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ASEAN Common CoreStandard Competency for

Tourism Professionals

:An Awareness Program


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What Is ACCSTP?

ASEAN Common Competency Standardsfor Tourism Professional


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Purpose of ACCSTP

The general objectives for developing theACCSTP are:

To determine the potential for manpowermobility and the establishment of an MRAwithin ASEAN.

To develop a strategic plan for the regional

implementation of ACCSTP and asustainable network to facilitate theapplication of an MRA.


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The Policy Background to theACCSTP

AFAS (ASEAN Framework Agreement onServices)- 1995

ASEAN Concord II (Bali Concord II) - 2003

ATA (ASEAN Tourism Agreement)

Roadmap for Integration of Tourism Sector


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AFAS (ASEAN Framework Agreement onServices)- 1995

The Plan of Action states that the ASEAN FrameworkAgreement on Services (AFAS) will strengthen servicesuppliers and introduce more competition into thislarge and important sector of ASEAN countries and

open new doors for service suppliers in the region.

The AFAS is based upon three pillars towards ASEANintegration: liberalization, cooperation, and facilitation.


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Recalling the ASEAN Tourism Agreementof 4 November 2002, specifically Article 8

(point 1) on Human Resource

Development

ASEAN Tourism Agreement(ATA)


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ASEAN Tourism Agreement(ATA)


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ASEAN Tourism Agreement (ATA) - ctdARTICLE 8

HUMAN RESOURCES DEVELOPMENT

3. Upgrading tourism education curricula and skills andformulating competency standards and certificationprocedures, thus eventually leading to mutual recognition of

skills and qualifications in the ASEAN Region:

4. Strengthening public-private partnerships in human resourcedevelopment; and

5. Cooperating with other countries, groups of countries and

international institutions in developing human resources fortourism.


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ASEAN Concord II

(Bali Concord II) - 2003


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ASEAN Framework Agreement for TheIntegration of Priority Sectors

1. Agro- based product

2. Air Travel3. Automotive

4. E-ASEAN

5. Electronic

6. Fisheries

7. Health Care

8. Rubber-basedproduct

9. Textiles and apparels

10. Tourism

11. Wood basedproducts

12. Logistic Service

PRIORITY SECTORS

Bali Concord II , 7 Oct.2003


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The objectives of this initiative are to :

Achieve full integration of the Tourism sector acrossall ASEAN Member Countries in moving towards the

end-goal of an ASEAN Economic Community asdirected by Leaders at the Bali Summit in October2003.

Strengthen regional integration effort throughliberalisation, facilitation, and promotion measures toensure full integration of the Tourism sector by 2010

Objectives


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Member States shall integrate trade in services by :

1. Setting clear targets and schedules for progressiveliberalisation for each round of negotiations towardsachieving freer flow of trade in services earlier than 2020;

2. Accelerating the service liberalisation for the prioritysectors by 2010;

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

4. Applying the ASEAN-X formula; and

5. Promoting joint ventures and cooperation, including thirdcountry markets. (article 5)

TRADE IN SERVICES


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What Is Competency BasedTraining (CBT)?

A structured approach to training andassessment that is directed towardspecific outcomes. This approach helps

individuals to acquire skills, knowledge,and attitude so they are able to perform atask to a specified standard under certain

conditions. (Cert.IV in Training at Workplace and AssessmentModule)


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Competence Is

The ability to carry out a task to a definedstandard(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 andknowledge 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 hardcore of effective employees/ cutting the

deadwoods Organization wanted flexible workers

Understanding of human motivation stress onindividual 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 togive individual more control over their ownactivities

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 organizationconstructively


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Recruitmentand Selection

Classificationand

Compensation

PerformanceManagement

Development

COMPETENCIESThe Common

Language

Why Competencies?In general: Competencies provide a common

language

Workforce Needed ToMeet Organizational

Objectives(now and for thefuture)

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


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What Happened in EducationSectors?

Vocational Training Approach dominated by theoffer

Incompatibility program provided by V.T and the

economy changes

Qualification was irrelevant to the needs ofworkers/ Industry.

School-leavers were not prepared for the worldof work

Technology was eliminating many unskilled andsemi skilled job


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CBT v.s Traditional Training (1/2)

Traditional Training CBT

Content based Competency based

Time based Performance based

Emphasized on inputs Emphasize on output

Group need Individual need

Subject Unit/ Modular

Little/ No Recognition PriorLearning (RPL)

RPL is an integrated part

Train the trainer Train the facilitator/ mentor


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CBT v.s Traditional Training (2/2)

Traditional Training CBT

Norm referenced Criteria referenced

Evaluation is emphasized on

knowledge

Assessment is emphasized

on competency

Final result Competent or Not YetCompetent


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Competency

Standards

Learning Stratgy &

MaterialAssessment

Qualification Framework


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CBT

CompetencyStandards

(ACCSTP)

Assessment

(CATC)

Learning Strategy &Learning Material

(CATC)

QualificationFrameworks

Components of Competency BasedTraining

The skills, knowledge andattitude required to do a job

Process to judge if peoplehave the required skills,

knowledge and attitude

How do we help people toget the skills and

knowledge

System for recognition ofcompetency


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

An Industry- determined specification ofperformance which sets out the skills,knowledge and attitudes required to

operate effectively in employment.Competency Standards are made up ofelements of competency, together with

performance criteria, a range of variablesand an evidenceguide(National Volunteer Skills

Centre- Handbook- A Guide to Writing Competency Based TrainingMaterials)


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Types Of Standard

Industry Standards (Hotel & RestaurantStd, 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

COMPETENT

Skill

Knowledge

Attitude

Task skills

Task Management Skills

Contingency Management Skills

Environment Skills

Transfer skills


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5 Aspects/ Dimension ofCompetency

1. Task Skills- able to perform individual tasks.

2. Task Management Skills- able to manage a number ofdifferent tasks within the job

3. Contingency Management Skills- able to responseirregularities and breakdowns in routine

4. Environment Skills- able to deal with responsibilities and

expectations of the work environment

5. Transfer Skills- able to transfer the competencies into anygiven situation (new situation/ new work place, etc)

Th C l A t d T


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The Commonly Accepted Typesof Competency

Practical competenceCan the personDOwhat is required?

Foundational competence

Does the personUNDERSTANDwhat they areDOINGand

WHYthey are doing it? Reflective competence

Can the personADAPTwhat they do under different sets ofcircumstances, based on their understanding of what they do?

Applied competenceCan we see from the persons behaviour that theyKNOWwhatto do,UNDERSTAND what they are doing and canAPPLYthis 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 AssessmentCritical Aspects of AssessmentLinkages to Other Units

Key Competency


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LEARNING STRATEGY AND LEARNINGMATERIAL

(Component #2 CTAC Proj.)

Learning Strategy: guidance on howtraining program may be organized toassist individuals to achieve the required

competencies.

Learning Materials: information toteachers and trainers on how to develop

training program


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Competency Standards v.s Curriculum

Module TitleModule Objective

Time Required

Passing Grade

Pre-conditionSummary of Research

Evaluation Criteria

Coverage

Situation

Methods of Delivery

Method of Evaluation

CompetencyStandard

Element PerformanceCriteria

Range of Variable

Evidence Guide

Ref: National Education Dept. Of Rep.Indonesia-ILO.Indo.ver.2004


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ASSESMENT(component #3)(CTAC Proj. include this?)

Assessment is a systematic process ofcollectingevidence, then comparing thisevidence against the competency standards

and making a judgement about whether aperson has achieved the competency.

Evidence Criteria


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ASSESSMENT PROCEDURES

STEP ONE

PLAN & ORGANISE

STEP TWOPREPARING CANDIDATE

STEP THREECOLLECT & JUDGE EVIDENCE

STEP FOURRECORD ASSESSMENT

STEP FIVEFEEDBACK ASSESSMENT

STEP SIX

REPORT


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Qualification Framework(Component #4)

System for recognition of competencySee-CATC Project


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ACCSTP, CBAMT and CTAC

ACCSTPProj.(Phase I)

CCS

CTAC

Project

ASEANTourism

Curriculum

CBAMT(Phase II)

VET

Competent workerMRA

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