ASEAN MUTUAL RECOGNITION ARRANGEMENT ON TOURISM ...

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Add specific industry terminology to performance criteria where this doesnot distort or narrow the competency outcomesMake amendments and additions to the range statement as long as suchchanges do not diminish the breadth of application of the competency andreduce its portabilityAdd detail to the evidence guide in areas such as the critical aspects ofevidence or resources and infrastructure required where these expand thebreadth of the competency but do not limit its use.Not remove or add to the number and content of elements and performancecriteria.3.9.4 Important NoteThe 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.3.10 Localised Units of Competence<strong>ASEAN</strong> NTOs identified the need to include the two additional units of competencefrom the Child Wise Tourism Program (http://www.childwise.net) into thecurriculum and qualifications framework. Two units of competence have beenadded to CATC – one unit at the Certificate entry level, ‘Perform Child ProtectionDuties relevant to the Tourism Industry’ and the other unit at the Diploma level,‘Develop Protective Environments for Children in Tourism Destinations.’3.11 Challenges in Implementing CATC3.11.1 Orientation and TrainingThere will be a need for orientation and training to fully understand how thequalifications are structured and implemented, especially for users unfamiliar withCompetence-based Training, ACCSTP and the qualifications under CATC. NTOsshould consider how to promote, inform, and provide training and orientation oncountry-by-country basis but perhaps with common, shared resources.3.11.2 Bridging ProgramsConsideration of the development of ‘Bridging Programs’ to facilitate movement ofstudents currently studying, or having recently completed, existing qualificationsinto the revised framework3.11.3 Recognition of Current CompetenceSystems should be developed to assist those with experience but no formalqualifications to have this experienced formally recognised and facilitate theirmovement into the formal vocational training system.P a g e | 28
3.11.4 Credit Transfer ProcessNTOs should consider the development of a formal Credit Transfer process toenable those with existing qualifications to have these recognised for the purposesof gaining standing within the new system3.11.5 Articulation AgreementsDevelopment of appropriate articulation pathways that students can take to movefrom Advanced Diploma into tertiary study and qualifications, along withagreements with providers of higher education.3.11.6 Quality AssuranceAn independent third party auditing process should be developed for providers toensure minimum standards in relation to trainers, resources, training facilities,training, assessment, general levels of professionalism etc and other compliancerequirements are being met.References Technical Report on Final Common <strong>ASEAN</strong> Tourism Curriculum & RegionalQualifications & Skills Recognitions SystemsP a g e | 29
Page 6: Table of FiguresFigure 1-1 ASEAN To
Page 11 and 12: Executive summaryIn 2015, the ASEAN
Page 13 and 14: downloaded from the ASEAN website.
Page 15 and 16: satisfaction of tourists visiting t
Page 17 and 18: a) Facilitate mobility of Tourism P
Page 19 and 20: f) The ASEAN Common Competency Stan
Page 21 and 22: 1.10 The ASEAN-Australia Developmen
Page 23 and 24: “Member States shall cooperate in
Page 25 and 26: to operate. The proposed developmen
Page 27 and 28: 2.5 The Importance of a Competency
Page 29 and 30: In the ACCSTP Framework, the Compet
Page 31 and 32: 3. Common ASEAN Tourism CurriculumT
Page 33 and 34: qualifications in each of the labou
Page 35 and 36: 1. A student enters the Tour Operat
Page 37: 3.8.1 Recognition of AttainmentIt w
Page 41 and 42: Figure 4-1: A Competent WorkerCompe
Page 43 and 44: Figure 4-2: Competency Standards ve
Page 45 and 46: 4.3.5 Alternative Assessment ToolsT
Page 47 and 48: collect appropriate evidence and ma
Page 49 and 50: If the participant is unable to ans
Page 51 and 52: Assessment GuideThe following skill
Page 53 and 54: d) The ASEAN Tourism Professionals
Page 55 and 56: 5.4.1 ATPMC ResponsibilitiesThe com
Page 57 and 58: Equipped to maintain a profile of a
Page 59 and 60: 6.3 Conformity AssessmentAccording
Page 61 and 62: check their details and after this
Page 63: 6.8 How ATQEM will workThe ATQEM is
Page 66 and 67: A Skills Passbook may be designed a
Page 68 and 69: 7. Conclusions and Implementation R
Page 70 and 71: 5 Feasibility Study for development
Page 72 and 73: 7.5 ConclusionsThe MRA on Tourism P
Page 74 and 75: and to create favourable conditions
Page 76 and 77: competency certificate in a specifi
Page 78 and 79: 8.1 The provisions of this Arrangem
Page 80 and 81: ANNEX II: The Tourism Professional
Page 82 and 83: The Certificate IV in FoodProductio
Page 84 and 85: Operation (Reservations andTicketin
Page 86 and 87: The Certificate III in TravelAgenci

ASEAN MUTUAL RECOGNITION ARRANGEMENT ON TOURISM ...

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