ONLINE COURSE DEVELOPMENT BY UTILIZING COMMON ASEAN TOURISM CURRICULUM (CATC) TOOLBOXES

ASEAN MUTUAL RECOGNITION ARRANGEMENT ON

TOURISM PROFESSIONALS (MRA-TP)

ASEAN Common Competency Standard for

TP (ACCSTP)

Common ASEAN Tourism

Curriculum (CATC)

242 Toolboxes

Regional Qualification Framework and Skills Recognition System (RQFSRS)

Tourism

Professional

Mobility

MRA-TP ‘INFRASTRUCTURES’

National

• The National Tourism Professional Board (NTPB)

• The Tourism Professional Certification Board (TPCB)

Regional

• The ASEAN Tourism Professional Registration System (ATPRS)

• The ASEAN Tourism Professional Monitoring Committee (ATPMC)

• The Regional Secretariat for the MRA-TP

• To attract more

learners

• To provide

flexibility in learning

Distance learning approach can be applied to enhance

TVET students' competencies by utilizing the

potential common standards and tools in Tourism.

OBJECTIVES

This online courses are expected to

serve as platform to conduct capacity building for tourism professionals especially students in TVET institutes in Southeast Asian countries,

promote flexibility and personalization of learning, support collaboration and resource sharing among learners.

INITIATIVES ON ONLINE COURSES DEVELOPMENT

MILESTONES

FEASIBILITY STUDY: THE USE OF DISTANCE LEARNING BY

APPLICATION OF CATC TOOLBOXES IN SOUTHEAST ASIA

Target Countries: 1. Cambodia, 2. Indonesia, 3. Lao PDR, 4. Philippines, 5. Thailand and 6. Timor Leste

Objectives: to formulate recommendation on the possible implementation of distance learning model in Tourism for

Southeast Asia countries

Methods of the study:

Face-to-face meetings with relevant ministries, schools and related industry in each country

authoritative literature to confirm findings and strengthening information and data obtained from result meetings with

various parties.

Scheme of the report:

1. Profile of tourism sector

2. TVET education system

3. Current implementation of MRA-TP

4. Support for distance learning

5. Conclusion and recommendation

FINDINGS OF FEASIBILITY STUDY

1. Those 6 initial countries shown different levels of

development in MRA-TP among countries, since it was

signed in 2012

2. Since the application and implementation of MRA-TP by

various education and training providers of each country

is voluntary, it leads to the differences in quality of

teaching, evaluation and curriculum standards.

3. Differences in level of English proficiency as the

international language for professional mobility in ASEAN.

4. To assist the enhancement of professional competency

development in tourism among studied countries,

distance learning is considered an effective solution to

provide linkage and accessibility of tools, learning

resources and trainings https://seamolec.org/researchreport

ONLINE COURSE DEVELOPMENT

SEAMOLEC MOOC platform

On the 1st phase, from 6 labor divisions with 242 unit-competencies provided in the toolbox, four unit-competencies in Housekeeping have been chosen namely:

1. Provide housekeeping service to guests

2.Clean and prepare rooms for in-coming guests

3. Implement occupational health and safety procedures

4. Provide a lost and found facility

To prepare the online course, SEAMOLEC is working together with the Center for Business and Hospitality Teachers and Education Personnel Development and Empowerment, Ministry of Education and Culture, Republic of Indonesia.

SEAMOLEC is also working closely with National Tourism Professional Board (NTPB) as well as Tourism Professional Certification Board (TPCB) in each country, to verify the content. http://mooc.seamolec.org/

PROVIDE HOUSEKEEPING SERVICE TO GUEST

D1.HHK.CL3.01

No Sections Activities

@MOOC

Video

Conference

Project Work (F2F)

1 Introduction to course 1. Reading

materials,

2. Videos,

3. Reflection

Questions,

4. Quizzes,

5. Discussions

√

2 Element 1: Receive housekeeping request

3 Element 2: Service housekeeping request

4 Element 3: Provide advise to guests

5 Element 4: Liaise with other department

6 Practical Tasks √ √ √

7 Written Assessment √

8 Practical Assessment (Video Project) √ √

9 Trainee Evaluation Sheet √

10 Trainee Self-assessment √

Duration (F2F) : 15 hours,

Online learning : 3 weeks (35 hours)

ACTIVITIES

Phase 1: Online Course Development

(2019)

• Development of 4 Housekeeping competencies unit

• Testing and reviewing course (ID)

• Coordination and trainings for mentors and technical assistances (5 SEA countries)

Phase 2: 1st Pilots

(2020)

• Implementation of online courses in 6 countries

• Getting feedback and review the 4 courses.

• Development of 2 new courses for other competency units

• Invitation of 2nd pilot participants from countries of the 1st pilot and other SEAMEO member countries

• Training for mentors and technical assistance for 2nd pilot

Phase 3: 2nd Pilots

(2021)

• Online courses implementation (2nd Pilots)

• Project, Benefit, Monitoring and Evaluation

TARGET PARTICIPANTS

No Country Nominated Education Institutions

1 Cambodia Hun Sen Champuvoin High School

2 Indonesia SMKN 3 Malang, SMKN 27/57 Jakarta, SMK Metland

3 Lao PDR Pakpasak Technical College, LANITH, National University of Lao

4 The Philippine Lyceum of the Philippines University

5 Thailand Inthrachai Commercial College, College of Business Administration and Tourism

6 Timor Leste Institute of Business (IOB), Labour Force Development Institutes (INDMO) &

Sefope, National Centre for Employment and Professional Training of Tibar

(CNEFP)

EXPECTED

OUTPUTS

Six (6) online courses based on CATC toolboxes unit-competencies and materials are delivered to Southeast Asian TVET students.

Students will get the certificate of completion after the course.

Best practices from this pilot will be valuable foundation to accelerate understanding, distribution of toolboxes as well as availability of skilled workers based on ACCSTP

REQUEST FOR

SUPPORT AND

RECOMMENDATION

High Officials are requested to facilitate

cooperation for SEAMOLEC with TVET

institutes as well as related partners in order

to develop and implement CATC toolboxes-

based online courses during the 1st and 2nd

pilot.

During the pilot, it will be only 6 out of 242

competency units that will be available online.

After the pilot, several selected TVET

authority/institutes are encouraged to

develop the online contents and utilizing best

practices from SEAMOLEC initiatives.