24
Scholar
Stakehold-
ers have
called for
restructur-
ing of the
hospitality
syllabus to
meet cur-
rent indus-
try needs
Experts want review of tourism
curriculum in higher education
by Harriet James
S
@harriet86jim
takeholders in the tourism
sector have expressed the
need for a shift in how train-
ing institutions equip the next
generation of hospitality pro-
fessionals.
They say colleges and uni-
versities are still offering an irrelevant-
curriculum that is stuck in outdated text
books.
Dr Judy Kepha-Gona Founder and
Lead consultant of Sustainable Travel
and Tourism Agenda (STTA) says that
there is need for service providers to
be grounded in all current affairs and
not just travel and tourism. A hotel
room keeper, should be able to answer
a question on where the linen comes
from should a guest ask, especially now
that travellers have become more envi-
ronment concious,” she says.
“Guest relations should go beyond
the guests, to international relations.
What will you say when the guests asks
you about the Glasgow declaration on
climate action in tourism? There is con-
tinuous learning that must go on. Some
of the hotel managers who were trained
in the 80s are still stuck in the old ways
of doing things,” she adds.
Direct incentives
Another area which hospitality and
tourism employers have long lamented
about is the disconnection between the
Technical and Vocational Education and
Training (TVET) and Universities.
“It is interesting to note that very few
establishments liaise with TVETs to
supply them with labour. This is even
with the full knowledge that the TVETs
are offering hospitality and tourism
courses. They have used terminologies,
such as half-baked students and decry
having to use more time and resources
retraining them,” explains Dr Billy
Wadongo Head of Research, Innovation
and Business, Boma International Hos-
pitality College.
Billy notes that the lack of direct
incentives on the part of TVETs to place
students into jobs has made most
skilling institutions not go to lengths to
discover what the industry needs, so
that they can respond to those specific
needs. For instance, some skillsets,
Training future leaders
such as those needed by mixologists,
barristers, hotel animators, hospitality
landscapers, lifeguards, swimming pool
attendants, among othersy have not
captured the attention of TVETs. “There
is a lack of curriculum to formally train
for those roles. Hotel managers have
struggled to get qualified barmen,
mixologists and pastry chefs, among
others directly from TVETs, yet there are
courses on general food and beverage
production and service. The industry’s
specific need is to get a specialised
person who can fit into employment
without further training. The result of
this disconnect is that graduates will not
have jobs, and employers will resort to
in-house training, lowering standards
and diluting the profession,” he contin-
ues.
Sustainable tourism
Some universities have begun to shift
their training to the changing demands
of the industry particularly when it
comes to incorporating sustainable
tourism.
“We are also witnessing a lot of tech-
nology boom and innovations and some
universities are now creating localised
training facilities for courses, such as
wildlife conservancy. There are some
universities that have begun rehabilitat-
ing forests as well and focusing on a
collaborative research agenda on waste
management,” explains Prof Ray Mu-
tinda, Managing Director Transnational
Manpower Services Limited.
Some training institutions are also
taking students through sustainable
kitchen gardens training at the institu-
tions to give them practical skills on
how organic crops are grown. Others,
such as the Boma International Hospi-
tality College have introduced courses
on sustainable tourism, such as climate
change, environmental and biodiversity
degradation and unsustainable waste
management. “The unemployment
among educated youth has resulted in
the urgent need for hospitality and tour-
ism training institutions to reengineer
their initiatives in order to promote the
green economy agenda. These, com-
bined with digital disruptions, green
innovations across all sectors, popula-
tion growth dynamics, and the need
for improved resource efficiency are
undoubtedly reconfiguring the exist-
PEOPLE DAILY /Monday, July 24, 2023
Training institutes
that offer courses on
hospitality and tour-
ism are being encour-
aged to upgrade their
curriculum to adapt to
current trends, such
as sustainable tour-
ism. PD/COURTESY
ing environmental ecosystems, which
affect education and training sectors,”
explains Billy.
He further adds that there is need to
recognise the New Qualifications and
Competencies (NQC) that are emerging
from dual transition in greening and
digitalisation practices. “TVETs need to
identify these practices, integrate and
implement them in their curriculum,
as well as offer distinct qualifications
needed by the industry. It is important
Dr Judy Kepha-Gona to document the existing green transi-
tion initiatives in TVETs and universities
and the industry,” notes Billy.
However, even as different univer-
sities are coming up with solutions
another challenge is looming. “There is
need on standardisation in matters sus-
tainable tourism education in Kenya. We
have different universities offering their
different curricula, which are offering
the same degree. What we need now
is global accreditation to standardise
approach and learning outcomes so
that we have greater impact,” Dr Shem
Dr Billy Wadongo Wambugu Maingi, a lecturer and re-
searcher in tourism management at
Kenyatta University.
Student centred learning
Shem adds that there is need to
mainstream sustainability in tourism
education in Kenya, especially on mat-
ters energy efficiency, water manage-
ment, waste management, reducing
carbon emissions, community develop-
ment and also sustainability planning
and management training.
w3
ƒ)x{ Dr Wambugu says the technol-
ogy space has updated a lot of the
student’s view of education and more
updated approaches towards student
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centred learning and research have
been designed. “It’s not chalk and talk
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anymore. However, what we need is to
transform training towards innovations
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and solutions for the sector. This way,
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students are challenged to ideate, think,
research, and develop innovations in the
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sector,” he observes.
“TVETs have to deliberately increase
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their efforts to not only place students
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through internships, but also actively
support students to gain employment
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after graduation. More importantly, they
have to ensure graduates possess skills
JNQBDU that will enable them fit in the job mar-
ket,” he adds in ending.
#""
Embracing art
education in
primary schools
by Lloyd Jeeves
@PeopleDailyKE
A holistic approach to art education does
not focus solely on technical skill, it helps
students to grow creatively and emotionally
too.
Research has shown that art education
in primary schools plays a valuable role in a
child’s development. The Cambridge Prima-
ry Art and Design curriculum was created
on this premise, giving learners the space
to explore and express themselves freely,
supporting the development of social and
reflective skills, and encouraging teachers
to nurture an environment where learners
can take risks and build resilience.
Art and design nurtures creativity in
young minds, which supports them in solv-
ing problems in other Cambridge Primary
subjects, including English, Mathematics,
Science, global perspectives and comput-
ing. Art develops concentration skills and
perseverance - as children explore different
tools and materials, mastering their use to
create beautiful objects and designs.
The free exploration of art tools further
supports the development of accurate let-
ter and number formation in English and
Mathematics. When making models in art,
learners have opportunities to explore the
properties of materials. They also discover
which materials can be joined and learn
about their density and weight. This en-
hances and supports their learning about
materials in science.
Art and Design provides a platform for
all learners to communicate and express
themselves, which especially aids learners
who find communication and interaction
challenging, including learners with autism.
The focus on experimental learning al-
lows learners to develop and challenge their
motor skills in ways that are appropriate
to their physical abilities. The subject also
supports those with visual impairments to
touch and manipulate materials with differ-
ent textures and properties, thereby provid-
ing a wide range of sensory opportunities.
Primary education is a pivotal time for de-
veloping creativity as this is when learners
are most open to new ideas.
An early introduction to Art and Design
helps learners develop positive attitudes
to creative thinking and creative subjects,
which benefits future learning. The subject
encourages them to celebrate their own and
others’ artistic experiences. This builds a
sense of community in the classroom from
an early age and fosters an openness to
diversity as they experience art and design
from different times and cultures.
The writer is the curriculum develop-
ment manager, Curriculum Programmes
for Cambridge Assessment International
Education.