A1 - Final Technical Report 270907 CN

ASEAN Australia Development Cooperation
Program (AADCP)
Regional Partnerships Scheme
370-022- Developing Common ASEAN Tourism Curriculum

Project
Technical Report
on
Final Common ASEAN Tourism Curriculum & Regional

Qualifications & Skills Recognitions Systems
Managed on behalf of:

Cardno Acil Pty Ltd
by: William Angliss Institute of TAFE

Developing Common ASEAN Tourism Curriculum: Final Technical Report – June 2007
1 OVERVIEW .............................................................................................4
2 FEEDBACK & ASEAN COUNTRIES RESPONSES TO 2ND DRAFT.....5
3 FINAL DRAFT CHALLENGES .............................................................12
4 CHANGES MADE TO FINAL DRAFT ..................................................16
5 RECOMMENDATIONS .........................................................................23
6 QUALIFICATIONS AT A GLANCE.......................................................25
7 PACKAGING RULES – FOOD AND BEVERAGE SERVICE...............34
8 PACKAGING RULES – FOOD PRODUCTION ....................................44
9 PACKAGING RULES – FRONT OFFICE .............................................55
10 PACKAGING RULES - HOUSEKEEPING ...........................................61
11 PACKAGING RULES – TOUR OPERATION .......................................67
12 PACKAGING RULES – TRAVEL AGENCIES .....................................80
13 CLUSTERS – HOTEL SERVICES (RESTAURANT SERVICES)
COMPETENCY STANDARDS MENU ..................................................92
14 CLUSTERS – HOTEL SERVICES (FRONT OFFICE) COMPETENCY
STANDARDS MENU ............................................................................99
15 CLUSTERS – TRAVEL SERVICES COMPETENCY STANDARDS MENU
104
16 GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES –FOOD &
BEVERAGE QUALIFICATIONS .........................................................112
17 GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES –FOOD
PRODUCTION QUALIFICATIONS .....................................................122
18 GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES – FRONT
OFFICE ...............................................................................................133
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19 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR
HOUSEKEEPING QUALIFICATIONS ................................................139
20 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR TOUR
OPERATIONS QUALIFICATIONS .....................................................145
21 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR
TRAVEL AGENCIES QUALIFICATIONS ...........................................158
22 APPENDIX 1 - CONTEXTUALISATION .............................................170
23 APPENDIX 2 – RATIONALE UNDERPINNING THE PROPOSAL
FRAMEWORK ....................................................................................174
24 APPENDIX 3 – MATRIX OF COUNTRIES REPONSES TO 2ND DRAFT
CATC & RQFSRS ...............................................................................176
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1 OVERVIEW
The Final Draft of CATC & RQFSRS has been developed after several reiterations
through the “Design”, “Development” as well as the “Validation and Revision” Phases of
the project.
This is the third and Final Draft. The Final Draft is the end product of the concerted
efforts of 410 participating stakeholders across the ASEAN region, incorporating
feedback and comments on the 1st and 2nd Draft when possible.
In-country workshops were held with stakeholders from all countries to explain the
proposals and to actively solicit written and verbal feedback that was used to validate
and revise earlier versions and serve as the basis for change for the Final Draft.
The participating ASEAN Member Countries are:
o Brunei Darussalam PDR1

o Cambodia
o Indonesia
o Lao PDR
o Malaysia
o Myanmar
o Singapore
o Thailand
o The Philippines
o Viet Nam
The proposed Curriculum Framework was required to be structured across six Labour
Divisions:
o Food Production
o Food and Beverage Service
o Front Office
o Housekeeping
o Tour Operation
o Travel Agencies
Changes were made to 1st Draft including the removal of Certificate I level from all
Labour Division qualifications and input from participating countries was used as the
foundation for the 2nd Draft proposal.
This Final Draft integrates the feedback received from circulation and comment on the
2nd Draft proposal and contains numerous changes reflecting the needs and wants of
member countries.
1
In-Country workshop in Brunei Darussalam was cancelled unfortunately after the initial changes and
confirmation of the date of workshop in the 3rd rounds of visits to ASEAN.
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Appreciation for the Effort of Participants
This project could not have succeeded to the stage that it has without the time and
application that member countries have devoted to it.
It is appropriate that their contribution in terms of thought, participation and commitment

are recognised and their efforts applauded.
2 FEEDBACK & ASEAN COUNTRIES RESPONSES TO

2ND DRAFT
The following is an overview of countries’ responses to the Feedback Instrument used
to provide feedback on the 2nd Draft. A matrix of specific countries on six labour
divisions is contained in Appendix 3.
Data is presented by Labour Division and Aggregate responses of the participating

ASEAN Countries.
2.1 Food Production
Question Responses
Q.1: Do you prefer current or No. of Previous Current No
previous proposal or have no Responses proposal Proposal Preference
preference for either? (1st Draft) (2nd Draft)
9 0 9 0
Q.2: Do you agree with the number No. of Agreed Disagreed
of levels of qualifications proposed in Responses
your preferred option? 9 8 1
Q.3: Do you agree with the No. of Agreed Disagreed
allocation of Core and Generic Responses
competencies at each qualification 9 8 1
level proposed in your preferred
option?
Q.4: Do you agree with the clusters No. of Agreed Disagreed
of Functional competencies offered Responses
at each qualification level proposed 9 8 1
in your preferred option?
Q.5: Do you agree with the number No. of Agreed Disagreed
of Functional competencies that Responses
must be obtained at each 9 7 2
qualification level proposed in your
preferred option?
names/titles given to the proposed Responses
qualifications in each Labour 8 7 1
Division?
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Q.7: Would you prefer every country No. of All Use Same Different by
use the same names/titles for Responses Country
qualifications, or use their own? 9 8 1
Q.8: Do you have any other No. of No Extra Extra Feedback
feedback on the Framework Responses Feedback
proposal? 9 6 3
2.2 Food and Beverage
Question Responses
Q.1: Do you prefer current or previous No. of Previous Current No
proposal or have no preference for Responses proposal Proposal Preference
either? (1st Draft) (2nd Draft)
9 0 8 1
Q.2: Do you agree with the number of No. of Agreed Disagreed
levels of qualifications proposed in Responses
Q.3: Do you agree with the allocation No. of Agreed Disagreed
of Core and Generic competencies at Responses
each qualification level proposed in 9 8 1
your preferred option?
Q.4: Do you agree with the clusters of No. of Agreed Disagreed
Functional competencies offered at Responses
Functional competencies that must be Responses
obtained at each qualification level 9 9 0
proposed in your preferred option?
Division?
Q.8: Do you have any other feedback No. of No Extra Extra Feedback
on the Framework proposal? Responses Feedback
8 0 8
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2.3 Front Office
Question Responses
8 1 6 1
Division?
No. of All Use Same Different by
Q.7: Would you prefer every country
Responses Country
use the same names/titles for
8 0 8
Page 7
2.4 Housekeeping
Question Responses
9 0 8 1
Division?
No. of All Use Same Different by
Q.7: Would you prefer every country
Responses Country
use the same names/titles for
9 2 7
Page 8
2.5 Travel Agencies
Question Responses
9 0 6 3
Division?
8 0 8
Page 9
2.6 Tour Operation
Question Responses
8 1 6 1
No. of Agreed Disagreed
Q.2: Do you agree with the number of
Division?
8 2 6
Page 10
2.7 Aggregate ASEAN Countries’ Responses of All Labour Divisions
Question Responses
52 2 43 7
Division?
50 10 40
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3 FINAL DRAFT CHALLENGES

The greatest challenge in the development of the Final Draft of CATC & RQFSRS is to
incorporate the feedback from the nine (9) country national responses in each labour
division from 304 workshop participants where there were some conflicting views.
There is demonstrable evidence in this Final Draft that where there was consensus,
rationality and practicability of recommendations these submissions have been adopted
and there appears to be widespread agreement as to the direction the project is taking.
Some of the participants’ feedback on the 2nd Draft could be addressed when the details
of the competency standards are produced, and that the concerns of individual countries
can be addressed with reference to ‘Contextualisation’ (please refer to Appendix 1 for
more information and for an example of how this may operate).
In a project of such magnitude, seeking to implement acceptable change across a variety

of countries, it is to be expected that not all suggestions made can be adopted: indeed,
suggestions from some countries ran contrary to the suggestions and comments made
by others.
3.1 General comments
Several suggestions were made that deserve special mention.
3.1.1 Internships/Practical Placement
There is no doubt that Internship/Practical Placement in industry can be a valuable

component of vocational training however it does not need to be made a compulsory
component of all curriculum and qualifications framework.
For example, Internship/Practical Placement is not needed where students have already
had ‘sufficient’ opportunities to practice in a simulated industry environment and
demonstrate the ability to perform the tasks to the performance standards criteria
stipulated in the units of competency.
This situation may also arise with mature age students who currently work in the industry
and able to demonstrate their ability to perform the tasks. Then the Internship/Practical
Placement requirement would deem to be redundant.
As a result, Internship/Practical Placement has not been included in Final Draft, but any
providers wishing to include it as part of their training delivery should note that they are
free to do so, establishing their own programs to suit individual student need, the needs
of specific industry sectors and/or the requirements of the provider.
The provision of an Internship/Practical Placement program is one way that providers

can ‘add value’ to their training and establish a ‘point of difference’ between themselves
and their competitors.
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3.1.2 Specification of Units
Many countries contributed extensive and comprehensive suggestions identifying

specific units for inclusion in various Certificate levels, various streams and various
Labour Divisions.
While there was considerable input in this regard there was little consistency across-the-
board as to what all countries wanted. Again, there were even diametrically opposed
suggestions in some instances.
To address this obviously important issue, all Certificate levels in all Labour Divisions in
all streams have had proportionately substantial additional Functional Competencies
allocated to them to assist in accommodating these needs in a generic way.
Member countries will note that the selection of these Functional Competencies is
elective in nature and these Functional Competencies may be chosen by the student, the
provider or by the employer/industry. There is no compulsion as to which Functional
Competencies are to be included providing the Packaging Rules are adhered to.
Several new units of competency have also been added to Clusters in response to
demand.
3.1.3 Removal of Certificate I
Certificate I was deemed by participating countries to be too basic, and consensus was
that it should be totally removed but its removal across all Labour Divisions has caused
some confusion.
To address this confusion the Final Draft has added a statement to all Certificate II levels
noting ‘Incorporating Certificate I’: it is hoped that this will clarify the revised position.
The current Framework across all Labour Divisions therefore now provides for:
o Certificate II - Incorporating Certificate I

o Certificate III
o Certificate IV
o Diploma
o Adanced Diploma
Framework Level Level Indicator
Level 5 - Advanced Sophisticated, broad and specialised competence

Diploma with senior management skills
Technical, creative, conceptual or managerial
applications built around competencies of either a
broad or specialised base and related to a broader
organisational focus.
Level 4 - Diploma Specialised competence with managerial skills
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Assumes a greater theoretical base and consists of

specialised, technical or managerial competencies
used to plan, carry out and evaluate work of self
and/or team.
Level 3 - Certificate IV Greater technical competence with supervisory

skills
More sophisticated technical applications involving
competencies requiring increased theoretical
knowledge, applied in a non-routine environment and
which may involve team leadership and management
and increased responsibility for outcomes.
Level 2 - Certificate III Broad range of skills in more varied context and
team leader responsibilities
Skilled operator who applies a broad range of
competencies within a more varied work context,
possibly providing technical advice and support to a
team including having team leader responsibilities.
Level 1 - Certificate II Basic, routine skills in a defined context

A base operational qualification that encompasses a
range of functions/activities requiring fundamental
operational knowledge and limited practical skills in a
defined context.
Table 1 – Levels of ASEAN Qualifications & Level Indicators
3.1.4 Future Action
The ‘Recommendations’ section of this Final Draft contains suggestions for future action
to progress this project.
Many countries noted that they had specific concerns regarding matters such as
‘implementation of the project and guidelines for implementation’, ‘Recognition of Prior
Learning’ (RPL), assessment, content of and details about the curriculum, articulation
into tertiary courses etc.
It is anticipated that all the above concerns will be addressed at this next stage: countries
will have the opportunity to make a contribution to this stage of the project and to provide
feedback.
3.1.5 The Use of Job Titles
There were several suggestions regarding the use of ‘Job Titles’ in the title of
Certificates, for example ‘Certificate II in Front Office (Telephonist)’.
While this suggestion has merit it has not been adopted because the Competencies
needed for each potential Job Title have the potential to be severely limited: given
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general feedback that the requirements for 1st Draft and 2nd Draft competencies were too
basic, it was deemed inconsistent to attach Job Titles to Certificate titles.
Students and providers are free to select Functional Competencies to meet their need
(and/or the need of the employer) and may/can thus choose to undertake only those
specific Functional Competencies they wish to study.
Note also, that a student can elect to study one or two units of their choosing without
undertaking a complete Certificate.
3.1.6 Specific Content
There were some comments that specific items of content be included within nominated
units or elsewhere.
Several new units of competency have also been added to Clusters in partial response to
this demand and much of this requirement will be addressed, and become obvious, when
the curriculum proper is developed.
Providers should however note they are free to add their own ‘extra content’ within any
unit they deliver and, as mentioned above, are also free to add extra non-accredited units
they deem appropriate/necessary.
Readers are further referred to Appendix 1 (‘Contextualisation’) for further information

about how they can tailor units of competency to suit their specific industry, country or
other needs
This is another way that providers can ‘add value’ to their training and establish a ‘point
of difference’ between themselves and their competitors.
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4 CHANGES MADE TO FINAL DRAFT
4.1 Overview
The project has met with majority agreement in every aspect of its development.
There are no major issues or points of contention from any participating countries.
For example:
• 96.% of respondents either preferred the 2nd Draft proposal or had no preference for
1st Draft or 2nd Draft
• The number of levels of qualifications in each Labour Division was agreed to by
82.7% of respondents
• 79.2% of respondents agreed with the allocation of Core and Generic competencies
at each qualification level
• The clustering of Functional Competencies at each qualification level was agreed to
by 82.7% of respondents
• 84.6% agreed with the number of Functional Competencies allocated to each
qualification level
• Agreement about names/titles for the qualifications was obtained from 69.2% of the
respondents
• 92.5% of respondents agreed that all qualifications should have a standard name
across all countries
• Exactly 80% of respondents had additional feedback to make to the 2nd Draft
proposal.
.
4.2 The main ‘feedback’ topics
The main topics that emerged from countries providing feedback can be classified as
follows:
• The desire for more country-specific information and detail in various units of
competency
• Need for more detail on content of units of competency
• Need for advice and direction on the practical implementation of the project
• Minor variations to the titles of units of competencies and qualifications
• Addition of extra units of competency at most qualification levels
• Changes to the blend of units of competency at certain qualification levels with many
countries specifying particular units of competency they deemed relevant
• Addition of several new units of competency that were not included in the original
suite of units provided at the start of the project.
There were numerous changes made within all Labour Divisions and across all
qualifications in response to the feedback that was provided: many alterations were
minor and several were substantial.
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4.3 Details of changes made
The most significant changes can be identified as:
• New unit ‘Perform child protection duties relevant to the tourism industry’ created
and included as a Core unit for all Labour Divisions in all streams at all Certificate
levels
• New unit ‘Develop protective environments for children in tourism destinations’
added to Core at both Diploma and Advanced Diploma levels in all streams at all
Certificate levels
• ‘Perform Basic First Aid procedures’ added so that it is now a Core unit all Labour
Divisions in all streams at all Certificate levels
• New unit ‘Develop new products and services’ to Food Production and Food and
Beverage Service Labour Divisions
• New unit ‘Develop and implement operational policies’ added to all Labour
Divisions to the ‘General Administration’ cluster
• The unit ‘Read and interpret basic directions and/or diagrams’ has been re-
named to ‘Read and interpret basic instructions, directions and/or diagrams’
• The unit ‘Manage intoxicated persons’ has been added to the ‘Food and
Beverage Service’ Cluster as an additional Functional Competency: it previously
existed only in the Front Office and Housekeeping Division
• Several units have been standardised in terms of unit titles where variations of
titles existed – for example:
o ‘Monitor staff performance’ and ‘Monitor staff performance standards’
have been given the one title of ‘Monitor staff performance’
o ‘Manage physical assets’ and ‘Manage physical assets and infrastructure’
have been given the one title of ‘Manage physical assets and
infrastructure’
o ‘Manage stock purchases and inventories’ and ‘Manage stock purchases
and inventory’ have been given the one title of ‘Manage stock purchases
and inventory’
o ’Follow workplace hygiene procedures’ and ‘Comply with workplace
hygiene procedures’ have been given the one title of ‘Comply with
workplace hygiene procedures’
o ‘Perform clerical procedures’ and ‘Perform basic clerical procedures’ have
been given the one title of ‘Perform clerical procedures’
o ‘Compile and update tourism industry knowledge’ and ‘Develop and

update tourism industry knowledge’ have been given the one title of
“Develop and update tourism industry knowledge”
o ‘Use English effectively at a supervisory level’ and ‘Use English at a
supervisory or senior operational level’ have been given the one title of
‘Use English at a supervisory level’
o ‘Read/ write English at a basic operational level’ and ‘Read and write
English at a basic operational level’ have been given the one title of ‘Read
and write English at a basic operational level’
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Note: it is anticipated that more units may be standardised during the curriculum
writing phase to avoid unnecessary duplication.
Several units have been removed from a Cluster where they were listed twice (under
different Clusters) within the one Labour Division – for example:
o ‘Develop and manage business strategies’ was listed in Travel Services
under both the ‘General Administration’ and ‘Resource Management’
Cluster: it has been removed from the General Administration Cluster
o ‘Develop and implement operational plans’ was listed in Travel Services
under both the ‘Tour Operations’ and ‘Resource Management’ Cluster: it
has been removed from the Tour Operations Cluster.
o ‘Establish and maintain a safe and secure workplace’ was listed in Travel
Services under both the ‘Tour Guide Services’ and ‘Resource
Management’ Cluster: it has been removed from the Tour Guide Service.
o ‘Process financial transactions’ was listed in Travel Services under both
the ‘Financial Administration’ and ‘Core’ Cluster: it has been removed from
the Financial Administration Cluster
o ‘Develop and update local knowledge’ was listed in Hotel Services
(Restaurant Services) under both the ‘Common Core’ and ‘Customer
Service, Sales and Marketing’ Cluster: it has been removed from the
Customer Service, Sales and Marketing Cluster
o ‘Read and write English at a basic operational level’ was listed in Travel
Services under both the ‘Travel Agencies - Ticketing’ and ‘English
Language Proficiency’ Cluster: it has been removed from the Travel
Agencies - Ticketing Cluster
• Increase in Functional Competencies in Food Production:

o CII from 6 to 8
o CIII from 9 to 12
o CIV from 14 to 16
o Diploma from 20 to 23
o Advanced Diploma from 27 to 28
• Increase in Functional Competencies in Food and Beverage Service:
o CII from 6 to 10
o CIII from 9 to 14
o CIV from 14 to 18
• Increase in Functional Competencies in Front Office:
o CII from 6 to 10
o CIII from 9 to 14
o CIV from 15 to 20
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• Increase in Functional Competencies in Housekeeping:
o CII from 6 to 10
o CIII from 9 to 14
o CIV from 15 to 20
• Increase in Functional Competencies in Travel Agencies:
o CII from 6 to10
o CIII from 9 to 14
o CIV from 14 to 20
• Increase in Functional Competencies in Tour Operation:
o CII from 6 to 8
o CIII from 9 to 14
o CIV from 14 to 18
• Combined Certificate IV in Front Office (Guest Services) and Certificate IV in
Front Office (Supervision) into Certificate IV in Front Office (Guest Services
Supervision): there is now only one Certificate IV in Front Office
• Combined Certificate IV in Housekeeping (Guest Services) and Certificate IV in
Housekeeping (Supervision) into Certificate IV in Housekeeping (Guest Services
Supervision) : there is now only one Certificate IV in Housekeeping
• Removed ‘Guest Services’ from title at CII and CIII level in Housekeeping
• Removed ‘Guest Services’ from title at CII and CIII level in Front Office
Other changes, which include identification of errors in previous documents and

rectification of same, include
• Adjusted individual location of units within Packaging Rules to follow numerical

sequences of unit identifier codes
• Additions of various Job titles as suggested to the list of ‘Job titles at this level
may include’ within the Packaging Rules section
• ‘Comply with workplace procedures’ should have been ‘Comply with workplace
hygiene procedures’ in the Front Office competencies: it has been removed from
the ‘Core and Generic’ list but remains as an option for selection under ‘the ‘Core’
cluster
• Corrected ‘Prepare and yeast goods’ to ‘Prepare and produce yeast goods’
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• Corrected ‘Promote hospitality products and services’ to ‘Promote products and

services to customers’
• Corrected D2 (used in error) in some Cluster codes when it should have been D1
• ‘Follow safety and security procedures’ was included in Housekeeping ‘Core and
Generic Competencies’ at Diploma and Advanced Diploma but was not listed as
a unit in the Clusters so replaced it with ‘Establish and maintain a safe and secure
workplace’
• Added requirement at Diploma and Advanced Diploma levels for units from ‘Front
Office’ and ‘Housekeeping’ to be included in the Functional Competencies
required: this was an oversight in the original document – if uncorrected it would
have meant students could enter at Diploma and Advanced Diploma levels and
not study any units from the ‘Core’ of that Labour Division: the change rectifies
this meaning that a Supervisor or Manager must have completed some practical
units specific to their Labour Division.
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4.4 SUMMARY
This Final Draft for the project ‘Developing Common ASEAN Tourism Curriculum’ has
been the culmination of consultation with, and feedback from, member countries
and builds on the two previous Draft Proposals that have been presented.
Project development and consultation was based on a suite of competency standards

that were provided to the project as the building blocks for the final product.
Competency standards were provided for:
• Hotel Services – Restaurant Services

• Hotel Services – Front Office and Housekeeping
• Travel – Travel and Tour Services.
These competencies were aligned to the six Labour Divisions of:
• Food Production
• Food and Beverage Services
• Tour Operation
• Travel Agencies
• Front Office
• Housekeeping
4.5 THE FINAL PRODUCT
The project focuses on the use of Competency Based Training (CBT) that is recognised
world-wide as being the most effective means of delivering vocational training.
CBT is training that provides trainees with skills, knowledge and attitudes necessary to
demonstrate competence against prescribed and endorsed Industry Competency
Standards.
This concept is especially applicable to Tourism where ‘attitude’ is an extremely vital

element of all customer-contact and service situations.
Against this background the project has:
• Developed five qualification levels across all six Labour Divisions providing vocational
streams within each Labour Division that reflect the stated needs of member
countries and the needs of industry. In all cases Certificate II incorporates Certificate I
on the advice of participating countries.
Each of the qualifications has been holistically designed with a focus on essential
Core and Generic units of competency together with the ability for trainees to select
the most appropriate Functional Competencies to support their workplace needs or
aspirations.
This approach has produced qualifications that represent a blend of industry-

identified competencies that enable practical workplace application as well as
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providing the basis for both promotion and continued learning, and the ability for
trainees to move between Labour Divisions as the need or opportunity arises.
A key to the development of the system is to facilitate movement between

qualifications, streams and Labour Divisions for trainees thereby providing a system
that meets and can respond quickly to changing employer demand and one that
maximises trainee choice of units of competency, streams and Labour Divisions.
While providing freedom and flexibility the educational integrity and robustness of the
framework is guaranteed by the need for trainees to complete the designated number
of units at each qualification level before a complete credential can be issued.
This approach will enhance the portability of qualifications between industries and
countries and the intended audit requirements that will be imposed on all training
providers will assure provider integrity, reliability and commitment. It will be a
requirement that any statement of attainment issued by any training provider must be
recognised for the purposes of ‘prior standing’ by every other training provider within
the system regardless of where that training provider is located and regardless of the
perceived reputation of that organisation.
In workplace terms this means that trainees can readily move from (for example)
Housekeeping to Front Office or Food and Beverage service and can move readily
from Tour Operations to Travel Agencies. The structure also enables trainees to
move easily into supervisory or managerial qualifications, or retain an operational role
within the industry while gaining additional skills.
The key to this capability lies in the freedom of people to choose units of competency
from Functional Competency clusters that best suit their individual workplace and
training needs, and yet still be credited with (some) previous units they have already
studied. In this way, this framework actively supports the concept of life-long learning
by encouraging further study through acknowledgment and recognition of past study.
The underpinning intention of this approach is to provide a vocational education and

training system that enables trainees to accumulate skills and knowledge as they
move through the system, and study to gain higher qualifications.
• Included Core and Generic units of competency at each qualification level that
reflects increased personal responsibility as the trainee expands in their workplace
role, and matches the growing workplace requirements that accompany such growth
• Provided at each level and across all qualifications for selection of a wide variety of
units of Functional competency (by either the employer, the trainee or the provider) to
enable maximum choice and flexibility, and to enable optimum tailoring of training to
meet workplace and industry need
• Incorporated new units of competency to meet the stated needs of certain member
countries and increased the number of competencies that need to be gained in each
qualification across all Labour Divisions
• Provided guidance for the selection of Functional Competencies for each qualification
across all Labour Divisions – these are indicative recommendations only and the
over-arching requirement is that the choice of Functional Competencies
matches./addresses the industry/training need or role of the trainee.
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5 RECOMMENDATIONS
It is recommended that the following action be taken as the next stage in order to
facilitate implementation of the project:
1. Development of ‘Bridging programs’ to facilitate movement of students currently

studying, or having recently completed, existing qualifications into the revised
framework
2. Development of the full curriculum for all units identified by the project so far. This
should include:
o Unit Descriptor
o Elements and Performance Criteria
o Range Statement – describing contextual variables that might apply
o Evidence Guide – including:
i. Essential Knowledge and Skills to be Assessed
ii. Linkages to Other Units
iii. Critical Aspects of Assessment
iv. Context of Assessment and Resource Implications
v. Assessment Methods
vi. Key Competencies in the Unit
3. Preparation of a ‘Training Toolbox’ for each Labour Division which will contain:
o Student training notes for all Units within each Labour Division
o Sample ‘Assessment Tools’ for all Units within each Labour Division
which should include:
i. Written Assessment
ii. Training Activities
iii. Third Party Report
iv. Observation Checklist
4. Development of the Recognition of Prior Learning (RPL) process to assist those

with experience but no formal qualifications to have this experienced formally
recognised and facilitate their movement into the formal vocational training
system
5. Development of the formal Credit Transfer process that is to apply to enable

those with existing qualifications to have these recognised for the purposes of
gaining standing within the new system
6. Development of appropriate articulation describing the pathways that students

can take to move from Advanced Diploma into tertiary study and qualifications
7. Development of an independent third party auditing process for providers to

ensure minimum standards in relation to trainers, resources, training facilities,
training, assessment, general levels of professionalism etc and other compliance
requirements are being met.
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6 QUALIFICATIONS AT A GLANCE
6.1 Food & beverage service qualifications
ADVANCED DIPLOMA OF FOOD AND BEVERAGE SERVICE (MANAGEMENT)
DIPLOMA OF FOOD AND BEVERAGE SERVICE (SUPERVISION AND ADMINISTRATION)
CERTIFICATE IV IN CERTIFICATE IV IN CERTIFICATE IV IN

FOOD AND BEVERAGE FOOD AND BEVERAGE FOOD AND BEVERAGE
SERVICE SERVICE SERVICE
(WAITING) (SUPERVISION) (BEVERAGES)
CERTIFICATE III IN CERTIFICATE III IN

FOOD AND BEVERAGE SERVICE FOOD AND BEVERAGE SERVICE
(WAITING) (BEVERAGES)
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CERTIFICATE II IN CERTIFICATE II IN
FOOD AND BEVERAGE SERVICE FOOD AND BEVERAGE SERVICE
(WAITING) (BEVERAGES)
Incorporating Certificate I Incorporating Certificate I
6.2 Food production qualifications
ADVANCED DIPLOMA OF FOOD PRODUCTION (MANAGEMENT)
DIPLOMA OF FOOD PRODUCTION (SUPERVISION AND ADMINISTRATION)
CERTIFICATE IV IN CERTIFICATE IV IN CERTIFICATE IV IN

FOOD PRODUCTION FOOD PRODUCTION FOOD PRODUCTION
(COOKERY) (OPERATIONS) (PATISSERIE)
CERTIFICATE III IN CERTIFICATE III IN CERTIFICATE III IN

FOOD PRODUCTION FOOD PRODUCTION FOOD PRODUCTION
(COOKERY) (OPERATIONS) (PATISSERIE)
Page 26
CERTIFICATE II IN CERTIFICATE II IN
FOOD PRODUCTION FOOD PRODUCTION
(COOKERY) (PATISSERIE)
Page 27
6.3 Front office qualifications
ADVANCED DIPLOMA OF FRONT OFFICE (MANAGEMENT)
DIPLOMA OF FRONT OFFICE (SUPERVISION AND ADMINISTRATION)
CERTIFICATE IV IN
FRONT OFFICE
(GUEST SERVICES
SUPERVISION)
CERTIFICATE III IN
FRONT OFFICE
CERTIFICATE II IN
FRONT OFFICE
Incorporating Certificate I
Page 28
6.4 HOUSEKEEPING QUALIFICATIONS AT A GLANCE
ADVANCED DIPLOMA OF HOUSEKEEPING (MANAGEMENT)
DIPLOMA OF HOUSEKEEPING (SUPERVISION AND ADMINISTRATION)
CERTIFICATE IV IN
HOUSEKEEPING
(GUEST SERVICES
SUPERVISION)
CERTIFICATE III IN
HOUSEKEEPING
CERTIFICATE II IN
HOUSEKEEPING
Page 29
6.5 Tour operation qualifications
ADVANCED DIPLOMA OF TOUR OPERATION (MANAGEMENT)
DIPLOMA OF TOUR OPERATION DIPLOMA OF TOUR OPERATION

(OPERATIONS) (SUPERVISION AND
ADMINISTRATION)
CERTIFICATE IV IN CERTIFICATE IV IN CERTIFICATE IV IN CERTIFICATE IV IN

TOUR OPERATION TOUR OPERATION TOUR OPERATION TOUR OPERATION
(GUIDING) (ECO TOURS) (SALES AND (RESERVATIONS
FINANCE) AND TICKETING)
CERTIFICATE III IN TOUR CERTIFICATE III IN TOUR CERTIFICATE III IN TOUR

OPERATION OPERATION OPERATION
(GUIDING) (SALES AND FINANCE) (RESERVATIONS AND
TICKETING)
CERTIFICATE II IN TOUR OPERATION CERTIFICATE II IN TOUR OPERATION

(GUIDING) (RESERVATIONS AND TICKETING)
Page 30
Page 31
6.6 Travel agencies qualifications
ADVANCED DIPLOMA OF TRAVEL AGENCIES (MANAGEMENT)
DIPLOMA OF TRAVEL AGENCIES (SUPERVISION AND ADMINISTRATION)
CERTIFICATE IV IN TRAVEL CERTIFICATE IV IN TRAVEL CERTIFICATE IV IN

AGENCIES AGENCIES TRAVEL AGENCIES
(RESERVATIONS AND (SALES AND SERVICE) (OPERATIONS)
TICKETING)
CERTIFICATE III IN TRAVEL CERTIFICATE III IN TRAVEL CERTIFICATE III IN

TICKETING)
CERTIFICATE II IN TRAVEL CERTIFICATE II IN TRAVEL CERTIFICATE II IN

TICKETING) Incorporating Certificate I Incorporating Certificate I
Page 32
Page 33
Developing Common ASEAN Tourism Curriculum: Final Technical Report June 2007
7 PACKAGING RULES – FOOD AND BEVERAGE SERVICE
PACKAGING RULES – FOOD & BEVERAGE SERVICE
Page 34
7.1 Certificate II in Food and Beverage Service (Waiting) -

Core and Generic Competencies

D1.HRS.CL1.04 Communicate effectively on the telephone
D1.HRS.CL1.05 Comply with workplace hygiene procedures
D1.HRS.CL1.06 Develop and update local knowledge
D1.HRS.CL1.07 Implement occupational health and safety procedures
D1.HRS.CL1.08 Maintain hospitality industry knowledge
D1.HRS.CL1.12 Perform basic First Aid procedures
D1.HRS.CL1.14 Read and interpret basic instructions, directions and/or diagrams
D1.HRS.CL1.17 Speak English at a basic operational level
D1.HRS.CL1.18 Work effectively with colleagues and customers
D1.HRS.CL1.19 Work in a socially diverse environment
D1.HRS.CL1.20 Perform child protection duties relevant to the tourism industry
D1.HBS.CL5.09 Provide a link between kitchen and service area
D1.HBS.CL5.12 Provide food and beverage services
Functional Competencies
In addition to the above Core and Generic Competencies, ten (10) competencies
from the Hotel Services (Restaurant Services) Competency Standards Menu
with at least four (8) from the following Clusters:
• Common Core Competencies
• Food and Beverage Service
• Financial Administration
And
At least two (2) competencies from the Cluster:

• English Language Proficiency
In all cases selection of Functional Competencies must reflect the intended Job Title,
local industry requirements and the Certificate level.
Page 35
7.2 Certificate II in Food and Beverage Service (Beverages) -


In addition to the above Core and Generic Competencies ten (10) competencies
with at least eight (8) from the following Clusters:
And

Page 36
7.3 Certificate III in Food and Beverage Service (Waiting)

D1.HRS.CL1.11 Perform clerical procedures
D1.HRS.CL1.13 Promote hospitality products and services
D1.HRS.CL1.15 Receive and resolve customer complaints
D1.HBS.CL5.02 Develop and maintain food and beverage product knowledge
D1.HFI.CL8.07 Process a financial transaction for services rendered
D1.HGE.CL7.11 Receive and securely store in-coming goods
In addition to the above Core and Generic Competencies fourteen (14)
competencies from the Hotel Services (Restaurant Services) Competency
Standards Menu with at least nine (9) from the following Clusters:
And
At least one (1) competency from the Cluster:

• Customer Service, Sales and Marketing
And
At least three (3) competencies from the Cluster:

Page 37
7.4 Certificate III in Food and Beverage Service (Beverages)

Standards Menu with at least nine (9) from the following Clusters:
And

And

Page 38
7.5 Certificate IV in Food and Beverage Service (Waiting)

D1.HRS.CL1.01 Access and retrieve computer-based data
D1.HRS.CL1.09 Manage and resolve conflict situations
In addition to the above Core and Generic Competencies eighteen (18)
Standards Menu with at least twelve (12) from the following Clusters:
And
At least three (3) competencies from one or more of the following Clusters:
• Human Resource Development
• Management and Leadership
And
Page 39
7.6 Certificate IV in Food and Beverage Service (Beverages)

And
And
Page 40
7.7 Certificate IV in Food and Beverage Service (Supervision)

Standards Menu with at least eleven (11) from the following Clusters:
And
At least four (4) competencies from one or more of the following Clusters:
• General Administration
And
Page 41
7.8 Diploma of Food and Beverage Service (Supervision &

Administration)

D1.HRS.CL1.21 Develop protective environments for children in tourism destinations
In addition to the above Core and Generic Competencies twenty-four (24)
Standards Menu with at least eight (8) from the following Clusters:
And
At least twelve (12) competencies from one or more of the following Clusters:
And
At least four (4) competencies from the Cluster:
Page 42
7.9 Advanced Diploma of Food and Beverage Service (Management)

In addition to the above Core and Generic Competencies twenty-nine (29)
And
At least thirteen (13) competencies from one or more of the following Clusters:
And
At least five (5) competencies from the Cluster:
Page 43
8 PACKAGING RULES – FOOD PRODUCTION
PACKAGING RULES – FOOD PRODUCTION
Page 44
8.1 Certificate II in Food Production (Cookery) - Incorporating Certificate I

D1.HRS.CL1.02 Apply standard safety procedures for handling foodstuffs
D1.HRS.CL1.03 Clean and maintain kitchen equipment and utensils
D1.HCC.CL2.01 Apply basic techniques of commercial cookery
D1.HCC.CL2.11 Prepare and store food in a safe and hygienic manner
In addition to the above Core and Generic Competencies eight (8) competencies
from the following Clusters:
• Commercial Cookery
Page 45
8.2 Certificate II in Food Production (Patisserie) - Incorporating

Certificate I

In addition to the above Core and Generic Competencies eight (8)
Standards Menu from the following Clusters:
• Patisserie
Page 46
8.3 Certificate III in Food Production (Cookery)

D1.HRS.CL1.10 Organise and prepare food products and meals
D1.HRS.CL1.16 Receive and store kitchen supplies and food stock
In addition to the above Core and Generic Competencies twelve (12)
Standards Menu with at least ten (10) from the following Clusters:
And

Page 47
8.4 Certificate III in Food Production (Operations)

Standards Menu from the following Clusters:
• Commercial Catering
Page 48
8.5 Certificate III in Food Production (Patisserie)

Standards Menu with at least ten (10) from the following Clusters:
• Patisserie
And

Page 49
8.6 Certificate IV in Food Production (Cookery)

D1.HCC.CL2.19 Present and display food products
In addition to the above Core and Generic Competencies sixteen (16)
Standards Menu with at least eleven (11) from the Cluster:
And
And
Page 50
8.7 Certificate IV in Food Production (Operations)

And
And
Page 51
8.8 Certificate IV in Food Production (Patisserie)

Standards Menu with eleven (11) from the Cluster:
• Patisserie
And
And
Page 52
8.9 Diploma of Food Production (Supervision and Administration)

In addition to the above Core and Generic Competencies twenty-three (23)
Standards Menu with eleven (11) from the following Clusters:
• Patisserie
And
At least ten (10) competencies from one or more of the following Clusters:
• General Administration;
And
Page 53
8.10 Advanced Diploma of Food Production (Management)

In addition to the above Core and Generic Competencies twenty-eight (28)
• Patisserie
And
At least twelve (12) competencies from one or more of the following Clusters:
And
Page 54
9 PACKAGING RULES – FRONT OFFICE
PACKAGING RULES – FRONT OFFICE
Page 55
9.1 Certificate II in Front Office - Incorporating Certificate I

D1.HOT.CL1.01 Work effectively with customers and colleagues
D1.HOT.CL1.02 Work in a socially diverse environment
D1.HOT.CL1.03 Implement occupational health and safety procedures
D1.HOT.CL1.05 Perform clerical procedures
D1.HOT.CL1.06 Access and retrieve computer-based data
D1.HOT.CL1.07 Communicate effectively on the telephone
D1.HOT.CL1.08 Maintain hospitality industry knowledge
D1.HOT.CL1.10 Promote products and services to customers
D1.HOT.CL1.12 Perform basic First Aid procedures
D1.HOT.CL1.13 Perform child protection duties relevant to the tourism industry
D1.HSS.CL4.01 Establish and maintain a safe and secure workplace
D1.LAN.CL1.01 Speak English at a basic operational level
from the Hotel Services (Front Office and Housekeeping) Competency
Standards Menu with at least eight (8) from the following Clusters:
• Hotel Front Office
• Security Services
And
At least one (2) competencies from one or more of the following Clusters:
Page 56
9.2 Certificate III in Front Office

D1.HGA.CL6.12 Use common business tools and technology
competencies from the Hotel Services (Front Office and Housekeeping)
Competency Standards Menu with at least ten (10) from the following Clusters:
And
At least one (1) competency from one or more of the following Clusters:
• Resource Management
And

Page 57
9.3 Certificate IV in Front Office (Guest Services Supervision)

D1.HOT.CL1.07 Communicate on the telephone???
D1.HOT.CL1.09 Develop and update tourism industry knowledge???
D1.HOT.CL1.09 Develop and update local knowledge???
D1.HOT.CL1.11 Manage and resolve conflict situations
In addition to the above Core and Generic Competencies twenty (20)
Competency Standards Menu with at least fourteen (14) from the Cluster:
And

And
And

Page 58
9.4 Diploma of Front Office (Supervision and Administration)

D1.HOT.CL1.09 Develop and update tourism industry knowledge
D1.HOT.CL1.09 Develop and update local knowledge
D1.HOT.CL1.14 Develop protective environments for children in tourism destinations
Competency Standards Menu with at least fourteen (14) from the following
Clusters:
And
At least five (5) competencies from one or more of the following Clusters:
And

Page 59
9.5 Advanced Diploma of Front Office (Management)

D1.HOT.CL1.09 Develop and update local knowledge
Competency Standards Menu with at least seven (7) from the Cluster:
And
At least fifteen (15) competencies from one or more of the following Clusters:
And

Page 60
10 PACKAGING RULES - HOUSEKEEPING
PACKAGING RULES - HOUSEKEEPING
Page 61
10.1 Certificate II in Housekeeping - Incorporating Certificate I

from the Hotel Services (Front Office and Housekeeping) Competency
Standards Menu with at least six (6) from the following Clusters:
• Housekeeping
And
At least two (2) competencies from one or more of the following Clusters:
Page 62
10.2 Certificate III in Housekeeping

Competency Standards Menu with at least eight (8) from the following Clusters:
• Housekeeping
And
And

Page 63
10.3 Certificate IV in Housekeeping (Guest Services Supervision)

Competency Standards Menu with at least twelve (12) from the following
Clusters:
• Housekeeping
And
• Human Resource Management
And
And

Page 64
10.4 Diploma of Housekeeping (Supervision and Administration)

Competency Standards Menu with at least twelve (12) from the following
Clusters:
• Housekeeping
And
At least seven (7) competencies from one or more of the following Clusters:
• Customer Service, sales and Marketing
And

Page 65
10.5 Advanced Diploma of Housekeeping (Management)

In addition to the above Core and Generic Competencies twenty-seven (27)
Competency Standards Menu with at least six (6) from the Cluster:
• Housekeeping
And
At least fourteen (14) competencies from one or more of the following Clusters:
And

Page 66
11 PACKAGING RULES – TOUR OPERATION
PACKAGING RULES – TOUR OPERATION
Page 67
11.1 Certificate II in Tour Operation (Reservations and Ticketing) -


D2.TCC.CL1.01 Work effectively with customers and colleagues
D2.TCC.CL1.02 Work in a socially diverse environment
D2.TCC.CL1.03 Implement occupational health and safety procedures
D2.TCC.CL1.04 Follow safety and security procedures
D2.TCC.CL1.05 Communicate effectively on the telephone
D2.TCC.CL1.07 Develop and update tourism industry knowledge
D2.TCC.CL1.09 Perform clerical procedures
D2.TCC.CL1.11 Speak English at a basic operational level
D2.TCC.CL1.13 Use common business tools and technology
D2.TCC.CL1.14 Perform child protection duties relevant to the tourism industry
D2.TCC.CL1.15 Perform basic First Aid procedures
from the Travel Services Competency Standards Menu with at least six (6) from
the Cluster:
• Travel Agency – Ticketing
And

Page 68
11.2 Certificate II in Tour Operation (Guiding) - Incorporating Certificate

I

D2.TTG.CL3.01 Work as a tour guide
D2.TTG.CL3.03 Conduct interpretive activities in the field
D2.TTG.CL3.04 Conduct pre-departure checks
D2.TTG.CL3.05 Co-ordinate and operate a day-tour (or short excursions)
D2.TTG.CL3.08 Develop and maintain local general knowledge
the Cluster:
• Tour Guide Services
And
• Tour Operations
Page 69
11.3 Certificate III in Tour Operation (Reservations and Ticketing)

D2.TCC.CL1.08 Promote products and services to customers
D2.TCC.CL1.10 Access and retrieve computer-based data
D2.TCC.CL1.12 Process financial transactions
competencies from the Travel Services Competency Standards Menu with at
least ten (10) from the Cluster:
And
• Tour Operations
Page 70
11.4 Certificate III in Tour Operation (Guiding)

D2.TTG.CL3.12 Establish and maintain safe touring conditions
D2.TTG.CL3.08 Lead tour groups in a responsible manner
least ten (10) from the Cluster:
And
• Tour Operations
Page 71
11.5 Certificate III in Tour Operation (Sales and Finance)

D2.TCS.CL5.01 Apply point of sale handling techniques
D2.TCS.CL5.06 Co-ordinate marketing activities
D2.TCS.CL5.21 Prepare and submit quotations
least ten (10) from the following Clusters:
• Financial Management
• Tour Operations
Page 72
11.6 Certificate IV in Tour Operation (Reservations and Ticketing)

D2.TCC.CL1.06 Manage and resolve conflict situations
competencies from the Travel Services Competency Standards Menu
with at least fourteen (14) from the Cluster:
And
• Tour Operations
And

Page 73
11.7 Certificate IV in Tour Operation (Guiding)

And
• Tour Operations
And

Page 74
11.8 Certificate IV in Tour Operation (Sales and Finance)

with at least fourteen (14) from the following Clusters:
• Financial Management
And

Page 75
11.9 Certificate IV in Tour Operation (Eco Tours)

D2.TTG.CL3.06 Demonstrate/observe respect for indigenous cultures
D2.TTG.CL3.07 Develop and co-ordinate appropriate cultural tourism activity
D2.TTG.CL3.19 Research and share information on indigenous cultures
with at least fourteen (14) from the following Clusters:
• Tour Operations
And

Page 76
11.10 Diploma of Tour Operation (Supervision and Administration)

D2.TCC.CL1.16 Develop protective environments for children in tourism destinations
with at least six (6) from one or more of the following Clusters:
And
At least six (6) competencies from one or more of the following Clusters:
And

Page 77
11.11 Diploma of Tour Operation (Operations)

with at least eight (10) from the following Clusters:
• Tour Operations
And
At least eight (10) competencies from one or more of the following Clusters:
And

Page 78
11.12 Advanced Diploma of Tour Operation (Management)

with at least eight (8) from the Cluster:
And
• Travel Agency - Ticketing
• Tour Operations
And
At least three (3) competencies from the following Cluster:
• Resource Management – two (2) of which must be:
o D2.TRM.CL9.05 Lead and manage people
o D2.TRM.CL9.16 Monitor work operations
And
Page 79
12 PACKAGING RULES – TRAVEL AGENCIES
PACKAGING RULES – TRAVEL AGENCIES
Page 80
12.1 Certificate II in Travel Agencies (Reservations and Ticketing) -


the Cluster:
And
• Tour Operations
Page 81
12.2 Certificate II in Travel Agencies (Sales and Service) - Incorporating

Certificate I

the Cluster:
And
• Tour Operations
Page 82
12.3 Certificate II in Travel Agencies (Operations) - Incorporating

Certificate I

from the Travel Services Competency Standards Menu from the following
Clusters:
• Tour Operations
Page 83
12.4 Certificate III in Travel Agencies (Reservations and Ticketing)

least nine (9) from the Cluster:
And
• Tour Operations
Page 84
12.5 Certificate III in Travel Agencies (Sales and Service)

least nine (9) from the Cluster:
And
• Tour Operations
Page 85
12.6 Certificate III in Travel Agencies (Operations)

competencies from the Travel Services Competency Standards Menu) from the
following Clusters:
• Tour Operations
Page 86
12.7 Certificate IV in Travel Agencies (Reservations and Ticketing)

And
• Tour Operations
And

Page 87
12.8 Certificate IV in Travel Agencies (Sales and Service)

And
• Tour Operations
And

Page 88
12.9 Certificate IV in Travel Agencies (Operations)

with at least eighteen (18) from one or more of the following Clusters:
• Tour Operations
And

Page 89
12.10 Diploma of Travel Agencies (Supervision and Administration)

with at least ten (10) from the following Clusters:
• Tour Operations
And
At least ten (10) competencies from one or more of the following Clusters:
And

Page 90
12.11 Advanced Diploma of Travel Agencies (Management)

with at least seven (7) from the Cluster:
And
• Travel Agency - Ticketing
• Tour Operations
And
At least three (3) competencies from the following Cluster:

• Resource Management – two (2) of which must be:
o D2.TRM.CL9.05 Lead and manage people
o D2.TRM.CL9.16 Monitor work operations
And

Page 91
CLUSTERS – HOTEL SERVICES COMPETENCY STANDARDS MENU

13 CLUSTERS – HOTEL SERVICES
(RESTAURANT SERVICES) COMPETENCY STANDARDS
MENU
Page 92
13.1 Hotel Services (Restaurant services)
CLUSTER 1 RESTAURANT SERVICES - COMMON CORE

D1.HRS.CL1.10 Organise and prepare food products and services
Page 93
CLUSTER 2 COMMERCIAL COOKERY

D1.HCC.CL2.02 Establish and maintain quality control in food production
D1.HCC.CL2.03 Identify and prepare various meats
D1.HCC.CL2.04 Maintain strategies for safe storage of prepared foods
D1.HCC.CL2.05 Organise food service operations
D1.HCC.CL2.06 Plan and manage menu-based catering
D1.HCC.CL2.07 Plan, prepare and display a buffet service
D1.HCC.CL2.08 Prepare a variety of sandwiches
D1.HCC.CL2.09 Prepare and cook poultry and game meats
D1.HCC.CL2.10 Prepare and cook seafood
D1.HCC.CL2.12 Prepare appetizers and salads
D1.HCC.CL2.13 Prepare chocolate-based dishes and confectionery
D1.HCC.CL2.14 Prepare hot and cold dessert dishes
D1.HCC.CL2.15 Prepare portion-controlled meat cuts
D1.HCC.CL2.16 Prepare soups
D1.HCC.CL2.17 Prepare stock and sauces
D1.HCC.CL2.18 Prepare vegetables, eggs and farinaceous dishes
D1.HCC.CL2.20 Select, prepare and serve special cuisines
D1.HCC.CL2.21 Select, prepare and serve various cheeses
CLUSTER 3 COMMERCIAL CATERING

D1.HCA.CL3.01 Apply catering control principles and procedures
D1.HCA.CL3.02 Design a concept for a major event or function
D1.HCA.CL3.03 Design meals to meet specific dietary or cultural needs
D1.HCA.CL3.04 Design meals to meet specific market requirements
D1.HCA.CL3.05 Operate a fast food outlet
D1.HCA.CL3.06 Prepare tenders for catering contracts
D1.HCA.CL3.07 Select catering systems
Page 94
CLUSTER 4 PATISSERIE
D1.HPA.CL4.01 Manage and operate a coffee shop
D1.HPA.CL4.02 Prepare and display petits fours
D1.HPA.CL4.03 Prepare and display sugar work
D1.HPA.CL4.04 Prepare and model marzipan
D1.HPA.CL4.05 Prepare and present chocolate goods
D1.HPA.CL4.06 Prepare and present desserts
D1.HPA.CL4.07 Prepare and present gateaux, torten and cakes
D1.HPA.CL4.08 Prepare and produce cakes and pastries
D1.HPA.CL4.09 Prepare and produce yeast goods
D1.HPA.CL4.10 Prepare and bakery products for patisserie
CLUSTER 5 FOOD AND BEVERAGE SERVICE

D1.HBS.CL5.01 Clean and tidy bar and food service areas
D1.HBS.CL5.02 Develop and maintain food & beverage product knowledge
D1.HBS.CL5.03 Manage responsible service of alcohol
D1.HBS.CL5.04 Operate a bar facility
D1.HBS.CL5.05 Operate a cellar system
D1.HBS.CL5.06 Prepare and serve cocktails
D1.HBS.CL5.07 Prepare and serve non-alcoholic beverages
D1.HBS.CL5.08 Process liquor sales at a bar facility
D1.HBS.CL5.10 Provide advice to patrons on food and beverage services
D1.HBS.CL5.11 Provide gueridon service
D1.HBS.CL5.13 Provide room service
D1.HBS.CL5.14 Provide silver service
D1.HBS.CL5.15 Serve a range of wine products
D1.HBS.CL5.16 Take food orders and provide courteous table service
D1.HBS.CL5.17 Manage intoxicated persons
Page 95
CLUSTER 6 CUSTOMER SERVICE, SALES AND MARKETING

D1.HCS.CL6.01 Develop a marketing strategy and coordinate sales activities
D1.HCS.CL6.02 Establish and maintain a business relationship
D1.HCS.CL6.03 Maintain quality customer service
D1.HCS.CL6.04 Organise functions at a hotel or restaurant
D1.HCS.CL6.05 Develop and implement a business plan or campaign
D1.HCS.CL6.06 Prepare and deliver a marketing presentation
D1.HCS.CL6.07 Develop new products and services
CLUSTER 7 GENERAL ADMINISTRATION

D1.HGE.CL7.01 Design, prepare and present various types of reports
D1.HGE.CL7.02 Gather and present product information
D1.HGE.CL7.03 Maintain a paper-based filing and retrieval system
D1.HGE.CL7.04 Manage and implement small projects
D1.HGE.CL7.05 Monitor and maintain a business computer service
D1.HGE.CL7.06 Monitor, control and order new stock
D1.HGE.CL7.07 Plan and establish systems and procedures
D1.HGE.CL7.08 Plan, manage and conduct meetings
D1.HGE.CL7.09 Prepare business documents
D1.HGE.CL7.10 Produce various types of form documents on a computer
D1.HGE.CL7.12 Use common business tools and technology
D1.HGE.CL7.13 Work cooperatively in a general administration environment
D1.HGE.CL7.14 Develop and implement operational policies
CLUSTER 8 FINANCIAL ADMINISTRATION

D1.HFI.CL8.01 Audit financial procedures
D1.HFI.CL8.02 Maintain financial standards and records
D1.HFI.CL8.03 Manage financial performance within a budget
D1.HFI.CL8.04 Manage payroll records
D1.HFI.CL8.05 Prepare and monitor operational budgets
D1.HFI.CL8.06 Prepare routine financial statements
D1.HFI.CL8.08 Process transactions for purchase of goods and services
D1.HFI.CL8.09 Monitor catering revenue and costs
Page 96
CLUSTER 9 HUMAN RESOURCE DEVELOPMENT

D1.HRD.CL9.01 Coach others in job skills
D1.HRD.CL9.02 Conduct staff performance assessment processes
D1.HRD.CL9.03 Conduct a training needs analysis
D1.HRD.CL9.04 Conduct training for a small group
D1.HRD.CL9.05 Develop performance assessment procedures
D1.HRD.CL9.06 Evaluate staff performance assessment
D1.HRD.CL9.07 Evaluate the effectiveness of an assessment system
D1.HRD.CL9.08 Manage an assessment system for training outcomes
D1.HRD.CL9.09 Monitor and evaluate the effectiveness of training outcomes
D1.HRD.CL9.10 Plan a staff performance review
D1.HRD.CL9.11 Plan and implement a series of training events
D1.HRD.CL9.12 Prepare and deliver training sessions
CLUSTER 10 MANAGEMENT AND LEADERSHIP (HRM)

D1.HML.CL10.01 Develop and supervise operational approaches
D1.HML.CL10.02 Establish and maintain a safe working environment
D1.HML.CL10.03 Lead and manage people
D1.HML.CL10.04 Manage and maintain a computer system/network
D1.HML.CL10.05 Manage legal requirements for business compliance
D1.HML.CL10.06 Manage physical assets and infrastructure
D1.HML.CL10.07 Manage quality customer/guest services
D1.HML.CL10.08 Manage special events
D1.HML.CL10.09 Manage stock purchases and inventory
D1.HML.CL10.10 Manage the effective use of human resources
D1.HML.CL10.11 Monitor and manage workplace relations and diversity
D1.HML.CL10.12 Monitor routine workplace operations
D1.HML.CL10.13 Monitor staff performance
D1.HML.CL10.14 Provide professional support to business colleagues
D1.HML.CL10.15 Recruit and select staff
D1.HML.CL10.16 Roster staff
Page 97
CLUSTER 10/11 ENGLISH LANGUAGE PROFICIENCY

Speaking and Listening
D1.LAN.CL10.01 Converse in English at a basic operational level
D1.LAN.CL10.02 Respond effectively to instructions given in English
D1.LAN.CL10.03 Start conversations and develop good relations with
guests
D1.LAN.CL10.04 Communicate effectively in English on a telephone
D1.LAN.CL10.05 Use oral English to convey a complex exchange of
ideas
D1.LAN.CL10.06 Deliver a short oral presentation in English
D1.LAN.CL10.07 Read and write English at an advanced level
Reading
D1.LAN.CL10.08 Read and interpret basic instructions, directions and/or
diagrams
D1.LAN.CL10.09 Read general information texts or media
Writing
D1.LAN.CL10.10 Write a short message in English
D1.LAN.CL10.11 Prepare a business letter in advanced English
Page 98
CLUSTERS – HOTEL SERVICES (FRONT OFFICE) COMPETENCY STANDARDS MENU
14 CLUSTERS – HOTEL SERVICES

(FRONT OFFICE) COMPETENCY STANDARDS MENU
Page 99
14.1 CLUSTERS - HOTEL SERVICES (FRONT OFFICE AND

HOUSEKEEPING)
CLUSTER 1 COMMON CORE COMPETENCIES

D1.HOT.CL1.04 Comply with workplace hygiene procedures
CLUSTER 2 HOTEL FRONT OFFICE

D1.HFO.CL2.01 Receive and process reservations
D1.HFO.CL2.02 Operate a computerised reservation system
D1.HFO.CL2.03 Provide accommodation services
D1.HFO.CL2.04 Maintain guests’ financial records
D1.HFO.CL2.05 Process a financial sale transaction
D1.HFO.CL2.06 Conduct a night audit
D1.HFO.CL2.07 Provide Bell Boy/Porter services
D1.HFO.CL2.08 Operate a (PABX) switchboard
D1.HFO.CL2.09 Receive and place in-coming phone calls
D1.HFO.CL2.10 Facilitate out-going phone calls
D1.HFO.CL2.11 Provide information about in-house services
D1.HFO.CL2.12 Provide international (IDD) service information
Page 100
CLUSTER 3 HOUSEKEEPING
D1.HHK.CL3.01 Provide housekeeping services to guests
D1.HHK.CL3.02 Clean public areas, facilities and equipment
D1.HHK.CL3.03 Clean and prepare rooms for in-coming guests
D1.HHK.CL3.04 Maintain and operate an industrial laundry
D1.HHK.CL3.05 Launder linen and guests’ clothes
D1.HHK.CL3.06 Provide valet services to guests
D1.HHK.CL3.07 Clean and maintain industrial work area and equipment
CLUSTER 4 SECURITY SERVICES

D1.HSS.CL4.02 Maintain the security of premises and property
D1.HSS.CL4.03 Operate basic security equipment
D1.HSS.CL4.04 Maintain the safety of premises and personnel
D1.HSS.CL4.05 Observe and monitor people
D1.HSS.CL4.06 Provide for the safety of VIPs
D1.HSS.CL4.07 Manage intoxicated persons
D1.HSS.CL4.08 Escort, carry and store valuable items
D1.HSS.CL4.09 Provide a lost and found facility
D1.HSS.CL4.10 Plan and conduct an evacuation of premises

D1.HSM.CL5.01 Organise functions
D1.HSM.CL5.02 Plan and implement sales activities or campaigns
D1.HSM.CL5.03 Coordinate a marketing strategy and activities
D1.HSM.CL5.04 Develop and update local knowledge
D1.HSM.CL5.05 Prepare and deliver a presentation
D1.HSM.CL5.06 Establish and maintain a business relationship
D1.HSM.CL5.07 Develop and implement a business plan
Page 101

D1.HGA.CL6.01 Plan and establish systems and procedures
D1.HGA.CL6.02 Work cooperatively in a general administration environment
D1.HGA.CL6.03 Maintain a paper-based filing and retrieval system
D1.HGA.CL6.04 Gather and present product information
D1.HGA.CL6.05 Plan, manage and conduct meetings
D1.HGA.CL6.06 Prepare business documents
D1.HGA.CL6.07 Produce various types of form documents on a computer
D1.HGA.CL6.08 Design, prepare and present various types of reports
D1.HGA.CL6.09 Monitor, control and order new stock
D1.HGA.CL6.10 Receive and securely store in-coming goods
D1.HGA.CL6.11 Manage and implement small projects
D1.HGA.CL6.13 Develop and implement operational policies

D1.HFA.CL7.01 Process a financial transaction for services rendered
D1.HFA.CL7.02 Process transactions for purchase of goods or services
D1.HFA.CL7.03 Maintain financial standards and records
D1.HFA.CL7.04 Prepare routine financial statements
D1.HFA.CL7.05 Audit financial procedures
D1.HFA.CL7.06 Manage payroll records
D1.HFA.CL7.07 Prepare and monitor operational budgets
D1.HFA.CL7.08 Manage financial performance within a budget

D1.HHR.CL8.01 Develop performance assessment procedures
D1.HHR.CL8.02 Plan a staff performance review
D1.HHR.CL8.03 Conduct a staff performance assessment process
D1.HHR.CL8.04 Evaluate a staff performance assessment
D1.HHR.CL8.05 Conduct a training needs analysis
D1.HHR.CL8.06 Coach others in job skills
D1.HHR.CL8.07 Prepare and deliver training sessions
D1.HHR.CL8.08 Conduct training for a small group
D1.HHR.CL8.09 Plan and implement a series of training events
D1.HHR.CL8.10 Manage an assessment system for training outcomes
D1.HHR.CL8.11 Monitor and evaluate the effectiveness of training outcomes
D1.HHR.CL8.12 Evaluate the effectiveness of an assessment system
Page 102
CLUSTER 9 RESOURCE MANAGEMENT

D1.HRM.CL9.01 Manage the effective use of human resources
D1.HRM.CL9.02 Monitor and manage workplace relations and diversity
D1.HRM.CL9.03 Monitor routine workplace operations
D1.HRM.CL9.04 Monitor staff performance
D1.HRM.CL9.05 Provide professional support to business colleagues
D1.HRM.CL9.06 Manage quality customer/guest services
D1.HRM.CL9.07 Manage special events
D1.HRM.CL9.08 Develop and supervise operational approaches
D1.HRM.CL9.09 Roster staff
D1.HRM.CL9.10 Recruit and select staff
D1.HRM.CL9.11 Manage physical assets and infrastructure
D1.HRM.CL9.12 Manage stock purchases and inventory
D1.HRM.CL9.13 Manage and maintain a computer system/network
D1.HRM.CL9.14 Manage legal requirements for business compliance
CLUSTER 10 ENGLISH LANGUAGE PROFICIENCY

D1.LAN.CL10.03 Start conversations and develop good relations with guests
D1.LAN.CL10.05 Use oral English to convey a complex exchange of ideas
Reading
D1.LAN.CL10.08 Read and interpret basic instructions, directions and/or diagrams
Writing
Page 103
CLUSTERS – TRAVEL SERVICES COMPETENCY STANDARDS SERVICES

15 CLUSTERS – TRAVEL SERVICES
COMPETENCY STANDARDS MENU
Page 104
15.1 Clusters - travel services

CLUSTER 1 COMMON CORE COMPETENCIES
CLUSTER 2 TRAVEL AGENCY - TICKETING

D2.TTA.CL2.01 Access and interpret information
D2.TTA.CL2.02 Administer a billing and settlement plan
D2.TTA.CL2.03 Apply advance airfare rules and procedures
D2.TTA.CL2.04 Book and co-ordinate supplier services
D2.TTA.CL2.05 Construct and ticket a non-air travel plan
D2.TTA.CL2.06 Construct and ticket domestic airfares
D2.TTA.CL2.07 Construct and ticket promotional international airfares
D2.TTA.CL2.08 Construct and ticket regular international airfares
D2.TTA.CL2.09 Co-ordinate marketing and promotional activities
D2.TTA.CL2.10 Create promotional display stand
D2.TTA.CL2.11 Develop and update local knowledge
D2.TTA.CL2.12 Maintain product information inventory
D2.TTA.CL2.13 Operate a computerised reservation system
D2.TTA.CL2.14 Operate an automated information system
D2.TTA.CL2.15 Produce travel documentation on a computer
D2.TTA.CL2.16 Prepare quotations
D2.TTA.CL2.17 Receive and process a reservation
D2.TTA.CL2.18 Source and package tourism products and services
D2.TTA.CL2.19 Source and provide destination information and advice
Page 105
CLUSTER 3 TOUR GUIDE SERVICES

D2.TTG.CL3.02 Allocate tour resources
D2.TTG.CL3.07 Develop and co-ordinate appropriate cultural tourism activity
D2.TTG.CL3.09 Drive various types of service vehicles
D2.TTG.CL3.10 Establish and maintain a safe and secure workplace
D2.TTG.CL3.13 Maintain contacts with handling agents
D2.TTG.CL3.14 Manage and facilitate an extended tour experience
D2.TTG.CL3.15 Plan, develop and evaluate interpretive activities
D2.TTG.CL3.16 Plan, trial and implement minimal impact operations
D2.TTG.CL3.17 Prepare and present tour commentaries
D2.TTG.CL3.18 Provide arrival and departure assistance
Page 106
CLUSTER 4 TOUR OPERATIONS

D2.TTO.CL4.01 Allocate tour resources
D2.TTO.CL4.02 Carry out vehicle maintenance or minor repairs
D2.TTO.CL4.03 Clean premises and equipment
D2.TTO.CL4.04 Conduct pre-departure checks
D2.TTO.CL4.05 Demonstrate climbing skills at a basic level
D2.TTO.CL4.06 Develop and implement operational plans
D2.TTO.CL4.07 Develop interpretive content for eco-tourism activities
D2.TTO.CL4.08 Drive large tour buses or coaches
D2.TTO.CL4.09 Manage and execute a detailed tour itinerary
D2.TTO.CL4.10 Comply with workplace hygiene procedures
D2.TTO.CL4.11 Manage operational risk
D2.TTO.CL4.12 Monitor tourism operations
D2.TTO.CL4.13 Maintain tourism vehicles in safe and clean operational condition
D2.TTO.CL4.14 Operate and maintain a 4WD vehicle in safe working condition
D2.TTO.CL4.15 Operate tours in remote areas
D2.TTO.CL4.16 Set up and operate a camp site
D2.TTO.CL4.17 Plan and implement package sales activities
D2.TTO.CL4.18 Provide camp site catering
Page 107

D2.TCS.CL5.02 Assess and plan tourism opportunities for local communities
D2.TCS.CL5.03 Build and maintain a team approach to service delivery
D2.TCS.CL5.04 Develop and update tourism industry knowledge
D2.TCS.CL5.05 Construct and apply tourism product research
D2.TCS.CL5.07 Co-ordinate production of brochures and marketing materials
D2.TCS.CL5.08 Create, implement and evaluate strategic product initiatives
D2.TCS.CL5.09 Develop and monitor culturally appropriate tourism activity
D2.TCS.CL5.10 Develop conference programs
D2.TCS.CL5.11 Develop host community awareness programs
D2.TCS.CL5.12 Develop, implement and evaluate regional tourism plans
D2.TCS.CL5.13 Develop, implement and evaluate sponsorship plans
D2.TCS.CL5.14 Develop, manage and evaluate local marketing strategies
D2.TCS.CL5.15 Develop/monitor ecologically sustainable tourism operations
D2.TCS.CL5.16 Establish and maintain a business relationship
D2.TCS.CL5.17 Implement/monitor event management systems and procedures
D2.TCS.CL5.18 Manage quality customer service
D2.TCS.CL5.19 Plan and implement sales activities
D2.TCS.CL5.20 Prepare and deliver presentations
D2.TCS.CL5.22 Promote tourism products and services
D2.TCS.CL5.23 Source and package tourism products and service
Page 108

D2.TGA.CL6.01 Create and update a tourism website
D2.TGA.CL6.02 Design computer documents, reports and worksheets
D2.TGA.CL6.03 Manage and monitor tourism programs and projects
D2.TGA.CL6.04 Manage, control and order stock
D2.TGA.CL6.05 Minimize theft
D2.TGA.CL6.06 Operate an automated information system
D2.TGA.CL6.07 Organise and coordinate meetings
D2.TGA.CL6.08 Plan and establish systems and procedures
D2.TGA.CL6.09 Prepare business documents
D2.TGA.CL6.10 Produce documents on a computer
D2.TGA.CL6.11 Receive and store stock
D2.TGA.CL6.12 Source and present information
D2.TGA.CL6.13 Develop and implement operational policies

D2.TFA.CL7.01 Audit financial procedures
D2.TFA.CL7.02 Interpret financial statements and reports
D2.TFA.CL7.03 Maintain a secure financial accounting system
D2.TFA.CL7.04 Manage contractual agreements/commitments
D2.TFA.CL7.05 Manage and control operational costs
D2.TFA.CL7.06 Prepare financial statements
Page 109

D2.TRD.CL8.01 Analyse competency requirements
D2.TRD.CL8.02 Coach others in job skills
D2.TRD.CL8.03 Conduct an individual performance assessment
D2.TRD.CL8.04 Deliver training sessions
D2.TRD.CL8.05 Design and establish a training system
D2.TRD.CL8.06 Design training courses
D2.TRD.CL8.07 Develop assessment tools and procedures
D2.TRD.CL8.08 Establish a performance assessment system
D2.TRD.CL8.09 Implement a staff performance assessment plan
D2.TRD.CL8.10 Implement a training and development program
D2.TRD.CL8.11 Monitor and evaluate a training and development program
D2.TRD.CL8.12 Plan and promote a training program
D2.TRD.CL8.13 Review performance assessment outcomes
D2.TRD.CL8.14 Review training outcomes
D2.TRD.CL8.15 Train selected small groups
Page 110
CLUSTER 9 RESOURCE MANAGEMENT

D2.TRM.CL9.01 Apply industry standards to team supervision
D2.TRM.CL9.02 Develop and implement a business plan
D2.TRM.CL9.03 Develop and manage business strategies
D2.TRM.CL9.04 Lead and manage a development team
D2.TRM.CL9.05 Lead and manage people
D2.TRM.CL9.06 Maintain legal knowledge required for business compliance
D2.TRM.CL9.07 Manage and purchase stocks
D2.TRM.CL9.08 Manage financial operations within a budget
D2.TRM.CL9.09 Manage innovative tourism projects and programs
D2.TRM.CL9.10 Manage physical assets and infrastructure
D2.TRM.CL9.11 Manage quality customer service
D2.TRM.CL9.12 Manage workplace diversity
D2.TRM.CL9.13 Manage and maintain effective workplace relations
D2.TRM.CL9.14 Manage and maintain an operational computer system
D2.TRM.CL9.15 Monitor staff performance
D2.TRM.CL9.16 Monitor work operations
D2.TRM.CL9.17 Prepare and monitor budgets
D2.TRM.CL9.18 Provide mentoring support to business colleagues
D2.TRM.CL9.19 Recruit and select staff
D2.TRM.CL9.20 Roster staff
CLUSTER 10 ENGLISH LANGUAGE PROFICIENCY

D2.LAN.CL10.01 Read and write English at a basic operational level
D2.LAN.CL10.02 Use English at a supervisory level
D2.LAN.CL10.03 Read and write English at a supervisory level
Page 111
GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES – FOOD & BEVERAGE QUALIFICATIONS

16 GUIDANCE FOR SELECTING FUNCTIONAL
COMPETENCIES –FOOD & BEVERAGE
QUALIFICATIONS
Page 112
16.1 Guidance on selecting functional competencies for the Certificate II

in Food and Beverage Services (Waiting) - incorporating Certificate I
The Certificate II in Food and Beverage Service (Waiting) - Incorporating Certificate I is

designed to reflect the role of an entry level employee in the Secondary Labour Division of
Food and Beverage Service who assist others and work under direct supervision.
Job titles at this level may include but are not restricted to Busboy; Trainee Waiter;
Trainee Server; Restaurant and Bar Service Agent.
Examples of Functional Competencies relevant to specific job outcomes at this level

include but are not limited to:

D1.HBS.CL5.16 Take food orders ands provide courteous table service
Page 113

in Food and Beverage Service (Beverages) - incorporating Certificate
I
The Certificate II in Food and Beverage Service (Beverages) - Incorporating Certificate I is

designed to reflect the role of an entry level employee in the Secondary Labour Division of
Food and Beverage Service who assist others and work under direct supervision.
Job titles at this level may include but are not restricted to Busboy; Trainee Waiter;
Trainee Server; Restaurant and Bar Service Agent.


D1.HBS.CL5.07 Prepare and serve non-alcoholic beverages
Page 114
16.3 Guidance on selecting functional competencies for the Certificate III

in Food and Beverage Service (Waiting)
The Certificate III in Food and Beverage Service (Waiting) is designed to reflect the role of an
entry level employee in the Secondary Labour Division of Food and Beverage Service who
assist others and work under direct supervision.
Job titles at this level may include but are not restricted to Waiter; Server; Restaurant
Steward; Wait Person; Restaurant and Bar Service Agent.

include those suggested at earlier level plus, but not limited to:

D1.LAN.CL10.04 Communicate effectively on a telephone
Page 115

in Food and Beverage Service (Beverages)
The Certificate III in Food and Beverage Service (Beverages) is designed to reflect the role of
an entry level employee in the Secondary Labour Division of Food and Beverage Service who
Job titles at this level may include but are not restricted to Bar Tender; Bar Attendant;
Bar Person; Restaurant and Bar Service Agent.

D1.HBS.CL5.03 Manage responsible service of alcohol

D1.HBS.CL5.04 Operate a bar facility
D1.HBS.CL5.08 Process liquor sales at a bar facility
D1.LAN.CL10.04 Communicate effectively on a telephone
Page 116
16.5 Guidance on selecting functional competencies for the Certificate IV

in Food and Beverage Service (Waiting)
The Certificate IV in Food and Beverage Service (Waiting) is designed to reflect the role of an
entry level employee in the Secondary Labour Division of Food and Beverage Service who
Job titles at this level may include but are not restricted to Head Food Waiter;
Assistant Restaurant Manager; Shift Leader; Team Leader; Restaurant and Bar Service
Supervisor.

include those suggested at earlier levels plus, but not limited to:
D1.HBS.CL5.11 Provide gueridon service

D1.HCS.CL6.04 Manage quality customer service
Page 117

in Food and Beverage Service (Beverages)
The Certificate IV in Food and Beverage Service (Beverages) is designed to reflect the role of
an entry level employee in the Secondary Labour Division of Food and Beverage Service who
Job titles at this level may include but are not restricted to Head Bar Attendant; Cellar
Person; Cocktail Bar Attendant; Beverage Manager; Head Waiter; Assistant Restaurant
Manager; Shift Leader; Team Leader; Restaurant and Bar Service Supervisor.


D1.HBS.CL5.06 Prepare and serve cocktails
Page 118

in Food and Beverage Service (Supervision)
The Certificate IV in Food and Beverage Service (Supervision) is designed to reflect the role
of an entry level employee in the Secondary Labour Division of Food and Beverage Service
who assist others and work under direct supervision.
Job titles at this level may include but are not restricted to Restaurant Supervisor;
Food and Beverage Outlet Manager; Restaurant Manager; Outlet Manager; Assistant
Manager; Restaurant and Bar Service Supervisor.


D1.HCS.CL6.03 Establish and maintain a business relationship
D1.HCS.CL6.05 Organise functions at a hotel or restaurant
D1.HGE.CL7.12 Use common business tools and technology
Page 119
16.8 Guidance on selecting functional competencies for the Diploma of

Food And Beverage Service (Supervision and Administration)
The Diploma of Food and Beverage Service (Supervision and Administration) is designed to
reflect the role of a supervisor or assistant manager in the Secondary Labour Division of Food
and Beverage Service.
Job titles at this level may include but are not restricted to Food and Beverage
Manager; Assistant Food and Beverage Director; Assistant Outlet Manager.


D1.HCS.CL6.07 Prepare and deliver a marketing presentation
D1.HGE.CL7.02 Gather and present product information
D1.HGE.CL7.05 Monitor and maintain a business computer system
D1.HGE.CL7.06 Monitor, order and control new stock
D1.HGE.CL7.07 Plan and establish systems and procedures
D1.HGE.CL7.13 Work cooperatively in a general administration environment
D1.HFI.CL8.02 Maintain financial standards and records
D1.HRD.CL9.05 Develop performance assessment procedures
D1.HRD.CL9.10 Plan a staff performance review
D1.HRD.CL9.11 Plan and implement a series of training events
Page 120
16.9 Guidance on selecting functional competencies for the Advanced

Diploma of Food and Beverage Service (Management)
The Advanced Diploma of Food and Beverage Service (Management) is designed to reflect
the role of an owner-operator or manager in the Secondary Labour Division of Food and
Beverage Service.
Job titles at this level may include but are not restricted to General Manager; Food and
Beverage Director; Outlet Manager.

D1.HCS.CL6.06 Develop and implement a business plan or campaign

D1.HGE.CL7.03 Maintain a paper-based filing and retrieval system
D1.HGE.CL7.04 Manage and implement small projects
D1.HGE.CL7.08 Plan, manage and conduct meetings
D1.HGE.CL7.09 Prepare business documents
D1.HGE.CL7.10 Produce various types of form documents on a computer
D1.HFI.CL8.01 Audit financial procedures
D1.HRD.CL9.03 Conduct a training needs analysis
D1.HRD.CL9.06 Evaluate staff performance assessment
D1.HML.CL10.04 Manage and maintain a computer system/network
D1.HML.CL10.05 Manage legal requirements for business compliance
Page 121
GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES – FOOD PRODUCTIONS QUALIFICATIONS

COMPETENCIES –FOOD PRODUCTION
QUALIFICATIONS
Page 122

in Food Production (Cookery) - incorporating Certificate I
The Certificate II in Food Production (Cookery) - Incorporating Certificate I is designed to

reflect the role of an entry level employee in the Secondary Labour Division of Food
Production who assist others and work under direct supervision.
Job titles at this level may include but are not restricted to Kitchen Hand; Butcher;
Baker.


D1.HCC.CL2.03 Identify and prepare various meats
D1.HCC.CL2.04 Maintain strategies for safe storage of prepared food
D1.HCC.CL2.08 Prepare a variety of sandwiches
D1.HCC.CL2.15 Prepare portion-controlled meat cuts
D1.HCC.CL2.16 Prepare soups
D1.HCC.CL2.17 Prepare stocks and sauces
D1.HCC.CL2.18 Prepare vegetables, eggs and farinaceous dishes
D1.HPA.CL4.09 Prepare and produce yeast goods
D1.HPA.CL4.10 Prepare bakery products for patisserie
Page 123

in Food Production (Patisserie)
The Certificate II in Food Production (Patisserie) - Incorporating Certificate I is designed to

reflect the role of an entry level employee in the Secondary Labour Division of Food
Production who assist others and work under direct supervision.
Job titles at this level may include but are not restricted to Kitchen Hand; Commis
Pastry.


D1.HPA.CL4.05 Prepare and present chocolate goods
D1.HPA.CL4.06 Prepare and present desserts
D1.HPA.CL4.07 Prepare and present gateaux, torten and cakes
D1.HPA.CL4.08 Prepare and present cakes and pastries
Page 124

in Food Production (Cookery)
The Certificate III in Food Production (Cookery) is designed to reflect the role of an entry level
employee in the Secondary Labour Division of Food Production who assist others and work
under direct supervision.
Job titles at this level may include but are not restricted to Commis Chef.


Page 125

in Food Production (Operations)
The Certificate III in Food Production (Operations) is designed to reflect the role of an entry
level employee in the Secondary Labour Division of Food Production who assist others and
work under direct supervision.
Job titles at this level may include but are not restricted to Assistant Catering
Manager.


D1.HCA.CL3.03 Design meals to meet specific dietary or cultural needs
D1.HCA.CL3.04 Design menus to meet specific market requirements
D1.HCA.CL3.05 Operate a fast food outlet
Page 126

The Certificate III in Food Production (Patisserie) is designed to reflect the role of an entry
Job titles at this level may include but are not restricted to Assistant Pastry Chef.

D1.HPA.CL4.02 Prepare and display petits fours

D1.HPA.CL4.03 Prepare and display sugar work
D1.HPA.CL4.04 Prepare and model marzipan
Page 127

in Food Production (Cookery)
The Certificate IV in Food Production (Cookery) is designed to reflect the role of an entry
Job titles at this level may include but are not restricted to Second Chef; Demi Chef;
Assistant Head Chef.


D1.HCC.CL2.13 Prepare chocolate-based dishes and confectionery
D1.HCC.CL2.20 Select, prepare and serve special cuisines
D1.HCC.CL2.21 Store, prepare and serve various cheeses
D1.HGE.CL7.06 Monitor, control and order new stocks
Page 128

in Food Production (Operations)
The Certificate IV in Food Production (Operations) is designed to reflect the role of an entry
Job titles at this level may include but are not restricted to Catering Manager.

D1.HCC.CL2.05 Organise food service operations

D1.HCA.CL3.01 Apply catering control principles and procedures
D1.HCA.CL3.02 Design a concept for a major event or function
D1.HGE.CL7.06 Monitor, control and order new stocks
Page 129

The Certificate IV in Food Production (Patisserie) is designed to reflect the role of an entry
Job titles at this level may include but are not restricted to Chef de Partie; Pastry Chef.

D1.HPA.CL4.01 Manage and operate a coffee shop

D1.HGE.CL7.06 Monitor, control and order new stock
D1.HRD.CL9.02 Conduct a staff performance assessment process
Page 130

Food Production (Supervision and Administration)
The Diploma of Food Production (Supervision and Administration) is designed to reflect the
role of a supervisor or assistant manager in the Secondary Labour Division of Food
Production.
Job titles at this level may include but are not restricted to Head Chef; Assistant to the
Executive Chef.

D1.HCA.CL3.07 Select catering systems

D1.HRD.CL9.09 Monitor and evaluate the effectiveness of training outcomes
Page 131

Diploma of Food Production (Management)
The Advanced Diploma of Food Production (Management) is designed to reflect the role of
an owner-operator or manager in the Secondary Labour Division of Food Production.
Job titles at this level may include but are not restricted to Executive Chef.

D1.HGA.CL3.06 Prepare tenders for catering contracts

D1.HGE.CL7.05 Monitor and maintain a business computer system
Page 132
GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES – FRONT OFFICE QUALIFICATIONS

COMPETENCIES – FRONT OFFICE
Page 133

in Front Office - incorporating Certificate I
The Certificate II in Front Office - Incorporating Certificate I is designed to reflect the role of
individuals who perform mainly routine guest service tasks in the Secondary Labour Division
of Front Office and work under direct supervision.
Job titles at this level may include but are not restricted to Junior Bell Boy; Assistant
Porter; Bell Boy; Porter; Bellhop.

D1.HFO.CL2.01 Receive and process reservations

D1.HFO.CL2.03 Provide accommodation services
D1.HFO.CL2.07 Provide Bell Boy/Porter services
D1.HFO.CL2.08 Operate a (PABX) switchboard
D1.HFO.CL2.09 Receive and place in-coming phone calls
D1.HFO.CL2.10 Facilitate out-going phone calls
D1.HFO.CL2.11 Provide information about in-house services
D1.HFO.CL2.12 Provide international (IDD) service information
Page 134

in Front Office
The Certificate III in Front Office is designed to reflect the role of individuals who perform a
range of skilled guest service tasks in the Secondary Labour Division of Front Office using
discretion and judgement and having the ability to select, adapt and transfer skills to different
situations.
Job titles at this level may include but are not restricted to Front Office Attendant;
Assistant Receptionist; Relief Receptionist; Telephone Operator; Telephonist;
Switchboard Operator.

D1.HFO.CL2.02 Operate a computerised reservation system

D1.HFO.CL2.05 Process a financial sale transaction
D1.HSS.CL4.04 Maintain the safety of premises and personnel
D1.HGA.CL6.04 Gather and present product information
D1.HFA.CL7.01 Process a financial transaction
D1.HFA.CL7.02 Process transactions for purchase of goods or services
Page 135

in Front Office (Guest Services Supervision)
The Certificate IV in Front Office (Guest Services Supervision) is designed to reflect the role
of individuals who perform a broad range of guest service tasks in the Secondary Labour
Division of Front Office including evaluation and planning, and providing leadership and
guidance to others with some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Front Office Receptionist;
Manager – Guest Relations; Concierge; Front Office Team leader; Night Auditor; Front
Office Shift Captain.

D1.HFO.CL2.04 Maintain guests’ financial records

D1.HFO.CL2.06 Conduct a night audit
D1.HGA.CL6.09 Monitor, control and order new stock
Page 136

Front Office (Supervision & Administration)
The Diploma of Front Office (Supervision and Administration) is designed to reflect the role of
a supervisor or assistant manager in the Secondary Labour Division of Front Office.
Job titles at this level may include but are not restricted to Front Office Supervisor.


D1.HHR.CL8.04 Evaluate a staff performance assessment
D1.HRM.CL9.13 Manage and maintain a computer system/network
Page 137

Diploma of Front Office (Management)
The Advanced Diploma of Front Office (Management) is designed to reflect the role of an
owner-operator or manager in the Secondary Labour Division of Front Office.
Job titles at this level may include but are not restricted to Front Office Manager.


D1.HHR.CL8.09 Plan and implement a series of training events
Page 138
Guidance on Selecting Functional Competencies for Housekeeping Qualifications

19 GUIDANCE ON SELECTING FUNCTIONAL
COMPETENCIES FOR HOUSEKEEPING
QUALIFICATIONS
Page 139

In Housekeeping - Incorporating Certificate I
The Certificate II in Housekeeping - Incorporating Certificate I is designed to reflect the role of

individuals who perform mainly routine guest service tasks in the Secondary Labour Division
of Housekeeping and work under direct supervision.
Job titles at this level may include but are not restricted to Junior Cleaner; Assistant
Cleaner; Assistant Public Area Cleaner; Cleaner; Public Area Cleaner; Attendant;
Room Maid; PA Attendant.

D1.HHK.CL3.01 Provide housekeeping services to guests

D1.HHK.CL3.02 Clean public areas, facilities and equipment
D1.HHK.CL3.03 Clean and prepare rooms for in-coming guests
D1.HHK.CL3.07 Clean and maintain industrial work area and equipment
Page 140

in Housekeeping
The Certificate III in Housekeeping is designed to reflect the role of individuals who perform a
range of skilled guest service tasks in the Secondary Labour Division of Housekeeping using
discretion and judgement and having the ability to select, adapt and transfer skills to different
situations.
Job titles at this level may include but are not restricted to Room Attendant;
Housekeeping Attendant; Room Assistant; Laundry Attendant; Room Maid; Public
Area Attendant; Linen Attendant; Florist Attendant; Gardener Attendant.

D1.HHK.CL3.04 Maintain and operate an industrial laundry facility

D1.HHK.CL3.05 Launder linen, and guests’ clothes
D1.HSS.CL4.04 Maintain the safety of remises and personnel
D1.HSM.CL5.01 Organise functions
D1.HGA.CL6.05 Plan, manage and conduct meetings
D1.HGA.CL6.09 Monitor, control and order mew stock
Page 141

in Housekeeping (Guest Services Supervision)
The Certificate IV in Housekeeping (Guest Services Supervision) is designed to reflect the

role of individuals who perform a broad range of guest service tasks in the Secondary Labour
Division of Housekeeping including evaluation and planning, and providing leadership and
Job titles at this level may include but are not restricted to Room Inspector; Shift
Leader: Floor Supervisor; Housekeeping Supervisor; Senior staff; Florist Supervisor;
Linen Supervisor; Public Area Supervisor; Floor Butler; Housekeeping Co-Ordinator.

D1.HHK.CL3.06 Provide valet services to guests

D1.HSM.CL5.03 Coordinate a marketing strategy and activities
D1.HSM.CL5.05 Prepare and deliver a presentation
Page 142

Housekeeping (Supervision & Administration)
The Diploma of Housekeeping (Supervision and Administration) is designed to reflect the role
of a supervisor or assistant manager in the Secondary Labour Division of Housekeeping.
Job titles at this level may include but are not restricted to Laundry Manager; Head
Housekeeper; Assistant Executive Housekeeper; Assistant; Assistant Housekeeper
Administrator.


D1.HGA.CL6.11 Manage and implement small projects
D1.HRM.CL9.14 Manage legal requirements for business compliance
Page 143

Diploma of Housekeeping (Management)
The Advanced Diploma of Housekeeping (Management) is designed to reflect the role of an

owner-operator or manager in the Secondary Labour Division of Housekeeping.
Job titles at this level may include but are not restricted to Executive Housekeeper;
Housekeeping Manager; Manager – Rooms Division; Manager.

D1.HFA.CL7.02 Process transactions for purchase of goods and services

D1.HHR.CL8.01 Develop performance assessment procedures
D1.HRM.CL9.11 Manage physical assets and infrastructure
Page 144
Guidance on Selecting Functional Competencies for Tour Operations Qualifications

COMPETENCIES FOR TOUR OPERATIONS
QUALIFICATIONS
Page 145

in Tour Operation (reservations and ticketing) - incorporating
Certificate I
The Certificate II in Tour Operation (Reservations and Ticketing) - Incorporating Certificate I

is designed to reflect the role of individuals who perform mainly routine reservations and
ticketing tasks in the Secondary Labour Division of Tour Operation and work under direct
supervision.
Job titles at this level may include but are not restricted to Trainee Ticketing Officer;
Trainee Reservations Clerk; Trainee Ticketing Clerk; Clerk.

D2.TTA.CL2.01 Access and interpret product information

D2.TTA.CL2.14 Operate an automated information system
Page 146

in Tour Operation (Guiding) - Incorporating Certificate I
The Certificate II in Tour Operation (Guiding) - Incorporating Certificate I is designed to reflect

the role of individuals who perform mainly routine guiding tasks in the Secondary Labour
Division of Tour Operation and work under direct supervision.
Job titles at this level may include but are not restricted to Camp Assistant; Assistant
Camp Cook; Assistant Guide; Porter; Trainee Tour Guide; Trainee Tour Leader;
Trainee Local Guide; Trainee Eco-Tour Guide; Trainee Driver Guide.


D2.TTA.CL2.17 Read and write English at a basic operational level
D2.TTG.CL3.01 Work as a Tour Guide
D2.TTG.CL3.05 Co-ordinate and operate a day tour (or short excursion)
D2.TTG.CL3.10 Establish and maintain a safe and secure workplace
D2.TTG.CL3.17 Prepare and present tour commentaries
D2.TTO.CL4.10 Comply with workplace hygiene procedures
D2.TTO.CL4.16 Set up and operate a camp site
D2.TTO.CL4.18 Provide camp site catering
Page 147

in Tour Operation (Reservations & Ticketing)
The Certificate III in Tour Operation (Reservations and Ticketing) is designed to reflect the
role of individuals who perform a range of skilled reservations and ticketing tasks in the
Secondary Labour Division of Tour Operation using discretion and judgement and having the
ability to select, adapt and transfer skills to different situations.
Job titles at this level may include but are not restricted to Trainee Ticketing Officer;
Trainee Reservations Clerk; Trainee Ticketing Clerk; Ticketing Officer; Reservations
Clerk; Ticketing Clerk; Clerk.


Page 148

In Tour Operation (Guiding)
The Certificate III in Tour Operation (Guiding) is designed to reflect the role of individuals who
perform a range of skilled guiding tasks in the Secondary Labour Division of Tour Operation
using discretion and judgement and having the ability to select, adapt and transfer skills to
different situations.
Job titles at this level may include but are not restricted to Tour Guide; Tour Leader;
Local Guide; Eco-Tour Guide; Driver Guide; Supervisor.


D2.TTG.CL3.15 Plan. Develop and evaluate interpretive activities
Page 149

in Tour Operation (Sales & Finance)
The Certificate III in Tour Operation (Sales and Finance) is designed to reflect the role of
individuals who perform a range of skilled sales and finance tasks in the Secondary Labour
Division of Tour Operation using discretion and judgement and having the ability to select,
adapt and transfer skills to different situations.
Job titles at this level may include but are not restricted to Assistant Reservations
Manager; Assistant Sales Manager; Assistant Contracts Manager; Assistant
Promotions Manager; Supervisor.


D2.TRM.CL9.05 Establish and maintain a safe and secure workplace
Page 150

in Tour Operation (Reservations & Ticketing)
The Certificate IV in Tour Operation (Reservations and Ticketing) is designed to reflect the
role of individuals who perform a broad range of reservations and ticketing tasks in the
Secondary Labour Division of Tour Operation including evaluation and planning, and
providing leadership and guidance to others with some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Ticketing Supervisor;
Reservations Manager; Manager.


D2.TTO.CL4.01 Allocate tour resources
Page 151

in Tour Operation (Guiding)
The Certificate IV in Tour Operation (Guiding) is designed to reflect the role of individuals who
perform a broad range of guiding tasks in the Secondary Labour Division of Tour Operation
including evaluation and planning, and providing leadership and guidance to others with
some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Senior Tour Guide; Tour
Leader; Resort Representatives; Guide Captain; Tour Manager; Manager.


D2.TTG.CL3.07 Develop and coordinate appropriate cultural tourism activity
D2.TTG.CL3.09 Drive various types of service vehicles
Page 152

in Tour Operation (Sales & Finance)
The Certificate IV in Tour Operation (Sales and Finance) is designed to reflect the role of
individuals who perform a broad range of sales and finance tasks in the Secondary Labour
Division of Tour Operation including evaluation and planning, and providing leadership and
Job titles at this level may include but are not restricted to Sales Manager; Credit
Controller; Marketing Manager; Sales Manager; Promotions Manager; Manager.


D2.TCS.CL5.06 Coordinate marketing activities
D2.TCS.CL5.07 Coordinate production of brochures and marketing materials
D2.TGA.CL6.11 Produce documents on a computer
Page 153

in Tour Operation (Eco Tours)
The Certificate IV in Tour Operation (Eco Tours) is designed to reflect the role of individuals
who perform a broad range of eco tour tasks in the Secondary Labour Division of Tour
Operation including evaluation and planning, and providing leadership and guidance to others
with some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Eco-Tour Driver; Senior
Eco-Tour Guide.

D2.TTG.CL3.01 Work as a Tour Guide

D2.TTG.CL3.15 Plan, develop and evaluate interpretive activities
D2.TTG.CL3.18 Provide arrival and departure procedures
D2.TTO.CL4.02 Carry out vehicle maintenance or minor repairs
D2.TTO.CL4.05 Demonstrate climbing skills at a basic level
D2.TTO.CL4.07 Develop interpretive content for Eco Tourism activities
D2.TTO.CL4.13 Maintain tourism vehicles in safe and clean operational condition
D2.TTO.CL4.14 Operate and maintain a 4WD vehicle in safe working condition
D2.TTO.CL4.15 Operate tours in remote areas
D2.TCS.CL5.09 Develop and monitor culturally appropriate tourism activity
D2.TCS.CL5.15 Develop/monitor ecologically sustainable tourism activities
Page 154

Tour Operation (Supervision & Administration)
The Diploma of Tour Operation (Supervision and Administration) is designed to reflect the
role of a supervisor or assistant manager in the Secondary Labour Division of Tour
Operation.
Job titles at this level may include but are not restricted to Branch Manager; Agency
Leader.


D2.TRM.CL9.03 Develop and implement operational plans
Page 155

Tour Operation (Operations)
The Diploma of Tour Operation (Operations) is designed to reflect the role of a supervisor or
assistant manager in the Secondary Labour Division of Tour Operation.
Job titles at this level may include but are not restricted to Tour Manager; Tour
Coordinator; Operations Manager.

D2.TTA.CL2.02 Administer a billing and settlement plan

D2.TTO.CL4.09 Manage and execute a detailed tour itinerary
D2.TTO.CL4.11 Manage operational risk
D2.TRM.CL9.03 Develop and implement operational plans
Page 156

Diploma of Tour Operation (Management)
The Advanced Diploma of Tour Operation (Management) is designed to reflect the role of an
owner-operator or manager in the Secondary Labour Division of Tour Operation.
Job titles at this level may include but are not restricted to Product Manager; Travel
Planner; Product Designer; Tour Operator.


D2.TTA.CL2.16 Prepare quotations
D2.TTG.CL3.13 Maintain contacts with handling agents
D2.TTG.CL3.16 Plan, trial and improve minimal impact operations
D2.TGA.CL6.03 Develop and manage business strategies???
D2.TRD.CL8.05 Design and establish a training system
D2.TRD.CL8.06 Design training courses
D2.TRD.CL8.08 Establish a performance assessment system
D2.TRD.CL8.11 Monitor and evaluate a training and development program
D2.TRD.CL8.13 Review performance assessment outcomes
D2.TRD.CL8.14 Review training outcomes
D2.TRM.CL9.06 Lead and manage a development team
D2.TRM.CL9.12 Manage physical assets and infrastructure
Page 157
Guidance on Selecting Functional Competencies for Travel Agencies Qualifications

COMPETENCIES FOR TRAVEL AGENCIES
QUALIFICATIONS
Page 158

in Travel Agencies (Reservations & Ticketing) - incorporating
Certificate I
The Certificate II in Travel Agencies (Reservations and Ticketing) - Incorporating Certificate I

is designed to reflect the role of individuals who perform mainly routine reservations and
ticketing tasks in the Secondary Labour Division of Travel Agencies and work under direct
supervision.
Job titles at this level may include but are not restricted to Junior Office Assistant;
Trainee Ticketing Officer; Trainee Reservations Clerk; Trainee Ticketing Clerk.


Page 159

in Travel Agencies (Sales & Service) - incorporating Certificate I
The Certificate II in Travel Agencies (Sales and Service) - Incorporating Certificate I is

designed to reflect the role of individuals who perform mainly routine sales and customer
service tasks in the Secondary Labour Division of Travel Agencies and work under direct
supervision.
Job titles at this level may include but are not restricted to Trainee Travel Advisor;
Trainee Domestic Travel Consultant; Trainee Domestic International Consultant;
Trainee Corporate Travel Consultant.


D2.TTO.CL4.04 Conduct pre-departure checks
Page 160
21.3 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR THE

CERTIFICATE II IN TRAVEL AGENCIES (OPERATIONS) -
The Certificate II in Travel Agencies (Operations) - Incorporating Certificate I is designed to

reflect the role of individuals who perform mainly routine operational tasks in the Secondary
Labour Division of Travel Agencies and work under direct supervision.
Job titles at this level may include but are not restricted to Trainee Travel Advisor;
Trainee Domestic Travel Consultant; Trainee Domestic International Consultant;
Trainee Corporate Travel Consultant; Trainee Ticketing Officer; Trainee Reservations
Clerk; Trainee Ticketing Clerk.


Page 161
21.4 Guidance on selecting functional competencies for The Certificate III

in Travel Agencies (Reservations & Ticketing)
The Certificate III in Travel Agencies (Reservations and Ticketing) is designed to reflect the
role of individuals who perform a range of skilled reservations and ticketing tasks in the
Secondary Labour Division of Travel Agencies using discretion and judgement and having
the ability to select, adapt and transfer skills to different situations.
Job titles at this level may include but are not restricted to Ticketing Officer;
Reservations Clerk; Ticketing Clerk; Inbound Tour Reservations Clerk; Domestic Tour
Reservations Clerk; Booking Agent.


Page 162

in Travel Agencies (Sales & Service)
The Certificate III in Travel Agencies (Sales and Service) is designed to reflect the role of
individuals who perform a range of skilled sales and customer service tasks in the Secondary
Labour Division of Travel Agencies using discretion and judgement and having the ability to
select, adapt and transfer skills to different situations.
Job titles at this level may include but are not restricted to Travel Advisor; Domestic
Travel Consultant; Domestic International Consultant; Corporate Travel Consultant;
Reservations Sales Agent; Travel Information Officer.


Page 163

in Travel Agencies (Operations)
The Certificate III in Travel Agencies (Operations) is designed to reflect the role of individuals
who perform a range of skilled operational tasks in the Secondary Labour Division of Travel
Agencies using discretion and judgement and having the ability to select, adapt and transfer
skills to different situations.
Job titles at this level may include but are not restricted to Ticketing Officer;
Reservations Clerk; Ticketing Clerk; Inbound Tour Reservations Clerk; Domestic Tour
Reservations Clerk. Booking Agent; Travel Advisor; Domestic Travel Consultant;
Domestic International Consultant; Corporate Travel Consultant; Reservations Sales
Agent; Travel Information Officer.


Page 164

in Travel Agencies (Reservations & Ticketing)
The Certificate IV in Travel Agencies (Reservations and Ticketing) is designed to reflect the
role of individuals who perform a broad range of reservations and ticketing tasks in the
Secondary Labour Division of Travel Agencies including evaluation and planning, and
providing leadership and guidance to others with some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Senior Ticketing Officer;
Senior Reservations Clerk; Senior Ticketing Clerk; Senior Inbound Tour Reservations
Clerk; Senior Domestic Tour Reservations Clerk; Senior Booking Agent.


Page 165

in Travel Agencies (Sales & Service)
The Certificate IV in Travel Agencies (Sales and Service) is designed to reflect the role of
individuals who perform a broad range of sales and customer service tasks in the Secondary
Labour Division of Travel Agencies including evaluation and planning, and providing
leadership and guidance to others with some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Senior Travel Advisor;
Senior Domestic Travel Consultant; Senior Domestic International Consultant; Senior
Corporate Travel Consultant; Senior Reservations Sales Agent; Senior Travel
Information Officer.


D2.TCS.CL5.23 Source and package tourism products and services
Page 166

in Travel Agencies (Operations)
The Certificate IV in Travel Agencies (Operations) is designed to reflect the role of individuals
who perform a broad range of operational tasks in the Secondary Labour Division of Travel
Agencies including evaluation and planning, and providing leadership and guidance to others
with some responsibility for group outcomes.
Job titles at this level may include but are not restricted to Senior Ticketing Officer;
Senior Reservations Clerk; Senior Ticketing Clerk; Senior Inbound Tour Reservations
Clerk; Senior Domestic Tour Reservations Clerk; Senior Booking Agent; Senior Travel
Advisor; Senior Domestic Travel Consultant; Senior Domestic International
Consultant; Senior Corporate Travel Consultant; Senior Reservations Sales Agent;
Senior Travel Information Officer.


D2.TCS.CL5.23 Source and package tourism products and services
Page 167

Travel Agencies (Supervision & Administration)
The Diploma of Travel Agencies (Supervision and Administration) is designed to reflect the
role of a supervisor or assistant manager in the Secondary Labour Division of Travel
Agencies.
Job titles at this level may include but are not restricted to Travel Supervisor;
Assistant General Manager; Assistant Branch Manager.

D2.TGA.CL6.03 Develop and manage business strategies

D2.TGA.CL6.08 Organise and co-ordinate meetings
D2.TRM.CL9.21 Recruit and select staff
Page 168

Diploma of Travel Agencies (Management)
The Advanced Diploma of Travel Agencies (Management) is designed to reflect the role of an
owner-operator or manager in the Secondary Labour Division of Travel Agencies.
Job titles at this level may include but are not restricted to General Manager; Branch
Manager; Travel Manager.


D2.TRM.CL9.03 Develop and implement operational plans???
D2.TRM.CL9.05 Establish and maintain a safe and secure workplace???
Page 169
22 APPENDIX 1 - CONTEXTUALISATION
Tailoring every unit to suit the needs of each country -
The Industry Competency Standards can be tailored to suit the individual needs of different
countries through the way the curriculum is written and interpreted by those who use it.
In practice, each country can use their own regulations, legislation, codes of practice, rules
etc because of the ay the curriculum is written. They can also make reference to their own
authorities, bodies, agencies and organisations.
This can be achieved via the ability of training providers to contextualise units of competency
to reflect local outcomes required. Contextualisation could involve additions or amendments
to the unit of competency to suit particular delivery methods, learner profiles, specific
enterprise equipment requirements, or to otherwise meet local needs. However, the integrity
of the overall intended outcome of the unit of competency must be maintained.
Within the Australian system any contextualisation of units of competency must be within the
bounds of the following advice:
• Must not remove or add to the number and content of elements and performance
criteria
• May add specific industry terminology to performance criteria where this does not
distort or narrow the competency outcomes
• May make amendments and additions to the range statement as long as such
changes do not diminish the breadth of application of the competency and reduce its
portability, and/or
• May add detail to the evidence guide in areas such as the critical aspects of evidence
or resources and infrastructure required where these expand the breadth of the
competency but do not limit its use.
Page 170
AN EXAMPLE
Using the following example (taken from the Australian system) it can be seen how each
country can deliver information/content specific to its individual needs, or expand content to
cover whatever it deems relevant.
Develop and update tourism industry knowledge
ELEMENT PERFORMANCE CRITERIA

(1) Seek information 1.1 Identify sources of information on the tourism industry
on tourism industry correctly identifying information relating to:
• economic and social significance of the tourism
industry and the role of the local communities
• different tourism markets and their relevance to
industry sectors
• relationships between tourism and other industries
• different sectors of the industry. Their inter-
relationships and the services available in each
sector
• major tourism industry bodies
• environmental issues for tourism
• industrial relations
• specific features of the local/regional industry
• career opportunities within the industry
• the roles and responsibilities of individual staff
members in a successful tourism business including
ethical practices
• work organisation and time management
• quality assurance
• current and emerging industry technology including
e-business
1.2 Access and update specific information on relevant
sector(s) of work
1.3 Access and use knowledge of the tourism industry in
the correct context to enhance the quality of work
performance
(2) Source and apply 2.1 Obtain information n legal and ethical issues to assist
information on legal effective work performance
and ethical issues
which impact on the
tourism industry
2.2 Conduct day-to-day activities in accordance with legal
obligations and ethical industry practices
(3) Update tourism 3.1 Identify and use a range of opportunities to update
industry knowledge general knowledge of the tourism industry
3.2 Monitor current issues of concern to the industry
3.3 Share updated knowledge with customers and
colleagues as appropriate, and incorporate into day-to-date
work activities.
Page 171
The curriculum document then presents a ‘Range Statement’ that gives direction as to what
may be included in the specific content – note that this can be added to if required, or topics
may be omitted. Remember the previous ‘rule’ stated providers ‘May make amendments and
additions to the range statement as long as such changes do not diminish the breadth of
application of the competency and reduce its portability.’
Range Statement
This unit applies to all sectors of the tourism industry.
Information sources and opportunities to update knowledge may include:

• media
• reference books
• libraries
• unions
• industry associations and organisations
• industry journals
• computer data, including Internet
• personal observation and experience
• industry seminars or training courses
• informal networking.
(You will note that the above does not specify which industry associations etc are to be
referred to: providers are free to select the ones relevant to them/their country and the
needs of their industry.)
Legal issues which impact on the industry include:

• consumer protection
• duty of care
• equal employment opportunity
• anti-discrimination
• workplace relations
• child sex tourism.
(Again, providers are free to add topics/legal issues as they see fit)
Ethical issues impacting on the industry may relate to:

• confidentiality
• commission procedures
• overbooking
• pricing
• tipping
• familiarisations
• gifts and services free of charge
• product recommendations.
Page 172
Industries other than tourism may include:
• hospitality
• entertainment
• arts
• sports
• agriculture
• conservation
• science and research
• retail.
Environmental issues may include:

• protection of natural and cultural integrity
• minimal impact operations
• environmental sustainability
• waste management
• energy-efficient operations
• land ownership
• land access and usage.
Economic and social issues may include:

• employment
• effect on local amenities/facilities
• population change due to tourism development
• community role in tourism.
Issues of concern to the industry may be related to:

• government initiatives
• emerging markets
• environmental and social issues
• labour issues
• industry expansion or retraction.
The key to contextualisation is that the rigour and structure of each unit remain, but that the
content can be varied to suit the needs of the user, provided the four ‘rules’ (see above) are
complied with.
Page 173
23 APPENDIX 2 – RATIONALE UNDERPINNING THE

PROPOSAL FRAMEWORK
The suggested Framework for training Tourism professionals will provide an efficient and
practical model for the delivery of vocational training which can be expected to prove popular
with industry, students and training providers.
The model is straight-forward and consistent across all Secondary Labour Divisions of Travel
Agencies, Tour Operation, Housekeeping, Front Office, Food and Beverage Service, and
Food Production.
It offers qualifications in each of the above from Certificate II level to Advanced Diploma level
(see above for more details and an explanation of each level).
The suggested framework will be effective and popular because it is:
• Industry-based – the units of competency and the content for each one has been set
by industry: qualifications will match industry need making qualifications relevant and
useful to both students and industry
• Flexible – allowing students, industry and training providers the highest level of
flexibility in the selection of units for each qualification: stakeholders can individually
determine on a case-by-case basis the actual mix of units that will combine to fulfil the
packaging requirements for a qualification
• Structured – there is a logical flow between qualifications: this facilitates

advancement through qualifications, enables movement between streams and
enables students to gain higher level managerial qualifications while still retaining a
practical and operational focus.
Industry-Based Content and Units of Competency
The qualifications listed in the proposed Framework are based on units of competency
developed by industry making the training content relevant and responsive to industry need.
As the qualifications rise through the levels (Certificate II to Advanced Diploma), so to do the
choices of Units of Competency that exist within the packaging rules vary to respond to the
changing workplace nature of the tasks that need to be completed.
These changes to selection options reflect the required Functional Competencies identified
by industry as being necessary for the various job titles that have been classified.
Every qualification requires participants to undertake a blend of mandatory Core and Generic
competencies as well as elective Functional competencies.
Highest Level of Flexibility
The Regional vocational training model is based on the concept of ‘Qualifications, not
courses’ and it is an approach that has proved most successful.
No two hospitality/tourism properties are identical and no two hospitality/tourism properties

have training (or any other) needs that are the same so it is irrational to impose on such an
environment a constant vocational training system that fails to take this distinctiveness into
account.
Page 174
The proposed Framework requires students to undertake industry-based Core and Generic
units of competency but incorporates the highest possible level of flexibility into the
supplementary Functional units that complete the packaging requirements for each
qualification.
This enables students to:
• Select Functional units to suit their workplace needs and/or personal career
aspirations
• Pick an industry stream most relevant to employer needs which will deliver targeted
training appropriate to workplace requirements
• Move easily between streams most relevant to their changing or emerging

professional and workplace needs
• Engage only in vocational training that is directly relevant to identified industry and
personal imperatives.
Flexibility is further enhanced by virtue of the fact that participants can enter – or leave - the
qualification Framework at any level: there is no obligation to complete, for example,
Certificate II before undertaking Certificate III or higher.
Page 175
24 APPENDIX 3 – MATRIX OF COUNTRIES REPONSES TO 2ND DRAFT CATC & RQFSRS
FRONT OFFICE – Overview of requests made for changes & action taken, by country
Please note this table does not mention every comment/suggestion that was made but is representative
COUNTRY ACTION SUGGESTED/REQUESTED ACTION TAKEN

Singapore Said CII was too basic Increased number of Core & Generics
Competencies as well as number of
Add under ‘Hotel Front Office; cluster a unit dealing with ‘Reservations’ will be covered when ‘Receive
reservations, arrivals & departures of groups and non-groups and process reservations’ curriculum is
written in next stage of the project, & ‘arrivals
& departures’ will be covered in ‘Provide
accommodation reception services’ – see
‘Recommendations’
Want more Functional Competencies at CIII to Diploma Done – CII now has 4 extra Functional
levels Competencies (now has 10), CIII now has 14
(up by 5), CIV now has 20 (up by 4), Diploma
now has 28 (up by 1). Core & Generic
Competencies at each level have also been
increased
Query ‘concierge’, ‘spa’ & ‘retail’ ‘Concierge’ will be addressed when writing
curriculum (see ‘Recommendations’) for
‘Provide Bell Boy/Porter services’; ‘spa &
retail’ to be addressed in ‘Promote products
and services to customers’
Page 176

Viet Nam Add/ensure content relating to professional, moral & The content identified will be addressed when
education issues the curriculum is written - see
Want details of ‘professional framework’ & details of each To be in next stage of the project – see
Cluster ‘Recommendations’
Malaysia Combine the 2 CIVs into one Done – abolished the CIV in Front Office
(Supervision) & CIV in Front Office (Guest
Services) and created CIV in Front Office
(Guest Services Supervision)
The Philippines Get rid of Advanced Diploma of Front Office (Management) Articulation will be addressed in next stage of
to allow management training to be at degree level the project – see ‘Recommendations’: the
Advanced Diploma will articulate into Degree
level management & give advanced standing
Add basic First Aid to CII Done – to all levels, all streams, across all
Labour Divisions
Add ‘Access and retrieve computer-based data’ to CII & CIII Done
Want a unit included on ‘safety and security awareness’ from Done – added ‘Establish and maintain a safe
initial level onwards and secure workplace’ to all Certificates at all
levels
Combine both CIVs into one Done – abolished the CIV in Front Office
Page 177

Myanmar Combine CII & CIII as both are too basic Increased number of Core & Generics
Competencies as well as number of
Functional Competencies at both levels
Combine the 2 CIVs into one Done – abolished the CIV in Front Office
Want ‘Manage & resolve conflict situations’ removed from Done
CIII
Want ‘hotel star rating system’ covered in Diploma & Will be addressed in content of ‘Maintain
Advanced Diploma hospitality industry knowledge’ when
curriculum is written – see
Want ‘hotel reservation system’ covered Diploma & Will be addressed in content of ‘Operate a
Advanced Diploma computerised reservation system’ & ‘Provide
accommodation services’ when curriculum is
written – see ‘Recommendations’
Want ‘tourism topics’ covered Diploma & Advanced Diploma Done – added ‘Develop & update tourism
industry knowledge’ to Diploma & Advanced
Diploma ‘Core and Generic’ competencies
Listed unit-by-unit selection of units for all the levels Done (partially) – added Functional
Competencies ‘Establish and maintain a safe
and secure workplace’ and ‘Promote products
and services to customers’ to CII onwards.
Increased number of Functional
Competencies to allow for more flexibility to
choose – selection of Functional
Competencies is made by student/provider
Page 178

Thailand Add ‘professional ethics’ for all levels This will be addressed when writing the
curriculum for ‘Work effectively with
customers and colleagues’ – see
‘Recommendation’. Providers may also offer
additional non-accredited unit as they see fit.
Add First Aid to all Core Done
Add ‘Promote hospitality products and services’ to CII Done
Move jobs of ‘Telephone operator, telephonist & switchboard Done
operator’ to CIII job titles under ‘Guidance’ section
Cambodia Want details on course credits & training hours Will be addressed at next stage of project –
see ‘Recommendations’
Page 179
HOUSEKEEPING – Overview of requests made for changes & action taken, by country

Myanmar Change name of CII – remove ‘Guest Services’ Done – at CII & CIII level: did the same with
Front Office too as there are no streams
Comment regarding old CIV in Housekeeping (Guest Services) & CIV Done – have combined the CIV in
in Housekeeping (Supervision) being the same Housekeeping (Guest Services) & CIV in
Housekeeping (Supervision) into CIV in
Housekeeping (Guest Services Supervision)
Nominated a comprehensive range of Functional Competencies Done – have made allowance for this by
wanted at each level increasing Functional Competencies at all
levels: from 6 to 10 at CII, from 9 to 14 at CIII,
from 15 to 20 at CIV, from 20 to 24 at
Diploma, from 27 to 28 at Advanced Diploma
Lao PDR Want ‘’Maintain hospitality industry knowledge’ & ‘Communicate Done – and have increased Functional
effectively on the telephone’ deleted from CII, & other Functional Competencies at all levels: from 6 to 10 at CII,
Competencies added from 9 to 14 at CIII, from 15 to 20 at CIV, from
20 to 24 at Diploma, from 27 to 28 at
Advanced Diploma
Want ‘Communicate effectively on the telephone’ & ‘Promote Done
hospitality products & services’ deleted from CIII
The Philippines Suggest combining CII and CIII None – have added more Competencies at
each level to make each Certificate more
substantial
Want more flexibility for Functional Competencies Done – have increased Functional
Competencies at all levels: from 6 to 10 at CII,
from 9 to 14 at CIII, from 15 to 20 at CIV, from
20 to 24 at Diploma, from 27 to 28 at
Advanced Diploma
Page 180
Suggest choices of Functional Competencies should be determined Choice of Functional Competencies is up to
by the industry student or provider or industry: have added
additional Functional Competencies to assist
in this regard at each level
Malaysia Combine the CIV in Housekeeping (Guest Services) & CIV in Done – have combined the CIV in
Housekeeping (Supervision) Housekeeping (Guest Services) & CIV in
Cambodia Want more Functional Competencies Done – have increased Functional

Competencies at all levels: From 6 to 10 at
CII, from 9 to 14 at CIII, from 15 to 20 at CIV,
from 20 to 24 at Diploma, from 27 to 28 at
Advanced Diploma
Viet Nam Suggest new job titles Included these in Guidelines for selection of
units at each level
Want content on ‘create ideas for hotel decoration’ Done – added a new unit ‘Present and
maintain public areas’ to Cluster 3
Housekeeping
Want ‘lost & found procedure’ content Covered by ‘Provide a lost & found facility’
Want ‘pest control’ content Will be addressed in next stage of curriculum
writing for ‘Clean public areas, facilities and
equipment’ – see ‘Recommendations’
Want ‘planning budget for department’ content Covered by ‘Prepare & monitor operational
budgets’
Singapore Delete the CIV in Housekeeping (Guest Services) Done – have combined the CIV in
Housekeeping (Guest Services) & CIV in
Page 181
Change names of Certificates at all levels Done (partially) – have removed ‘Guest
Services’ as requested from CII and CIII
Replace ‘Maintain hospitality industry knowledge’ with ‘Promote Done
products and services to customers’ in CII
Replace ‘Use common business tools & technology’ with ‘Access & Done
retrieve computer-based data’ in CIII
Omit nominated Functional Competencies at certain levels None – selection of units is the choice of
students/provider
Add nominated Functional Competencies at certain levels Done - extra Functional Competencies have
been added at all levels to increase this
choice: from 6 to 10 at CII, from 9 to 14 at
CIII, from 15 to 20 at CIV, from 20 to 24 at
Diploma, from 27 to 28 at Advanced Diploma
Thailand Add ‘ethics’, ‘loyalty to customer’ & ‘attitude’ Will be covered in next stage of the project
when the curriculum is written – see
Want a unit dealing with ‘flower arrangement’, ‘garden’, ‘decoration in Done – added a new unit ‘Present and
public areas’ maintain public areas’ to Cluster 3
Housekeeping
Add new job titles to Guidelines for selection of units Done
Want English language at each level Done
Want ‘handling guest complaints’ at all levels Done – added ‘Manage and resolve conflict
situations’ to CII
Want ‘attitude’ & ‘Thai culture’ content ‘Attitude’ will be covered in writing of
curriculum for ‘Work effectively with
customers and colleagues’ – see
‘Recommendations’. Providers are free to
offer additional non-accredited units as they
see fit.
Page 182
Want specific competencies for Executive Housekeeper Will be addressed within existing Functional
Competencies when curriculum is written:
increase in number of Functional
Competencies will allow all relevant units to
be selected
Want content on purchasing textiles & chemicals for laundry Done – have added new unit ‘Purchase
housekeeping and laundry resources’ to
Housekeeping Cluster
Omit cleaning of kitchen area from ‘Clean public areas, facilities and Will be addressed during curriculum writing in
equipment’ & ensure it covers back-of-house & front-of-house next stage of project
Page 183
FOOD AND BEVERAGE SERVICE – Overview of requests made for changes & action taken, by country

Singapore Delete ‘Waiting’ from CII, CIII & CIII None – they were the only country to suggest this & I
believe it enables differentiation for those who want to go
either into a ‘beverages’ stream (dispense & service of
drinks, cellar, liquor sales, wine service)
Add a new CII – CIV Food and Beverage Service They were the only country to suggest this & I believe the
(Stewarding) current structure (by virtue of the choice that can now be
taken from the ‘Restaurant Services’ cluster) allows for
movement along such a path if the provider wants to
supply this for industry or if the student wants to select
such a route. Eg students can select 8 Restaurant
Services units at CII level, 9 at CII level & 12 at CIV level
Combine CII with CIII as CII is too short Have not combined the two but have increased number of
units in CII by 6 units; increased CIII by 7 units
Queries regarding ‘Where does the advance diploma lead This will lead into Degree with advance standing– to be
to?’ addressed in later stage of the project when ‘Articulation’ is
covered (see ‘Recommendations’)
Believes title of ‘Read and interpret basic directions and/or Re-named this unit to ‘Read and interpret basic
diagrams’ is confusing – suggest changing ‘directions’ to instructions, directions and/or diagrams’ across all Labour
‘instructions’ Divisions
Possible new units (for ‘Stewarding’) suggested: ‘operating Will be done - all the identified content will be addressed
equipment’; ‘chemical knowledge & control’; ‘pest control’; within existing units when the curriculum is written (see
‘disposal of garbage & recycling’; kitchen & sanitation; ‘Recommendations’)
‘dishwashing & pot washing’
Thailand Add ‘emotional control’ & ‘Thai culture’ into CII Will be addressed when curriculum for ‘Work effectively
with colleagues and customers’ & ‘Work in a socially
diverse environment’ is written (see ‘Recommendations’):
providers are also free to offer any additional (non-
accredited) units they wish
Include more and nominated Functional Competencies to Partially addressed - increased number of Functional
Page 184
each level Competencies at each level: CII from 6 to 10; CIII from 9 to
14; CIV from 14 to 18; Diploma from 20 to 24; Advanced
Diploma from 27 to 28. The choice of Functional
Competencies is up to students & providers
Mentioned need for ‘full controlling system’, ‘effective To be addressed in next phase of project – see
implementation’ & ‘course description’ ‘Recommendations’
The Philippines Would have liked to see ‘curriculum’ with ‘Elements’ & To be addressed in next phase of project – see
‘Performance Criteria’ ‘Recommendations’
Add new unit to Cluster 6 on development of products & Done – added ‘Develop new products and services’ to
services Cluster 6
Lao PDR Wants ‘clear guidelines’ for the implementation process To be addressed in next phase of project – see
Add ‘Child Wise’ programme Done – added ‘Perform child protection duties relevant to
the tourism industry’ across all Certificate levels & across
all Labour Divisions as a Core unit. Also added ‘Develop
protective environments for children in tourism
destinations’ as a Core unit from Diploma across all
Certificate levels & across all Labour Divisions
Add content on ‘disable facilities’ Will be addressed when curriculum for ‘Work in a socially
diverse environment’ is written (see ‘Recommendations’)
Viet Nam Wants more specific on ‘basic grooming, cleaning & job Will be addressed when curriculum for various units is
knowledge’; ‘customer daily report, guest relations, written (see ‘Recommendations’) – the capacity exists
payment knowledge’; ‘guest database, business reports, within existing units to cover all points raised
training plans, promotion plan’; ‘recruitment & appraisal,
budget & promotion plan, resolving guest complaints’ etc
Add more content/units at all levels Done - increased number of Functional Competencies at
each level: CII from 6 to 10; CIII from 9 to 14; CIV from 14
to 18; Diploma from 20 to 24; Advanced Diploma from 27
to 28. The choice of Functional Competencies is up to
Page 185
students & providers
Myanmar Wanted increase in ‘Core & Generic’ units and ‘Functional Done - units now allocated exceed their requested quota
Competencies’ in all streams at all Certificate levels requirements in every certificate at every level in every
stream
Indonesia Want First Aid added from CII Done

Want various units added/substituted at different levels Addition of extra units to the Functional Competencies
should address all/the majority of their requirements
Want a meeting between industry & academics to develop Refer to next stage of project
the curriculum
Page 186
FOOD PRODUCTION – Overview of requests made for changes & action taken, by country

The Philippines Changes to clusters None
Add various units to various levels Done - added ‘Communicate on the telephone’ & ‘Perform
basic clerical procedures’ from CII onwards in all streams;
‘Manage & resolve conflict situations’ added to CIV &
above as requested
Increased numbers of Functional Competencies at all
levels: by 2 at CII, by 3 at CII, by 2 at CIV, by 3 at Diploma,
by 1 at Advanced Diploma
Singapore Merge CII & CIII into one None

Re-name 4 units to reflect/include specific content The content identified will be addressed when the
curriculum is written (see ‘Recommendations’) – no need
to re-name units
Merge CII & CIII None – this was the only request to do so & existing
structure provides for streaming
Complete CIV in 12 months & Diploma of Food Production Duration of courses is the concern of individual providers –
in 24 months CBT is not time-based
Thailand Add ‘Apply basic techniques of commercial cookery’ to C II Done

Food Production (Cookery)
Add ‘Access & retrieve computer-based data’ to CIV Done – to all 3 streams
onwards
Indonesia Add ‘Establish & maintain quality control in food This unit is available as a Functional Competency choice
production’ to CII Cookery at this level if required
Add ‘Prepare appetiser & salads’ to CII Food Production Done – this is a Functional Competency & there is
(Cookery) allowance under the Packaging Rules for students to take
8 (increased from 6) of these of their choice/as required by
Page 187
the provider
Add ‘Prepare soups’ to CII Food Production (Cookery) Done – this is a Functional Competency & there is
allowance under the Packaging Rules for students to take
the provider
Add ‘Select, prepare & serve various cheeses’ to CII Food Done – this is a Functional Competency & there is
Production (Cookery) allowance under the Packaging Rules for students to take
the provider
Add ‘Prepare and produce yeast goods’ to CII Patisserie Done – this is a Functional Competency & there is
the provider
Add ‘Prepare bakery goods for patisserie’ to CII Patisserie Done – this is a Functional Competency & there is
the provider
Cambodia Add ‘Prepare appetiser & salads’ to CIII Food Production Done – this is a Functional Competency & there is
(Cookery) allowance under the Packaging Rules for students to take
12 (increased from 9) of these of their choice/as required
by the provider
Add ‘Prepare tender for catering contracts’ to CIII Food Done – this is a Functional Competency & there is
Production (Operations) allowance under the Packaging Rules for students to take
12 (increased from 9) of these of their choice/as required
by the provider
Add ‘Manage & operate coffee shop’ to CIII Food This unit is available as a Functional Competency choice
Production (Patisserie) at this level if required
Malaysia Add reference to Food Quality Unit, Food Act, Food The content identified will be addressed when the
Regulation & Tobacco Regulations curriculum is written (see ‘Recommendations’) – no need
Page 188
to re-name units
Add reference to local, ASEAN & global food safety The content identified will be addressed when the
curriculum is written (see ‘Recommendations’) – every
country will interpret the curriculum in such a way to deliver
their own food safety requirements & legislation: the
curriculum will not impose any single set of food safety
requirements & legislation
Add ‘Prepare and store food in a safe and hygienic Done – to all streams from CII onwards
manner’ to CII Food Production (Cookery)
Viet Nam Add/ensure content relating to professional, moral & The content identified will be addressed when the
education issues curriculum is written - see ‘Recommendations’
Myanmar Add ‘Perform basic First Aid procedures’ added to various Done
Certificates at various levels
Include five nominated Commercial Cookery units at CII Done – their requirements have been addressed through
Food Production (Cookery) increases in the numbers of Functional Competencies
level from 6 to 8
Include five nominated Patisserie units at CII Food Done – their requirements have been addressed through
Production (Patisserie) increases in the numbers of Functional Competencies
level from 6 to 8
Include seven nominated Commercial Cookery units at CIII Done – their requirements have been addressed through
Food Production (Cookery) increases in the numbers of Functional Competencies
level from 9 to 12 (10 of which can be Commercial
Cookery units)
Include various nominated units at CIV level in all streams Done – their requirements have been addressed through
increases in the numbers of Functional Competencies
level from 14 to 16
Page 189
TRAVEL AGENCIES – Overview of requests made for changes & action taken, by country

Cambodia Said staff already have ‘English’ as a ‘basic’ Have removed 1 English language proficiency unit from all
levels except CII. Where students already have basic
English, RPL/Credit Transfer can apply (see next phase
‘Recommendations’). ‘Speak English at a basic operational
level ‘should stay to ensure consistency across the
industry & help set the base standards
Want ‘general knowledge - initial/basic theory’ This content will be addressed when the curriculum is
written (see ‘Recommendations’)
Want ‘Abacus’ & Galileo’ included This content identified will be addressed when the
curriculum ‘Operate a computerised reservation system’ is
Want ‘IATA rules’ included This content will be addressed when the curriculum is
Lao PDR Want to remove ‘Drive various types of service vehicles’ This is not included as a nominated/Core unit for any
from Cluster Certificate levels within Travel Agencies but is available (if
wanted) under the Tour Operations cluster if student
wishes to select it. There is no compulsion to deliver this
units & the Packaging rules state “In all cases selection of
Functional Competencies must reflect the intended Job
Title, local industry requirements and the Certificate level”
Thailand Combine CIII & CIV
Certification of units of competency must come from Assessment of units rests totally with providers who are
central body who should also originate the tests required to be suitably qualified: providers can integrate
‘central body’ requirements into their training delivery &
assess against that
Want ‘ethics & code of conduct’ added This content will be addressed when the curriculum is
Page 190
Add ‘Thai culture’ Will be addressed when curriculum is written (see
‘Recommendations’): providers are also free to offer any
additional (non-accredited) units they wish
Add ‘First Aid’ Done – across all Certificate levels & across all Labour
Divisions
Mentioned that ‘Drive various types of vehicles’ and ‘Drive These are not included as a nominated/Core units for any
large tour buses or coaches’ is not applicable to Travel Certificate levels within Travel Agencies but is available (if
Agencies wanted) under the Tour Operations cluster if student
wishes to select it. There is no compulsion to deliver these
units & the Packaging rules state “In all cases selection of
Functional Competencies must reflect the intended Job
Title, local industry requirements and the Certificate level”
Nominated 3 units from ‘Customer Service, Sales & Increased required Functional Competencies from 2 – 3 in
Marketing’ cluster to be included in CII (Reservation & this area to enable this to happen & made corresponding
Ticketing) increases at subsequent ‘Reservation & Ticketing’
certificate levels
Want to combine some ‘Travel Agency – Ticketing’ units Done - increased number of ‘Travel Agency – Ticketing’
into one unit for inclusion in CII (Reservation & Ticketing) units from 4 to 6 to enable the intent of their suggestion to
be able to happen.
Nominated 6 specific units from ‘Travel Agency – Increased number of ‘Travel Agency – Ticketing’ units from
Ticketing’ cluster to be included in CIII (Reservation & 6 to 9 to enable the intent of their suggestion to be able to
Ticketing) happen (& made adjustments number of competencies in
higher level Certificates to accommodate this)
Page 191

Thailand (Cont’d) Concern over implementation issues such as ‘no These issues will be addressed during the next stage of
objectives’, ‘no terminal performance objectives’, no the project – see ‘Recommendations’
training pathway’ & assessment
The Philippines Need to take into account prior learning & experiences To be addressed in next phase of project – see
‘Recommendations’ (RPL & Credit Transfer)
Add ‘Promote products and services to customers’, Done – added to all streams with appropriate flow-on
‘Perform clerical procedures’ & ‘Work in a socially diverse adjustments to higher levels
environment’ to CII
Add ‘Process financial transactions’ to Diploma Done
Want five nominated Travel Agency – Ticketing cluster Increased the number of Functional Competencies from 6
units to be included at CII (Reservations & Ticketing) to 10 to enable them to include their nominated units
Want six nominated Customer Service, Sales & Marketing Increased the number of Functional Competencies from 6
cluster units to be included at CII (Sales & Service) to 10 to enable them to include their nominated units
Have only two streams – ‘Sales & Service’ and None – they were the only country to suggest this
‘Reservations & Ticketing’: remove ‘Operations’
Singapore Add ‘Use business tools & technology’ To CII Done – across all streams
Add ‘Perform clerical procedures’ to CIV Done – by virtue of this unit now being included at CII (as
requested by The Philippines)
Add ‘Lead & manage people’ & ‘Monitor work operations’ Done – by making both these units ‘mandatory units’ from
to Advanced Diploma the Resource Management cluster
Said ‘English’ should be a pre-requisite & not a Core unit Providers are free to set their own entry levels: RPL/Credit
Transfer can apply. It should stay to ensure consistency
across the industry & help set the base standards
Remove one English language proficiency unit from all Done – with the exception of CII level
levels
Increase number of Functional Competencies at all levels Done – CII from 6 to 10; CIII from 9 to 14; CIV from 14 to
Page 192
20; Diploma from 20 to 24; Advanced Diploma from 27 to
28
Concerned that not enough of the discipline would have Done - have increased Functional Competencies (as
been achieved at CIV level: stated that at this level 80% of immediately above), & removed an English language
corresponding competencies should have been covered proficiency unit to enable this to be addressed
Indonesia Combine Travel Agencies & Tour Operations The project was required to develop courses based on 6
Labour Divisions (including both Travel Agencies and Tour
Operations): we do not have the discretion to combine
these Labour Divisions. There is a large amount of choice
for students to select from the clusters of Travel Agency –
Ticketing, Tour Guide & Tour Operations in nearly every
stream at nearly every level
Add various Functional Competencies to CII – CIV, & Done - through the addition of extra Functional
delete others Competency units: it is the choice of the student/provider
to determine exactly which Function Competency units are
to be delivered so they can delete whatever units they
wish outside the required ‘Core and Generic
Competencies’
Page 193
TOUR OPERATIONS – Overview of requests made for changes & action taken, by country

Malaysia Queries repetition of modules None – no units are repeated: the Packaging Rules allow
students to enter at any level which is why the Core &
Generic units are mentioned more than once in the
structure/rules
Want ‘suggested hours’ Will be addressed in next stage of the project – see
Made extensive & comprehensive suggestions for units at Done (partially) – by virtue of new Core & Generic units
all streams and levels added at various levels, plus the significant increase in
Functional Competencies as all Certificate levels, plus the
removal of one English language proficiency unit from all
levels (except CII).
The majority of the required combination of units should be
able to be achieved: providers are always free to include
extra units at their discretion to any restrictions imposed by
the Packaging Rules
Thailand Suggest local culture, language & business ethics in This will be addressed when writing the curriculum – see
content ‘Recommendation’. Providers may also offer additional
non-accredited unit as they see fit.
The Philippines Add 4 nominated Core units to CII Tour Operations Done
(Reservations and Ticketing)
Add 5 nominated Core & Generic units to CIII Tour Added 2 Core units as required: the other three Ticketing
Operations (Reservations and Ticketing) units can be added from the Functional Competencies
available through the Packaging Rules. Number of
Functional Competencies has been increased at all levels,
all streams
Add 3 nominated units to CIV Tour Ops Two of the units identified by codes on the feedback sheet
Page 194
do not align with units listed in the Clusters– have added
the one that does align ‘Manage & resolve conflict
situations’ to all Certificate IVs. Number of Functional
Competencies has been increased at all levels, all streams
Add 5 nominated units to CII Tour Operations (Guiding) Done
Core & Generic competencies
Add 3 nominated units to CIII & CIV Tour Operations Done (partially) – added two of the nominated units to CIII
(Guiding) Core & Generic competencies & CIV Tour Operations (Guiding)
Query whether ‘the same number of units is going to apply No. The number of units will reflect industry requirement
for all qualifications’ and depth & breadth of units – some are brief others are
longer
Concern that some Functional Competencies at CII should The Packaging Rules provide for this flexibility
constitute Core of CIII
Singapore Add ‘Use business tools & technology’ to CII Done – added to CII Tour Operations
Add ‘Perform clerical procedures’ to CIV Done – for all streams
Add ‘Lead & manage people’ & ‘Monitor work operations’ Done – by making both these units ‘mandatory units’ from
to Advanced Diploma the Resource Management cluster
Remove one English language proficiency unit from all Done – with the exception of CII level
levels
Increase number of units at each level Done – number of Core & Generic has increased.
Also increased number of Functional Competencies at
each level: CII increased by 2; CIII by 5; CIV by 4; Diploma
by 4; Advanced Diploma by 1
Concerned that not enough of the discipline would have Done - have increased Functional Competencies (as
been achieved at CIV level: stated that at this level 80% of immediately above), & removed an English language
corresponding competencies should have been covered proficiency unit to enable this to be addressed
Indonesia Combine Travel Agencies & Tour Operations The project was required to develop courses based on 6
Labour Divisions (including both Travel Agencies and Tour
Page 195
Operations): we do not have the discretion to combine
these Labour Divisions. There is a large amount of choice
for students to select from the clusters of Travel Agency –
Ticketing, Tour Guide & Tour Operations in nearly every
stream at nearly every level
Add 3 units to CII Tour Operations (Reservations and Done (partially) – 2 units added as required: extra
Ticketing) Functional competencies added which can accommodate
thew third unit via the Packaging Rules
Add & delete a selection of units at different levels in Done (partially) – extra units have been added to Core &
various streams Generic and Functional Competencies but not all those
identified have been included in Core & Generic (although
Packaging Rules still allow their selection)
Myanmar Add several units to Tour Operations (Sales & Finance) at Done (partially) – added ‘Apply point of sale handling
CIII & CIV techniques’, ‘Co-ordinate marketing activities’ & ‘Prepare
and submit quotations’; also added 5 Functional
Competencies to CIII level (up to 14 from 9) and an extra 4
to CIV (up to 18 from 14) to accommodate balance of
requirements. The student/provider is free to select the
Functional Competencies that will be used according to
the Packaging Rules
Add 6 units to CIV Tour Operations (Eco Tours) Done (partially) – added ‘Demonstrate/observe respect for
indigenous cultures’, ‘Develop and co-ordinate appropriate
cultural tourism activity’, and ‘Research and share
information on indigenous cultures’; also added an extra 4
Functional Competencies to CIV (up to 18 from 14) to
accommodate balance of requirements. The
student/provider is free to select the Functional
Competencies that will be used according to the
Packaging Rules
Add various Functional Competencies to different levels Done (partially) – these units can be predominantly
across all streams from CII - CIV accommodated by the significant increases in Functional
Competencies at each level. For example, CII has
increased in Functional Competencies from 6 to 10, CIII
Page 196
from 9 to 14 & CIV from 14 to 18. The student/provider is
free to select the Functional Competencies that will be
used according to the Packaging Rules
Page 197

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ASEAN Australia Development Cooperation

Regional Partnerships Scheme

370-022- Developing Common ASEAN Tourism Curriculum

Final Common ASEAN Tourism Curriculum & Regional

Managed on behalf of:

by: William Angliss Institute of TAFE

2 FEEDBACK & ASEAN COUNTRIES RESPONSES TO 2ND DRAFT.....5

3 FINAL DRAFT CHALLENGES .............................................................12

4 CHANGES MADE TO FINAL DRAFT ..................................................16

7 PACKAGING RULES – FOOD AND BEVERAGE SERVICE...............34

8 PACKAGING RULES – FOOD PRODUCTION ....................................44

9 PACKAGING RULES – FRONT OFFICE .............................................55

10 PACKAGING RULES - HOUSEKEEPING ...........................................61

11 PACKAGING RULES – TOUR OPERATION .......................................67

12 PACKAGING RULES – TRAVEL AGENCIES .....................................80

13 CLUSTERS – HOTEL SERVICES (RESTAURANT SERVICES)

COMPETENCY STANDARDS MENU ..................................................92

14 CLUSTERS – HOTEL SERVICES (FRONT OFFICE) COMPETENCY

STANDARDS MENU ............................................................................99

15 CLUSTERS – TRAVEL SERVICES COMPETENCY STANDARDS MENU

16 GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES –FOOD &

BEVERAGE QUALIFICATIONS .........................................................112

17 GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES –FOOD

PRODUCTION QUALIFICATIONS .....................................................122

18 GUIDANCE FOR SELECTING FUNCTIONAL COMPETENCIES – FRONT

19 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR

HOUSEKEEPING QUALIFICATIONS ................................................139

20 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR TOUR

OPERATIONS QUALIFICATIONS .....................................................145

21 GUIDANCE ON SELECTING FUNCTIONAL COMPETENCIES FOR

TRAVEL AGENCIES QUALIFICATIONS ...........................................158

22 APPENDIX 1 - CONTEXTUALISATION .............................................170

23 APPENDIX 2 – RATIONALE UNDERPINNING THE PROPOSAL

24 APPENDIX 3 – MATRIX OF COUNTRIES REPONSES TO 2ND DRAFT

CATC & RQFSRS ...............................................................................176

The participating ASEAN Member Countries are:

o Brunei Darussalam PDR1

Appreciation for the Effort of Participants

It is appropriate that their contribution in terms of thought, participation and commitment

2 FEEDBACK & ASEAN COUNTRIES RESPONSES TO

Data is presented by Labour Division and Aggregate responses of the participating

2.1 Food Production

2.2 Food and Beverage

2.3 Front Office

2.5 Travel Agencies

2.6 Tour Operation

2.7 Aggregate ASEAN Countries’ Responses of All Labour Divisions

3 FINAL DRAFT CHALLENGES

In a project of such magnitude, seeking to implement acceptable change across a variety

3.1 General comments

Several suggestions were made that deserve special mention.

3.1.1 Internships/Practical Placement

There is no doubt that Internship/Practical Placement in industry can be a valuable

The provision of an Internship/Practical Placement program is one way that providers

3.1.2 Specification of Units

Many countries contributed extensive and comprehensive suggestions identifying

3.1.3 Removal of Certificate I

o Certificate II - Incorporating Certificate I

Framework Level Level Indicator

Level 5 - Advanced Sophisticated, broad and specialised competence

Level 4 - Diploma Specialised competence with managerial skills

Assumes a greater theoretical base and consists of

Level 3 - Certificate IV Greater technical competence with supervisory