Common ASEAN Tourism Curriculum
Contextualisation
It is recommended that each Member State adopts and agrees on a
common, regional framework both in curriculum and qualifications as the first
step before considering how to integrate CATC with its existing vocational
tourism training arrangements.
Customised by Member States
CATC can be tailored to suit the individual needs of different
Member States through the way the curriculum is written and interpreted by
those who use it. In practice, each country can use their
own regulations, legislation, codes of practice, rules, etc.,
because of the way the curriculum is written. They can
also make reference to their own authorities, bodies, agencies and
organisations.
Providers within each Member State can also tailor units of
competency to suit their specific industry, country or other needs and are free
to add their own ‘extra content’ within
any unit they deliver as well as to add extra non-accredited
units they deem appropriate or necessary.
Local
Additions and Amendments
Contextualisation could involve additions or amendments to the
unit of competency to suit particular delivery methods, learner profiles,
specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the
unit of competency must be maintained.
3.9.3
Boundaries of Contextualisation
Any contextualisation of units of competency can be done but
within the following boundaries so that providers may:
• Add
specific industry terminology to performance criteria where this does not
distort or narrow the competency outcomes
• Make
amendments and additions to the range statement as long as such changes do not
diminish the breadth of application of the competency and reduce its
portability
• Add
detail to the evidence guide in areas
such as the critical aspects of
evidence or resources and infrastructure required where these expand the breadth of the competency but do
not limit its use.
• Not
remove or add to the number and content of elements and performance criteria.
Important Note
The key to contextualisation is
that the rigour and structure of each unit remain, but that the content can be
varied to suit the needs of the user, provided the four ‘rules’ (see above) are complied with.
Localised Units of Competence
ASEAN NTOs identified the need to include the two additional
units of competence from the Child Wise Tourism Program (http://www.childwise.net) into the curriculum and qualifications framework.
Two units of competence have been added to CATC – one
unit at the Certificate entry level, ‘Perform Child Protection Duties relevant to
the Tourism Industry’ and
the other unit at the Diploma level, ‘Develop Protective Environments for Children
in Tourism Destinations.’
Challenges in Implementing CATC
Orientation and Training
There will be a need for orientation and training to fully understand
how the qualifications are structured and implemented, especially for users
unfamiliar with Competence-based Training, ACCSTP and the
qualifications under CATC. NTOs should consider how to
promote, inform, and provide training and orientation on country-bycountry
basis but perhaps with common, shared resources.
Bridging Programs
Consideration of the development of ‘Bridging
Programs’ to facilitate movement of students currently
studying, or having recently completed, existing qualifications into the
revised framework
Recognition of Current
Competence
Systems should be developed to assist those with experience but
no formal qualifications to have this experienced formally recognised and
facilitate their movement into the formal vocational training system.
Credit Transfer Process
NTOs should consider the development of a formal Credit Transfer
process to enable those with existing qualifications to have these recognised
for the purposes of gaining standing within the new system
Articulation Agreements
Development of appropriate articulation pathways that students
can take to move from Advanced Diploma into tertiary study and qualifications,
along with agreements with providers of higher education.
Quality Assurance
An independent third party auditing process should be developed
for providers to ensure minimum standards in relation to trainers, resources,
training facilities, training, assessment, general levels of professionalism
etc and other compliance requirements are being met. References
• Technical
Report on Final Common ASEAN Tourism Curriculum & Regional Qualifications
& Skills Recognitions Systems
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