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.WTTC urges the industry – both public and private sector – to actnow to address the anticipated talent shortage. Travel & Tourismhas the power to create jobs across the economy - at different skills levels, for often marginalised sectors of society such as young people and women, and in areas where other opportunities are scarce. We are a people industry – we depend on quality people to deliver a quality product – and we need the right policies, programmes and partnerships in place to ensure that the workforce of the future knows about the opportunities in our sector, and has the appropriate skills and knowledge to support future growth.
In the years to come, progress in developing and retaining talent will require a much stronger and more co-ordinated effort between the private sector, educational establishments and government.
Key messages
3. Tourism industryneeds higher skilledpeople: New skills fornew jobs-New profiles fornew societies
4. Tuning: Student-centred & Competencedbased
1. Talent matters
Talent is increasingly seen as a key enabler for wider economic development, facilitator of growth and source of competitiveness.
Talent is no different to other supply-side factors like land, capital, technology and infrastructure.
However, governments generally have not prioritised human resources and training to the same extent, for example, as infrastructure.
2. Negative impacts of Tourism talent gaps
1. Talent labour shortages, where many hard-to-fill vacancies go permanently unfilled;
2. Talent vacancies, which in many cases may only be met by raising pay levels substantially and attracting staff from other sectors;
3. Talent skill gaps amongst existing employees, where positions are filled by under-qualified and under-experienced staff;
4. Talent gaps, where migrant labour has to substitute for a shortage of indigenous labour:
5. The sector’s often transient labour can limit its ability to deliver a consistently high quality visitor experience
3. New skills for new jobs
"There is no future in any job. The future lies in the person who holds the job" George W. Crane
3. New skills for new jobs
1. Upgrading, adapting and widening the skills portfolio of individuals to create and fill the jobs of tomorrow is one of the greatest challenges facing the Tourism industry. 2. Improving people’s skills is a real ‘win, win’ for all – for the economy, for society, for employers and, of course, for individuals themselves.3. Ensure that people have the right skills.4. Increased global competition means that Tourism industry will no longer be able to compete on cost and price, but need to produce higher quality and more innovative products and services, delivered by higher skilled people.
3. How can this be achieved?
1. Investment in skills must be massive and smart. It requires the right incentives to upgrade and better use skills for individuals and employers.
2. We need to bring the worlds of education, training and work closer together.
3. We must develop the right mix of skills. Specific job related competences learned throughout education and training must be underpinned by transversal /. generic competences.
4. We need to better anticipate future skills needs.
A project for/ by the universities.
A meeting point to reflect on HE.
A process of learning together.
A set of principles: ownership, respect fordiversity, closeness to needs, efficiency, action byreference points.
A methodology, an approach to design and deliverHE Degree programmes.
An articulated system of communities of learning.
A tool, an instrument to be used.
1. What is Tuning?
Module 1
GC 2
SSC 6
SSC 8
LEARNING OUTCOMELEARNING OUTCOMELEARNING OUTCOME
LEARNING OUTCOMELEARNING OUTCOMELEARNING OUTCOMELEARNING OUTCOME
LEARNING OUTCOMELEARNING OUTCOME
Number of
Credits
2. Where is Tuning in the world?
It is a bottom up approach.
At subject level.
It is based on mutual trust and confidence.
Totally respectful of autonomy (institution/ country/ region).
Sharing knowledge and listening very much at theessence.
Organized system according to regional needswith aims, objectives to reach at every step.
Interconnected communities of practice who adaptthe instruments and share the results.
3. How does it work?
• Is a broad concept• Represents a dynamic combination of:
- Knowledge and understanding at different levels- Skills and abilities- Attitudes and values
• Competences are used to define degree profiles• Competences are formed in various course units
and assessed at different stages.• Some competences are subject area related
(specific to a field of study) while others are generic(common to any degree programme)
Competence according to Tuning
A common language to understand and compare.
An articulated set of tools, jointly developed byacademics.
A platform for discussing and learning about HE.
Participation into the building of global reference points.
A system of developing degrees shared by many actors.
Posibility of networking, events and publications.
It is very global because it relates to internationalstandards and reference points and tries to develop themwith many regions of the world.
It is very local because in every context it takes a differentshape and outcome in accordance to the choices made bythe people of the region.
4. What does Tuning offer?
5. Tuning at a glance
103 countries involved
45 subject areas
29 thematic Networks
139 publications
+ 1.000 institutions
In 14 languages
GC1
GC2 GC3
SSC1 SSC2
SSC3
SSC4
GC4
GC5
Describes in terms of competences and learning outcomes what graduates will know, understand and be able to do by the time they have successfully completed the programme.
A set of key competences (Generic (GC) and Subject Specific (SS)) to be developed by the learners in the framework of a programme.
Should be very concise and it needs to be veryclear.
Provides a tool for: COMMUNICATION, TRANSPARENCY and RECOGNITION
6. How does Tuning designs profiles?
Degree profileUniversity B
Subject Area XDegree profileUniversity A
Degree profileUniversity C
Degree profileUniversity D
Degree profileUniversity E
Degree profileUniversity F
Degree profileUniversity G
Degree profileUniversity H
Degree profileUniversity I
GC1
GC2
GC3
GC4
GC5
GC6
SSC1
SSC2
SSC3
SSC4
SSC5
SSC6
SSC7
SSC8
SSC9
List of Generic Competences
List of Subject Specific Competences
Subject Area X
Year Semester Course/Module Credits
Agricultural Chemistry and Soil Science
6Animal Production: Principles and Techniques
6Agronomy and Horticultural Crop Production
6Applied Economics, Extension and Systems
6Microbiology and Genetics I 6Agrometeorology and Climate Change 6Food Science and Technology 6Agricultural Engineering and Applications 6Statistical Methods for Agricultural Sciences 5Biochemistry and Biotechnology 6Pests, Diseases and Weeds Control 6Animal Production and Science I 6Botany and Crop Physiology 4Scientific Communication Skills 8Microbiology and Genetics II 6Animal Science and Production II 6Crop Production Technologies 6Postharvest Management and Agricultural Produce Processing 6Project I 8Agricultural Management and Marketing
6Entrepreneurship for Small and Medium Agribusiness 4Project II 8Practical Training
10
1st Semester
2nd Semester
3rd Semester
4th Semester
1
2
3
5th Semester
6th Semester
ProgrammeDegree profile
SSC3
SSC1
SSC2
GC1
GC2
GC3
SSC4
GC4
GC5
SSC5
Academics Employers Students Graduates TotalARCHITECTURE 172 124 237 161 694LAW 121 104 234 128 587NURSING 200 173 215 173 761TOURISM 148 130 195 172 645
Total 641 531 881 634 2687
NUMBER OF RESPONDENTS: GENERIC COMPETENCES
Academics Employers Students Graduates TotalARCHITECTURE 137 112 190 123 562LAW 101 82 166 105 454NURSING 103 117 120 74 414TOURISM 110 93 125 116 444
Total 451 404 601 418 1874
NUMBER OF RESPONDENTS: SUBJECT SPECIFIC COMPETENCES
Tuning MENA countries
Corporate and institutional Management
Operational Management
Basic Management
Core staff
Levels of responsibility in tourism organisations
Intermediate Vocational Training Programmes
Higher Vocational Training Programmes
Degree in Tourism
Postgraduate level in Tourism
Levels of responsibility in tourism organisations
Tourism Studies Specific CompetencesSC 1: To comprehend,
recognise, identify and analyse the
fundamentals and dimensions of
tourism.
SC 2: To analyse and diagnose resources as the bases of a tourism
product from an integrated perspective.
SC 3: To plan, organise and
manage tourist destinations.
SC 4: To know the reality and importance
of tourist demand .
Tourism Academic
Profile University of
Deusto
SC 5: To plan, organise and manage tourism companies.
SC 6: To communicate effectively in English and in a
second foreign language
SC 7: To demostrate professional
competence in the tourism industry
Capacity for abstract thinking, analysis and synthesis
Problem solving Decision making
Oral and written communication
Interpersonal skills
Critical and self-critical abilities
Teamwork
Ethical commitment
Creativity Concern for quality
Ability to work autonomously
Capacity to learn actively Computing skills
Information management skills Ability to apply knowledge in practice
Commitment to the conservation of the environment
Generic Competences
Tourism Studies Academic ModulesFundamentals
and Dimensions of Tourism
Tourism Resources, Products and Destinations
Social and communication skills applied to
Tourism
Management of Tourism Service
Companies
Tourism Academic
Profile University of
Deusto
Human Education in
Values
Placement and Dissertation
Key messages
1. Talent matters
2. Negative impacts of Tourism talent gaps and deficiencies
3. Tourism industry needs higher skilled people: New skills for new jobs-New profiles for new societies
4. : Student-centred & Competenced based