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ASEAN Common Core Standard Competency for Tourism Professionals

:An Awareness Program

What Is ACCSTP?
ASEAN Common Competency Standards for Tourism Professional

Purpose of ACCSTP
The general objectives for developing the ACCSTP are: To determine the potential for manpower mobility and the establishment of an MRA within ASEAN. To develop a strategic plan for the regional implementation of ACCSTP and a sustainable network to facilitate the application of an MRA.
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The Policy Background to the ACCSTP


AFAS (ASEAN Framework Agreement on Services)- 1995 ASEAN Concord II (Bali Concord II) - 2003 ATA (ASEAN Tourism Agreement) Roadmap for Integration of Tourism Sector

AFAS (ASEAN Framework Agreement on Services)- 1995


The Plan of Action states that the ASEAN Framework Agreement on Services (AFAS) will strengthen service suppliers and introduce more competition into this large and important sector of ASEAN countries and open new doors for service suppliers in the region. The AFAS is based upon three pillars towards ASEAN integration: liberalization, cooperation, and facilitation.

ASEAN Tourism Agreement (ATA)


Recalling the ASEAN Tourism Agreement of 4 November 2002, specifically Article 8 (point 1) on Human Resource Development

ASEAN Tourism Agreement (ATA)


ARTICLE 8 HUMAN RESOURCES DEVELOPMENT Member States shall cooperate in developing human resources in the tourism and travel industry by : (1) Formulating non-restrictive arrangements to enable ASEAN Member States to make use of professional tourism experts and skilled workers available within the region on the basis of bilateral arrangements;

(2) Intensifying the sharing of resources and facilities for tourism education and training programs;

ASEAN Tourism Agreement (ATA)


ARTICLE 8 HUMAN RESOURCES DEVELOPMENT

- ctd

3.

Upgrading tourism education curricula and skills and formulating competency standards and certification procedures, thus eventually leading to mutual recognition of skills and qualifications in the ASEAN Region:
Strengthening public-private partnerships in human resource development; and Cooperating with other countries, groups of countries and international institutions in developing human resources for tourism.

4. 5.

ASEAN Concord II (Bali Concord II) - 2003

ASEAN Framework Agreement for The Integration of Priority Sectors


PRIORITY SECTORS

1. 2. 3. 4. 5. 6.

Agro- based product Air Travel Automotive E-ASEAN Electronic Fisheries

7. Health Care 8. Rubber-based product 9. Textiles and apparels 10. Tourism 11. Wood based products 12. Logistic Service
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Bali Concord II , 7 Oct.2003

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Objectives
The objectives of this initiative are to :
Achieve full integration of the Tourism sector across all ASEAN Member Countries in moving towards the end-goal of an ASEAN Economic Community as directed by Leaders at the Bali Summit in October 2003.

Strengthen regional integration effort through liberalisation, facilitation, and promotion measures to ensure full integration of the Tourism sector by 2010

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TRADE IN SERVICES
Member States shall integrate trade in services by :
1. Setting clear targets and schedules for progressive liberalisation for each round of negotiations towards achieving freer flow of trade in services earlier than 2020;

2. Accelerating the service liberalisation for the priority sectors by 2010;


3. Accelerating the development of Mutual Recognition Arrangement by 1 January 2008;

4. Applying the ASEAN-X formula; and


5. Promoting joint ventures and cooperation, including third country markets. (article 5)
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What Is Competency Based Training (CBT)?


A structured approach to training and assessment that is directed toward specific outcomes. This approach helps individuals to acquire skills, knowledge, and attitude so they are able to perform a task to a specified standard under certain conditions. (Cert.IV in Training at Workplace and Assessment
Module)

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Competence Is

The ability to carry out a task to a defined standard


(Training with NLP, Joseph OConnor & John Seymour, 1994)

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Why CBT?
The Background

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The Background
1960s
Business environment relatively stable Organization concentrated on the best way of doing things Competence was seen in terms of mastering specific techniques----- mastering skills and knowledge in a specific field was the order of the day General Motivational Theories based on broad human needs
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The Background
1970s early 1980s
The uncertainty of business atmosphere No best way of doing things--- it depended on what we want to be achieved & Strategy Employees seen as cost of doing business Reduce the cost reduce the organization to hard core of effective employees/ cutting the deadwoods Organization wanted flexible workers Understanding of human motivation stress on individual differences.
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The Background
Mid of 1980s
Business Environment --- competitive threat Workforces were slimmed down --- levels of supervision were reduced, resulted the need to give individual more control over their own activities Employees were viewed as asset --- investment needed to add value to them

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The Background
1990s Present
Balancing Act by Management Individual who can help to define the situation is needed Managers to be able to confront, understand and deal with the forces outside the organization Managers to produce combination of excellence and manage tension within the organization constructively

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Why Competencies?
In general: Competencies provide a common
language
Performance Management

Workforce Needed To Meet Organizational Objectives (now and for the


future)

Recruitment and Selection

COMPETENCIES The Common Language

Classification and Compensation

Development

Cert.IV TAA-4010-.I.Turnbull.ver2006 21

What Happened in Education Sectors?


Vocational Training Approach dominated by the offer Incompatibility program provided by V.T and the economy changes Qualification was irrelevant to the needs of workers/ Industry. School-leavers were not prepared for the world of work Technology was eliminating many unskilled and semi skilled job
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CBT v.s Traditional Training (1/2)


Traditional Training
Content based
Time based Emphasized on inputs Group need Subject Little/ No Recognition Prior Learning (RPL) Train the trainer

CBT
Competency based
Performance based Emphasize on output Individual need Unit/ Modular RPL is an integrated part Train the facilitator/ mentor
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CBT v.s Traditional Training (2/2)


Traditional Training
Norm referenced

CBT
Criteria referenced

Evaluation is emphasized on Assessment is emphasized knowledge on competency

Final result

Competent or Not Yet Competent

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Competency Standards Learning Stratgy & Material

Assessment

Qualification Framework

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Components of Competency Based Training


Competency Standards

(ACCSTP)

The skills, knowledge and attitude required to do a job

CBT

Assessment (CATC)
Learning Strategy & Learning Material

Process to judge if people have the required skills, knowledge and attitude

(CATC)

How do we help people to get the skills and knowledge

Qualification Frameworks

System for recognition of competency


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Competency Standards (Component #1 (ACCSTP Proj.))


An Industry- determined specification of performance which sets out the skills, knowledge and attitudes required to operate effectively in employment. Competency Standards are made up of elements of competency, together with performance criteria, a range of variables and an evidence guide (National Volunteer Skills
Centre- Handbook- A Guide to Writing Competency Based Training Materials)
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Types Of Standard
Industry Standards (Hotel & Restaurant Std, Garment Std.,Automotive Std., etc.) Enterprise ( Company) Standards (Mandarin Hotel, Hyatt Hotel,Toyota Std., Fiat Std., Etc.) Cross- Industry Standards (Unit Competency : Assessment, Training, etc)

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A Competent Worker

Task skills

Skill
Transfer skills
Task Management Skills

Attitude Knowledge

Contingency Management Skills

Environment Skills

COMPETENT
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5 Aspects/ Dimension of Competency


1. 2. Task Skills- able to perform individual tasks. Task Management Skills- able to manage a number of different tasks within the job

3.

Contingency Management Skills- able to response irregularities and breakdowns in routine


Environment Skills- able to deal with responsibilities and expectations of the work environment Transfer Skills- able to transfer the competencies into any given situation (new situation/ new work place, etc)
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4.

5.

The Commonly Accepted Types of Competency


Practical competence Can the person DO what is required? Foundational competence Does the person UNDERSTAND what they are DOING and WHY they are doing it? Reflective competence Can the person ADAPT what they do under different sets of
circumstances, based on their understanding of what they do?

Applied competence
Can we see from the persons behaviour that they KNOW what to do, UNDERSTAND what they are doing and can APPLY this combination of knowledge and understanding to their work?
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Common Format of Competency Standard


Unit Code: ___________ Unit Title: ___________________________ Unit Descriptor: ___________________________________________ Element: __________ Performance Criteria:

Range of Variable: ______________________________________________

Evidence Guide : Underpinning Skills and Knowledge Context of Assessment Critical Aspects of Assessment Linkages to Other Units
Key Competency

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LEARNING STRATEGY AND LEARNING MATERIAL


(Component #2 CTAC Proj.)

Learning Strategy: guidance on how training program may be organized to assist individuals to achieve the required competencies. Learning Materials: information to teachers and trainers on how to develop training program

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Competency Standards v.s Curriculum


Competency Standard

Module Title
Module Objective Time Required

Passing Grade
Pre-condition Summary of Research

Element

Performance Criteria

Evaluation Criteria Coverage Situation Methods of Delivery

Range of Variable

Evidence Guide

Method of Evaluation
34 Ref: National Education Dept. Of Rep.Indonesia-ILO.Indo.ver.2004

ASSESMENT (component #3)


(CTAC Proj. include this?)

Assessment is a systematic process of collecting evidence, then comparing this evidence against the competency standards and making a judgement about whether a person has achieved the competency. Evidence

Criteria

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ASSESSMENT PROCEDURES
STEP ONE PLAN & ORGANISE STEP TWO PREPARING CANDIDATE STEP THREE COLLECT & JUDGE EVIDENCE STEP FOUR RECORD ASSESSMENT

STEP FIVE FEEDBACK ASSESSMENT


STEP SIX REPORT

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Qualification Framework (Component #4)


System for recognition of competency See-CATC Project

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ACCSTP, CBAMT and CTAC


ACCSTP Proj. (Phase I)

CCS

CTAC Project
CBAMT (Phase II)

ASEAN Tourism Curriculum

VET

Competent worker

MRA

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