NTELLECTUAL OUTPUT HANDBOOK · The most important intercultural competence, emphasized by all respondents in the partner countries is Intercultural communication. This competence

INTELLECTUAL OUTPUT 3

HANDBOOK

OVERCOMING SKILLS GAP AND FOSTERING MOBILITY IN TOURISM SECTOR THROUGH THE

RECOGNITION, VALIDATION AND UP-SKILLING OF INTERCULTURAL COMPETENCES FOR TOURISM JOBS

2015-1-FR01_KA202-015290

This project has been funded with the support of the European Commission. The information reflects the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

WWW.CULTOURPROJECT.EU

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CULTOUR Project 2015-1-FR01_KA202-015290 www.cultourproject.eu

HANDBOOK

TABLE OF CONTENTS

1. Introduction ..................................................................................................................... 2

2. What we understand by Intercultural Competencies? ........................................................ 3

2.1. Intercultural Communication...................................................................................... 3

2.2. Intercultural Awareness ............................................................................................. 4

2.3. Intercultural Teamwork ............................................................................................. 4

2.4. Customer Orientation ................................................................................................ 4

2.5. Problem Solving......................................................................................................... 5

2.6. Organizational Culture ............................................................................................... 5

3. Innovative pedagogical approaches in VET for the teaching learning of intercultural

competencies for the tourism sector......................................................................................... 7

3.1. Travel and mobility .................................................................................................... 7

3.2. Practical training and learning on the job .................................................................... 8

3.3. Non-formal and self-directed learning ........................................................................ 9

3.4. Good practices and methods .....................................................................................10

3.5. Existing national platforms, training resources and opportunities ................................11

4. Best practices useful for teaching learning of intercultural competencies in tourism sector 15

4.1. Involvement of all stakeholders concerned in the Tourist Area ....................................16

4.2. The holistic way to provide training ...........................................................................17

4.3. Methods and tools for development of intercultural competence ...............................18

5. Evaluation, recognition, and validation of intercultural competencies in tourism sector .....22

5.1. Evaluation ................................................................................................................22

5.2. Recognition ..............................................................................................................23

5.3. Validation ................................................................................................................24

5.4. Europass ..................................................................................................................25

5.5. Intercultural competencies in the tourism sector........................................................25

6. Mobility opportunities in tourism sector to improve intercultural competencies ................27

6.1. Funding initiatives and programmes for mobility in the EU..........................................29

7. Recommendations for Teachers and Trainers....................................................................31

8. Bibliography, webgraphy and links....................................................................................32

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1. Introduction

The partners of CULTOUR project have identified that one main area of skills gap in tourism

sector is related with the growing requirement of intercultural competencies necessary to deal

with customers, co-workers and employees. This skills gap is transversal to the tourism sector

and affects a wide range of professional roles, including employees, instructors and

employers.

CULTOUR project aims to overcome this skills gap and foster mobility in Tourism sector trough

the recognition, validation and up-skilling of intercultural competences for tourism jobs.

CULTOUR project integrates the intercultural competencies dimension in new VET training

products, specifically addressed for tourism sector jobs, by means of developing innovative

tools for the recognition and validation of these competencies.

Six partner organizations (VET providers, companies and social partners) from six countries

(France, Spain, Italy, Portugal, Turkey and Bulgaria) have worked together to develop

CULTOUR project, in order to define innovative common strategies and products to reduce the

skills gap of intercultural competencies in tourism sector trough VET.

The third intellectual output of this project is the CULTOUR Handbook, which aims at providing

in depth information about new approaches and innovative methodologies on training of

intercultural competencies for tourism sector jobs. The Handbook is based on the results of

the first intellectual output - State of Art - and aims to be a useful tool, complementary with

other outputs of the project: CULTOUR Curriculum and Toolbox.

CULTOUR Handbook provides a deep insight in the recognition, validation and up-skilling of

intercultural competences in the Tourism sector, including:

- Theoretical approaches and general notions on training of intercultural competencies

for tourism sector jobs

- Conceptual knowledge and methodological support related to the training of

intercultural competencies for VET teachers and in-company instructors and trainers

working in tourism sector

- Conclusions from research phase developed for CULTOUR State of Art (first

intellectual output)

- Best practices, successful and inspiring experiences, useful for teaching learning of

intercultural competencies in tourism sector.

- Useful information, additional readings and recommendations.

The present Handbook is an Open Educational Resource available in English and the respective

languages of the consortium, and accessible through the Open Online Center of the project.

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2. What we understand by Intercultural Competencies?

In an increasingly globalized environment, not only customers of tourism companies come

from different countries but also the staff of these companies come from different cultures.

Therefore, several international agencies (CEDEFOP, 2005; OECD, 2014) have identified that

one main area of skills gap in tourism industry is related with the growing requirement of

intercultural competencies to deal with customers, co-workers and employees

CULTOUR Project partners have carried out the State of the Art national and European

research to better adapt the project outputs and products to the reality and specific needs of

VET teachers and in-company instructors and trainers working in tourism sector, with regard to

the training of intercultural competencies. And the key conclusions have been highlighted in

the State of the Art report on skills gaps in tourism sector (first intellectual output).

What we have concluded from research phase developed for CULTOUR State of Art

elaborated with the aim of identifying the specific intercultural knowledge, skills and

competence required for tourism sector jobs at European level and also geographical

particularities in terms of the most important intercultural competences in the sector are:

1) Intercultural Communication

2) Intercultural Awareness

3) Intercultural Teamwork

4) Customer Orientation

5) Problem Solving

6) Organisational Culture

2.1. Intercultural Communication

The most important intercultural competence, emphasized by all respondents in the partner

countries is Intercultural communication. This competence involves the ability to be aware of

how cultural differences influence communication process and its outcomes. Through

intercultural communication competence we realize the distinctions between people coming

from different cultures.

It also helps us to:

- Understand how people from different cultural backgrounds behave, communicate,

express feelings and perceive the world around them

- Identify different forms and means of intercultural communication

- Understand basic cultural differences influencing intercultural communication

- Understand the principles and conditions of effective intercultural communication

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2.2. Intercultural Awareness

Intercultural communication is followed closely by intercultural awareness in terms of the

most important intercultural competences in tourism sector according to the respondents of

the survey. Intercultural awareness is defines as the ability to examine one’s own culture and

other cultures involved, which helps us for a better understanding and cultural interchange.

This competence is assessed as really important by the respondents of the survey. Developing

intercultural awareness is about learning to recognize and deal with the differences between

cultures in perceiving the world.

Becoming interculturally aware helps us to:

- Develop and understand ourselves and our own cultural background

- Understand that other people have different points of view to our own

- Respect other people´s beliefs, values and expression of their culture

- Understand the meaning and influence of culture and cultural identity

- Understand the meaning and difference of the stereotype, prejudice and

discriminating concepts and identify strategies for their management

2.3. Intercultural Teamwork

According to Robbins (1994), “teamwork” is the process of working with a group of people in

order to achieve a common goal. Research tells us that intercultural teams have various ideas,

better output, more choices, better business processes, and in general, a better experience.

Intercultural teams have become a part of organizations as a strategic and structural element

in global businesses. There is a tendency within many organizations: the more things change

around us, the more we tend to hold on to what is familiar to us. It gives us a feeling of control

and overview. Culture is more often a source of conflict than synergy. That’s why, it is

important to be aware of cultural differences in teams in order to be able to have respectful

cross-cultural relations, particularly in the field of business.

Being competent in intercultural teamwork helps us to:

- Identify the values and habits of the different cultures in a team

- Define the different roles in a team

- Identify various team leadership practices in different cultures

- Work in an intercultural teams, get to know our values, habits and roles and those of

others and reflecting on ourselves as a member of an intercultural team

2.4. Customer Orientation

Another conclusion we have had from the CULTOUR State of Art Report is that customer

orientation is one of the most important competences considering the very different cultural

structures that the customers bring together with them. What we mean by competence of

customer orientation in intercultural contexts, such as tourism sector, is the ability to develop

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and sustain productive relations with customers coming from different cultural backgrounds

making customers/clients and their needs and expectations a primary focus of point in the

company activities.

This competence helps us to:

- Understand customers’ circumstances, problems, expectations and needs considering

different cultural backgrounds

- Learn about the products/services from a customer’s perspective

- develop strategies and approaches to adapt service to the specific needs/expectations

of each customer

- Implement and manage with effective ways to monitor and evaluate customer

concerns, issues, and satisfaction and to anticipate customer needs

2.5. Problem Solving

Defining a problem as “the gap between what you expect to happen and what really happens”

clarifies the effect of cultural backgrounds in intercultural contexts, in terms of the

possibilities/sources of problems to occur. When we look through the problems occurred

within the intercultural environments, we will see that most of these problems derives from

cultural conflicts caused by "differences in cultural values and beliefs that place people at odds

with one another" (Turner, 2005). And, in the survey carried for the CULTOUR State of Art

Report inter cultural conflict resolution is one of the two competences, which are evaluated as

least developed by the participants of all countries. As human beings living in a global village,

we don’t have a choice about whether intercultural conflict occurs in our lives but we do have

a choice about how we deal with it. And all these are what make us view problem solving

competence as one of the most important intercultural competencies for tourism sector.

Competency in problem solving helps us to:

- Determine a problem distinguishing between fact and mental/emotional interferences

- Identify the possible sources of a problem in intercultural contexts

- Adjust the behaviour to the specific intercultural conflict situations

- Prioritize problems based on degree of control over the problem

- Solve problems with intercultural dimensions /roots in an effective way

2.6. Organizational Culture

Another very important competence for all countries participated in the survey is knowledge

of the organizational culture and members’ culture. The competence of organizational culture

means the ability to identify, understand, value, respect and positively use the cultural factors

(values, habits, norms, beliefs, attitudes) and also understand how they influence the

organization, its activities and its members. It makes us understand more about the essence of

the organizational culture and its influence on an individual’s personality know the specifics of

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the different types of organizational culture as well as the advantages and disadvantages of

the multicultural organizational culture.

Getting to know the essence of the organizational culture will make us be aware of which type

of organizational culture best suits our views and needs; enable us to understand how to

effectively adapt to a multicultural organization; make us aware of how to effectively

implement the acquired knowledge and skills for our career development at our current and

future workplace

Organizational culture competence helps us to:

- Know the specifics and different elements of the organizational culture in a

multicultural environment

- Be aware of the differences between multicultural and mono-cultural organization

- Know the characteristics of different cultures, understand and be aware of the

advantages of multiculturalism in an organization

- Know the functions of the organizational culture on a personal level

In conclusion, partners of the CULTOUR project - Overcome the skills gap and foster mobility in

tourism sector trough the recognition, validation and up-skilling of intercultural competences

in tourism jobs - have determined six areas of skill gaps regarded as the ones among the most

important intercultural competencies and the least developed by the participants of the

research phase of the CULTOUR State of the Art Report.

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3. Innovative pedagogical approaches in VET for the teaching learning of

intercultural competencies for the tourism sector

“Tell me and I will forget.

Show me and I will remember.

Involve me and I will understand.”

Chinese proverb

In the beginning of the CULTOUR project, a research has been conducted in six European

countries in which Tourism sector plays a significant role in the economy. The findings shows

that the most effective ways to develop the intercultural competences of students and

employees in tourism are those, that combine a solid specialized knowledge with a practical

experience, which provides an opportunity of a direct contact with other cultures.

3.1. Travel and mobility

Travel and mobility are assessed as the best way to obtain intercultural competencies in

tourism. This experience varies in purpose and intensity, but in all cases allows participants to

familiarize with another culture from first hand and develop a wide range of transversal

competencies. There’s no better way to experience another culture than by living and working

in a foreign country. International students spending time in a foreign country on a work and

travel program can find many things to enjoy - from the history to the food to the people.

Working alongside and interacting with native people allows international students to not only

build personal contacts, but also to learn about the host culture from a closer perspective, to

make friends and get in contact with employers.

Cultural exchange often involves adapting and learning about a new environment, and this

flexibility is a helpful skill for our participants before, during and after the Work & Travel

program!

The employers and host families act as cultural ambassadors to the participants in work and

travel programs, introducing them to the local culture. After experiencing life in a foreign

country, international participants may be more likely to return for another working mobility.

They also tend to stay in touch with the new friends and use improved foreign language skills

to make connections with local companies during future careers in their home countries.

The cultural exchange also brings benefits after returning to their home country. Participants

obtain an international work experience and develop a lot of cross-cultural experience and

personal skills, which are highly estimated by employers in the globalized world. Companies in

all types of industries work with international partners and clients. We're also seeing more

diverse workplaces with people from many types of cultures working together. The Work and

Travel program allows visitors to make new friendships and relationships, and to learn how to

talk and interact with people from other cultures.

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Some of the most popular mobility options are presented below:

Study mobility

Erasmus+ provides students in higher education with the opportunity to study abroad in

Europe for three to 12 months (per university cycle) as part of their degree. You can take part

in study mobility at any time during your degree (except during the first year) although it will

depend on the structure of your degree and the arrangements your university has with its

partners. Along with the intensive language preparation, most university have centralized

support for the development of cultural awareness and intercultural skills within their

programs. Students can also work abroad in an Erasmus+ traineeship.

Erasmus traineeships (working abroad)

Students in both higher education and vocational education and training can benefit from the

opportunities offered by Erasmus+ to gain work experience in another country. Staff in

education, training and youth organizations can also undertake work shadowing, teaching or

training activities abroad - read our teach or train abroad page for more information.

Applications, however, cannot be made by individuals. The participants’ school, organization

or institution must apply for funding. Erasmus+ offers undergraduate and postgraduate

students in higher education the opportunity to work abroad in a European enterprise for a

period of 2 to 12 months as part of their degree. It provides students with an unrivalled

opportunity to gain international work experience increase their cultural awareness and

enhance their employability.

Work and travel

Work and travel provides many benefits for international students – an opportunity to dip for a

short period in a foreign country, to explore its history, environment and traditions; to interact

with local people, get first-hand impression about their culture and lifestyle. The work and

travel offers also a guaranteed job placement with legitimate, reputable employers, which

especially benefits students in tourism, as the sector provides numerous job opportunities.

Other options to improve language skills and merge into a different culture are the language

summer courses abroad, usually targeting pupils and students, but also organized for groups

of adults. Of course, even a shorter and non-structured leisure travel experience can give the

sense of a different culture better than all the manuals and books.

3.2. Practical training and learning on the job

Even within their own country, learning on the job help master foreign language skills, specific

intercultural competences and soft skills. It is highly recommendable that all students in

Tourism and Hospitality or related fields conduct an internship or undertake another form of

work-based learning during their course of study. This will help them understand the

importance of intercultural awareness, obtain specific skills and link the obtained competences

with the theoretical knowledge. The gained practice enhances learners’ motivation and

increases their competitiveness.

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Many vocational schools and universities include internships, apprenticeships or other form of

work-based learning integrated in their curricula. In some countries the education system

includes the so called dual training (combining and alternating periods of study and paid

practice on the job under the supervision of a professional), or offer the students a gap or

“sandwich” year, in which they have the chance of exploring potential career opportunities

home or abroad (see below the good practice from UK: Leeds City College Printworks

Campus).

3.3. Non-formal and self-directed learning

Reading books and online materials, watching videos, exchange of experience, visit of tourism

fairs, family learning, etc., is the most common, easily accessible and affordable method used

by the employees to develop their intercultural competences. It needs to be stressed, though,

that the non-formal character makes the learning random, highly dependent on the learner’s

inner motivation and may lead to reducing the overall quality and effectiveness of the process

without teachers’ support and control.

There are many online resources that may be effectively exploited in self-directed and blended

learning for trainees who would like to develop and improve their intercultural competences.

One of the best options are the massive online open courses (MOOCs) which are offered in e-

learning platforms such as Coursera.org, edx.org, Academia.edu, OpenCulture.com, etc. Here

are some examples of such courses with focus on various aspects of Intercultural

Communication:

- Business English for Cross-cultural Communication, offered by the Hong Kong University of

Science and Technology

- Establishing a Professional ‘Self’ through Effective Intercultural Communication, offered by

the National University of Singapore

- Becoming Part of the Globalised Workplace offered by National University of Singapore

- International Leadership and Organizational Behavior, offered by the Università Bocconi

- Intercultural Communication and Conflict Resolution, offered by the University of

California

- Intercultural Communication (FutureLearn), offered by Shanghai International Studies

University (SISU)

- Managing a Multigenerational and Diverse Workforce, offered by IEEE

Other Open Online Courses (MOOCs) in Hospitality, Travel and Tourism, offered in different

providers and languages can be found in several sources:

1. on the internet page of the International Federation for IT and Travel & Tourism (IFITT)

http://www.ifitt.org/hospitality-and-tourismmoocs/ 2. on the official page of the International Air Transport Association (IATA)

http://www.iata.org/training/subject-areas/Pages/travel-tourism-courses.aspx

https://www.coursera.org/learn/cross-cultural-communication-business


https://www.coursera.org/learn/effective-intercultural-communication


https://www.coursera.org/learn/intercultural-communications


https://www.coursera.org/learn/organizational-behavior

https://www.coursera.org/learn/intercultural-communication


https://www.mooc-list.com/course/intercultural-communication-futurelearn?static=true


https://www.edx.org/course/managing-multigenerational-diverse-ieeex-mgtmdw-0

http://www.ifitt.org/hospitality-and-tourismmoocs/


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Other online tools and resources, such as mobile applications can also be effective in training

intercultural communication competences. Some mobile applications are available, such as:

Culture on Demand

Culture Compass, based on the Hofstede model, enables comparison of cultures

Assessment Tools of Intercultural Communicative Competence – a long list with a lot of

inventories, tests and self-assessment instruments

The online simulation games InterCulture is offered as a semester course: 4 teams from

different countries meet once a week in the Virtual Classroom. In the simulation game,

they operate and cooperate as a drinking bottle company on the world market. In contrast

to a business simulation game, the issue here is to learn and apply strategies for

interculturally competent behaviour under the conditions of virtual, intercultural

teamwork (time difference, multilingualism, cultural differences etc.). The interactions are

recorded, saved and analysed with the local trainers.

Training resources containing games, techniques and online activities for intercultural

communication trainings:

http://wilderdom.com/games/MulticulturalExperientialActivities.html

http://www.info4migrants.com

3.4. Good practices and methods

A selection of good practices and methods related to development of intercultural

competences of staff in tourism sector is provided in the following pages.

Bulgaria: Multi Kulti Kitchen

Multi Kulti Kitchen (http://multikulti.bg/project/kitchen) is an Informal platform providing

opportunities for joint cooking, tasting of foreign cuisines, and cultural exchange for residents

and foreigners in Bulgaria. Once a month Multi Kulti Kitchen organises events which are

hosted by refugees and migrants from Asia, Europe, North and South America and Africa. They

cook traditional national dishes, talk about their country and culture, display traditional clothes

and jewellery in front of Bulgarian audience. The initiative is featured as a “good practice” by

the European Commission.

Italy: Continuous training activities developed by enterprises and for unemployed people.

Two examples of training instruments are: i) the contract of training and work (Contratto di

Formazione e Lavoro) to facilitate the transition from school into work; and ii) the

apprenticeship schemes (Apprendistato) that combine work and training over some years to

qualify people for occupations based on learning by doing (Formazioneturismo). However,

there is no information available on the importance of these instruments for the tourism

sector.

Spain: a research program and certification system

The CIDOB Foundation (http://www.cidob.org/en/) Barcelona Center for International Affairs,

has a research programme focused on interculturality. This institution has several publications

https://play.google.com/store/apps/details?id=com.graemethemarketingdoc.com.andlitetraveller

https://play.google.com/store/apps/details?id=zoomtouch.culturecompass.com

http://digitalcollections.sit.edu/cgi/viewcontent.cgi?filename=5&article=1001&context=worldlearning_publications&type=additional

http://www.intercultural-campus.org/en_GB/online-planspiel


http://www.info4migrants.com/

http://multikulti.bg/project/kitchen

http://www.cidob.org/en/

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analysing the relationship between intercultural competences and tourism. One of their main

aims is to promote sustainable tourism and intercultural dialogue. CIDOB do not develop

models or methods to be implemented, but their theoretical approaches can be really useful

when addressing intercultural competences in tourism sector. They also organize events and

conferences about intercultural issues, and hold the Forum of young researchers in

intercultural dynamics, starting in 2003 and currently running.

Chinese Friendly International (http://chinesefriendly.com/nueva/) is a private company

(consultancy firm) offering their clients a certification system on "Chinese Friendly", aimed at

adapting tourist companies to the emerging Chinese tourism market. The services they offer

are directly based on the development of intercultural competences. These services are:

3.5. Existing national platforms, training resources and opportunities

Detailed information on different national platforms, training resources and opportunities for

development of intercultural competencies is provided in the following pages.

Bulgaria

There are some available online resources, blogs or informal training opportunities offered,

usually developed as part of European projects, which are related to the topic or address

theoretically the multiculturalism and intercultural competences as a whole. However, there is

no evidence for such resources which address specifically the practical intercultural skills,

required in the labour market, neither required from the staff in tourism.

- Training program “Guidance for mobility” and a toolbox with practical exercises is

developed by the Business Foundation for Education and the Human Resource

development Center (http://old.hrdc.bg/fce/001/html/001_0185_2_.html)

- Intercultural training manual developed by ILCC Project (http://www.adam-

europe.eu/prj/7387/prj/producto%206%20version%20b%C3%BAlgaro.pdf)

- Interculturality in the workplace throughout Europe, part of the EILEEN project

(http://eileen-eu.org/wp-

content/uploads/2014/12/EILEEN_Interculturality_FinalReport_IO1.pdf) - The

perceptions, interest and available tools regarding interculturality.

- InnoSupport (http://www.innosupport.net/uploads/media/BG_12_.pdf) is an online

platform for supporting innovations in SME. The Practical InnoSupport guide offers

important facts, techniques, instruments and other information of practical help to the

innovation process in intercultural perspective.

- Trainings for Intercultural communication (www.chrdri.net). The provider is a “Center

for Human resources Development and regional initiatives” who provides trainings for

individuals and organizations. The main goal of the training is to increase the

knowledge and the awareness of intercultural Relations and cultural differences – the

conditions for successful intercultural communication.

http://chinesefriendly.com/nueva/

http://old.hrdc.bg/fce/001/html/001_0185_2_.html

http://www.adam-europe.eu/prj/7387/prj/producto%206%20version%20b%C3%BAlgaro.pdf

http://www.adam-europe.eu/prj/7387/prj/producto%206%20version%20b%C3%BAlgaro.pdf

http://eileen-eu.org/wp-content/uploads/2014/12/EILEEN_Interculturality_FinalReport_IO1.pdf

http://eileen-eu.org/wp-content/uploads/2014/12/EILEEN_Interculturality_FinalReport_IO1.pdf

http://www.innosupport.net/uploads/media/BG_12_.pdf

http://www.chrdri.net/

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- Training for Intercultural competency, provided by Leadership.bg online platform for

leadership development. The aim of the training is to increase the culture awareness,

to develop intercultural competency and emotional intelligence. https://leadership.bg

- A handbook for Intercultural Learning for teachers. 2006. Part of EMIL project

http://www.emil.ikk.lmu.de/bulgar/Brochure-exercises-BG.pdf

- Blogs: http://interculturalskills.blogspot.bg/

Italy

The Tourism sector, more likely to sudden changes than any other sector, is in great need of

highly specialized professionals who are used to dealing within an international context. In

terms of training, a high number of initiatives exist but there is little information available on

the vocational training programmes and the budgets managed by the regions. Interesting

initiatives such as the ones conducted by PromuovItalia, which promote on-the-job training,

remain fragmented, concentrated in some regions and are highly dependent upon external

funding.

They represent very positive developments but do not respond to the larger needs of the

tourism sector in training. Promuovi Italia S.p.A is a technical assistance agency that operates

under the Department for the Development and the Competitiveness of Tourism.

One of the strategic objectives of the agency is to promote the growth and development of

professional skills in the tourism sector, also in terms of innovation. For example, since 2005,

the following projects have been implemented:

- The Employment and Development project aims to carry out 6 000 operations of

advanced on-the-job training aimed at the unemployed and/or disadvantaged residents

in convergence regions (Calabria, Campania, Apulia, Sicily). The target is that at least

65% of participants who complete the course receive a job offer from companies

hosting the trainees. The project started in September 2009 and will last three years;

its budget is EUR 60 million.

- The Replay-Extension project (March-November 2009) offers concrete opportunities

for professional qualifications for unemployed and/or disadvantaged residents in

objective 1 regions (Basilicata, Calabria, Campania, Apulia, Sardinia and Sicily). The

budget of the project is EUR 6.6 million.

- The Motus project (March-November 2008) has a budget of EUR 7.45 million for

activities managed by PromuovItalia.

These programmes are designed to promote the achievement of higher standards in terms of

quality and continuity of employment within the tourism sector in selected regions. The on -

the-job training activities consist of training internships and language and professional training

skills activities. An evaluation of the results has been made by measuring the level of

integration of the participants in the companies after a period of traineeship. Overall, 66.8% of

the participants have received a job offer (1 498 job offers out of 2 242 participants). These

training offers cover only very marginally the needs of the whole tourism industry; Italy should

https://leadership.bg/%D0%BC%D0%B5%D0%B6%D0%B4%D1%83%D0%BA%D1%83%D0%BB%D1%82%D1%83%D1%80%D0%BD%D0%B0-%D0%BA%D0%BE%D0%BC%D0%BF%D0%B5%D1%82%D0%B5%D0%BD%D1%82%D0%BD%D0%BE%D1%81%D1%82-%D0%B8-eq/

http://www.emil.ikk.lmu.de/bulgar/Brochure-exercises-BG.pdf

http://interculturalskills.blogspot.bg/

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engage in more comprehensive and pro-active action in the area of training, bringing the

regions and the industry together in order to define a common and integrated strategy.

Spain

Cultural Detective consists on a core process for improving cross-cultural collaboration,

productivity, satisfaction and effectiveness. It has been used on a proprietary basis by major

multinationals and NGOs worldwide since 1989, and has been publicly available since 2004. It

includes a series of culture- and topic-specific packages available via site license or online

download. In late 2010 the series were launched as an online tool available to individuals,

teams or organizations via subscription.

http://www.culturaldetective.com/welcome.shtml

Cultural Detective is anchored in three fundamental capacities:

- Know yourself as an individual and as a complex amalgam of the influences of multiple

cultures (Subjective Culture).

- Get to know others as individuals and as a complex amalgam of the influences of

multiple cultures (Cultural Literacy).

- Fully include, utilize and appreciate everyone involved, leveraging their similarities and

differences as assets (Cultural Bridge).

Culture-specific Packages are designed to develop basic understanding of a culture and to

develop fundamental competence for establishing trusting and productive relationships with

people of that culture. Topic-specific Packages are designed to develop fundamental cross-

cultural competence in the topic area (e.g., ethics, global diversity, virtual teaming). All

packages can be found in http://www.culturaldetective.com/package.html

Cultural Detective materials can be used by anyone interested in improving his skills in

communicating and relating across cultures. These materials can provide with a consistent

method and process for growth and cross-cultural effectiveness. The Cultural Detective tools

are theoretically sound yet easy-to-understand and designed for use even with those relatively

inexperienced with intercultural communication training.


There are several training resources related with training of trainers on intercultural

competences. Most of them are provided by consultants and SME on the field of education,

training, coaching and similar. This kind of training resources are aimed at learning and

developing methodologies on didactics, group dynamics, presentation skills, conflict

management, intercultural communication, etc. Some examples of intercultural competences

courses are:

- http://indialogo.es/formacion/formacion-de-formadores-train-the-trainer-intercultural/

- http://ulrichschubert.com/formacion/competencias-interculturales/


http://www.culturaldetective.com/package.html


http://indialogo.es/formacion/formacion-de-formadores-train-the-trainer-intercultural/

http://ulrichschubert.com/formacion/competencias-interculturales/

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- http://gestiona.madrid.org/opacsanidad/cgi-bin/abnetcl/O10097/ID70b2553b?ACC=161

http://gestiona.madrid.org/opacsanidad/cgi-bin/abnetcl/O10097/ID70b2553b?ACC=161

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4. Best practices useful for teaching learning of intercultural competencies in

tourism sector

Strategies and measures designed in the project participating Countries to train and upgrade

skills in the tourism industry show a trend towards more holistic solutions based on

partnerships and dialogue between training institutions, the tourism industry and other major

stakeholders, like public authorities.

At national level, the development of intercultural competence is understood as a gradual,

never ending learning process, therefore the learning methods must allow for holistic and

complex effects. It should be emphasized that the training model which is transferring relies

upon a holistic approach to training, learning and competence, and is strongly based on

experience and reflection, both considered as necessary source for learning in complex

societies and managing change.

The set of methods for development of intercultural competence are based on some

conclusions coming from the State of Art Report. These conclusions relate to different

National researches and projects on intercultural competence and help to ascertain the

methods for development of intercultural competence: Intercultural competence can be

developed through intercultural education and training.

Intercultural competence in tourism sector can be developed in different ways through (use

of) different training-learning methods, classical and innovative learning tools. To this end,

three principles can be achieved from the National contributions described in the State of Art

(IO-01):

• Education and training systems across Europe and in particular Tourism Education and

Training systems seem to be constantly in a state of flux. In France, Italy, Portugal and

Bulgaria – just to mention a few examples - the national tourism education and training

systems are going through, have recently undergone or are planning to undergo reforms in

order to improve quality to introduce new ways of teaching and establish better links with

industry. So at national level training systems are being improved but the results of these

reforms remain to be shown on a larger scale.

• Regarding the training provisions, the Countries’ reports stress the fact that there is more

and more a need for courses much more based on tourism industries’ needs. In some

countries (for i.e. Italy) there are signs of overproduction of candidates with profiles of no

or little relevance to the industry. The consequences can be double: the frustration of the

candidates that cannot get employment adds to the poor image of the industry and

another consequence caused by this fact is the general mistrust of the industry towards

VET organisations as institutions with no real understanding and knowledge of the

industry. At the same time the tourism industry needs co-operation with VET organisations

in order to get the theoretical and vocational knowledge needed to be competitive and the

VET organisations need to know the real situation and needs of the tourist industry in

order to improve the quality and relevance of their courses and activities.

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• Most of the examples in the Countries reports deal with the question of building long-term

solutions in order to support the effort on building long-term sustainable advantage

through human resources. They are characterised by a holistic approach that tries to build

links with industry in the concepts in order to bridge the gap between training systems and

learning processes in the tourism industry in order to improve knowledge transfer between

the educational system and the industry. The “building” of such learning systems is based

on the linking of the capacities of schools, training centers, universities and enterprises

with the support of the social partners, public institutions and the tourism organisations.

Because of the holistic character of the solutions, they more or less embrace all the factors

and training needs identified.

One basic idea behind these systems/concepts is that due to the fact of constant change it is of

importance to build the systems that either locally or nationally can:

- Anticipate training needs

- Secure their provision in a flexible and fast way with the active involvement/participation

of all parties involved

- Transfer knowledge.

Strategies and measures designed to upgrade intercultural skills in the tourism industry show a trend

towards more holistic solutions based on partnerships and dialogue between training institutions, the

tourism industry and other major stakeholders, like public authorities. They aim to more clearly

combining teaching and practical experience elements.

When analysing in depth the good practices described they express a common philosophy on

learning, which can be illustrated as follows by two complementary critical elements:

Involvement of all stakeholders; and Holistic way to provide learning.

4.1. Involvement of all stakeholders concerned in the Tourist Area

The holistic way to provide learning is based on the involvement of all relevant stakeholders

concerned in the solving of the challenges identified for the area. Cooperation is essential and

the partnership/networking between the actors could be more or less formal according to the

tradition and culture of the area. Enterprises, tourism professionals and employees are

naturally the most important target group and to ensure ownership, responsibility – also in the

implementation and follow-up phase it is essential that the learning process is a bottom-up

process. On the other hand the bottom-up process needs political and public authority support

as a basis for long lasting support and a holistic view on the number of initiatives that might

occur.

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4.2. The holistic way to provide training

A holistic approach is expected to be developed through the CULTOUR Project, which is

broader than training is needed to meet the new and increased demands on the skills of the

staff working in the tourism sector (see the key results of the IO-01). Training and training

systems do play an in important role when talking of the need of upgrading the skills but new

forms of work organisation and a more complex business environment requires new

approaches to training. In addition, there is a need to look on all the processes where people

are learning in order to understand and improve the totality of the possibilities for developing

the human resources as a basis for innovation, productivity, quality and competition in the

tourism industry.

The dialogue and collaboration between public (and private) institutional education and

training institutions and the industry as well as the enterprises capabilities of developing the

existing workforce will accordingly be some of the focus areas of the Handbook and PILOT

training activities.

A holistic competence approach is most suitable as it allows a limited set of core competencies

and knowledge components, and it can have a guiding function for the development of a

curriculum.

This method try to bridge the gap between training systems and the learning processes in the

industry in order to improve knowledge transfer between VET and education institutions and the

industry. However, these links and processes very often need support and guidance to be

successful when looking on the “learners-beneficiaries”1 to involve – it could be e.g.

interpersonal support, provision of facilities, financial support, high level of flexibility, etc…

The processes need relevant content in order really to motivate enterprises, staff and workers

1 As the Country Reports state we have to consider that target groups expecting to attend the national Pilot editions could work in enterprises/organizations affected by “seasonality” or being “micro family-owned enterprises (SMEs and micros account for more than 90% of the industry)”, with a high level of “turnover” in the work force.

Tra ining Providers

Consultancy Organisations

Research Organisations

Schools

University

Loca l Community

Social Partners

SME's

Target Groups

(Manager, Staff Employees, Workers)

Publ ic Authorities

Others

(Chambers of Commerce; Employment Agencies; PES; Etc..)

Learning Area Core

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for development and therefore strategic information for enterprises is essential if they are to

participate and invest in training through the project – not only strategic information on

learning, employment and labour environment but also relevant strategic business information

on trends, markets, employment opportunities and competitors e.g. is needed.

These two critical elements - distilled from the good practices in the country reports - facilitate

the achievement of the necessary holistic approach (through learning, innovation and the

influence on competitiveness) for enhancing the economic and intercultural dimension in the

tourist areas. They have served as guidance in the development of the concrete actions

according to the conclusions and recommendations of the Report.

4.3. Methods and tools for development of intercultural competence

Different methods for development of intercultural competence could be grouped together

and classified into types. Classification could be done on the different backgrounds, therefore

there are a lot of classifications of such methods. Tudorache (2012)2 proposed classification of

intercultural competence development methods, for each method we assign training tools

coming from the National experiences and which are presented in the table below.

Intercultural competence can be developed in different ways through different types of

education: formal, non-formal and informal3.

2 Tudorache P. (2012). Consideration on intercultural competence training methodology. Revista Academiei Fortelor Tereste, 17(2 ), 150-153. 3 Different types of education-training to develop Intercultural competences:

i. Formal learning takes place in education and training institutions, leading to recognised diplomas and Qualifications. ii. Non-formal learning takes place alongside the mainstream systems of education and training and does not typically lead to

formalised certificates. Non-formal learning may be provided in the workplace and through the activities of civil society organisations and groups (such as in youth organisations, trade unions and political parties). It can also be provided throug h organisations or services that have been set up to complement formal systems (such as arts, music and sports classes or private tutoring to prepare examinations).

iii. Informal learning is a natural accompaniment to everyday life. Unlike formal and non-formal learning, informal learning is not necessarily intentional learning, and so may well not be recognised even by the individuals themselves as contributing to the ir knowledge and competence. Source: Working document of the European Commission “A memorandum on lifelong learning, ESC(2000) 1832”

Holistic way to provide training

Support

Consultancy

Flexibility Training

Guidance

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VET institutions provides formal education as well, however, non-formal and informal

education is becoming a priority for national and European vocational education and training

(CEDEFOP, 2007). Each type of training could be used when developing intercultural

competence of staff in tourism industry.

Intercultural competence development methods

Description Training Tools

Cognitive method

Collect knowledge about cultural diversity:

behavioural norms, expectations, social and political

structures, history, religion and so on.

Lectures, seminars, group

discussions

Self-insight method

It enables students to learn about themselves, for

example, for their possible reactions to other people

with different cultural background. The advantage

of the methods is that learners can use these

methods during non-formal learning. The

disadvantage consist in the fact that learners’ self-

knowledge and self-analysis can be very poor, and

the insights can be not straightforward and difficult

to verbalize

Simulations, group discussions

Behavioural method

The main objective of these methods is to help to

obtain effective behaviours and to replace

inappropriate ones. The advantage of behavioural

methods is the opportunity to practice real different

behaviours, but the disadvantage reveals when the

changes of behaviour need very great efforts.


discussions, Cultural Quiz game

Experiential method

The learners can simulate different scenarios where

they must behave as representatives from other

cultures, and in which cultural customs and foreign

language must be used. As advantage of these

methods, learners can form a real view of the

consequences that their actions might have, but the

disadvantage is that the methods are difficult in

application therefore needs well trained specialists

for implementation of these methods.

Simulations, project work

Experience

Learning through experience develops atti tudes of

curiosity, respect and openness, provides knowledge

about other culture, and shapes skills of comparison

and analysis. Best results of applying this method is

Seminars, group discussions,

Cultural Quiz game

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when experience obtained directly: communicatin g

and acting with the people from different cultures, but

cons idering the availability, “real” experience could be

replaced by “imagined” one.

Comparison

The learners may compare what is uncommon with

what is common and evaluate the uncommon not as

“worse” but as “different”. Taking the perspective

of other helps to develop attitudes of respect and

openness, the skill of comparison and gives

knowledge about the construction of stereotypes.


discussions, case study, use of

media

Analysis

The learners may to analyse the hidden meaning of

other people actions, values and beliefs, and to

search for explanation of dissimilarity of their

actions, values and beliefs.

Group discussions, self-

reflections, questionnaires,

case study

Reflection

It is closely associated with non-formal education

because the special time and space must be

provided for learners’ reflection. Three methods

described above (experience, comparison and

analysis) must be accompanied by the method of

reflection. The method of reflection develops

learners’ attitude of openness, knowledge about

cultural self-awareness, and skills of evaluating and

relating.

Group discussions, self-

reflections, questionnaires,

case study, presentations

Cooperative activity

The learners must be involved in cooperative

activities with people who have different cultural

background. Such intercultural dialog through not

only communicating but also acting together is the

best basis for development of attitudes of respect

and openness, the source of culture-specific

information and sociolinguistic awareness, develops

skills of listening, observing, interpreting, analysing,

evaluating and relating, leads to the adaptability,

flexibility, ethno relative view and empathy

Project work, presentations,

group discussions

Some other training approaches such as collaborative learning, project-based learning,

situated learning, interactive learning and etc., were not listed here. It should be noted that

VET trainers and professionals need to use comprehensive and holistic approach to be

successful in increasing intercultural competence of learners and themselves.

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It should be noted that, even the training approach can change in relation to the target

groups, the learners could learn well in contexts where transmitting of information via

lectures is minimal. Experiential learning or learning by doing is more effective than lecturing

for reason that may include the methods of experience, comparison, analysis, reflection and

cooperative activity.

The methods of experience, comparison, analysis, reflection and cooperative activity needs

effective, emotionally active and innovative tools and techniques for development of

intercultural competence. During the National PILOT training activities, partners could

experiment and highlight the following best training methods to develop intercultural

competences for staff working in tourism sector:

Country Intercultural competence

development methods Training Tools Target Groups Best Practice Description

FRANCE

PORTUGAL

BULGARIA

SPAIN

ITALY

TURKEY

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5. Evaluation, recognition, and validation of intercultural competencies in

tourism sector

5.1. Evaluation

The evaluation of formal, non-formal and informal learning is a process which identifies

records and makes visible the learning outcomes achieved by individuals through life-long

learning. This process does not result in a formal certificate or diploma, but it provides the

basis for the formal recognition of the learning outcomes.

The methods used for the evaluation of learning outcomes (in formal, non‑formal and informal

learning) are essentially the same tools used in assessing formal learning. There are a variety of

tools which capture different aspects of the outcomes in question, for instance being able to

reflect practical skills or theoretical reflections in varying degrees. Hence, these tools need to

be fit‑for‑purpose in the different learning processes.

Before an assessment tool can be selected for the evaluation of learning outcomes, it is

important to look at the learning to be assessed. It is generally accepted that the following

criteria need to be considered:

- Breadth of knowledge, skills and competences to be assessed

- Depth of learning required

- How current or recent are the knowledge, skills and competence

- Sufficiency of information for an assessor to make a judgment

- Authenticity of the evidence being the candidate’s own learning outcomes

There is a wide range of evaluation tools which can be classified in the following groups:

- Debate: offers the candidate an opportunity to demonstrate depth of knowledge as

well as communicative skills

- Declarative methods: based on individuals’ own identification and recording of their

competences, normally signed by a third party, to verify the self-assessment

- Interviews can be used to clarify issues raised in documentary evidence presented

and/or to review scope and depth of learning

- Observation: extracting evidence of competence from an individual while they are

performing everyday tasks at work

- Portfolio method: using a mix of methods and instruments employed in consecutive

stages to produce a coherent set of documents or work samples showing an

individual’s skills and competences in different ways

- Presentation: can be formal or informal and can be used to check ability to present

information in a way appropriate to subject and audience

- Simulation and evidence extracted from work: where individuals are placed in a

situation that fulfils all the criteria of the real life scenario to have their competences

assessed

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- Tests and examinations: identifying and validating informal and non-formal learning

through or with the help of examinations in the formal system

5.2. Recognition

Two types of recognition can be distinguished:

On one hand, formal recognition is the process of granting official status to skills and

competences either through the award of qualifications (certificates, diploma or titles) or by

means of the grant of equivalence, credit units or waivers, validation of gained skills and/or

competences.

On the other hand, social recognition is the acknowledgement of the value of skills and/or

competences by economic and social stakeholders, instead of educational authorities.

For the purposes of CULTOUR Handbook, we are going to focus on the first type: Formal

recognition. The core of this recognition process is all learning activity undertaken through life -

long learning, which results in improving know-how, knowledge, skills, competences and/or

qualifications for personal, social and/or professional reasons.

The Recognition of qualifications, skills and competencies is an essential element to improve

job accessibility, training and professional development of all persons, but especially from

those who are not citizen of the country in which they reside. It is therefore essential to

recognize skills and qualifications easily and quickly within the framework of the European

Union, in three ways: within each country, across member states and from third countries.

The European Union has established Recognition as a strategic framework for action, with the

creation of various instruments that promote transparency and recognition of qualifications,

skills and competencies to enable people to study and work anywhere in Europe.

The European Qualifications Framework (EQF) facilitates the comparison between national

qualifications frameworks and systems. Starting from a common framework improves

transparency, comparability and transferability of qualifications of citizens issued under the

practices of the various Member States.

The European Credit Systems in Vocational Education and Training (ECVET) and also in Higher

Education (ECTS), allow the comparison among national education and training systems in

Europe. European credit system increases transparency of education, facilitates curriculum

development, transfer of learning experiences, student mobility and recognition of

qualifications and skills gained.

The Quality Assurance Systems in Vocational Education and Training (EQAVET) and also in

Higher Education (EQAR) not only help to improve the quality of education, but also facilitate

the acceptance and recognition of skills and competences achieved in different countries and

educational settings.

http://ec.europa.eu/ploteus/

http://www.ecvet-team.eu/en

http://ec.europa.eu/education/tools/ects_en.htm

http://www.eqavet.eu/gns/home.aspx

https://www.eqar.eu/

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5.3. Validation

The process of validation of formal, non‑formal and informal learning is based on the prior

evaluation and recognition of the learning outcomes achieved by individuals through life-long

learning. Validation of learning outcomes is a process which final result used to be a certificate

or diploma conferred by regional, national and/or European authorities on education or

employment.

In this sense, validation is the confirmation by a competent body that learning outcomes

(knowledge, skills and competences) acquired by an individual in a formal, non-formal or

informal setting have been assessed against predefined criteria and are compliant with the

requirements of a validation standard. As mentioned before, Validation typically leads to

certification of these learning outcomes, usually in terms of knowledge, skills and

competences.

The validation process consists of four distinct phases in which an authorized educational body

confirms that an individual has acquired learning outcomes measured against a relevant

standard:

- Identification through dialogue of particular experiences of an individual

- Documentation to make visible the individual’s experiences

- Formal assessment of these experiences

- Certification of the results of the assessment (partial or full qualification)

Furthermore, validation procedures can be classified through the following stages:

- Orientation of an individual: a broad area covering all aspects of producing and

distributing information, interaction of learners with advisers, counsellors and other

significant stakeholders (e.g. employers). Orientation reaches a significant point when

the activity begins to focus on evaluating the individual’s actual learning.

- Assessment of individual learning: also a broad area which covers the whole process of

assessment (evaluation) from understanding requirements and standards,

identification of learning, searching for evidence, organising it for assessment, and

following agreed assessment and validation procedures. Validation is the most obvious

end point of this stage, but monitoring the effects of validation on learners is an

important follow-up activity.

- Audit of the validation process: represents a post validation stage that involves an

external, independent review of orientation and assessment. This stage does not

harbour all the quality assurance processes: these are present during orientation and

assessment. In this stage it is the whole process of orientation and assessment that is

under independent scrutiny.

The European Union has established Validation of non-formal and informal learning as a way

to recognize the variety of knowledge, skills and competences acquired - especially in non-

formal education or informally - which requires identifying, documenting, evaluating and

certifying these experiences. The Union has called on member countries to establish

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arrangements for such validation before 2018 (Council Recommendation 2012/C 398/01) and

are currently being drafted guidelines for implementation of these provisions. Furthermore, a

European inventory has been carried out by CEDEFOP in 2014, and periodically updated,

providing an overview of good practices in this area.

5.4. Europass

The European Centre for the Development of Vocational Training (CEDEFOP) defines

EUROPASS as a portfolio of five documents helping citizens to better communicate their skills

and qualifications when applying for job or study in Europe. ERUOPASS helps employers to

understand the skills and qualifications of the workforce, and it also helps education and

training authorities to define and communicate the content of curricula.

Two documents freely accessible, completed by European citizens themselves:

- Curriculum Vitae, helps to present individual’s skills and qualifications effectively and

clearly. CV can be created online using tutorials or downloading the template,

examples and instructions

- Language Passport is a self-assessment tool for language skills and qualifications. It

also can be created online using tutorials or downloading the template, examples and

instructions

Three documents issued by education and training authorities:

- Europass Mobility, which records the knowledge and skills acquired in another

European country

- Certificate Supplement, describing the knowledge and skills acquired by holders of

vocational education and training certificates

- Diploma Supplement, describing the knowledge and skills acquired by holders of

higher education degrees

EUROPASS has been developed by the European Union as a fundamental tool in order to help

to promote an adequate appreciation of learning outcomes acquired in formal, non-formal or

informal settings.

5.5. Intercultural competencies in the tourism sector

Intercultural Competencies form a set of cognitive, affective and behavioural skills and

characteristics that support effective and appropriate interaction in a variety of cultural

context. Intercultural Competencies allow people to interact effectively and appropriately in

intercultural situations, on the basis of specific knowledge, skills and competencies. In this

sense, people working in Tourism sector need to manage Intercultural competencies in order

to deal with customers, co-workers and employees with different cultural backgrounds.

One main area of skills gap in the Tourism sector is related with the growing requirement of

these intercultural competencies, as stated by several international agencies as CEDEFOP or

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OECD: it is important to implement policies that aim to increase quality of services, improve

productivity and processes and to increase managerial and intercultural skills.

However, Intercultural competencies are not yet included as part of an official curriculum in

the Tourism sector in any European country. These competencies are not formally required for

the staff working in tourism. That is why there is no evidence regarding the evaluation,

validation and recognition of intercultural competencies in the Tourism sector.

The EU has called on member countries to establish by 2018 comprehensive validation systems

to address several issues: secure a better match between skills and labour demand, address

skills shortages in growing sectors, promote better transferability of skills between companies

and sectors, and increase mobility in the EU to live and work. Therefore, national and regional

governments across Europe are actually developing policies and strategies to foster the

recognition and validation of key competencies.

The main findings and results of CULTOUR project will be disseminated to national and

regional policy makers and relevant stakeholders as an opportunity for the development of

these validation systems in the specific field of intercultural competencies in the Tourism

sector.

CULTOUR partnership had identified some examples in which Intercultural competencies are

trained in different branch sectors. These examples can be transferred into the Tourism sector

as a model for the validation and recognition of Intercultural competencies.

- Professional profile of “Intercultural mediator”

It is included in the sector branch of socio-cultural and community services in some

countries (e.g. Spain and France). This professional profile is aimed to manage and

regulate conflicts in multicultural contexts, encouraging communication, understanding,

learning and development of intercultural harmony, promoting actions that facilitate the

prevention, promotion and rehabilitation thereof.

- Train of trainers on the field of motivational training and coaching

There are a lot of training resources on intercultural competences, mostly provided by

consultants and SME, by means of informal and no formal learning. These resources are

aimed at learning and developing training methodologies on didactics, group dynamics,

presentation skills, conflict management and intercultural communication.

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6. Mobility opportunities in tourism sector to improve intercultural

competencies

Mobility “The ability to move freely or be easily moved”

Cambridge Dictionary

Mobility is a term that can be easily found in different contexts, such varied as social (status in

society), financial (capital mobility), transportation (business and tourism travels), ICT (virtual

mobility), education and training (learning mobility) and labour market (labour mobility).

Conceptually, and particularly in regards to human interaction activities and the principles

associated with mobility scenarios, it can also be understood as spatial, temporal or

contextual4.

In the scope of Education and Training context, we can consider mobility, as the “ability of an

individual to move and adapt to a new occupational or educational environment:

- Can be geographical or ‘functional’ (a move to a new post in a company or to a new

occupation, a move between employment and education);

- Enables individuals to acquire new skills and thus increase their employability.”5

Nowadays, Europe is both facing and promoting several challenges related with people´s

mobility’s. The notion of “free movement of persons” within the European Union had its initial

legal basis in 1957, through the establishment of the European Economic Community Treaty,

covering the free movement of workers and freedom of establishment (including individuals,

employees and/or service providers), being afterwards consolidated trough the Treaty of

Maastricht in 1993, with the adoption of the EU citizenship concept, confirmed and fully

operationalized by the Lisbon Treaty in 2007 (entering into force in 2009).

One of the fundamental freedoms guaranteed by European Union Law, is precisely the

freedom of movement for workers, which, in the case of the tourism sector, is of particular

meaningless, having, inclusively, specific funding initiatives promoted and/or supported by the

European Union/Commission.

The development of a Labour Mobility Package6 is also foreseen in the EU 2016 work

programme, aiming to promote a balanced approach to labour mobility in order to maximize

its benefits and minimise unwanted effects related with labour mobility.

Even though there is no specific monitoring system tracking the mobility of professionals in

the tourism sector, it is considered to be not only relatively high7, but inclusively higher than in

other working sectors. Although there is a need to improve the recognition of tourism

4 KAKIHARA, Masao & SORENSEN, Carsten, Expanding the 'Mobility' Concept, SlGGROUP Bulletin, December 2001, Nol 22, No.3 - pp 33-37 5 CEDEFOP, Terminology of European Education and Training Policy, Publications office of the European Union, 2014 6 https://ec.europa.eu/priorities/work-programme-2016_en 7 ALESSANDRINI, Michele; CELOTTI, Pietro; CIGNITTI, Flaminia; FONTENLA, Alessandra; LÜER, Christian and WERGLES, Nathalie, Labour mobility and Local and Regional Authorities: benefits, challenges and solutions, Committee of the Regions of the European Union, 2016

https://ec.europa.eu/priorities/work-programme-2016_en

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qualifications at national and European levels, particularly in regards to validation of informal

learning, there are currently several initiatives that ease the process of lifelong learning for

tourism learners and professionals.

As highlighted in CULTOUR project Intellectual Output 1 - State of the Art report on skills gaps

in tourism sector, the development of intercultural skills in the tourism sector “needs to be

integrated in the training and education of the tourism staff, in order to guarantee the quality

of services” and “mobility and travel are emphasized as a best way to obtain intercultural

competencies in tourism …”.

This conclusion allows us to consider the combination of learning/training and/or labour

mobility as an opportunity to enhance and actively promote the development of intercultural

skills in particular for professionals working in the tourism sector, being both mobility options

(learning and work) a benefit either for the development of individual’s competencies, and for

the tourism sector in regards to the increasing of its professional’s qualifications.

The table below, adapted from the EU GUIDE ON EU FUNDING FOR THE TOURISM SECTOR8

(2016) summarizes, among the different funding programs/initiatives available for the tourism

sector in the 2014-2020 timeframe, the ones that can possibly offer better opportunities for

individuals, companies and VET Providers acting in the tourism sector, in regards to labour and

learning mobility’s or development of key competences for the tourism sector:

PROGRAM

TARGET GROUP

All

All

leg

al p

ers

on

s

All

leg

al p

ers

on

s in

lab

ou

r m

ark

et,

ed

uca

tio

n, t

rain

ing

SM

Es

So

cial

en

terp

rise

s

En

tre

pre

ne

urs

Hig

he

r e

du

cati

on

/ P

rofe

ssio

nal

sch

oo

ls

Ind

ivid

ual

s

EUROPEAN FUND FOR STRATEGIC INVESTMENTS

x

EUROPEAN SOCIAL FUND x

HORIZON 2020, Program section Societal Challenges

x

ERASMUS + x

EMPLOYMENT AND SOCIAL INNOVATION - EURES

x x

EMPLOYMENT AND SOCIAL INNOVATION - Guarantee

Financial Instrument

x x x x

8 European Union. European Commission. Directorate-General for Enterprise and Industry, GUIDE ON EU FUNDING FOR THE TOURISM SECTOR, European Commission. Directorate-General for Enterprise and Industry, - VER. 3 – April 2016

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6.1. Funding initiatives and programmes for mobility in the EU

Within the European Union different funding initiatives and programmes, the more

recommendable to support the acquisition of intercultural competencies for tourism sector

staff / learners are:

The European Social Fund, aiming mostly to improve employment and (workers) mobility

as well as the level of professional qualifications in the EU;

Erasmus + mobility’s program, which provides opportunities to develop and share

knowledge and experience at institutions and organisations in different countries.

EURES, which main aim is to provide information, advice and recruitment/placement (job-

matching) services for the benefit of workers and employers as well as any citizen wishing

to benefit from the principle of the free movement of persons; and

a) European Social Fund

The European Social Fund (ESF) is one of the five "European Structural and Investment Funds".

The eligible actions for funding are listed in the "Operational Programmes" prepared by the

Member States and are managed by them. Among others, grants can be provided for projects

aiming to train workers to help companies having to cope with restructuring or a lack of

qualified workers, supporting mutual learning, establishing networks, and disseminating and

promoting good practices and methodologies in the domain of social innovation.

b) Erasmus +

Erasmus + is the European Union's programme for education, training, youth and sport for the

period from 2014 – 20209. It is an integrated programme that brings together seven previous

existing EU programmes in the field of education, training, youth and sport and is organized in

three Key Actions:

- KEY ACTION 1 – Mobility of individuals

- KEY ACTION 2 – Cooperation for innovation and the exchange of good practices

- KEY ACTION 3 – Support for policy reform

Erasmus + also includes the promotion of excellence in teaching and research in the field of

European Union studies worldwide through the JEAN MONNET ACTIVITIES 10. For each KEY

ACTION, specific aims are annually designed to achieve the objectives of the programme.

The Key Action 1 – MOBILITY OF INDIVIDUALS, can be of particular usefulness for learners and

professionals working in the tourism sector, since it supports, among others, mobility projects

in the field of education, training and youth, thus, provides the ideal opportunities to bring

9 https://ec.europa.eu/programmes/erasmus-plus/node_en 10 https://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus/files/files/resources/erasmus-plus-programme-guide_en.pdf

https://ec.europa.eu/programmes/erasmus-plus/node_en

https://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus/files/files/resources/erasmus-plus-programme-guide_en.pdf

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positive and long-lasting effects on the participants by improving specific competences,

including foreign language, linked to their professional profiles, promoting a greater

understanding and responsiveness to social, linguistic and cultural diversity, and consequently

contribute for the enlargement of opportunities for professional and career development and

motivation and satisfaction in their daily work.

c) EURES

The European Job Mobility Portal, set up in 1993, is a cooperation network between the

European Commission and the public employment services of the EEA Member States (the EU

countries and Norway, Iceland and Liechtenstein) and other partner organisations.

Switzerland also integrates the EURES cooperation. The joint resources of the EURES

members and partners provide a solid basis for the EURES network service of high quality to

workers and employers.

EURES has an important role to play in providing specific information and facilitate placements

for the benefit of employers and frontier workers in European cross-border regions. It

provides services through the portal and through a human network of around 1000 EURES

advisers that are in daily contact with jobseekers and employers across Europe11.

The formal recognition and validation of the acquired competencies abroad can and are

recommendable to be registered in the official Europass12 documents13.

11 https://ec.europa.eu/eures/public/en/homepage 12 https://europass.cedefop.europa.eu/ 13 More information about Europass documents can be found in chapter 5 of this handbook.

https://ec.europa.eu/eures/public/en/homepage

https://europass.cedefop.europa.eu/

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7. Recommendations for Teachers and Trainers

This recommendations will be gathered during the pilot phase, based on the comments and

evaluation of the participants in the pilots. Therefore, this section will not be available at the

beginning of the pilot phase.

(3-4 pages)

Partner: SUD CONCEPT

Length: 3-4 pages

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut

labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco

laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in

voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat

non proident, sunt in culpa qui officia deserunt mollit anim id est laborum

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8. Bibliography, Webgraphy and links

ALESSANDRINI, Michele; CELOTTI, Pietro; CIGNITTI, Flaminia; FONTENLA, Alessandra;

LÜER, Christian and WERGLES, Nathalie, Labour mobility and Local and Regional

Authorities: benefits, challenges and solutions, Committee of the Regions of the European

Union, 2016| ISBN: 978-92-895-0870-4

CEDEFOP, Terminology of European Education and Training Policy, Publications office of

the European Union, 2014| ISBN: 978-92-896-1165-7

European Union. European Commission. Directorate-General for Enterprise and Industry,

GUIDE ON EU FUNDING FOR THE TOURISM SECTOR , European Commission. Directorate-

General for Enterprise and Industry, - VER. 3 – April 2016|ISBN 978-92-79-58401-5

FRIES-TERSCH, Elena; MABILIA, Valentina, 2015 Annual Report on Labour Mobility,

European Union, 2015

GANNON, Judie. Developing Intercultural Skills for International Industries: The Role of

Industry and Educators. Oxford Brookes University

KAKIHARA, Masao & SORENSEN, Carsten, Expanding the 'Mobility' Concept, SlGGROUP

Bulletin, December 2001, Nol 22, No.3 - pp 33-37

OECD Tourism Trends and Policies 2014. ISBN: 97892642041

RICHARDS, Greg, Mobility in the European tourism sector-The role of transparency and

recognition of vocational qualifications, CEDEFOP - Panorama series, 2001|ISBN 92-896-

0049-7

STRIETSKA-ILINA Olga; TESSARING, Manfred, Trends and skill needs in tourism, CEDEFOP -

Panorama series, 2005| ISBN 92-896-0415-8

TOLL, Sylvie Toll, Acquiring intercultural competence within the context of the period of

residence abroad. University of Central Lancashire

TURNER, J.H. (2005). Sociology. Prentice Hall. p. 87. ISBN 978-0-13-113496-6. Retrieved 14

January 2013.

MOOCs on Intercultural Communication:

- Business English for Cross-cultural Communication, offered by the Hong Kong University of

Science and Technology

- Establishing a Professional ‘Self’ through Effective Intercultural Communication, offered by

the National University of Singapore

- Becoming Part of the Globalised Workplace offered by National University of Singapore

- International Leadership and Organizational Behavior, offered by the Università Bocconi

- Intercultural Communication and Conflict Resolution, offered by the University of

California







https://www.coursera.org/learn/organizational-behavior



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- Intercultural Communication (FutureLearn), offered by Shanghai International Studies

University (SISU)

- Managing a Multigenerational and Diverse Workforce, offered by IEEE

MOOCs on Hospitality, Travel and Tourism

- http://www.ifitt.org/hospitality-and-tourismmoocs/

- http://www.iata.org/training/subject-areas/Pages/travel-tourism-courses.aspx

Other learning/teaching online tools

- Culture on Demand (App)

- Culture Compass (App)

- Assessment Tools of Intercultural Communicative Competence

- http://www.intercultural-campus.org/en_GB/online-planspiel

- http://wilderdom.com/games/MulticulturalExperientialActivities.html

- http://www.info4migrants.com

Recognition, validation and certification

- CEDEFOP: European Center for Development of Vocational Training

- ETF: European Training Foundation

- PLOTEUS: Portal on Learning Opportunities Through the European Space

- EQF: European Qualification Framework (online data base)

- ECVET: European Credit system for Vocational Education and Training

- EUVETSUPPORT: portal for the application of EQF and ECVET

- EUROPASS: reference resource of information related to the five Europass documents

- ECTS: European Credit Transfer and Accumulation System

Mobility opportunities

- https://ec.europa.eu/priorities/work-programme-2016_en

- https://ec.europa.eu/eures/public/en/homepage

- https://ec.europa.eu/programmes/erasmus-plus/node_en

- https://ec.europa.eu/programmes/erasmus-

plus/sites/erasmusplus/files/files/resources/erasmus-plus-programme-guide_en.pdf

- https://europass.cedefop.europa.eu/



https://www.edx.org/course/managing-multigenerational-diverse-ieeex-mgtmdw-0

http://www.ifitt.org/hospitality-and-tourismmoocs/


https://play.google.com/store/apps/details?id=com.graemethemarketingdoc.com.andlitetraveller

https://play.google.com/store/apps/details?id=zoomtouch.culturecompass.com

http://digitalcollections.sit.edu/cgi/viewcontent.cgi?filename=5&article=1001&context=worldlearning_publications&type=additional

http://www.intercultural-campus.org/en_GB/online-planspiel


http://www.info4migrants.com/

http://www.cedefop.europa.eu/en/events-and-projects/projects/validation-non-formal-and-informal-learning/european-inventory

http://www.etf.europa.eu/web.nsf/pages/home

http://ec.europa.eu/ploteus/

http://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97

http://www.ecvet-team.eu/en

http://www.euvetsupport.eu/

https://europass.cedefop.europa.eu/en/home

http://ec.europa.eu/education/tools/ects_en.htm

https://ec.europa.eu/priorities/work-programme-2016_en

https://ec.europa.eu/eures/public/en/homepage

https://ec.europa.eu/programmes/erasmus-plus/node_en



https://europass.cedefop.europa.eu/

INTELLECTUAL OUTPUT 3

HANDBOOK

OVERCOMING SKILLS GAP AND FOSTERING MOBILITY IN TOURISM SECTOR THROUGH THE

RECOGNITION, VALIDATION AND UP-SKILLING OF INTERCULTURAL COMPETENCES FOR TOURISM JOBS

This project has been funded with the support of the European Commission. The information reflects the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

WWW.CULTOURPROJECT.EU

Documents

NTELLECTUAL OUTPUT HANDBOOK · The most important intercultural competence, emphasized by all respondents in the partner countries is Intercultural communication. This competence