The Media’s Growing Role in Education

 

In today’s rapidly evolving world, both the media sector and education share a similar predicament in terms of how to adjust to new technology. As someone who has worked in the digital media space for over 13 years, I have witnessed massive changes in how people consume their daily news, I’ve seen century-old revenue models collapse, and attention spans shorten.

In this era of unprecedented change, there is reason to be both cautious and hopeful. Opportunities and threats that were previously unimaginable are now a reality. Both media and education are facing an uncertain future due to the rapid advance of Artificial Intelligence (AI).

The challenges we face require creativity and a willingness to adapt. By working together, media and education stand a better chance of weathering the storm. Trust in both sectors is at an all-time low in many countries around the world, and continuing to operate in the same way is unlikely to change this.

Instead, we must seize this opportunity by reevaluating our core functions.

Over the past years, Morocco World News, the news outlet I founded with my brother in 2011, has built several effective partnerships with local universities, focusing on youth empowerment, employability, media literacy and skills development. Such partnerships, I believe, hold the key for a sustainable future for both sectors.

By working together, the media industry and educational institutions can teach science effectively, be more inclusive, boost awareness on issues that matter, empower young people, and encourage growth.

Embracing this technological revolution will allow us to tailor content to the needs of modern students and news consumers. We can offer content in a variety of local languages and promote both critical thinking and problem-solving through increasingly interactive content.

More importantly, sectors such as media and education have the opportunity to promote life-long learning as a vital skill in our ever-changing labour market.

As the director of an English language news outlet in an Arab and French speaking country, I have witnessed how quickly a society can adapt to change and learn new skills. Morocco is now rapidly shifting, and English has become the primary language of science, entertainment and business. Young people are on board and driving the much-needed change.

In the years ahead, AI is set to disrupt both our sectors in seismic ways, prompting us to consider new ways to stay relevant to future generations who themselves face severe uncertainty about their future careers. In my experience, media platforms and educational institutes have an important role to play in the coming upheaval, and we can only do it together.

Strengthening ties between educators and the media will result in more engaging educational content. Interactivity and customization feeds the curiosity of young minds. It also encourages creativity and critical thinking. The use of advanced technology can help boost media literacy by bringing top educational content to the forefront of the news.

How many universities have amazing communicators and public speakers whose inspiring words do not reach beyond their walls? How many news stories are short in detail due to time pressure or a lack of expertise among writing staff? Bringing the two sectors together can solve both issues by connecting journalists with the voices that matter, at a time when they are truly needed.

I believe the answer to the coming wave of transformative technology lies in human connections. We need to connect the curious to those willing to share their knowledge, we need to empower people to check facts and sources, and we need to ensure this happens in an accessible and inclusive way.

Close partnerships between media organizations and educational institutes can help democratize learning and create a new positive public function for both sectors. My experience has shown me that these partnerships are easy to build and grow and hold the key to a more sustainable future for both sectors.

Crisis Management in Tourism

 

The tourism sector has faced unprecedented volatility and uncertainty over the past 5 years, both globally and locally. The pandemic and its related restrictions, the geopolitical situation and local conflicts, the acceleration of inflation and price increases, and the disruption of logistical chains led to the share of tourism in the global economy decreasing significantly. By the end of 2023 only a few destinations had managed to return to 2019 levels.

Now, however, the outlook is more encouraging. Consumer behavior in 2024, despite ongoing uncertainty, indicates a strong will to travel. Thanks to this, the sector is adapting to changing reality – new tourist routes are emerging and existing ones are being developed, new hotels, airports, restaurants, and other infrastructure are opening.

That said, the sector is still affected by seasonality, high fixed costs, a lack of qualified people and relatively low profitability. In rapidly changing and disruptive environment, with unforeseen changes, crisis management and change management become critical to ensure the industry is sustainable and safe for tourists and business.

Crisis management in the tourism sector generally involves a strategic and proactive approach taken by business to anticipate, prepare for, respond to, and recover from unexpected events that may influence the safety, travel plans, and the overall satisfaction of tourists. The primary goal is to minimize the effects of a crisis, restore confidence, and enable a relevant recovery for all parties involved.

As for any general management activities, crisis management in tourism logically includes several steps:

1)Assessing the nature of crisis

Tourism industry crises can take different forms, each demanding a specific response. Natural disasters can disrupt travel plans, infrastructure, and local communities. Human-made events, such as terrorist attacks, civil unrest, or geopolitical tensions, can impact the safety and security of tourists in affected regions. Additionally, health-related issues, exemplified by pandemics like COVID-19, present unique challenges with widespread implications for global travel.

2)Pre-Crisis Planning and Preparation

Effective crisis management starts long before a crisis itself appears. The tourism industry must engage in pre-crisis planning and preparedness to mitigate potential risks and enhance responsiveness during emergencies. This involves conducting risk assessments, identifying vulnerabilities, and establishing crisis response teams with clear roles and responsibilities. Relevant communication plans are essential to spread accurate and timely information to tourists, employees, and the public, assuring transparency and trust.

3)Crisis Response and Communication

While crisis starts, the effectiveness of the response and communication can make a significant difference in managing the situation. Tourism enterprises must activate their crisis response teams promptly and implement pre-established protocols and procedures. Swift communication with relevant authorities, local communities, and other stakeholders is essential to assess the situation accurately and make informed decisions. Transparent communication with tourists is crucial for managing expectations, providing safety guidelines, and offering alternative solutions.

4)Flexibility and Redemption Strategies

Flexibility is a crucial component of effective crisis management in tourism. Diversifying tourism offerings, both in terms of destinations and experiences, may reduce the impact of crisis that affect specific regions or sectors. Creating contingency funds and investing in comprehensive insurance can provide financial stability during challenging times. Collaborative efforts among public and private sectors can improve the managing capabilities, fostering a collective commitment to the industry’s survival and recovery.

5)Post-Crisis Assessment and Mastering

After managing a crisis, a thorough post-crisis analysis is vital to learn from the experience and improve future crisis management strategies. The tourism industry should embrace a culture of life-long learning and adaptation, updating plans based on emerging trends and challenges. Sharing lessons learned with the industry community promotes knowledge sharing and improves practices for the tourism sector.

Integrating tourism and hospitality curricula in high schools with AHLEI

 
The American Hotel and Lodging Educational Institute (AHLEI) established in 1953, is one of the foremost certifying bodies and publishers of quality resources to train, develop, and certify hospitality industry professionals globally. AHLEI is also committed to supporting the education of those just starting to pursue their careers, the next generation of hospitality and tourism leaders, innovators and champions!

AHLEI conducted extensive Gen Z research prior to creating our newest curricula. These results also influenced the new  Education Toolkit, created in partnership with UN Tourism for the incorporation of tourism as a subject in high schools.

Young people who are excited about creating great experiences, meeting new people, making a positive impact on their communities and growing in their careers are increasingly drawn to the hospitality industry.

Why Introduce Tourism and Hospitality to School-Age Students?

AHLEI’s research pointed to some intriguing findings. Students are making decisions increasingly early about the career they want to pursue but many don’t consider hospitality. Why? Because of preconceived notions about the opportunities available to them. Additional findings include:

• Gen Z students are very practical. They are looking for a return on their educational investments. The more we can educate them about career growth and earning potential, the more they will start thinking seriously about tourism and hospitality as a career choice.
• Gen Z students prioritize feeling proud of what they do and where they work. They are motivated by exciting and interesting careers, Instagram-worthy experiences, and the positive impact the hospitality industry has on communities and economies.
• Gen Z is interested in inclusivity and in the freedom to be who they are. Hospitality is an amazing industry that encourages guests and employees alike to be their authentic selves.

AHLEI hears from our industry partners that while some young people may not be as skilled at test-taking or formal education, if they have great interpersonal skills, positive energy and good problem-solving instincts, there is a home for them in the hospitality industry. There are excellent opportunities for anyone with these qualities who is willing to work hard and learn.

Thus, in our new curriculum we emphasized relevance in the real world, encouraging exploration and practice through inquiry-based and problem-solving activities, and engaging students through our design choices, narrative voice, and multimedia resources. Let’s explore our newest resources.

Implementing the HTM Curriculum

The AHLEI high school curriculum, Hospitality and Tourism Management provides an engaging comprehensive exploration of different segments within the industry and the career paths in each.

This article includes:

• Implementation of the curriculum including organization, coverage and educator support
• Key themes and learning objectives of the text
• Endorsement by the U.S. hotel and lodging industry
• Testimonials from international partners

The AHLEI authoring and instructional design teams place a high priority on creating relevant, accurate, up to date and industry-driven content. Passive memorization is not the goal. Our materials are designed to help students think and do! There are elements incorporated regularly throughout learning and teacher resource materials designed to prompt student output and higher levels of learning.

Organization

Hospitality & Tourism Management is a single-volume textbook that can be aligned with any length program, though it is most often used alongside one- or two-year programs. The text is broken into modular units covering each segment of the industry. Each unit is comprised of self-contained chapters that dive deeper into skills and concepts. Optional activities, case studies and projects offer more rigor and application if desired. This modular approach along with helpful pacing guides allow educators to easily align the curriculum with the preferred order and structure of their program.

Coverage

Hospitality is a huge and varied industry and the HTM curriculum includes a comprehensive overview of lodging and hotels, food and beverage operations, event management, travel and tourism.  Coverage includes an overview of each segment, organizational structure and career paths, key roles and responsibilities. Opening chapters highlight the importance of the role of the industry and introduce students to core concepts and skills around providing excellent guest service. Closing chapters focus on business and leadership concepts like marketing, finance and entrepreneurship.

The coverage in HTM is based on input from dozens of industry professionals, teachers and subject matter experts for a relevant contemporary take on hospitality education with both practical and aspirational applications.

Teacher Support

The online teacher resource portal for Hospitality & Tourism Management includes a wealth of supplementary materials to help educators deliver the content to their students. The Teacher’s Companion includes notes, additional activities and discussion questions as well as organizational tools and engaging videos summarizing the main concepts in each chapter. Test Banks, Power Points, Instructor activity guide and lesson plan tools are also available to make class prep easy.

AHLEI also offers The Certified Hospitality Instructor (CHI) Program, a self-paced training course to help educators without an industry background effectively teach content in these areas. In addition to the course and exam, candidates for the CHI must also complete 120 hours of internship with a hospitality organization.

Hospitality and Tourism Specialist Credential

The HTM curriculum prepares students to earn their Hospitality Tourism Specialist credential from the American Hotel & Lodging Association, (AHLA), today the largest trade hotel association in the U.S. with 32,000 hotel members. Endorsed by some of the premier hospitality brands in the world, the HTS credential demonstrates student mastery of industry concepts. Students may earn the credential upon passing the AHLEI HTS exam and showing 100 hours of work experience in a hospitality role.

Assessment and credentialling is a large part of our program development. Credentials serve as a “passport” for students leaving the classroom, demonstrating the mastery that they achieved and using it as an entry into jobs within any segment of the industry.

Key Themes and Learning Objectives

Career Readiness and Technical Skills

One of the key themes throughout Hospitality and Tourism Management is that hospitality is a business, and a mastery of both technical and “soft” skills will open endless possibilities for career advancement. Operational and managerial topics as well as key math concepts are introduced in each unit. In addition, the text focuses on career readiness skills like written and verbal communication, problem-solving and teamwork, all in the context of a hospitality workplace.

Global Awareness

Hospitality is a global industry, supporting local economies and bringing together people from around the world. Global awareness and appreciation of and respect for different cultures is another core theme featured throughout. The text features international examples, discussions of cultural awareness, and coverage of cultural and operational differences in different countries.

Application

Throughout the text are scenarios, case studies, projects, activities, discussion questions and more, all designed for learners to immediately apply what they are learning, even from within the classroom. This presentation maximizes student engagement, understanding and retention of key concepts.

Endorsements and Formal Recognition

Hospitality and Tourism Management Second Edition is recognized by leaders in the U.S. hotel and lodging industry, including:

• Marriott International
• BF Saul Company Hospitality Group
• Hilton
• G6 Hospitality LLC
• RRI West Management
• Real Hospitality Group
• Mid-Continent Hospitality
• Sonesta
• TradeWinds Island Resorts

These industry leaders appreciate that HTM Second Edition highlights the knowledge and skills that hospitality leaders look for in their employees today. HTM program completion, along with the HTS credential, fully prepares a learner to be a high-potential candidate for entry-level positions with the experience needed to bring value to the industry and grow in their careers.

Expand Your Horizons with HTM

The second edition of HTM offers learners a global perspective of the industry, its opportunities and its impact on the world.

Two of AHLEI’s valued governmental partners, and UNWTO member states, share the positive impact the HTM program can have on a national tourism industry below.

Jamaica’s Minister of Tourism, Hon. Edmund Bartlett, CD, MP., states:

« The Hospitality and Tourism Management Program has been a game-changer for Jamaica’s tourism industry and our nation. We have witnessed remarkable transformations through this innovative program in partnership with the esteemed American Hotel and Lodging Educational Institute (AHLEI). Our students now have the opportunity to acquire certification from AHLEI and an Associate Degree in Customer Service, equipping them with the skills and expertise needed to excel in the hospitality
sector. Since its introduction in select high schools in September 2018, the HTM Program has ushered in a new era of professionalism and excellence in our tourism sector. We have witnessed a significant upskilling among our youth, creating a more competent and dedicated workforce prepared to deliver exceptional service. I am incredibly proud of the hard work and dedication put forth by our students, schools, and industry partners who have embraced the HTM Program. Together, we are shaping a brighter future for Jamaica that empowers our youth and ensures our country remains a premier global
destination for years to come.”

Ms. Janet Forbes-Dean, Subject Coordinator for Family and Consumer Science Education at Jack Hayward Senior High School in Grand Bahama, says:

“The high school students at the Jack Hayward Senior High School have attained numerous AHLEI International Certifications over the past thirteen (13) years. These certifications are our core examination. There is no Bahamas General Certificate of Secondary Education (B.G.C.S.E.) national examination for hospitality students. AHLEI’s program is awesome. We have former and current students who received one or more certifications in Kitchen Cook, Breakfast Attendant, Front Desk Attendant, HTMP Year 1, Restaurant Server, START, Golden Opportunities, Guest Service Gold, and Golden Opportunities Tourism. These certifications along with the high school Hospitality and Tourism Curriculum are essential for students who are desirous of continuing a career in Hospitality.”

Get Started Today with AHLEI’s Hospitality & Tourism Program

We can’t wait to help you get started. Learn more here.

For further questions, contact Ed Kastli, Channel Vice President of International Sales, at ekastli@ahlei.org.

Enhancing Tourism Education through Volunteer Teaching Experiences

 

In 2019, ‘The IFTM Volunteer Circle’ (IFTMVC) began providing support for poverty alleviation through bi-annual volunteer teaching trips for 7-10 days to raise the interest and ability of junior high-school students at the Second National High School in Cong Jiang County, Gui Zhou. Historically, local students in Cong Jiang have been unable to gain access to better universities due to poor English scores in their ‘high-school entrance’ exams.

Traveling to the location, and participating in community engagement – meaningful, interactive, and immersive – is creating an educational experience that complements theoretical lessons, is highly memorable, and most importantly capable of transforming volunteers. In the words of one volunteer:

“I often choose to be alone because I find it difficult to integrate into the community. But when I met this group of students, their enthusiasm had an infectious force, so I unconsciously fell into it. Their enthusiasm and vitality made me confident and dare to communicate with them!”

An analysis of 50 students’ reflections and those of several students shared four years after their initial trips illustrates transformation in three areas: personality traits, skills development, and perspectives.

1. Personality traits

Students expressed transformation in many aspects of their ‘inner-world’. They showed an increased sense of “happiness”, “optimism”, “confidence”, “boldness”, “being outgoing”, “gratitude”, “well-being”, “fulfillment”, “enthusiasm”, “cherishing life”, and “gratefulness”. They saw that they had demonstrated “responsibility”, “adaptability”, and “initiative” and had an improved “attitude”.

“I used to be a very introverted and sensitive person, and I was afraid that people would hurt me, so I built a tall wall in my heart to protect myself from being hurt. After this trip, I find myself happier and more optimistic. The naivety and braveness of those children encourage me a lot.”

“Through this activity, I experienced the joy of being a teacher. I gradually became less shy during the activity. I started to become bolder and took the initiative to communicate with those students who were not fond of speaking English. I successfully helped them to confidently speak English. »

“After this trip, I can better adapt to the environment, and I know how to communicate with others better, which is the biggest gain for me.”

“This event made me cherish my life now. I should no longer complain about the living environment, and no longer worry about small difficulties. Now I can do so many meaningful things, not because I am excellent, but because I am lucky enough.”

2. Skills development

Another area of transformation concerned skills development, including “communication”, “public speaking”, “problem-solving”, “teaching”, “social”, “leadership” and “critical thinking”.

“I was a bit shy in the first class as it was my first time standing in front of the classroom as a “teacher”. However, I think I made some progress. Gradually I talked louder and became more comfortable in the class. I improved public speaking skills in a way.”

“This journey has changed me a lot, including my work attitude, accuracy of information, understanding of students, and teaching skills… The local teachers taught me some teaching skills and some software to assist in teaching.”

“The trip changed me in different ways… it improved my social skills. I am not an out-going person, sometimes it may be hard to talk a lot with others from the very beginning…”

“The trip changed my view of my influence to the world. I can’t change (all) the students totally, but I can influence someone and it is enough.”

“… for myself, I will not wear something like AJ shoes anymore… Maybe it doesn’t matter but it just makes me feel uncomfortable anyway…”

3. Perspectives

In order to strengthen students’ attitudes of ‘mutual respect and understanding’ (GCET – Article 1), one of the guided reflection questions challenged the prevailing attitude that volunteering is the ‘haves’ providing for the ‘have nots’. Many students developed the sense of perception to see the inter-connectedness of volunteering and personal transformation.

“I used to think volunteering is… to try my best to provide help to others in need. After this trip, I think volunteering is not only unilateral help, but also an opportunity to learn.”

“I always thought that volunteering was just a donation to help children in poor areas. After this activity, and integrating into the children’s life, I realized the meaning of volunteer activities. We open the window of the world for them, and they bring us the touch and beauty of life.”

“This is my second time participating in this project, and the change from being a participant to a leader has given me a deeper understanding of the entire activity… through… planning and organizing, I realized that the success of an activity doesn’t solely depend on the richness of its content. It also requires meticulous organization and smooth coordination of various aspects. Learning from previous experiences and continuously improving the activity plan can attract capable individuals to participate and maximize the project’s impact. This is how my understanding of volunteering has changed. It has made me realize that volunteering is a collective effort…”

Four years after her first trip and now a Master’s student at University College of London, (UCL) shared her reflective thoughts. Her words testify to the power that well-designed volunteer trips have in setting a student on a path to ‘becoming’ a life-long learner and protagonist for the greater good.

“I would like to say that participating in and organizing (the) volunteer trips (has been) one of the best and most worthy things in my life so far… During my two volunteer experiences in Cong Jiang, China, I actively participated in teaching English and engaging in various extracurricular activities with the students. The first time in 2019, I observed… many locals who believed education is useless, (and that) boys are better than girls… I recognized the deep-rooted challenges in altering perspectives towards education… and (that) it is a long-term task. I also realized the impact of education on shaping beliefs, and life choices… these volunteer experiences shaped me to be a better person with more confidence and belief that I have the ability to achieve something…

Furthermore, these experiences have undoubtedly influenced my future aspirations. I would like to engage in volunteer activities continuously and am now participating in volunteer activities actively in London. They also sparked my interest in educational development and community engagement. As I envision my future, I see myself actively contributing to educational institutions or possibly even to international organizations or non-government organizations…”

Though much still needs to be learned to optimize the dual path of personal and social transformation that can be effected through these trips, it is clear they provide a path to a profound transformation in students’ and directly contribute to the IFTM vision, “As an advocate of community engagement, IFTM takes pride in producing graduates that not only excel professionally but also work for the greater good of society” (President’s Message; IFTM Website). This author believes that with ‘collective will’ and the wise allocation of resources this kind of innovative educational experience – integrating students and community engagement – can be extended to benefit all undergraduates and many more local communities.

By Fabio Passos

In the ever-evolving landscape of the tourism sector,2024 promises to bring new opportunities for entrepreneurs looking to venture into the world of startups. As a professor, consultant, and mentor specializing in tourism and hospitality, with a focus on entrepreneurship, innovation, and business planning, I am always vigilant regarding emerging trends. In this article, I will highlight two startup niches that deserve special attention in 2024.

 

Women’s Travel Journey

The women’s travel journey is a growing niche that offers numerous possibilities for the development of tourism ventures. This segment encompasses the routing of trips exclusively for women, as well as the creation of spaces and tourist services that cater to the specific needs and preferences of this audience.

Within this niche, opportunities abound in various areas, including transportation, accommodation, guided tours, and dining. Startups can develop solutions that provide safe and inclusive experiences for solo female travelers, while also promoting connections among women who wish to explore the world together.

While there are already some initiatives focused on women’s travel journeys, including initiatives in Brazil where I have had the privilege to provide mentorship, there is still significant room for growth and innovation within this market. The emphasis on safety, community building, and personalization of travel experiences may be the key to success in this expanding niche.

Startups that venture into this market can stand out by creating exclusive travel packages for women, offering cultural, culinary, and adventure experiences tailored to female preferences. Furthermore, ensuring an environment in which travelers feel secure is crucial to attracting this audience.

 

Vacation Rental Property Management

The vacation rental property market has experienced exponential growth over recent years, largely driven by the success of Airbnb. However, this segment is now undergoing a phase of professionalization, presenting an opportunity for startups to excel.

Many investors and entrepreneurs operating in the vacation rental property market lack specific hospitality expertise. This can result in challenges related to customer service, governance, and property rate pricing. Startups can fill this gap by offering innovative solutions that help property owners manage their properties more efficiently and profitably.

Startups can focus on enhancing the guest experience by creating tools and services that make stays more enjoyable and hassle-free. Process automation, reservation management, and predictive maintenance are some areas where innovation can enhance the professionalization of vacation rental properties.

In summary, in 2024, the tourism sector offers exciting opportunities for entrepreneurs looking to explore specialized niches. Women’s travel journeys and vacation rental property management are just two examples of areas with significant growth potential. If you are interested in discussing these niches or other topics related to tourism and hospitality, I am available for further conversation.

By Muzzammil Ahussain, CEO-Almosafer

 

In the dynamic realm of tourism, inclusion and diversity have emerged as the bedrock principles, shaping the sector’s present and future. This is clearly reflected in our work at Almosafer, as well as in the Saudi Vision 2030.

Saudi Arabia’s Vision 2030 is more than just an ambitious plan; it’s a robust testament to the nation’s drive for progress. With the target of creating one million jobs in the tourism sector by 2030, the roadmap is clear and based on a firm belief in the boundless potential of our youth. By nurturing their dreams and aspirations, we’re not just planting seeds for opportunities; we’re creating the blueprint for an inclusive and diverse tomorrow.

Educating the Next Generation through Almosafer Academy

The Almosafer Academy has been designed to offer Saudi nationals a well-balanced mix of theoretical education and real-world experiences. Through various sessions, workshops, and immersive trips, we are crafting a future where our travel experts not only understand the industry’s mechanics but also appreciate its diverse nuances.

Our enduring partnership with Princess Nourah University further underlines our commitment. By offering a seamless blend of academic instruction with practical insights, we’re sculpting a generation of tourism students who are not just educated but also enlightened. They will have the skills and experience tourism employers need and the soft skills tourists look for when traveling.

Almosafer’s Collaboration with the Human Resource Development Fund

Our recent partnership with the Human Resource Development Fund is another step forward in our journey to support and cultivate Saudi talent. This synergy not only underscores our commitment to nurturing talent but also reiterates the importance of private and public sector partnerships in achieving national goals.

Empowering Female Leaders: Pioneering a Change in the Middle East

Beyond the world of academia, our partnership with the UNWTO Women in Tech Startup Competition is empowering women techpreneurs across the region, above all by fostering an environment where women can innovate, lead, and redefine the tech landscape. Alongside this, the Unlock Her Future Prize by the Bicester Collection, which Almosafer is supporting and celebrating women entrepreneurs who drive change and make a positive impact on their communities.

Tourism and Its Societal Impacts

By guaranteeing inclusion and diversity in our operations, we’re not just facilitating travel; we’re fostering connections, understanding, and global unity. Moreover, the role of technology in achieving this cannot be understated. As digital advancements reshape how we travel, it’s vital that these technological strides resonate with our core values of inclusion and diversity. Almosafer invests heavily in ensuring that our digital platforms are intuitive, user-friendly, and accessible to all, regardless of background or ability.

In conclusion, the essence of travel is to experience the unknown, to immerse oneself in diverse cultures, traditions, and histories. At Almosafer, our vision is to ensure that every traveler feels represented, valued, and understood. As we stand on the cusp of a new dawn in tourism, let us remember our shared responsibilities. The true essence of tourism lies in an ecosystem where each individual, regardless of their background, finds a voice, and every journey becomes a testament to Saudi Arabia’s grander vision for the future.

El Impacto del Turismo y la Importancia de su Talento Humano

 

Cuando los cambios tocan a nuestra puerta, no queda más que buscar herramientas o mecanismos para abordarlos con el fin de mejorar la manera en que hemos venido haciendo las cosas. Esta fue la invitación que tan abruptamente le hizo la pandemia al mundo entero.

En Chile, de acuerdo a datos del Instituto Nacional de Estadísticas (INE), la mayor pérdida de empleos en turismo se reflejó en el trimestre mayo-junio-julio de 2020, pasando de tener 651.797 puestos de trabajo en ese mismo trimestre de 2019 a 369.520.

Estos datos equivalen a una pérdida del 43,3% de los puestos de trabajo, lo que de manera inmediata, mostró los efectos de la pandemia en el país, pero que una vez terminadas las restricciones sanitarias comenzaron a revertirse. Según los últimos reportes del trimestre móvil abril-mayo-junio 2023 se han recuperado un 94,1% de los empleos, faltando sólo 37.690 para alcanzar las cifras prepandemia.

Lo interesante de este proceso de reactivación del empleo, es que ha venido de la mano de un cambio de visión y de una oportunidad para repensar el talento humano que conforma el turismo, la hotelería y la gastronomía. Es así como desde la Subsecretaría de Turismo de Chile hemos transitado hacia la perspectiva del “nuevo capital humano” (Brown), paradigma con el que esperamos ampliar dicho concepto, desde una visión únicamente económica que contempla un conjunto de conocimientos, habilidades y aprendizajes que cuentan los colaboradores de una organización (Adam Smith) hacia un concepto de talento humano que englobe el proceso de desarrollo personal como un proceso integral.

Y considerando que el turismo es un sector económico por naturaleza, con un fuerte enfoque en lo humano y cercano, es que ha emergido con mayor fuerza la necesidad de potenciar las llamadas “habilidades para la vida” o “habilidades socioemocionales”, en quienes dan vida al sector: sus trabajadoras y trabajadores. La proactividad, la comunicación efectiva, el trabajo en equipo son elementos, que no siendo conocimientos técnicos, permiten un desarrollo efectivo de las funciones asociadas a la entrega de servicios turísticos y con ello, otorgan garantía de calidad a las experiencias vividas por los visitantes. Por lo tanto, su incorporación en el quehacer de cada una de las personas que forman parte de la cadena de valor del sector es uno de los principales desafíos.

Las oportunidades y desafíos son múltiples, el impacto del desarrollo turístico en el mundo depende de muchos factores, pero el factor humano jamás dejará de ser su eje central. Si lo humano no es abordado de manera eficiente y eficaz, el aporte social, cultural y económico que trae consigo el desarrollo de esta industria no verá la luz y, es precisamente en esta línea, que Chile ha trabajado en la definición de un Plan Estratégico de Capital Humano de Turismo 2023-2026 para abordar las diversas dimensiones que tiene una temática tan relevante como esta.

De este modo el Plan Estratégico de Capital Humano de Turismo 2023-2026 busca recoger todos aquellos aprendizajes y desafíos post pandemia para poner el foco en tres principales elementos a abordar durante los próximos cuatro años: Empleo, Estándares para el Ecosistema Turístico y Formación y Desarrollo de talento.

Cada uno de los ejes estratégicos definidos, dan cuenta de elementos fundamentales para avanzar hacia la profesionalización del sector, así el eje EMPLEO buscará fomentar mejores condiciones laborales y políticas de contratación. El eje ESTÁNDARES PARA LA INDUSTRIA TURÍSTICA impulsará la asociatividad con foco en la competitividad del sector, para ofrecer una mejor calidad en la entrega de servicios turísticos. Y el eje FORMACIÓN Y DESARROLLO DE TALENTO trabajara para fortalecer las cualificaciones y habilidades a nivel técnico, de idiomas y socioemocionales de quienes forman parte de la industria.

Sin duda este instrumento encarna, como se menciona al comienzo de este artículo, una herramienta para abordar las necesidades y cambios de capital humano en el sector turismo y si bien, el contenido del documento resulta fundamental para la implementación de la política pública, lo es mucho más el modelo de trabajo publico privado a partir del cual fue construido: la gobernanza que representa la Mesa Nacional de Capital Humano de Turismo. Es esta gobernanza la que impulsará cada una de las iniciativas identificadas como necesarias para mejorar las brechas de capital humano del sector y no solo por estar contenidas en un documento público, sino más bien por el sentido de pertenencia que le otorga haber sido parte fundamental de la construcción del instrumento.

Muchos han sido los aprendizajes que hemos acuñado los últimos años, y las medidas que hemos implementado están surtiendo efectos positivos, así lo demuestran los datos de empleo, pero sin duda, el mayor de los aprendizajes es más bien, seguir trabajando sin perder el foco en lo importante, las personas.

Omnichannel, An Integral Experience

 

Who hasn’t experienced the following? You are planning to travel, so you investigate the location, distance, culture, money you will spend and even the type of currency they use. You find an incredible discounted package online, but your card is declined, and with the online channel not accepting other means of payment, the only solution is to visit a travel agency and buy it in person.

Here, the travel consultant mentions the tour package they are looking for is ONLY available through the digital channel which, apart from the initial displeasure, generates questions such as: Why does the discount only apply online? Why are they promoting something only available through other means? This story ends with no trip and the travel agency losing a potential client, who could have also been a spokesperson for the services offered.

The questions asked by the client have a common solution: Omnichannel Strategy.

An omnichannel strategy allows companies to be interconnected through different communication channels, in order to benefit from a comprehensive experience. For a travel agency, omnichannel allows them to offer the same experience whether from a website, mobile device or in person with the travel agent. For David Owen , COO of Flight Centre, the challenge of implementing an omnichannel strategy is to « ensure that the customer has the same experience regardless of the communication medium applied. » The key point of this strategy for any company in the travel industry that wishes to employ it is to put the customer above the product or service, and so become a « Customer-Centric » company.

Let’s go back to the previous scenario and solve the two questions:

1) Why did the discount only apply on the online channel?

This happened because the travel agency applied a multichannel strategy, in which the promotional channels (web, app, social networks, face-to-face consulting) are disconnected. This means that once the customer begins their purchase through a specific channel, he/she must finish the process through that same channel. The omnichannel approach solves this problem by giving responsibility to the travel agent, offering them the ability to complete the customer’s purchase process from the workplace with no setbacks.

 

2) Why promote something you cannot sell by other means?

A common strategy of companies is to promote their products or services in different ways through different communication channels. However, this should not be an impediment for the customer if he/she wishes to purchase the same thing through another channel. An example of this is Apple, where products hosted in its digital catalog can be purchased from any physical store, even if the product is not in stock at the store visited. This is possible thanks to a blended approach to technology and humans, where Apple advisors use tablets to view the company’s product catalog and find the one the customer needs.

According to the Amadeus research report « Omnichannel – A source of differentiation in the new reality, » travelers want to have contact at similar levels through social networks, chats, phone, and personal advice. In addition, they want to have a higher level of integration in communication channels, starting with a chatbot or Facebook and continuing by phone, understanding as key points for the customer the choice and adaptability to their preferences.

So, how can we start adopting an omnichannel strategy in our company? For Amadeus, this can be achieved through a three-step approach:

– Get to know your traveler at every stage of their journey, identifying their hidden needs.

– Design the customer experience, tailoring the value proposition of each channel to the customer base.

– Establish the data infrastructure and operating model, implementing and integrating the data platform with a unified customer ID.

Such an approach will make for more efficient companies, and happier travellers.

Best Practices for Introducing a Tourism Education Curriculum in Schools with Cambridge

 

At Cambridge, we continually review and revise our syllabuses to make sure our qualifications give students the best possible preparation for further study and employment.

In this blog, I will highlight the work behind developing the syllabuses for the Cambridge IGCSE and O Level in Travel & Tourism and the Cambridge International AS & A Level qualifications.

The five stages of the Cambridge Pathway give students a clear path through education from the age 3 to 19.  Each stage acts as a building block to help schools design a curriculum that supports the needs of their students. We give schools the flexibility to offer every stage of the Cambridge Pathway, or just some of them.

Cambridge has developed travel and tourism syllabuses at the Upper Secondary and Advanced stages of the Cambridge Pathway. Our travel and tourism syllabuses are used by nearly 400 schools in 46 countries including Argentina, China, Saudi Arabia and New Zealand.

At Cambridge, we design our syllabuses and curriculum frameworks to support the development of learners who are confident, responsible, reflective, innovative, and engaged – the attributes of the Cambridge learner. Our aim is to work with schools and together develop learners that are independent and equipped with the right skills to make a difference in the world.

To support school leaders, we created the ‘Implementing the Curriculum with Cambridge’ guide which outlines principles we believe are essential for success in curriculum design and implementation. The guide is developed to support school leaders and teachers effectively implement the Cambridge curriculum in their schools.

I recommend you read the guide in full, to gain a more complete understanding of the principles.

To allow students to transition smoothly through the Cambridge Pathway, we consult teachers and other experts in education to select subject content that shows clear progression in depth and breadth between the different levels of study. We work closely with teachers because they are the most powerful influence on student learning. This consultative approach supports us in ensuring the content we include in in our syllabuses is engaging and accessible for all students. Consulting with teachers also helps us ensure our syllabuses support pedagogy that enables students to take an active role in their own learning.

While writing this blog, I spoke to the team who redeveloped the Cambridge IGCSE and O Level in Travel & Tourism and the Cambridge International AS & A Level Travel & Tourism qualifications to find out how the curriculum design and implementation principles had supported their work. This is what they had to say:

 

‘A spiral approach to learning’

The syllabuses use the spiral approach to developing skills, introducing topics at Cambridge IGCSE Level and Cambridge O Level and revisiting them in more depth at Cambridge International AS & A Level. The Cambridge IGCSE Travel & Tourism syllabus introduces foundational knowledge and gives students a broad view of the sector. At Cambridge International AS & A Level, students have the opportunity to revisit topics to study them in more depth and work on more detailed case studies. In the International AS & A Level syllabuses, key concepts have been explicitly introduced to help students develop a deep understanding of travel and tourism and make links between different aspects of the subject.

‘Aligning content’

The topic areas in travel and tourism are interlinked. Therefore, it was important to align the subject content across both levels to ensure that students experienced a smooth progression and consistent experience during their learning.

‘Giving students the tools to be flexible’

Travel and tourism is a dynamic subject and it’s important that students are equipped to cope with the change that brings. Developing students’ analytical skills enables them to assess and interpret a situation using the information available at the time and gives them the tools to be flexible.

‘Engaging students through real-life scenarios

Engaging students is essential to a successful programme and students find the insights into their own world and those of other people through real-life experiences that are both enjoyable and interesting. Through the subject, students become aware of what the planet has to offer and what we must do to protect resources for the future. Considering the impact of travel and tourism on other cultures and the environment helps develop students’ ethical understanding.

‘Collaboration, communication, and teamwork’

The coursework project at Cambridge International AS Level gives students the opportunity to work in a team to plan and manage a travel and tourism event and brings real life-learning into the classroom. The coursework project gives students the opportunity to develop transferable skills such as communication and problem-solving all with a customer focus so important in the sector.

 

‘Consulting teachers and education specialists’

During the development, the team worked with specialist teachers and Higher Education institutions to ensure the skills developed in our syllabuses help teachers support students to progress into higher education or directly into employment.

The new Cambridge Travel & Tourism syllabuses will be examined for the first time in 2024.

With thanks to Ruth Figg, Sue Stewart, Lara Ward and Caroline Harman-Bishop for their contributions and support.

The guide mentioned in this blog:

Implementing the Curriculum with Cambridge, A guide for school leaders

Read more about the Cambridge approach to an international education