International Perspective: Laotians and Canadians

Learning Together to Understand the Sustainability of

Tourism in Laos

University of Guelph

The Beginning Assumptions

Service Learning/Problem Based

Learning

Bridging the Gap: Sustainability is in

the Hands of the Youth

Overview

College of Management and Economics

Leaders for a Sustainable WorldTransformational LeadershipCommunity Involvement/Partnerships Research that Counts

University of Guelph

Sustainable development“That which meets the needs of the current

generation without jeopardizing the capacity of future generations to satisfy their own needs.” (World Commission on Environment and Development, 1987)

Sustainable Development and Ecotourism

Knowledge of Human Cultures and the Physical and Natural WorldFocused by engagement with big

questions, both contemporary and enduring

Intellectual and Practical SkillsProgressively more challenging problems,

projects, and standards for performance

The Beginning AssumptionsThe Essential Learning

Outcomes

Personal and Social ResponsibilityAnchored through active involvement with

diverse communities and real-world challenges

Integrative LearningDemonstrated through the application of

knowledge, skills, and responsibilities to new settings and complex problems

(AACSB)

The Beginning AssumptionsThe Essential Learning

Outcomes

Promote and improve basic educationReorient existing education

programmes to address sustainable development

Develop public awareness and understanding of sustainability

Provide training

Education for Sustainable Development

United Nations Educational, Social and Cultural Organization (UNESCO)

Problem-based learning is one construct of curriculum design and a teaching/learning strategy.

PBL develops higher order thinking and disciplinary knowledge bases and skills.

PBL places students in the active role of problem-solvers and confronts students with real world situations

Problem-Based Learning

PBL foster’s critical thinking and problem-solving skills in students

The responsibility for learning rests with the learner, rather than the teacher

PBL increases the relevance of what is learned, and subsequently results in greater motivation and engagement of students

Problem-Based Learning

Service learning improves academic achievement

Service learning is a powerful educational experience where interests, information, values and beliefs are formed and action results across a variety of disciplines

Students gain a sense of social responsibility essential for future leaders

Service Learning

Service learning has a positive impact on students’ personal, social and cognitive outcomes;

Service learning extends student learning beyond the classroom;

Service learning enhances students’ beliefs in their personal efficacy and is a predictor in their professional development

Service Learning

Generic Skillscritical thinking, problem solving, meta-

cognition (thinking about our own thinking processes), ethics, communication, information literacy and lifelong learning. (Central Queensland University, 2002)

Skills or Content?

Competency Development

The CARE (2009) Competency Development Planning:

designed to help individuals identify development activities to assist them in building their competencies.

develops each of the competencies that are critical for all employment but particularly critical to the hospitality industry.

Competency Development

Effective leadership begins with key competencies and interpersonal behaviours.

At the core: values-based competencies of diversity, excellence, integrity and respect.

Other competencies under the headings of Managing Self, Leading Change, Building and Nurturing Relationships and Working with Others to Achieve Results

Competency Development

Final Thoughts …

Lifelong Learning – A Key to Sustainability

Thank You