainable tourism,

nature protection areas and individual objects; Estonian natural environment – basics of ecology;

ecosystems; biological variety and balance; nature/wildlife protection and management of nature tourism.

The second one is named Rural tourism entrepreneurship (2 years) and this includes Final thesis, which

should be about sustainability.

Methodology of all these courses includes theory, practical training, individual work and work placement.

KRTC provide the following short courses for adults (both for employers and employees) which include

themes of sustainability: training of guides; training of nature park guides; Estonian national food; rural

tourism entrepreneurship; rural tourism service; designing of image of product and company; study of

mushrooms -practical picking and cooking; Christmas menu; display and packing (design&quality) of local

food in markets and fairs, use of nature friendly materials; smoking of meat; networking , cooperation and

mutual marketing; simple website as marketing tool; wheat meal products for people with health

problems; transforming of villages attractive to tourists.

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Summary of Contents and Methodology in vocational training of sustainable

tourism in Finland

The curriculum of Vocational Qualification in the Tourism Industry includes Sustainable development in the

context of sustainable tourism. Vocational education in Tourism is arranged in two ways: Vocational Upper

Secondary Education (youth, 3 years) and Competence-based Qualification (adults, 1,5 – 2 years).

Other key competences for lifelong learning in all vocational qualifications are: learning and problem

solving, interaction and cooperation, vocational ethics, health, safety and ability to function, initiative and

entrepreneurship, aesthetics, communication and media skills, mathematics and natural sciences,

technology and information technology, active citizenship and different cultures. Sustainable development

is included in all curriculums from pre-school to higher education. In Universities of Applied Sciences there

are courses available for Responsible Development of Tourism Education and Sustainable Tourism.

The objectives in sustainable development are: The student acts according to ecological, economic, social

and cultural principles of sustainable development in the profession. He/She observes the rules, regulations

and contracts of sustainable development prevailing in the sector.

This means that the student learns:

- the most important global, regional and local environmental problems and their proposed solutions as

well as how to act according to the principles of sustainable development and responsible activity

- vocationally essential waste management and prevention of waste

- to preserve cultural heritage in a way that complements vocational skills

- to choose eco-efficient working methods and materials as well as to recognize the lifespan of the key

products from the point of view of vocational skills

- to observe environmental legislation and to act according to environmental quality systems

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- to sort, compare and analyse gathered environmental information, to modify it independently and to

apply it in his/her work

Practical learning takes place at workplaces. In co-operation with the employer the student achieves

needed skills in sustainability for competence based exam in which the sustainable development will be

assessed as one of the above mentioned lifelong learnig skills.

Summary of Contents and Methodology in vocational training of sustainable

tourism in France

Sustainable or responsible tourism is still a niche in France. On the other hand, green tourism appeals to a

lot of young people who look for qualifications, mostly at postgraduate level. A recent article in “Tour

Mag” pointed out that there is often great disillusion since opportunities in the labour market are currently

limited although there is a growing concern of customers. It has to be noticed that some very interesting

experience are made locally such as the Lycée Paul Augier’s in Nice which is going to experiment an

elearning tool to support the process of an organization which wants to obtain the European Eco label in

tourism.http://www.hotellerie-restauration.ac-versailles.fr/spip.php?article1691

As for the adult ongoing training of staff there exist possibilities in the shape of upskilling modules based

on CSR, provided mainly by private companies. The contents are generally as follows : knowledge of

sustainability (history, issue), reality of sustainability in the trade, creation and implementation of a good

practice charter, development of staff awareness, commitment of the staff, communication over the

sustainable practices towards staff and customers, ways to reduce the energy and water consumption,

sustainable fair purchase of goods…

The GRETA network of Lower Normandy has been implementing several actions and used sustainability to

facilitate the social and vocational integration pathway or the qualification process of adults even when the

national qualification targeted does not include sustainability in the curriculum which hardly happens. The

objective is to guarantee that future professionals and citizens will be made aware of the issue and gain

basic competence in the field. For that the Greta network very willingly respects the specification of the

Ecocitizenship in training approach as required by their funding provider, Lower Normandy Region.

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Summary of Contents and Methodology in vocational training of sustainable

tourism in Italy

The majority of the training held in Italy can be divided up into 6 main categories (not including short 1-2

day seminars): energy efficiency/energy saving; local tourism; communication and marketing; tourist

guides; rural/agri tourism and courses for entrepreneurs/managers (including business start-up).

Course lengths vary from 10 hour seminars to 900 hours with internship. The courses offered in this field

consist, for the most part, of in class lessons and exams integrated with company visits and many also

provide for short term internships at the end of the course to put into action what was learned. Most

courses include a technical language (usually either English or French) and a computer module along with

Tourism economy, tourism marketing and communication and work safety, which is expected by law.

Along with these more transversal skills the courses focus on sustainable tourism in various ways: energy

saving; promotion of local services and products; environmental development; entrepreneurship;

sustainability in food service.

Many of the courses offered in Italy are free of charge due to public financing, while others, university

masters programs can cost between €3,000 and €6,000.

AITR (Italian Association for Responsible Tourism) has a consolidated collaboration with few Universities

offering courses on sustainable tourism: Università degli Studi di Milano-Bicocca; Università di Bologna;

Università degli Studi di Siena; Trentino School of Management; Roma Tor Vergata; and with the CTS

Master.

Most courses are for people with a university degree or at least a high school diploma.

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Summary of the contents and methodologies in sustainable tourism training in

Latvia and Madona region

Tourism destination competitiveness is characterized by its ability to increase foreign tourist spending and

increase the number of tourists by providing them with quality service and a memorable experiences, while

at the same time increasing the profit of service providers, and improving living conditions of local

inhabitants and cautiously preserving natural and cultural resources. When you create a sustainable

tourism product, you should bear in mind that it has to give the benefits for local economy; through the

development of tourism products social benefits to the local community have to be guaranteed, for

example, creating new workplaces, making new or improving existing infrastructure, retaining natural and

cultural values, and integrating them in tourism products.

At the moment great accent is focused on the development of gastronomic tourism in Latvia that could

promote the farming and consumption of organic products leading to new workplaces in the sectors of

agriculture and tourism. The eco-products could be more available for local people. With organic farming

we can preserve the natural environment and with organizing gourmands’ tours we can at the same time

introduce tourists with cultural values and traditions of national cuisine, demonstrate cooks’ skills and

extended the "slow food" range, etc.

In long term plans for sustainable development are made for development of sustainable tourism, which

also include Madona region. Big emphasis is on environmentally friendly tourism, especially in the

protected areas that are many in our region and Latvia, too.

Our school is making targeted efforts to attract students who can quickly gain knowledge in the tourism

sector and support the surrounding tourism enterprises with professional staff who will work there.

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Summary of Contents and Methodology in vocational training of sustainable

tourism in Spain

There is a transversal module, common to 8 professionalism certificates, related to the sustainability in

tourism.

The module title is “Safety, health and environmental protection in hostelry” and it corresponds to the

competence unit “To act under safety, hygiene and environmental protection in hostelry”. The length of the

module is 60 hours with 50 hours as maximum for distance learning. You can have a look to the contents of

the module and the professionalism certificates for which is required in the attached table.

In the catering subsector, there is another module related to the sustainability in tourism.

The module title is “Quality, safety and environmental protection in catering”, it corresponds to the

competence unit “To implement the quality, environmental and safety management in catering”. Its

length is 60 hours with 50 hours as maximum for distance learning. You can have a look to the contents of

the module in the following table.

The last module related to sustainability in catering, is named “Environmental management” and it

corresponds to the competence unit “To act under safety, hygiene and environmental protection in

hostelry”. The length of the module is 25 hours. You can have a look to the contents of the module and the

professionalism certificates for which is required in the attached table. You will notice that this module

regards also the Tourism Development Agent professionalism certificate.

The Tourism Development Agent professionalism certificate has 2 more modules which are connected to

the sustainability of tourism in terms of “new” models, routes, customers, as you can see in the attached

tables, relating to the modules “Inventory and catalogue of tourism resources” and “Development of

alternative tourism. Ecotourism”. The last is a module for the touristic route guide vocational training

course.

Another sustainable tourism related module, devoted to the valorization of tradition and local culture

(named “Cultures, traditions and gastronomy”), can be found in the touristic entertainer vocational

training course.

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There is a whole training course/professionalism certificate directed to entrepreneurs in a tourism

sustainable subsector, the rural accommodation vocational training course. You can have a look of the

modules in the attached tables.

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Best practices

Estonia

TITLE OF THE ACTION Strengthening the competitiveness of the Saare County through the trainings

focused on diversification of local food, marketing, product development, co-

operation and quality.

TRAINING CENTRE Kuressaare Regional Training Centre

WEBSITE of the action http://www.infactoproject.eu/

TARGET GROUP The beneficiaries are local handmade food producers and farmers growing

raw products.

List of enterprises, 50 in total, most active ones:

Lümanda restaurant; Tihuse Horse Tourism Farm; Nasva fish cafe; Ohesaare

Windmill; OÜ Veskimaja Hoov http://www.veskimaja.webs.com/; Sheep

Resource Center; A.T.T. Saksa; Kalda Talu; Saare Rätsep OÜ; Karala Village

Association; OÜ 360 kraadi http://www.360.ee/eng/index.php; Viidu village

Association; Sonneburg restaurant; Käesla village Association; Abruka island

library; Mustaja Mustard OÜ http://mustjala-mustard.de/; Allika Villa;

Goodkaarma talu http://www.goodkaarma.com/saaremaa/fi; Iluleib OÜ; Café

Remark http://www.kuressaarelinnateater.ee/index.php?id=19&keel=ee;

Saarte Sahver; Tiia Lööper; Kuressaare Jäätis OÜ; Urve Lillimägi;

Koplimäe Organic Farm; KadakMari http://www.kadakmari.ee/indexio.html;

Uustalu farm http://www.kadakmari.ee/eng/kojad/uustalutalu.html; Sülla

Organic Farm; Jööri Village Museum; Kooli Kopli Farm

http://www.luikhold.com/index.php?id=15

FUNDING The Central Baltic Interreg IV 2007-2013 project ”International Food and

Activity Tourism” (InFAcTo)

OBJECTIVES International goals:

Increasing the international attractiveness of the regions involved, increasing

the tourism overnights through local food and activity tourism product

development, networking of the enterprises and joint marketing activities in

cooperation with the partners.

Local goals:

1.) The trainings in Saare County had been focused on diversification of

local food, marketing, product development, co-operation, quality and

strengthening the competitiveness of the region.

2.) To work out at least seven food trails for different target groups.

DURATION May 2010 – June 2013

PARTNERSHIPS Partners:

Finnish partners:

1. Häme Development Centre Ltd –leading peartner

25

2. Kiipula Foundation

3. Tavastia Vocational College

4. HAMK University of Applied Sciences

Estonian partners:

1. Saaremaa Marketing Association

2. Estonian University of Life Sciences

3. MTÜ Eesti Maaturism

4. Evanter Osaühing

5. Center for Ecological Engineering

6. Union of Rural Municipalities of Setomaa

7. Võru Country Vocational Training Centre

8. Kuressaare Regional Training Centre

9. Imago Osaühing

TRAINING APPROACH Saaremaa region conducted the survey during September-November 2010.

The goal of the survey was to have input for the project trainings from the

local tourism entrepreneurs. The survey gathered also a lot of background

information on the 51 companies that replied to it on the topics of services

offered, level of networking and seasonal activities. Five questions were

directly addressing the training needs of the respondents. As a result of

trainings a network of local food and catering entrepreneurs has been formed,

who meet regularly and advise each other.

The following trainings were carried out:

1. Christmas course – culinary experiences with Christmas Food

2. Marketing products at market places and fairs, part 1

3. Marketing of the Local Food

4. Marketing products at market places and fairs

5. Packaging, - eco-friendly materials and trends in packaging design

– seminar

6. Advertising - photos, stories, homepage seminar

7. Picking and cooking mushrooms

8. Autumn preserves and practical workshop

9. Quality seminar the purpose of which is to work out the standards

of the products in the food net.

10. Offering culinary experience. Making dishes from local ingredients

(e.g. smoked meat, from local farmers).

11. Developing network collaboration with South Estonia

12. Baking healthy whole-grain patties, tarts, pasties and pies made

from local ingredients. A variety of baked products for special

diets – diabetics, gluten or lactose intolerance (for small

entrepreneurs in the field of bakery and pastry)

13. Webpages development

14. Workshop to work out various sample Food Trails through

Saaremaa. At least three that kind of trails should be tested.

15. Making open farms attractive to tourists.

CONNECTION WITH 1) The involved producers are all from Saare County and are classified as

26

SUSTAINABILITY micro-businesses.

2) There has formed a network of artisan food processors.

3) Attention to local food traditions (fish, local meat, venison, products

from fields, forests and gardens)

4) The majority of products are produced organically.

5) There has been agreed a standard of using food for members of Food

Trail for attaining the equally high quality.

6) For producing the products grown only on Saaremaa are used. Only

the seasoning (salt, pepper etc.) and products not growing on

Saaremaa (sugar, chocolate) may originate from elsewhere.

7) Only natural colours, seasonings and preservation ingredients are

allowed.

8) The products containing GMO is prohibited.

9) The producers do not have to mark the product with awarded label,

this is the option.

10) The producer has to be awarded by VTA (Veterinary and Food Board).

11) In the list of ingredients all components should be named by words,

not E-numbers.

12) The hydrogenated fats and monosodium glutamate are prohibited.

OUTCOME - marketing research

- training needs analysis

- study trips

- training program, guiding the product development

- product testing

- networking of the entrepreneurs and theme based placements

- farm trips by the tour operators and media

- marketing plan, joint marketing

- international dissemination seminar

- marketing possibilities for members of Food Network

- packages have created:

• Daylong local food tour – bus group

• Daylong local Food Trail – individual tourists

• Sheep Trail

• Winter Food Trail

• Two different packages: 2+2+2 package for individual tourists and for

gourmet tourists

• Tour package for schoolchildren

Finland

TITLE OF THE ACTION OmniaShop/EduEcoShop – the unique meeting place for students, local entrepreneurs and Omnia staff offering products based on the principle of sustainable development

TRAINING CENTRE Omnia, the Joint Authority of

27

Education in Espoo Region

WEBSITE of the action www.omnia.fi

TARGET GROUP Micro entrepreneurs in the region, adult learners and young students

FUNDING Local project funding, Centre for Economic Development, Transport and the Environment

OBJECTIVES 1. The value guiding the shop is to promote sustainable development (ecological, economical and social dimensions) and highlight responsible consumer

2. The vision guiding the shop includes invention, innovativeness and responsibility

3. The Shop showcases both Omnia’s vocational know-how and creative and responsible entrepreneurship

4. Students presenting their own or entrepreneurs’ products in the Shop acquire know-how, skills and networks needed in working life and also become aware of what sustainability means in their own field of study

5. The Shop supports start-ups. Entrepreneurs can test and develop their new products/services in the Shop, e.g. the sales of product selections, pricing and display

6. The businesses originally established at InnoOmnia can relocate in the immediate surroundings and continue vitalizing the region. It can also be established in holiday resort or destination to support local artisans and producers and provide tourists local products

7. The Shop can network with the students and entrepreneurs and become a part of a wide-ranging network of new, innovative sustainable products and services

8. OmniaShop raises the regions inhabitants´awareness of sustainable development and fair trade and gives visibility to other ethical principles (e.g. Womens Bank, WWF)

DURATION Ongoing, opened 2011

PARTNERSHIPS RCE Espoo-Network, Aalto University, Laurea University of Applied Science, Metropolia -University of Applied Sciences

TRAINING APPROACH In addition to being a sales and exhibition space, the Shop serves as a learning environment. It can operate as “living lab” and a vantage point for market-oriented product development. OmniaShop aims at enhancing sustainable consumer behaviour and sustainable way of life. OmniaShop brings together made-to-order products and services by students and individual entrepreneurs’ sustainable products and services. OmniaShop is also very important window for the products made in workshop of the young adults without any vocational education.

CONNECTION WITH SUSTAINABILITY

Both the development and preparation of OmniaShop’s products embody eco–efficiency and socio-efficiency.

OUTCOME OmniaShop has been formed to a concept that can be called EcoEduShop. The concept can be the cornerstone for every vocational educational organisation –shop window for organization’s products and for region’s sustainable entrepreneurs.

28

France

TITLE OF THE ACTION Sur la Route de l’Huître

TRAINING CENTRE GRETA DU CALVADOS (Bayeux agency)

WEBSITE of the action http://routedelhuitre.canalblog.com/

TARGET GROUP 11 people job seekers far from employment age range: 19-40 (4 women, 7

men)

FUNDING Public (lower Normandy region)

OBJECTIVES To enable a group of disadvantaged adult learners, far from employment, to

gain social competence and soft skills, develop self esteem to facilitate their

social integration by undertaking together a sustainable eco-citizenship

project, useful to the community, with a wide partnership: the creation of an

inland oyster farm as well as the contribution to the inauguration of an

outstanding venue: la “Fête du Nautisme”.

DURATION 4 months (spring 2012)

PARTNERSHIPS The project is based on the dynamics of local partnership:

Intercommunity of boroughs around Isigny

Tourism office

Oyster farmers

The UMIH (hospitality businesses association)

LES PETITS PLATS DANS LES GRANDS

Lycée maritime aquacole (technical high school , marine trades)

vocational Landscaping school

other qualification schemes from the GRETA

TRAINING APPROACH Cognitive and experiential.

The scheme is based on the seven-point ecocitizenship-in-training

approach. The development of self esteem is a key aspect of

training. Beneficiaries undertake together a useful sustainable

project for the benefit of the community and the environment.

CONNECTION WITH

SUSTAINABILITY

Eco-citizenship / contribution to local development / promotion of a local

natural product

OUTCOME 1. Engagement of beneficiaries in a training pathways mostly within the

Esp’OIR programme (vocational guidance paths) beyond the course

2. Recognition by local stakeholders of the usefulness of the outcome of

their work: the inland oyster farm, a sustainable touristic product which

beneficiaries are very proud of.

3. Personal transformation of beneficiaries through the development of self

esteem, strong social dynamics and soft skills gained throughout the ELANs

which was to be attested by their will to take immediate work experience

placements as soon as they got into the Esp’OIR scheme.

29

Italy

TITLE OF THE ACTION Turismo a bagno a Ripoli: abitare gustare scoprire (Tourism in Bagno a Ripoli:

Live, taste, discover)

TRAINING CENTRE Qualitas Forum Srl

WEBSITE of the action http://www.comune.bagno-a-

ripoli.fi.it/opencms/opencms/Menu_Secondario/Turismo/index.html

TARGET GROUP Enterprises in the hospitality, restaurant, agriculture and crafts.

FUNDING Chamber of Commerce of Florence, Municipality of Bagno a Ripoli (FI) and

Qualitas Forum Srl

OBJECTIVES

To create an integrated training offer that enhances the territory and

promotes its artistic, natural, gastronomical and wine resources and local

agriculture and crafts.

To create networks between the local small and micro businesses.

DURATION 60 hours

PARTNERSHIPS Trade associations and AITR

TRAINING APPROACH Classroom, concrete case studies, group work

CONNECTION WITH

SUSTAINABILITY

The Bagno a Ripoli territory is characterized by its landscape, nature and

typical products such as olive oil and wine.

It has beautiful farm holiday houses, but isn’t known for anything specific.

Through this training course, the companies (very small) came into contact

with each other and elaborated the necessity to develop networks and

valorize local production and folklore by offering tourist packages for trekking,

horse-back riding, etc.

The course was a part of a wider training pathway that included participatory

design for the launch of the territory with the aim of promoting sustainable

tourism.

OUTCOME

The creation of integrated tourism packages.

The creation of a network among farm holidays, local organic farmers,

craftsmen.

TITLE OF THE ACTION Migrant Tour project

TRAINING CENTRE Porta Palazzo, Turin

WEBSITE of the action http://www.viaggisolidali.it/index.php

TARGET GROUP 25 people, 18 women and 7 men: 3 of Italian origin and the rest from South

America (Peru, Brazil, Colombia, Guatemala), the Maghreb (Morocco, Tunisia,

Algeria), Eastern Europe (Romania), Sub-Saharan Africa (Senegal) and Asia

(China). Age range: 50% of them are between 20 a 30 years old, 50% between

30 and 50 years old; 19 have a University degree or are currently attending

30

University; all of them speak Italian and at least one or two other languages

(French, Spanish, German, English, Romanian, Arabic, Chinese, Wolof and

Berber).

FUNDING IFAD (International Fund for Agricultural Development) (agro biodiversity,

cultures and local development program), ACRA

OBJECTIVES To enable citizens, students and tourists to get to know the communities in

Porta Palazzo district; to promote the knowledge of the history of migrations

that changed Turin; to overcome prejudices related to certain districts of the

city; to foster intercultural dialogue and to reflect upon responsible tourism,

sustainable economy and 0 km agriculture.

DURATION 6 months

PARTNERSHIPS WTO (Step program)

IFAD (biodiversity program)

Fondazioni4Africa

CISV

Istituto paralleli

Conservatoria delle Cucine del Mediterraneo

City of Turin

EARTH

TRAINING APPROACH Theoretical lessons, practical training, research on the field

CONNECTION WITH

SUSTAINABILITY

Intercultural dialogue, responsible tourism, sustainable economy

OUTCOME Engagement in training of immigrant people as tourist guides and cultural

mediators, social inclusion for immigrant people resident in Turin, extension of

the program to other 4 cities in Italy (Rome, Milan, Florence and Genova)

Latvia

TITLE OF THE ACTION Best practice experience of training in adult education in Vidzeme tourism

sector.

31

TRAINING CENTRE Participants : 1) Madona tourism information centre (TIC). 2) Education centre „BUTS”. Education centre „BUTS” is one of the biggest private educational institutions in Latvia. Centre has more than 20 years of experience in adult professional training and improving professional skills in different educational programs within the framework of: • professional continuing education (first, second and third level of professional qualification); • professional development; • non-formal education (corporate courses and seminars as well as seminars and courses for personal growth). Learning of hospitality in education centre “BUTS”: Education centre “BUTS” acts in lifelong education process offering: - to acquire a profession (to get professional qualification of 1st, 2nd and 3rd level); - to improve professional skills; - to do re-certification; - a variety of non-formal education courses. Education centre „BUTS” offers educational programs for obtaining professional qualification of first, second and third level. Level 1 – theoretical and practical training that prepares students for performing simple tasks in a certain area of practical activity (assistant cook, carpenter etc.); Level 2 – theoretical and practical background that allows the holder to perform qualified work independently (carpenter, hairdresser, cook, welder etc.); Level 3 – advanced theoretical and professional background which enables the holder to fulfil certain tasks, including planning and organising work (various technicians, car mechanics, hotel service specialist etc.). 3) Barkava Professional Secondary school. In collaboration with state employment agency there is possible to acquire

hotel service specialty program.

Best practice institutions: hotel/restaurant - bar "Mārcienas muiža", "Smeceres krogs", home kitchen "Rudzons", hotel “Jānis”, goat farm "Līvi" (goats, cheese), farm "Sveķi" (pets, rabbits, goats), farm "Ataugas" (strawberries, raspberries), "Smeceres inn" trout hatchery and “Pakalnieši”. “Pakalnieši” is the forest consultation service training centre; it is possible to acquire knowledge about forest ecosystem, nature protection there, interactive game “Explore the forest” has been made.

WEBSITE OF THE ACTION http://www.madona.lv/turisms/en/?s=1271012723 / http://www.madona.lv/turisms/en/?s=1271336300&ln=en http://www.buts.lv/public/buts-english.html http://www.madona.lv/turisms/en/?s=1352114813&ln=en www.bavs.lv kazas.siers@inbox.lv / www.smecere.lv; www.kucuri.lv; www.marciena.eu;

TARGET GROUP - People in the labour market. - Unemployed. - Students who have graduated from secondary school and want to acquire

32

profession to be able to compete in the labour market.

FUNDING - ESF (Latvian National employment agency in frame of European social funds). - Within the framework of Madona region municipality - TIC organized activities (seminars and course) to support entrepreneurship and provide good practice. - The Lifelong Learning Programme. - The EU Structural Funds.

OBJECTIVES AND TASKS Apply for the training placement and promote skills and experiences in hotel

and tourism sector.

Learn professional skills and behaviours, specific lodging activities like

cooking, servicing and reception.

Learning fulfils the expectations of the business needs in this professional

field.

Involvement of trainees in the Hotel & Catering Seminars and further education courses organized by NVA (Latvia).

DURATION 2,5(max 6) months

PARTNERSHIPS Vidzeme tourism agency. Association of Hotels and Restaurants of Latvia. Latvijas valsts meži.

TRAINING APPROACH - The main focus is on the professional development, innovation of education development as well as to maintain of international contacts.

CONNECTION WITH SUSTAINABILITY

- Ecotourism market tendencies – supply and demand in Latvia. - Placement and maintenance of ecotourism objects, routes and infrastructure. - Service of ecotourists’ group guide. - Production of organic / biological farming. - Environmental requirements in the sector of hotels and restaurants. - Foodstuffs, their nutritive value, basic principles of healthy eating. - Planning of economic activities. - Labour and environment protection.

OUTCOME Possibilities to improve professional training in shorter terms for unemployed and those who work in tourism and service areas to integrate elements of sustainability. Students will receive a certificate of professional qualification or diploma of improvement of professional qualification after completion of accredited educational programs. Students will receive a diploma or certificate of education center after completion of non-formal educational programs. Issued documents are recognized not only in Latvia but also around the world.

Spain

TITLE OF THE ACTION Experto en turismo rural sostenible (Sustainable Rural Tourism Expert)

TRAINING CENTRE Eco-Union Málaga

33

WEBSITE of the action http://www.formacionporlasostenibilidad.org/guias/turismo.html

TARGET GROUP The course is particularly aimed to tourism professionals, professionals in rural

tourism related industries, SMEs, microSMEs and self-employed: owners and

managers of rural accommodation, professionals of active and nature tourism,

farms, agri-food companies, restaurants, agritourism, travel agencies, tour

guides, tourism development agents and entrepreneurs interested in

sustainable and responsible tourism.

FUNDING Private

Professionals Students, unemployed,

nonprofit organization,

schools and Eco-Union

partners

Sole traders and

former Eco-Union

students

Price 630€ 441€ 504€

OBJECTIVES Provide knowledge and expertise on sustainable and responsible

tourism.

To know innovative experiences in rural tourism market. Encourage the

critical analytical thinking of professionals.

Provide marketing tools and sustainable management for tourism

enterprises.

Provide skills for green entrepreneurship in rural tourism.

DURATION 150 hours

PARTNERSHIPS Fundación Biodiversidad. The designing of this course is the result of the Eco-

Tural programme success in 2012 (http://www.eco-

union.org/formacion/index.php/es/ecotural.html), which drove to the

creation of 10 enterprises, gave training to 40 people; reduced for the 5% the

carbon footprint of participants while the project implementation had no

carbonfootprint.

TRAINING APPROACH Basic requirements:

Training in tourism-related studies and / or experience in this area.

Basic knowledge of English reading proficiency.

Have tools (computers etc.) suitable for the e-learning environment:

To access the virtual classroom, students must have a PC with Internet

connection (preferably broadband).

Phase 1: Reading

For each module some theoric material and complementary documents has to been

read, along with the vision of audiovideo material

Phase 2: Individual activities for the evaluation of the learnt contents by

modules reading.

The second study phase consists in carrying out an evaluation test (one per module)

and a practical work (one per module except in the introduction).

Phase 3: participation in debates with experts

The study of each block is completed by the participation in different debates with

experts

34

Phase 4: Group working – final project elaboration

The dedicated time to study each module (reading, individual activities and

participation in debates) is calculated in 16 hours.

The familiarization with the virtual environment and the first introductory module

(reading and assessment test) is calculated in 10 hours; the development of the final

group project is calculated in approx. 44 hours.

Evaluation system

The course evaluation is performed individually for each participant, starting

from:

• Familiarization to the virtual environment (reading of the student guide,

personal presentation in the forum and profile editing).

The time spent on these introductory general activities is planned for the course and

counts for the 5% of the final evaluation.

• Monitoring and active participation during the course: reading and viewing

the modules documentation, virtual assistance to the scheduled videoconference

sessions; delivery of tests and exercises and active participation in discussions.

The delivery of the assessment activities (tests and practical exercises) from other

modules represents 10% of the final evaluation; participation (minimum two

interventions) in each debate represents 10%.

• Development and delivery of the final group project.

The final project counts for the 25% of the final evaluation.

At the end of the course the student will receive a certificate of credited achievement

whenever he/she followed the course with satisfaction, which requires a final grade

of 70 out of 100.

For the evaluation of the activities the following criteria will be taken into

account:

• Number of correct answers in the evaluation test.

• Adaptation to the requirements in practical exercises (objectives, scope and

timeliness of delivery).

• Monitoring and participation in working groups: interventions and fluid

communication through the group chat room.

• Providing referenced and documented data (i.e. accurate data with reference to the

source from which such information has been extracted).

• Clear description and synthesis capacity in the final project.

CONNECTION WITH

SUSTAINABILITY

The course contents have been prepared with a methodology based on the

presentation of concepts, public / private experiences and case studies

analysis that allow the worker/entrepreneur to acquire a diverse concepts,

practices and experiences that enrich their knowledge and improve their

overall professional skills

Moreover, being this a vocational training course (not universitary), the

training is aimed to the transfer of sustainable management tools for tourism

enterprises and methodologies to develop entrepreunerial projects in rural

tourism.

The selected topics for this course allow the professional to know all key

aspects around sustainable rural tourism, opportunities for rural economies

and green entrepreneurship.

35

The contents are based on theoretical and practical aspects, analysis of case

studies and eco-entrepreneurship processes learning. The agenda is divided

into a first introductory module and three other modules including written

tests, participation and debate activities, videoconferences and reference

material.

Module 1: Introduction to Sustainable Rural Tourism

Sustainable Tourism Vs Responsible Tourism, Development of rural tourism in Spain.

Module 2: Tourism Activities in Rural Areas

Tourism resources in rural areas; Ecotourism: principles and practices; Agritourism:

principles and practices.

Module 3: Green Entrepreneurship in Rural Tourism

Basis for green entrepreneurship, innovation for sustainability, sustainable

management tools: certifications; planning a tourism enterprise.

Module 4: Tourism Product Development

Introduction to tourism marketing; market niche identification, Methodology for the

design and evaluation of a sustainable tourism product.

A collection of references to documents, websites and books to go deeply into each

one of the subjects, discussions with invited experts and the delivery of a final

project.

OUTCOME To understand the principles and foundations of sustainable tourism and

responsible tourism.

Knowing experiences of ecotourism and agritourism.

Capacity to assess sustainable tourism components.

Develop capacities to develop green business projects in rural tourism.

Design and evaluate tourism products with a strong sustainability

component.

Competitively positioning in sustainable tourism activities in rural and / or

natural areas with high development opportunities.

36

Awareness, Knowledge and Skills linked to sustainability for professionals in the

tourism and hospitality sector

Methodology of workshops on sustainability in training

Objectives

By pooling the expertise of the Host with the Most partnership, to define common basic learning

requirements for stakeholders, current and future staff, to gain awareness and competence as

regards sustainability in tourism and hospitality and ways the concepts should be introduced in

our adult beneficiaries’ pathways. For this, each delegation prepared some feedback from the

project’s implementation.

Process of brainstorming

First step: workshop in Latvia

Do we agree on a definition of the sustainability issue in tourism and hospitality?

What have we learned from the seminar in Italy? From the seminar in France? From the

seminar in Spain? What do we expect from the next seminars?

What have we learnt from the survey on sustainable tourism with regards to enterprises

expectations and the ongoing up-skilling of staff?

Conclusions/mind mapping

Second step: workshop in Estonia (work groups)

List the kind of awareness and skills stakeholders and employees have to gain

List the kind of awareness knowledge/ and competence/skills stakeholders and

employees have to gain

Definition of a basic framework of key skills/competencies, knowledge /awareness

Outcome: collection of elements in a flipchart

Third step: seminar in Finland

37

Finalization of the layout of guidelines to introduce sustainability in training processes

Outcome

Concept we agreed upon:

Sustainability in tourism is to be understood as the development of products/services that use

resources in an environmentally responsible, socially fair and economically viable way, including

culture and heritage, so that users of the product can meet their current needs without

compromising future generations from being able to use the same resources.

Therefore, the concept evidently regards the 3 pillars of sustainability: economic, social and

environmental

Framework in which knowledge and skills are to be developed

38

Areas in which a broad skill, knowledge and awareness basis should be developed by every

employee of the tourism/hospitality sector with regards to sustainability

Topic Awareness / knowledge Competence /skill

Broad

sustainability

bases

policies, norms, labels, ecological

footprint, enterprise’s CSR policy,

agenda 21

Marketing, involvement of the customer,

relevant sustainable behaviour in daily

professional life.

Adapting one’s behaviour in order to address

local issues

Product

Quality, life cycle, origin, traceability,

transparency, short supply, seasonality,

organic channels, attractiveness and

visibility

Mastering sustainable method of production,

development of technical skills through

assessing environmental risks and developing

responses.

Energy

Energy issue, costs, benefits, knowledge

of company procedures

Energy saving techniques, implementation of

procedures to save energy

Water

Global situation/water issue, costs,

sensibility of water saving

Water saving techniques,

implementation of procedures to save water

Waste treatment

/ recycling

Local laws and regulations, benefits,

processes, costs

Capability of reducing waste, know-how to

recycle and identify environment friendly

and non-environment friendly products

Communication

customers’ needs and culture Mastering: foreign languages, internet and

social media, basic communication skills.

Evaluation of the customer’s need, social

skills including availability, empathy.

Local economy Unity, networking, everyone´s role and

value in the community

Cooperation/team work, capability of

networking

Culture/

traditions

/heritage

Uniqueness and specificity of local

identity and tradition

Promotion and preservation of the territory

and the heritage and involvement the

customer

Conclusions

1) We have seen a lot of examples of sustainable tourism: this could be the sign that things are

changing and sustainability in tourism is not just a niche anymore, but it is becoming “mainstream”.

2) We have seen that sustainability in our countries’ training systems is not very recognized. This

could be an objective for our next project.

3) Through the questionnaires, we have found out the needs of entrepreneurs and workers in this

sector and we now know that there is a lot of work to do.

4) We created a grid of competences and knowledge that is common for all workers and the next

project should be based on organization and putting together these competences and knowledge.

1 / 4

Annex

HOST WITH THE MOST QUESTIONNAIRE

QUESTIONNAIRE

The questionnaire will address small and medium businesses in the tourism sectors (tour operators,

travel agencies, hospitality- accommodations and restaurants-…) in order to find out the training needs

for their business and for lower qualified workers related to sustainability issues.

Sustainability is intended according to environmental and social, cultural, economic aspects.

AREA OF BUSINESS

□ travel agency

□ accommodation

□ catering

□ food production

□ restaurant

□ nature related outdoor activities

□ sport related tourism

□ heritage related activities

□ excursions

□ museum

□ handicraft

□ Other_______________________________________________

GENERAL QUESTIONS

Can you give some examples of training about sustainable practices in your business or in other

businesses?

________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________

1. Environmental

2 / 4

1.1. DOES YOUR BUSINESS APPLY SUSTAINABLE PRACTICES? IF SO WHAT ARE THE PRACTICES

ADOPTED?:

□ Energy saving: electricity, gas, fuel …. (if yes specify _____________)

□ Waste Recycling (paper, plastic, glass..)

□ Water saving

□ Use of ecological products (cleaning, recycled paper..)

□ Use of local and organic products (km0)

□ C02 Emission calculation

□ C02 Compensation system

□ Other____________________

1.2 DO YOU INFORM/SENSITIZE/INVOLVE YOUR CUSTOMERS ABOUT SUSTAINABLE PRACTICES? IF SO

EXPLAIN HOW:

□ Communication tools on products and services provided

□ Communication tools about customers behaviours (ex. concerning the use of towel laundry,

waste recycling, energy saving , water saving, CO2 compensation …)

□ Other _________________________

2. Social, cultural, economic 2.1 DOES YOUR BUSINESS HAVE SOCIAL, CULTURAL AND ECONOMIC POLICIES? IF SO WHAT ARE THE

PRACTICES ADOPTED?:

□ Employees rights (National and International Labour Organisation standards)

□ Selection of service and product providers (supply chain) respecting ILO standard

□ Selection of local services and products (food, wine, handicraft, transport….)

□ Use of fair trade products

□ Employee gender policies

□ Employment of disadvantaged people

□ Training offered to employees

□ Other ____________________

2.1 DOES YOUR BUSINESS SUPPORT AND PROMOTE LOCAL TRADITION AND CULTURE? IF SO, HOW?:

□ Information on local traditions and events

□ Providing local services/products enhancing local culture

□ Other______________________________________________________________

2.3. DOES YOUR BUSINESS SUPPORT ANY SOCIAL PROJECTS (local or international)? IF SO, HOW?

__________________________________________________________________________

3. Training needs

3 / 4

3.1 IN YOUR OPINION WHAT ARE THE NEEDED SKILLS TO MAKE YOUR BUSINESS SUSTAINABLE OR MORE

SUSTAINABLE?

□ Environment

□ Social

□ cultural

□ economic

□ Communication and involvement (internal staff and customers)

□ Other _____________________________________________

Please list at least three skills you would need in the sector(s) you selected above:

1.______________________________________________________________________________________

___________________________________________________________________

2.______________________________________________________________________________________

___________________________________________________________________

3.______________________________________________________________________________________

___________________________________________________________________

Do you think that training on this topics would be effective?

□ YES

□ NO

3.2 PLEASE INDICATE THE MOST RELEVANT ISSUES FOR SPECIFIC TRAINING IN ORDER TO IMPROVE YOUR

BUSINESS SUSTAINABILITY.

____________________________________________________________________________

3.3. WOULD YOU BE INTERESTED IN INVESTING IN TRAINING?

TIME

□ YES

□ NO

MONEY

□ YES

□ NO

If NO, why?___________________________________________________________________

3.4 DOES YOUR ENTERPRISE HOST WORK PLACEMENT FOR PEOPLE IN TRAINING?

4 / 4

□ INTERNSHIPS (Internships provide employers with cheap or free labor for (typically) low-level tasks)

□ APPRENTICESHIPS (learning a profession with the practice)

□ JOB SHADOWING (the shadower will follow the professional and observe their daily work)

□ WORK PLACEMENT (part of the school program during the studies)

□ NO

4. LOW QUALIFIED WORKERS – NEEDED SKILLS

4.1 What skills do you expect your workers to have in sustainability? (please list at least three)

_______________________________________________________________________________________

_______________________________________________________________________________________

_________________________________________________________

4.2 Do you think that on the job training is effective or do you prefer your employees to be already

trained?

a. technical skills;

b. information and knowledge management;

c. product knowledge

d. language communication skills

e. knowledge of up-to-date trends

f. other___________________________________________________________

4.3 What kind of skills would help lower qualified people find a job more easily in this field?

_______________________________________________________________________________________

_______________________________________________________________________________________

_________________________________________________________

This project has been funded with support from the European Commission.

This publication reflects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.