a
Philippine Tourism Human Capital Development Plan
2021 - 2025
Table of Contents
Table of Contents ...... 2 List of Figures ...... 3 List of Tables ...... 4 Acronyms and Abbreviations ...... 6 Glossary ...... 9 Executive Summary ...... 17 I. Vision of the Philippine Tourism Human Capital Development Plan ...... 19 II. Situational Analysis ...... 20 A. Global Trends for Human Capital Development ...... 20 B. The Tourism Industry in the Philippines ...... 29 C. Tourism Employment in the Philippines ...... 31 D. Job Creation and Economic Development ...... 37 E. Tourism Education and Training in the Philippines ...... 40 F. Institutions Offering Tourism Management and Hospitality Management Programs ...... 44 G. Accreditation of Hotel and Restaurant Management and Tourism Programs ...... 45 H. Impact of ASEAN Mutual Recognition Arrangement on Tourism Professionals ...... 77 I. Public Sector Human Capital Development ...... 78 III. Review of Strategic Actions of 2015-2020 ...... 91 IV. Tourism Human Resource Development SWOT Analysis ...... 112 V. Strategic Actions 2021-2025 ...... 115 A. Implementation, Monitoring and Coordination ...... 115 B. Detailed Action Plan ...... 116 VI. Next Steps and Way Forward ...... 126 List of References ...... 128 Annex 1: Focus Group Discussion Participants ...... 130 A. List of Focus Group Discussion Facilitators ...... 130 B. List of Focus Group Discussion Presenters ...... 130 C. List of Focus Group Discussion Attendees ...... 131
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List of Figures
Figure 1: United Nations Sustainable Development Goals ...... 23 Figure 2: UNWTO SDG 4 ...... 25 Figure 3: UNWTO SDG 8 ...... 26 Figure 4: UNWTO SDG 12 ...... 28 Figure 5: Employment in Tourism Industries, Percent Share: 2019 ...... 34 Figure 6: The Philippines Qualifications Framework ...... 42 Figure 7: 32 Job Titles and 6 Common Labor Divisions ...... 68 Figure 8: Breakdown of Hospitality & Tourism Courses Offered by Technical Education and Skills Development Authority Institutes ...... 73 Figure 9: Philippine Tourism Product Portfolio ...... 78 Figure 10: Tourism Product Portfolio Ranking ...... 78 Figure 11: MICE Expenditure 2019 ...... 81
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List of Tables
Table 1: World Economic Forum (WEF) Travel & Tourism Competitiveness Index 2019 ...... 20 Table 2: Tourism Indicators and Targets 2016-2022 ...... 29 Table 3: DOT 2019 Comparative Tourism Indicators ...... 30 Table 4: Total Employment in the Philippines and Employment in Tourism Industries, 2015-2019, (in thousand persons) ...... 33 Table 5: Employment in Tourism Industries, 2019 (in thousand persons) ...... 33 Table 6: Results from the October 2020 Labor Force Survey (LFS) ...... 36 Table 7: Estimated Tourism Workers Affected by Enhanced Community Quarantine, 2020 (in thousand persons) ...... 36 Table 8: Sample Table - Prospective Jobs in Major Occupation by Size of Enterprise ...... 37 Table 9: Sample Table - Business Challenges ...... 38 Table 10: Philippine Education and Training System ...... 40 Table 11: HEI Institutions Offering Tourism Management and/or Hospitality Management Programs AY 2018-2019 ...... 44 Table 12: Higher Education Enrollment in Hotel and Restaurant Management & Tourism, Academic Years 2018/2019 & 2019/2020 ...... 45 Table 13: Higher Education Graduates in Hotel and Restaurant Management & Tourism, Academic Year 2018/2019 ...... 45 Table 14: Number of Accredited HEIs offering HM/TM Programs per Region ...... 46 Table 15: Number of Accredited HM/TM Programs...... 46 Table 16: Tourism and Hospitality Related Qualifications in the PHQuar ...... 48 Table 17: Enrolled and Graduates of Tourism (Hotel and Restaurant) by Sector by Qualifications and Sex: January - December 2020 ...... 64 Table 18: Number of Assessed and Certified by Qualifications and Sex for Tourism (Hotel and Restaurant) from January - December 2020 ...... 66 Table 19: Number of Training Providers with Accommodation & Food Service Qualifications, 2011 ...... 68 Table 20: Number of Currently and Newly Registered Programs by Sector: As of December 2020 ...... 69 Table 21: Number of Currently and Newly Registered TVET Provider Offering
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Tourism as of February 28, 2021 ...... 72 Table 22: Number of NTTC holders by Qualification FY 2020 ...... 73 Table 23: Number of Assessed and Certified by Qualification and Sex for Tourism (Hotel and Restaurant): January – December 2020 ...... 74 Table 24: Scholarships Availment in Tourism (Hotel and Restaurant) ...... 76 Table 25: Competencies by Type of Training ...... 85 Table 26: Competencies Ranked by Importance ...... 85 Table 27: Competencies Ranked by Proficiency ...... 87 Table 28: Competencies Ranked by Gap ...... 88 Table 29: Review of Strategic Action Plan (2015-2020) ...... 92
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Acronyms and Abbreviations
ACRONYM DEFINITION ABM Accounting, Business and Management ACCSTP ASEAN Common Competency Standards for Tourism Professionals ADB Asian Development Bank AHRM Association of Human Resource Managers in the Hospitality Industry AIM Asian Institute of Management AMS ASEAN Member States ARMM Autonomous Region in Muslim Mindanao ASEAN Association of Southeast Asian Nations ASEAN MRA ASEAN Mutual Recognition Arrangement on Tourism Professionals AQRF ASEAN Qualifications Reference Framework ATPRS ASEAN Tourism Professional Registration System ATPMC ASEAN Tourism Professional Monitoring Committee AVR Augmented and Virtual Reality BCP Business Continuity Plan BOI Board of Investments CAAP Civil Aviation Authority of the Philippines CAR Cordillera Administrative Region CATC Common ASEAN Tourism Curriculum CBD Central Business Districts CBHRS Competency Based Human Resource System CGAP Career Guidance Advocacy Program CHED Commission on Higher Education CHED- Commission on Higher Education - Unified Student UniFAST Financial Assistance System for Tertiary Education COVID-19 Coronavirus Disease CSC Civil Service Commission DBM Department of Budget and Management DepEd Department of Education DILG Department of the Interior & Local Government DOH Department of Health DOLE Department of Labor and Employment DOT Department of Tourism DOTr Department of Transportation DSWD Department of Social Welfare & Development DTI Department of Trade & Industry EGACE Enrollment, Graduates, Assessed & Certified, & Employment Rate of TVET Graduates ESL English as a Second Language ETEEAP The Expanded Tertiary Education Equivalency and Accreditation Program FAAP Federation of Accrediting Agencies in the Philippines FLO Flexible Learning Options GASTPE Government Assistance to Students and Teachers in Private Page 6 of 144
ACRONYM DEFINITION Education GDP Gross Domestic Product GTS Graduate Tracer Study HEI Higher Education Institution HR Human Resources HRIS Human Resource Information System HRM Hotel and Restaurant Management HRMIS Human Resource Management Information System HUMSS Humanities and Social Sciences ICT Information and Communications Technology IDS Information Distribution System IOM International Organization of Migration under the United Nations ISDC Informal Sector Development Council JWG Joint Working Group/s LGU Local Government Unit LNA Learning Needs Analysis / Assessment LUC Local Universities and Colleges MARINA Maritime Industry Authority MICE Meetings, Incentives, Conferences and Exhibitions NC National Certificate (issued by TESDA) NCR National Capital Region NEDA National Economic and Development Authority NGO Non-government Organization NRCO National Reintegration Center of OFWs NTDP National Tourism Development Plan NTPB National Tourism Professional Board NUWHRAIN National Union of Workers in Hotels, Restaurants and Allied Industries OFW Overseas Filipino Worker DOT-OIMD Department of Tourism- Office of Industry Manpower Development OJT On-The-Job Training OWWA Overseas Workers Welfare Administration PACEOS Philippine Association of Convention/Exhibition Organizers and Suppliers, Inc. PADI Professional Association of Diving Instructors PCSSD The Philippine Commission on Sports SCUBA Diving PESFA Private Education Student Financial Assistance PhQuaR Philippine Qualifications Register POEA Philippine Overseas Employment Administration PQF Philippine Qualifications Framework PRAISE Program on Awards and Incentives for Service Excellence PRC Professional Regulation Commission PSA Philippine Statistics Authority PSG Policy Standards & Guidelines PTCACS Philippine TVET Competency Assessment and Certification System Page 7 of 144
ACRONYM DEFINITION PTGQualEx Philippine Tour Guides Qualification Exam PTHCD Philippine Tourism Human Capital Development Strategy & Action Plan PTHRD Philippine Tourism Human Resources Development Strategy & Action Plan RSBSA Registry System for Basic Sector in Agriculture SAP Special Amelioration Program SCD Strategic Cluster Destination SCP Sustainable Consumption and Production SDG Sustainable Development Goals SEED Strategic Engagement for Enabling Development STEP Special Training for Employment Program STVI State-run Technical-Vocational Institutions SUC State Universities and Colleges TESDA Technical Education and Skills Development Authority TIBFI Tourism Industry Board Foundation, Inc. TPB Tourism Promotions Board TPCB Tourism Professional Certification Board TR Training Regulations TVET Technical Vocational Education Training TWSP Training for Work Scholarship Program TTI TESDA Technology Institutions TVI Technical/Vocational Institute UAQTEA Universal Access to Quality Tertiary Education Act UN United Nations UNWTO United Nations World Tourism Organization UTPRAS Unified TVET Programs Registration and Accreditation System WEF World Economic Forum WTTC World Travel and Tourism Council
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Glossary
The glossary section is carried forward from the original Philippine Tourism Human Resource Development Plan 2015-2020 developed by the Asian Development Bank (ADB), the Government of Canada and the Philippine Department of Tourism (DOT).
Term Definition Accreditation Accreditation is a process in which certification of competency, authority, or credibility is presented. Establishments certified through a relevant authority in the Philippines are accredited to offer a particular service or training /education program. In the case of Tourism enterprises, through the Department of Tourism (DOT), while in the case of Training providers, through either the Commission on Higher Education (CHED) or the Technical Education and Skills Development Authority (TESDA).
ASEAN Common The competency standards for tourism professionals Competency listed in the ACCSTP Framework are the minimum Standards for acceptable common competency standards required Tourism by industry and employers to enable the standard of a Professionals qualified person’s skills to be recognized and assessed (ACCSTP) equitably in ASEAN countries. This is an essential mechanism required for the effective operation of a Mutual Recognition Arrangement. In the ACCSTP Framework, the Competencies are graded into three related groups of skills: Core, Generic and Functional Competencies.
ASEAN Mutual The ASEAN MRA provides a mechanism for Recognition agreement on the equivalence of tourism certification Arrangement on procedures and qualifications across ASEAN. In order Tourism for a Foreign Tourism Professional to be recognized by Professionals other ASEAN Member States and to be eligible to work (ASEAN MRA) in a host country, they will need to possess a valid tourism competency certificate in a specific tourism job title as specified in the Common ASEAN Tourism Curriculum, issued by the Tourism Professional Certification Board (TPCB) in an ASEAN Member State.
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ASEAN Regional The ASEAN Regional Qualifications Framework will Qualifications function as a device to enable comparisons of Framework qualifications across ASEAN Member States while at the same time support and enhance each country’s national qualifications framework or qualifications systems that are currently at varying levels of development, scope and implementation. The ASEAN Regional Qualifications Framework could also be used as a reference of possible linkage with other regional and international qualifications systems in future.
Career Guidance A national program from the Department of Labor and Advocacy Program Employment/ Bureau of Local Employment which aims (CGAP) to immerse parents and students on the realities of the labor market and convince the Career Guidance Counselors and Career Advocates to use career guidance as an effective tool in addressing job skills mismatch.
The Common ASEAN Tourism Curriculum is the approved common curriculum for ASEAN Tourism Common ASEAN Professionals as mutually agreed upon by the ASEAN Tourism Curriculum Tourism Ministers upon recommendation by the ASEAN National Tourism Organizations.
In 2019, the Pioneer Professional Academy of Asia in collaboration with the Department of Tourism – Office of Industry Manpower Development conducted a study on the Learning Needs Assessment (LNA) of the Learning Needs Tourism Professionals in the Tourism Value Chain. As Assessment part of the study, respondents from each region were
asked to rank 45 competencies on their importance and proficiency. The Learning Needs Assessment was targeted for implementation in 2020-2021.
TESDA regularly monitors and releases data series on enrolment and graduates of technical vocational education and training (TVET). EGACE contains Enrollment, historical data on TVET outputs specifically on Graduates, Assessed enrollment, graduates and assessment and & Certified, & certification. Employment Rate of TVET Graduates (EGACE)
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The Expanded A CHED program instituted to bring full-time and Tertiary Education adjunct faculty members from industry into academia to Equivalency and help them gain the required academic qualifications to Accreditation be able to teach their discipline effectively in a Higher Program Education Institution (HEI). (EETEAP) That part of the economy which encompasses government regulated businesses and jobs with normal Formal sector hours and regular wages and are recognized as income sources on which taxes must be paid.
Graduate Tracer Studies are used by universities to track graduate employment and understand the future needs of tourism professionals. GTS are used to monitor the quality of programs offered in HEIs. GTS Graduate Tracer tries to determine the employability of graduates based Study (GTS) on their respective disciplines, assess the issues concerning employability and the relevance of higher education programs and expectations of employers.
Vacancies which are proving difficult-to-fill, whether this be the result of poor supply (e.g., insufficient qualified Hard-to-fill vacancies or experienced candidates) or demand reasons (e.g., uncompetitive wages).
The Philippines has a range of HEIs – both public and private. State universities and colleges are public higher education institutions established by law, administered and financially subsidized by the government. Local universities and colleges are established and financially supported by the local government units (LGUs) through resolutions or ordinances. Public secondary and post-secondary technical-vocational education institutions that offer Higher Education higher education programs are also classified as HEIs. Institution Private HEIs are established under the Corporation (HEI) Code and are governed by the special laws and general provisions of this Code. Non-sectarian private HEIs are incorporated, owned and operated by private entities that are not affiliated to any religious organization; while sectarian private HEIs are usually non-stock, non-profit, duly incorporated, owned and operated by a religious organization. (Private HEIs accounts for 71.47% of the higher education system).
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Human capital management is an approach to employee staffing that perceives people as assets Human Capital (human capital) whose current value can be measured Management and whose future value can be enhanced through investment.
A human resource information system or human resource management system is an intersection Human Resource of human resources and information technology Management through HR software that allows HR activities and Information processes to occur electronically. This report specifies System (HRMIS) a combined Human Resource Management Information System (HRMIS).
The Asian Development Bank/Government of Canada/ Department of Tourism ‘Improving Competitiveness in Improving Tourism’ program,focuses a range of funded tourism Competitiveness industry initiatives such as regulatory impact in Tourism assessment, Industry Skills Grants and employment Program and skills development.
ADB/Government of Canada/DOT Industry Skills Grant Scheme provided skills training grants for tourism Industry Skills Grant enterprises, civil society organizations, non- Scheme government organizations directly involved in tourism activities.
The informal sector is that part of an economy that is Informal sector not taxed or regulated by any form of government.
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient K to 12 Program time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship (DepEd).
Labor demand is defined as total employment plus unfilled vacancies. Labor demand
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The harmonization of all education and training mechanisms that allow students and workers to progress between technical-vocational and higher education programs, or vice-versa. It opens Ladderized opportunities for career and educational advancement Education to students and workers and creates a seamless and Program borderless education and training system that will allow transfers in terms of flexible entry and exit between technical-vocational and higher education programs in the post-secondary school educational system.
A final document issued to a trainer who is a holder of National TVET a National Certificate and a Trainer Methodology Trainer Certificate Certificate.
This NTDP is the national plan for Philippine tourism and provides the framework to guide both public and private sector managers on the coordinated National Tourism implementation of key tourism development programs Development and activities between 2011 and 2016 directed at Plan (NTDP) contributing to the achievement of the government targets for economic growth.
The National Tourism Professional Board is responsible for identifying and monitoring conformity assessment bodies. A conformity assessment body is a body whose activities and expertise include performance of all, or any stage National Tourism of the conformity assessment process, except for Professional accreditation. The NTPB in Philippines is the Tourism Board (NTPB) Industry Board Foundation Inc. (TIBFI) and is composed of representatives from the public and private sectors (including academia and other relevant tourism stakeholders).
The National Tourism Program Coordination and Management Unit was established to manage the implementation of the NTDP and the human resource National Tourism development strategy at regional level through Program Regional Tourism Project Coordination Committees. Coordination and The DOT Regional Offices established the Regional Management Unit Tourism Project Coordination Management Units (RTPCMUs) to manage local implementation.
Definitions of occupations used in this report are derived from the Philippine Standard Occupational Occupations Classification.
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Part of the HEI curriculum offering students the opportunity for real work exposure in a hospitality or On-the-job Training tourism workplace (private, government or non- (OJT) government organization) with credits awarded.
A quality assurance national system for the development, recognition and award of qualifications Philippine based on standards of knowledge, skills and values Qualifications acquired in different ways and methods by learners Framework and workers in the Philippines; and mapped to the (PQF) ASEAN Regional Qualifications Framework.
The Philippine Qualifications Register is the national database of quality assured qualifications which provides information to employers, education and training providers and students. This information includes qualification title, descriptors and scope, the Philippine PQF level, the qualification code, the authorization Qualifications granted and the corresponding authorized institution. It Register (PQR) includes information on the quality assurance system and procedures applied to the awarding/ conferment of the qualifications, and the agencies mandated to authorize/ issue such qualifications.
The Philippine TVET Trainer Qualification Framework has four levels: Trainer Qualification Level I for Philippine TVET Trainer/Assessors; Trainer Qualification Level II for Trainer Qualification Training Designers/ Developers; Trainer Qualification Framework Level III for Training Supervisors and Mentors; and Training Level IV for Master Trainer.
A formal certification that a person has successfully achieved specific learning outcomes relevant to the Qualifications identified academic, industry or community requirements.
Recognition of Prior Learning is one of a number of processes for establishing credit or advanced standing. RPL broadens access into formal learning by enabling Recognition of Prior credit to be given Learning (RPL) for student achievement though other formal, non- formal or informal learning
See ASEAN Regional Qualifications Framework Regional Qualifications Framework
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Tourism sectors defined in this report are: accommodation; restaurants; travel services; visitor attractions, niche tourism areas (such as Meetings, Sector Incentives, Conferences and Exhibitions, Spa & Wellness) and other tourism related services.
A ‘skills gap’ is where an employee is not fully proficient, i.e., is not able to do their job to the required Skills gaps level.
The SPMS seeks to link individual performance with the agency’s organizational vision, mission, and Strategic strategic goals. With some adjustments, it also makes Performance use of existing performance evaluation and Management System management systems, and links performance (SPMS) management with other human resource (HR) systems.
A training program organized by DOT as part of the agency’s program to train policemen to serve as Tourism Oriented Tourist Police. Topics included are: Tourist Behavior Police for Patterns and Market Profiles, Local Tourist Products Community Order and Services, Child Safe Tourism, add Managing and Protection Police Operations and Customized First-aid based on (TOP COP) Location
A Tourism Professional Certification Board will be set up under the ASEAN MRA. The TPCB will apply national competency standards and assess and certify tourism professionals with an accredited qualification in Tourism Professional order that they can be registered on the ASEAN Certification Board Tourism Profession Registry System. In the (TPCB) Philippines, TESDA is the responsible TPCB.
Program registration in UTPRAS is the mandatory registration of Technical Vocational Education and Training (TVET) programs with TESDA. It is the system that ensures compliance of Technical Vocational Unified TVET Institutions (TVIs) with the minimum requirements as Programs prescribed under the training regulation to include Registration and among others curricular programs, faculty and staff Accreditation System qualifications, physical sites and facilities, tools, (UTPRAS) equipment, supplies and materials, and similar requirements prior to the issuance of the government authority to offer or undertake technical vocational education programs.
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UNWTO is responsible for the promotion of responsible, sustainable and universally accessible tourism geared towards the achievement of the United Nations World Sustainable Development Goals (SDGs). Tourism
Organization The Sustainable Development Goals or Global Goals (UNWTO) are a collection of 17 interlinked global goals designed Sustainable to be a "blueprint to achieve a better and more Development Goals sustainable future for all". The SDGs were set in 2015 (SDG) by the United Nations General Assembly and are intended to be achieved by the year 2030.
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Executive Summary
This Philippine Tourism Human Capital Development Strategy and Action Plan (2021-2025) is the continuation of the Philippine Tourism Human Resource Development Strategy and Action Plan (2015-2020).
It builds upon past achievements of the plan as well as forges new strategies and action items, keeping in mind that as human capital, there is a trigger to constantly ensure that the tourism professionals are always valuable assets throughout their work life cycle.
Similar to the past PTHRD, it highlights key issues in the NTDP especially on the upgrading of capacity of human resources, as well as the projected employment needs of the industry.
This document also mimics the format of the original PTHRD so that it would be easier to look at the documents individually and together. The major difference of the two documents is the expansion of the situation analysis that includes more global developments and movements affecting the tourism professionals and the tourism industry.
Another is the articulation of the vision and mission statement for the Philippine tourism human capital and framing the strategic actions around it.
This document includes the Five-Year Action Plan (2021-2025) including the implementation schedule which is based on the consultation with different stakeholders held in February 2021. It also indicates the actions and activities, the responsible parties, the ideal recurrence of certain tasks and responsibilities, and suggested time frames.
As part of the process of creating the Action Plan, stakeholders and industry experts were consulted through online Focus Group Discussions (FGD) held for Luzon, Visayas, Mindanao and National Capital Region. Attendees of the Focus Group Discussions were grouped into six clusters to cover specific topics related to human resource development. Following the FGDs, each cluster presented a summary of their discussions in an online meeting held two weeks later. The FGDs were attended by over 450 people, while the Presentation of the FGDs findings were attended by over 300 people. Taking the output of the FGDs into consideration, the Action Plan was then drafted and presented in an online National Consultation attended by 126 stakeholders comprised of representatives of government agencies and local government units, associations, academe and the private sector.
The main challenge of completing this document is capturing the plan at a still point in time while there are several moving parts. Though this shows good momentum, it is quite difficult to find the best moment to capture that, especially considering there is the convergence already of the Department of Tourism, Department of Education, Technical Education and Skills Development Authority, Commission on Higher Education and Tourism Industry Board Foundation Inc. that is progressing
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along.
The final intention of this plan is to ensure the amalgamation of the individual plans related to tourism human capital to make it more cohesive and harmonized. Incidentally, the users of this plan includes all government units that deal with tourism industry human capital, including but not limited to the DOT, DOLE, the tri- focal education system, as well as the private sector.
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I. Vision of the Philippine Tourism Human Capital Development Plan
Given the appropriate change of this strategy and action plan, from Philippine Tourism Human Resource Development to Philippine Tourism Human Capital Development, it is just fitting to articulate the vision as Harnessing Competent World-Class Filipino Tourism Professionals.
And this will be accomplished through a harmonized education system and strong tourism industry linkages and collaboration—working towards a sustainable and inclusive national socio-economic development.
The original ideas of the human resource development strategy will continue to be carried out in this PTHCD including the following revisions:
• Strengthen tourism education and training institutions to ensure a sustainable supply of highly competent, well-motivated and productive tourism graduates for the national and local tourism sectors, while at the same time, targeting a constant supply of available capable and competent faculty;
• Address the skills gaps, prepare people for employment, and push for the review and updating of labor laws and employment practices; and
• Improve the quality of human resources from DOT and LGUs serving tourism to ensure a higher level of service at entry points and in destinations.
Apart from this, we are adding the following:
• Foster the harmonization of tourism instruction across the trifocal education system in the Philippines as well as that abroad and allow greater mobility in learning across the different institutions.
• Intensify the collection, utilization, reporting and analysis of tourism human capital-related data to generate more robust, timely and useful information necessary for action.
• Have more and varied types of industry linkages to allow everyone to be abreast of the latest trends, practices, and the like, that can be taught at the education level.
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II. Situational Analysis
A. Global Trends for Human Capital Development
In the original Philippine Tourism Human Resource Development Strategy and Action Plan of 2015-2020 (PTHRD), this section was previously called Global Trends for Skills Development in Tourism. This intends to widen the scope a little bit by looking at the overall human capital and not just skills. What this means is the inclusion in the discussion availability of ancillaries — systems, technologies, etc. that support skills development and efficiencies. By also saying Human Capital (more than Human Resource) pertains to human as valuable assets that will continuously bring success and growth to the organization.
The World Economic Forum (WEF) Travel & Tourism Competitiveness Index 2019 edition places the Philippines at 75 out of 140 countries. There are human resource components in this performance review shown in Table 1 below:
Table 1: World Economic Forum (WEF) Travel & Tourism Competitiveness Index 2019
Please note that the Table 1 only provides the education enrollment rate for primary and secondary and nothing for the tertiary level, which are those who go to Higher Education Institutions (HEIs) or technical training institutes or vocational schools. But please note that based on the World Bank and UNESCO Statistics, the last available record of school enrollment for the tertiary level (% gross) is for 2017 at 35.48%. And at that same time, the Philippines is very close to the world average, which was at 37.85%.
Also, because of the impacts of the Covid-19, according to the Department of Education, the education enrollment has dropped by more than 25% for SY 2020-2021. As we cannot ascertain the global movement of enrollment at this time, we can only provide analysis in the later section on how it affects the Philippine human resource.
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1. Consumer Demand
Most of what was written in the PTHRD 2015-2020 are still relevant in determining what consumers or tourists requires of the tourism professionals such as (a) language skills, (b) soft skills in dealing with different cultures and different relevant demographics, (c) culinary specialization, (d) health and wellness specialization, etc. Apart from these, there are also new things to consider.
With the Covid-19 phenomenon, attention is also highlighted in the ability of the workers and organizations to apply the related protocols as well as have Business Continuity Plan (BCP) and safety and security-related skills emphasizing on immediate response skills. Though these should have been in place regardless of COVID-19, it is now pushed to the forefront of consumers’ concerns.
Similarly, the use of e-platforms to conduct business for tourism are given more attention now, and resistance levels towards these are now lessened. Every tourism site like museums must consider having an e- transactional platform instead of the cash and onsite method. Also, the carrying capacity is now of importance to support the protocols, so visitors should be required to do pre-registration. At the same time, the visitors would rather do this in a seamless and touchless manner.
Another trend that has been fast-tracked by the COVID-19 is the consideration for Augmented and Virtual Reality (AVR) technology and creative industry. Instead of just visiting the sites, again like museums, organizations are now trying to extend revenues in providing ways to use AVR to earn this.
2. Economic Globalization
While in the previous PTHRD it was mentioned that “international standards must also be offered with a strong flavor of local authenticity”, it can also be said, that the DOT has tried to address by launching the Filipino Brand of Service Excellence. This will be discussed in the later section.
Another element driven by economic globalization is the swiftness of efficient and effective response. Though there is really no metric in place for this, general feedback ascertains this as a major requirement of tourists- whether it is provided by humans, technology, or a combination of both.
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3. Human Mobility
While the original PTHRD discussed the long history of talent export, it may be worth considering contextualizing this. The International Organization for Migration (IOM) UN Migration Report: World Migration Report 2020 shows that there are about an estimated 272 million international migrants (at 3.5% of the world’s population) in 2019. Two- thirds of these are labor migrants at 164 million. It is worth noting that the Philippines recorded the highest number of disaster displacement triggered by climate and weather-related hazards (volcanic eruptions, floods, landslides) in 2018 at 3.8 million. In the report, it referred to this as one of the causes of migration as these caused hardship and loss of livelihood. The Philippines ranks 9 in top migrants abroad at just over 5 million.
In terms of remittances, the Philippines ranks as the fourth largest in 2018 at around USD 33.83 billion. But tourism also displays strong potential to generate the same if not more foreign receipts at a later time, without the other social issues brought by labor force migration. According to DOT, in 2018, international visitor receipts contributed to around USD 7.71billion which grew by 20% in 2019 at USD9.31billion. But as a total contribution of travel and tourism to GDP, the WTTC indicates that it is already at USD 90.9B in 2019. This would make a compelling story to push tourism as an industry and as an alternative to labor migration.
On the other hand, we must also note the other reasons why labor migration remains attractive. According to the same migration report above, the access to attain higher quality education and training in another country seems to be more efficient. The same goes for job search assistance and wage subsidy programs.
Apart from this, returning migrant workers are not all able to adjust and the country also lacks the platform to institutionalize technology and knowledge-transfer methods that may update the training and education, in this case, for travel and tourism-related jobs.
4. Technological Innovation
Though this has been mentioned above as well as in the previous PTHRD, there is a lot of technological innovations in tourism that are transforming roles, skill sets, and skill levels required of the tourism professionals.
The importance of the use of technology is highlighted in this period of pandemic and seamless and touchless technologies are of great priority. Though efficiencies are achieved and should be the primary consideration, it is inadvertently brought in because of the greater concern for health and safety. One main example is the mobile and desktop registration of visitors to a site. While this seamlessly and in real-time provide reports to various
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entities/departments that require them as well as control visitors in terms of carrying capacity, it is the need for a touchless means of providing personal data that drives this process.
While smart technologies are removing certain tasks from certain job titles, it also adds a few other skill sets required of one in that “transformed” job.
Lastly, there are also more uses of existing technology, especially in the area of online training. The technology has always been there, but it is now used more as platform for seminars, trainings and general education.
5. The Workforce
Pre-COVID-19 statistics from WTTC show that globally in 2019, 330 million jobs is supported by Travel and Tourism. This is equivalent to 1 out of 10 jobs. Further, that 1 out of 4 new jobs also comes from Travel and Tourism.
In the Philippines, according to the Philippine Statistics Authority (PSA), 1.4 out of 10 jobs is supported by Travel and Tourism and it had a growth rate then of 6.5% from the previous year.
It is worth noting that the contribution of most industries to GDP is not proportionate to the contribution to employment, which means that the more that an industry is automated, the less it is likely that they employ people. But because the service requirements in the tourism industry allows employment after the basic education level all the way to the graduate and post-graduate level, it seems to allow a greater inclusive growth scenario.
6. UN Sustainable Development Goals
This is a new section that refers to the global framework launched in 2015, composed of 17 SDGs and 169 corresponding targets. As written in the UNWTO website, this is the bold move “to end extreme poverty, fight inequality and injustice, and fix climate change until 2030”.
Figure 1: United Nations Sustainable Development Goals
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While Tourism may contribute to all the goals, we will highlight a few that are strongly related to human capital development and this document.
The specific goals, targets and indicators for the SDGs are in the Global indicator framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development (https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Frame work%20after%20refinement_Eng.pdf). There is also the SDG Tracker website, https://sdg-tracker.org/ that has started to monitor the progress of these in each individual country.
Goal No. 4 Quality Education. It is no surprise that education is a crucial element in sustainable development and growth of not just the tourism industry but also a country. This goal discusses additional investment and greater access to education and training, better labor mobility even across borders, and inclusive growth, among others. Under this goal, there are 10 targets and 11 indicators as shown in the figure in the next page.
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Figure 2: UNWTO SDG 4
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Goal No. 8 Decent Work and Economic Growth. This goal recognizes Tourism as a driver of economic growth. Following the objectives under education, this section again stresses on greater access to jobs not only by gender, disabilities, or other considered minority groupings, but also in terms of levels of educational attainment. From there, the hope is the continued desire of each individual to increase skills and further their professional development. One of the most important targets of this section is Target 8.9 “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. This section has 12 targets and 17 indicators as shown below:
Figure 3: UNWTO SDG 8
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Goal No. 12 Responsible Consumption and Production. Though this does not have anything directly to do with getting education or jobs, it has to do with the context of education and jobs. It calls for the adoption of sustainable consumption and production (SCP) practices that uses resources efficiently which still supports the creation of jobs and promotion of local culture and products. This section has 11 targets and 13 indicators as shown in the next page.
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Figure 4: UNWTO SDG 12
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7. Implications of Global Trends for the Philippines
Apart from the trends that are shown above, we would like to reiterate that apart from just skills development, the total human capital development should be at par if not even better than the global trends. And there is a need to give greater emphasis to all that is needed to upskill and reskill the tourism professionals to adapt to the changes while bridging the labor market supply and demand gaps. Accordingly, human resource planning must be taken alongside economic development so that strategies and targets are also measured properly and not taken as individual data that do not affect the other.
B. The Tourism Industry in the Philippines
If not for the COVID-19 pandemic, according to WTTC, the Philippine tourism industry was growing at 8.6% GDP growth compared to the economy GDP growth at 5.9%. This just means that the growth of jobs in this sector is also very impactful.
Based on the NTDP 2016-2022, below are the targets for each year for the following indicators. Please note that adjustments have still to be made to account for the COVID pandemic.
Table 2: Tourism Indicators and Targets 2016-2022
Indicators Baseline Targets 2015 2016 2017 2018 2019 2020 2021 2022 Revenue 2,077 2,156 2,361 2,603 2,888 3,186 3,519 3,905 (Php Billion) Inbound 307 353 407 473 564 661 776 922 Domestic 1,771 1,803 1,954 2,130 2,324 2,525 2,741 2,983 Tourism Gross 1,093 1,186 1,298 1,432 1,588 1,912 2,182 2,421 Value Added (Php Billion) Share to GDP 8.2 8.3 8.3 8.4 8.6 9.5 9.9 10.1 (%) Employment 5.0 5.2 5.3 5.6 5.8 6.0 6.3 6.5 (Million) Share to Total 12.7 13.0 13.2 13.4 13.6 13.8 14.1 14.4 Employment (%) Visitors (Million) Inbound 5.4 5.9 6.5 7.4 8.2 9.2 10.4 12.0 Domestic 67.8 70.5 73.3 76.3 79.3 82.5 85.8 89.2 Number of Poor 486 449 556 448 481 492 541 Beneficiaries (000) Source: National Tourism Development Plan (NTDP) 2016-2022
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According to PSA and DOT statistics, below is also the comparison of what has been budgeted above for 2019 against the actual performance of 2019. And as we can see, most of the data shows that the targets indicators are very close to what is actual. And that is a continuous growth of the indicators from 2018 to 2019. Of course, the pandemic ushered in unprecedented decline to these numbers, but one cannot refute the potential of tourism.
Table 3: DOT 2019 Comparative Tourism Indicators
2019 2019 2018 2019 Targets Actual Targets Actual Revenue 2,888 1,595 1,595 (Php Billion) Inbound 564 482.15 402.70 482.15 Domestic 2,324 3,100 3,200 3,100 Tourism Gross 1,588 2,480 2.2 2,480 Value Added (Php Billion) Share to GDP (%) 8.6 12.7 12.3 12.7 Employment 5.8 5.7 5.4 5.7 (Million) Share to Total 13.6 13.5 13% 13.5 Employment (%) Visitors (Million) Inbound 8.2 8.26 7.16 8.26 Domestic 79.3 109 110 109 Sources: National Tourism Development Plan (NTDP) 2016-2022 Department of Tourism 2019 Tourist Arrivals
Given the pandemic, most if not all, of the tourism activities are at a standstill. Even in the world scene, the forecast is that it is already a good sign if you can even perform at 25% of what you have in the previous year.
In the presentation of the Secretary of Tourism to WTTC in September 2020, she showed some figures from January to August 2020, where there was only 1.3 million International Visitors, a decrease of 76.26% on for the same period in 2019. The same is true for the Tourism Receipts of Php81.05 billion, a decrease of 75.15%. She also mentioned that according to the National Economic and Development Authority the industry posted an Estimated gross Value Added (GVA) losses of Php77.5-Php156 billion. And finally, that 4.8 million out of the almost 6 million Filipinos employed in the tourism-related industries have been affected by the various levels of community quarantine placed around the country.
In the same presentation, the Secretary mentioned the two main government policy and program measures to mitigate COVID-19 impact which is the (1) TOURISM RESPONSE AND RECOVERY PLAN and (2) BAYANIHAN TO RECOVER AS ONE ACT or Bayanihan II.
The Tourism Response and Recovery Plan intends to support and/or provide programs that include (a) assistance to tourists/travelers affected by the Page 30 of 144
pandemic, (b) capacity-building for tourism workers, (c) financial assistance to sustain tourism businesses and employment, (d) policy support to help financial and business solvency, (e) tourism investment promotion, (f) development and enforcement of new normal standards, and (g) development of travel bubbles and corridors to restart tourism activities.
The Bayanihan II is a law that provides the allocation of P10 billion to the tourism industry that includes (a) MSME loan and interest subsidy program, (b) financial assistance to displaced tourism workers, and (c) support for tour guides and community-based tourism organizations.
Further, just like all countries, it projects that domestic movement will be the first to restart, with the exception of OFWs whose movement did not dip significantly.
C. Tourism Employment in the Philippines
Some of the data here has been discussed in Section A.5. What we need to look at is the requirement of manpower as soon the economy starts showing signs of normalization. The WTTC predicts that the industry will take on a V- Shaped recovery as opposed to having a U-Shaped recovery as evidenced already by the pent-up demand for travel. Though, learning from past lessons, tourism took 10-19 months to fully recover. The only biggest hurdle to get to a V-Shaped recovery is if there is no harmonization in the implementation of protocols and the lack of coordination among different destinations. There are already 115 countries that are starting to ease up on travel restrictions as they have seen the advantages of having the protocols in place. These are countries that are also already starting to recruit for tourism once again. If we will lose our tourism professionals, it will most likely be to foreign job opportunities or to lack of graduates.
1. Regular and Flexible Employment
The industry has progressed in the past five (5) years to allow different forms of employment brought about by (a) better Information and Communications Technology (ICT), (b) improved talent source outside of the Central Business Districts (CBDs), (c) worsening traffic situation in CBDs, (d) advances in the use of the creative industry, and (e) evolution of sales and marketing techniques. Most recently, of course, is the changes brought on by the pandemic, which still requires the ability to work from wherever one is.
Work from Home has become the primary way of doing business for most organizations. Especially during the lockdown, the private sector had to seek ways to contain the situation for the safety of their employees. Though this is nothing new, the push to move to this work arrangement was greatly accelerated.
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The original law on this was signed on December 20, 2018 called, Republic Act 11165 or “An Act Institutionalizing Telecommuting as an Alternative Work Arrangement for Employees in the Private Sector”. This allows the work arrangement for an employee to work from an alternative workplace with the use of telecommunication and/or computer technologies. While the work-from-home scheme remains an employer’s prerogative, it applies the minimum labor standards set by law including health and safety of workers, schedule and workloads, work hours and social security.
2. Other Forms of Employment
Not much has changed in the other forms of employment from the previous PTHRD. Further, though there remains the reluctance to convert temporary or probationary contracts into permanent jobs due to fluctuating demand for tourism professionals (i.e., seasonality, etc.), there has been a bill that is being passed to secure tenure of workers. However, this was vetoed by the President. This is the consolidated Senate Bill No. 1826/House Bill No. 6908 entitled: “An act of Strengthening Workers Right to Security of Tenure, Amending For the Purpose Articles 106,107, 108, and 109 of Book III, and Articles 294, 295, 296,and 297 of Book VI of Presidential Decree No. 442, Otherwise Known As the Labor Code Of The Philippines, as Amended”.
On another matter, there is also another bill being filed to become the Magna Carta of Workers in the informal economy. This is to allow the informal sector to benefit from the Special Amelioration Program (SAP) of the government. It also seeks to nurture and protect the interest of informal workers in the areas of 1) program development; 2) access to social security and medical health insurance coverage; 3) work protection; 4) security in designated workplaces against eviction and demolition; 5) special budget allocation for development programs; 6) local and national statistics for policy design and creation; and 7) women workers protection against gender-based discrimination, exploitation, and abuses. This bill also creates Informal Sector Development Council (ISDC) as the primary agency responsible for the protection, promotion, growth, and development of the informal sector workers.
3. Employment in Tourism-related Jobs
Employment Statistics show that workers in tourism characteristic industries numbered is at 5.7 million in 2019, a growth of almost another million jobs from 2015 or a growth of almost 15%. Further this contributed to 13.5% to the total employment of the country. (Pls refer to the table in the next page).
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Table 4: Total Employment in the Philippines and Employment in Tourism Industries, 2015-2019, (in thousand persons)
2015 2016 2017 2018 2019 TOTAL EMPLOYMENT IN THE 38,741 40,837 40,335 41,157 42,429 PHILIPPINES TOURISM CHARACTERISTIC 4,971 5,224 5,268 5,365 5,714 INDUSTRIES Accommodation and food and 1743 1756 1740 1729 1918 beverage Passenger transport 1779 1927 1995 2047 2189 Travel Agents, tour operators and 26 33 35 38 39 tourism guides Recreation, entertainment and 349 368 325 370 397 cultural services Retail trade on tourism- 323 353 348 352 373 characteristic goods Miscellaneous 751 787 826 829 798 Share of Total Employment 12.8 12.8 13.1 13.0 13.5 Source: PSA, Philippine Tourism Satellite Account 2019
Also, we show the market share of each subsector below:
Table 5: Employment in Tourism Industries, 2019 (in thousand persons)
Employment per Tourism Characteristic Industries (in thousand % share persons) industry Accommodation and food and beverage 1,918 33.6% Passenger transport 2,189 38.3% Travel Agents, tour operators and tourism 39 0.7% guides Recreation, entertainment and cultural 397 7.0% services Retail trade on tourism-characteristic 373 6.5% goods Miscellaneous 798 14.0% Total 5,714 100% Source: PSA, Philippine Tourism Satellite Account 2019
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Figure 5: Employment in Tourism Industries, Percent Share: 2019
Employment in Tourism Industries, Percent Share: 2019 Passenger Transport, 38.3%
Accommodation and Food & Beverage, 33.6%
Miscellaneous, 14.0%
Recreation, entertainment and cultural services, 7.0% Retail trade on tourism-characteristic goods, 6.5%
Travel agents, tour operators and tourism guides, 0.7%
Source: PSA, Philippine Tourism Satellite Account 2019
4. Expected Growth and Employment Growth
This section in the previous PTHRD just discussed the accommodation sector, but it has now been expanded to cover all sub sectors of tourism.
At this point in time, DOT has determined that 4.8 million jobs out of the 5.7 million are impacted especially given the quarantines in place. However, there is no forecast yet made on the recovery period for the sector.
The quarantine prompted the closure or suspension of operations of many tourism businesses, most especially hotels, travel agencies, tour operations, and transport services due to minimal or no revenue. This equates to approximately PHP 3 billion or PHP 63 billion for a 21-day work month.
To regain traction, it depends on the actions of the Philippine government whether the country will have a V-shaped or a U-shaped recovery, which is largely contributed by how well the country will be coordinated in its efforts to make sure that the resumption is done properly.
5. The Jobs Challenge
Particular to the tourism industry, seasonality and fluctuations in the demand for employment in this sector (especially at the entry level) do not provide long-term and sustained opportunities to those who want to be employed in this sector. The condition can be described as ad hoc, informal, and lacking professional standards, which leads to high labor turnover and becomes a major barrier to the recruitment of quality tourism
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professionals. Also, most are small businesses with less than twenty employees which shows why there is little or no formal training and more on-the-job training.
When tourists visit a destination, the product they ‘buy’ is a combination of not only the attractions, but also the skills and services of the tourism employees. Accordingly, whatever quality workforce that is present, becomes the measurement of success in the delivery of service and product standards in meeting existing and anticipated demand of the market. At the very least, it must become a goal to create sincere, dedicated, and enthusiastic manpower and address the absence of systematic approach to human capital development. This includes the development of tourism training programs to boost employee productivity and industry competitiveness.
To address the jobs challenge, there are three key areas that require the human capital program intervention: (1) the Critical Skills Development (pre-employment); (2) the Capability Development of Existing Tourism Professionals, including retooling and upskilling; and (3) the Entrepreneurship Proficiencies Development. Importantly, that all efforts regarding human capital development should be customer-oriented.
In Critical Skills Development, it must address that the program must no longer be based on supply of workforce, but rather, have a long-term workforce plan to address the mismatch of requirements from education to actual labor force requirement that leads to enhanced employability of jobseekers as they transition to work.
In Capability Development of Existing Tourism Professionals, the program must expand the pool of leaders, managers and professionals who will most likely be able to contribute in recognizing opportunities and solving problems in their organizations and accordingly, provide further employment generation and higher economic productivity.
In Entrepreneurship Proficiencies Development, in recognizing that most are Micro, Small, and Medium Enterprises in the tourism industry, that best practices may be disseminated and that the culture of human capital development be encouraged as these are critical in the success of the enterprise, as well as the industry.
For these three key areas, there must be instruments to measure quantitative and qualitative information related to the success of these.
In the meantime, here is the results of the most recent Labor Force Survey for the Philippines just to put in perspective its labor situation.
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Table 6: Results from the October 2020 Labor Force Survey (LFS)
October July April October Philippines 2020P 2020P 2020F 2019r Population 15 years old and over (in 74,307 74,061 73,722 72,603 ‘000) Labor Force (in ’000)* 43,618 45,844 41,063 44,578 Labor Force Participation Rate (%) 58.7 61.9 55.7 61.4 Employed (in ‘000)* 39.823 41,260 33,836 42,527 Employment Rate (%) 91.3 90.0 82.4 95.4 Underemployment (in ‘000)* 5,734 7,138 6,395 5,443 Underemployment Rate (%) 14.4 17.3 18.9 12.8 Unemployment (in ‘000)* 3,795 4,584 7,227 2,051 Unemployment Rate (%) 8.7 10.0 17.6 4.6 Source: Philippine Statistics Authority, Labor Force Survey Notes: P Estimates are preliminary and may change r Revised estimates based on 2015 POPCEN-Based Population Projection F Final Computed based on PSA data
The country’s unemployment rate in October 2020 was estimated at 8.7 percent (equivalent to 3.8 million). While employment seems to be holding up as whole, the tourism sector shows the number of those affected by the quarantine as most were not allowed to operate during this period.
Table 7: Estimated Tourism Workers Affected by Enhanced Community Quarantine, 2020 (in thousand persons)
% share Tourism Characteristic Tourism Workers per Industries Formal Informal Total industry Accommodation and Food 760 823 1,583.25 33% and Beverage Passenger Transport 901 976 1,877.01 39% Travel agencies and other 19 20 39.37 1% reservation services Cultural, Sports and 165 179 343.52 7% Recreation Retail trade on tourism- 127 137 263.65 6% characteristic goods Other tourism characteristic 314 341 654.85 14% industry Others (mfg. prof, scientific, 13 14 27.14 1% education, human health) Total 2,299 2,490 4,788.80 100 Source: PSA - 2018 Table on Tourism Employment by Sector by Region
Currently, tourism workers in the Formal Sector is estimated at 48% of the Total Tourism Employment adjusted based on the PSA study of the Informal Sector which includes those who are directly hired or occasional workers, subcontracted workers, drivers of pedicabs/ PUJs/ PUBs/ Taxis/
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TNVS, no work no pay workers, micro-enterprise producers, sub-minimum wage earners. Of all of this, it is estimated that only 20% of the tourism professionals is functioning.
D. Job Creation and Economic Development
Tourism plays a key role in the socio-economic development of the country. It is one of the best avenues of promoting cultural heritage and traditions while also stimulating development even in the poorest regions of the country and makes inclusive growth its major facet.
One of the main challenges in monitoring the estimated impact of the jobs creation and contribution to economic development is the lack of monitoring or institutionalizing of data collection and reporting related to this. Most importantly, that there should be mapping of prospective jobs- by major occupation, by size of enterprise, and by region. At the very least we should have the following:
Table 8: Sample Table - Prospective Jobs in Major Occupation by Size of Enterprise
Major Occupation Micro Small Medium Large Total Percent HOTEL SERVICES Front Office Managers Front Office Supervisor Receptionist Telephone Operator Bell Boy Executive Housekeeper Laundry Manager Floor Supervisor Laundry Attendant Room Attendant Public Area Cleaner Executive Chef Demi Chef Commis Chef Chef de Partie Commis Pastry Baker Butcher F&B Director F&B Outlet Manager Head Waiter Bartender Waiter TRAVEL SERVICES General Manager Assistant General Manager Senior Travel Consultant Travel Consultant Product Manager Page 37 of 144
Major Occupation Micro Small Medium Large Total Percent Sales & Marketing Manager Credit Manager Ticketing Manager Tour Manager OTHER TRAVEL SERVICES Certified Specialized Occupations (Dive Masters, Mountain and Cave Guides, Lifeguards, Health & Wellness staff, etc.) Ecotourism and Forestry
Workers Craft and Related Trades
Workers Other Occupations
In the same manner, there is also a need to check on the challenges experienced by the businesses and see how human capital-related issues rank.
Table 9: Sample Table - Business Challenges
Overall Micro Small Medium Large Challenges % % % % % Access to market Access to finance Access to land Access to skilled and qualified workers Licensing and permit system Trade policies Labor laws and regulations Transportation and logistics Information and Communications Technology Internet connectivity/facilities Competencies of workers to carry out job roles Management skills within the establishment Business competition Labor turnover
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1. Labor Migration and the Overseas ‘Brain Drain’
Labor migration strengthened in the 80s during a very difficult period in Philippine history where there was a lack of decent work opportunity. When the remittance came to the country through the Overseas Filipino Workers (OFW), they were declared “heroes”. And that has become the image of an OFW - especially that they bring wealth back to the country. Accordingly, the whole OFW concept was also supported by several programs that made it attractive to be an OFW despite the sacrifice and certain detriment to the concept of family.
Of course, working abroad almost always meant higher wages and benefits. More importantly, there is a perceived better structure to recruitment than if they applied locally especially since there is the Philippine Overseas Employment Administration (POEA). Further, there is a lack of recognition by the private sector of the certification that is provided by the education system in the Philippines.
A Pre-COVID PSA survey shows that there is already a tapering off of the OFW recruitment route. But this is again most likely to change as opportunities in the country, especially for tourism, is somewhat stunted. In any case, the 2018 and 2019 tables show that the OFWs who worked abroad at any time was at around 2.2 million for the same period of April to September. In 2018, the largest percentage came from the CALABARZON Region IV-A at 17.9% followed by Region III at 14.3%. Also, most belong to the major occupation of elementary occupations at 37.1% followed by service and sales workers (where most tourism workers belong) at 18.8%.
Again, the prevalent challenge is the weakness of collection and monitoring of data. There must be a clear discussion also between POEA and DOT on data that it should be collecting and reporting on a timely basis.
It is worth mentioning that while labor migration may continue to grow, the DOT and OWWA / NRCO intends to pursue the signing of a Memorandum of Cooperation to institutionalize the OFW Reintegration Program under the Balikbayani sa Turismo Program. This is intended to implement various tourism programs and initiatives for the reintegration of OFWs back to the Philippine mainstream. The following are the current objectives of the reintegration program: (1) To present to the Overseas Filipino Workers (OFWs) the available tourism training programs; (2) To equip returning OFWs with the proper skills, information and awareness on the tourism industry; and (3) To create awareness to returning OFWs on the additional options for alternative source of income / livelihood through the tourism industry.
While this is already a good starting point, it needs to recognize that the OFWs may also have knowledge and technology know-how that may be shared and that the Philippine mainstream may also learn from. The
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objectives may be further enhanced to be less benevolent and more professional and more synergistic relationship. The program may include the imparting the acquired knowledge of OFWs from abroad. This then may form part of best practices that may be applied to the Philippines.
E. Tourism Education and Training in the Philippines
1. The Philippine Education System
While the tourism education continues to follow the system in the table below, for the most part, each agency worked independently.
Table 10: Philippine Education and Training System
No of Accountable Level System Years Agency Kindergarten K Department of Basic Education Elementary 6 Education Secondary 4 + 2 Technical Post-Secondary, Technical- Middle Level Education and vocational, Qualifications- Variable Education Skills Development based Non-degree Authority Baccalaureate degree, Commission on Higher Education graduate and post graduate 4 Higher Education programs
On November 5, 2020 a Memorandum of Understanding was signed among the following parties: DOT, DEPED, TESDA, CHED, and TIBFI on the convergence of efforts towards Tourism and Hospitality Education and Training. The objectives include “strengthening of an industry-led education and training that will standardize academic and practical instructions with an end result of producing world-class tourism manpower”; fostering the “spirit of cooperation and complementation of efforts commit to support the plans and programs, projects, and activities, for the development of human resources for the Philippine tourism industry”; and work together and “collaborate in their tourism human resource development plans and programs to synchronize its commitment in the Association of Southeast Asian Nations (ASEAN)”.
In the past five years, there were also some notable achievements of these different entities. For CHED, in 2017, it released CHED Memorandum Order 62 on Policies, Standards and Guidelines for Bachelor of Science in Tourism Management (BSTM) and Bachelor of Science in Hospitality Management (BSHM) which includes the updating of program description, outcomes, and curriculum design.
The DEPED has also recently just sent out request for inputs for curriculum redesign for similar courses. This includes the following:
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• Attractions and Theme Parks • Bartending • Commercial Cooking • Events Management Services • Food and Beverage Services • Front Office Services • Housekeeping • Local Guiding Services • Tourism Promotion Services • Travel Services
Some of these are listed as NC II and III Levels, so these must be aligned properly in terms of learning competencies.
Filipino Brand of Service Excellence concept was developed by the Department of Tourism in 2014 and rolled out in 2018. But this has yet to be integrated in the education system. The scope of the inculcation of the Filipino Brand of Service Excellence may also be expanded to include the use of implements with significant cultural and historical value in the delivery of services. For example, the use of clay pots or “palayok” in the food service industry, the use of local fabrics or weaves in uniforms and decors, or the development and delivery of tour experiences which educate visitors on local cultural practices, gastronomy, or historical sites.
Important also is the passing, on January 16, 2018, of Republic Act 10968, known as the PQF Act, or An Act Institutionalizing the Philippine Qualifications Framework (PQF), Establishing the PQF National Coordinating Council and Appropriating Funds Therefor. The Council is composed of DEPED, DOLE, CHED, TESDA, and PRC, and representatives from the Economic and Industry Sectors, with the intention to promote a seamless education and training system.
In terms of statistics, according to CHED, as of 2019, there is a total of 635 private HEIs and 263 public HEIs offer HRM/Tourism Programs, highest of which is in NCR with 122 private HEIs. Also, according to TESDA, the Tourism Sector (hotel and restaurant) has the most number of graduates at 54,536 as of the 2nd quarter of 2020, followed by Electrical and Electronics, and Agriculture, Forestry, and Fishery.
TESDA has also made significant contributions such as the alignment of Training Regulations on the labor divisions in the ACCSTP / ASEAN MRA- TP.
The TIBFI also plays a key role in the education system, as they continue to support the programs of the DOT, TESDA and CHED. Page 41 of 144
2. Philippines Qualifications Framework
In the PQF Act, Section 4, it states that, “a PQF shall be established which shall describe the levels of educational qualifications and sets the standards for qualification outcomes. It is a quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country.” And in the PQF website, it states that it is basically set “to assist and support academic and worker mobility and to address job skills mismatch”.
The framework continues to be that provided in the PTHRD, which was formally adopted by the PQF-NCC in 2014:
Figure 6: The Philippines Qualifications Framework
In the recognition of prior learning, the following equivalency programs are set by the three agencies responsible for each of the educational levels.
DEPED • Philippine Educational Placement Test (PEPT) • Alternative Learning System Accreditation and Equivalency (ALS A&E) Test
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TESDA • Philippine TVET Competency Assessment and Certification System (PTCACS)
CHED • Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP)
The procedures for the inclusion of qualifications in the PQF and in the Philippine Qualifications Register (PhQuaR) are also presented during the 6th ASEAN Qualifications Reference Framework (AQRF) Committee meeting held on 21-23 May 2019.
The AQRF is a common reference framework that enables comparisons of qualifications across ASEAN Member States (AMS). Accordingly, this fulfills one of the key objectives of the PQF Act of aligning domestic qualification standards with international qualifications frameworks in supporting the mobility of Filipino workers and learners.
Under the PhQuaR, there are five (5) National Authorities that may issue the Qualifications: (1) The Commission on Higher Education (CHED)- as provided by Republic Act No. 7722 to set minimum standards for programs and institutions of higher learning recommended by panels of experts in the field subject to public hearing, and to enforce the same; (2) The Professional Regulations Commission (PRC)- who is responsible to administer and enforce the regulatory policies with regards to licensing, regulation and professional development of the various professions under its jurisdiction; (3) The Technical Education and Skills Development Authority (TESDA)- as provided by Republic Act No. 7796 to provide technical education and skills development; (4) The Civil Aviation Authority of the Philippines (CAAP)- as the national aviation authority includes overseeing qualifications in respect to air safety; (5) The Maritime Industry Authority (MARINA)- as provided by the Presidential Decree 474 of 1974, is the authority over shipping.
Lastly, more information about PQF and PhQuaR can be found in their website www.pqf.gov.ph.
3. The Philippine Qualifications Register
Continuing on with PhQuaR, it is the “the national database of quality assured qualifications” authorized under the PQF which provides relevant information “including the Qualification Title, Qualification Descriptors, the PQF Level, the Authority-granting Agency, the Qualification Code, the Instrument and Date of Authorization”.
As stated in their website, this web-based information-sharing system, operated from 2013, is managed by the PQF Technical Working Group on
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Qualifications Register headed by the Executive Director of the TESDA Qualifications and Standards Office with members from CHED, PRC, DepEd and DOLE, together with CAAP and MARINA.
F. Institutions Offering Tourism Management and Hospitality Management Programs
This section used to be Institutions Offering Hotel and Restaurant Management Programs and is now changed to the two programs operated by CHED.
As of the Academic Year 2018-2019, there are 1,437 HEIs that are offering Tourism Management and/or Hospitality Management programs which are shown by region below (Table 11). Also, that there are 3.4 million enrollees for the AY 2019-2020 (Table 12). There is an expectation that this will decrease considerably for 2020 because of the pandemic and the lack of funds to go to school. There are also several HEIs that have closed or have announced closure for the next academic year.
Table 11: HEI Institutions Offering Tourism Management and/or Hospitality Management Programs AY 2018-2019
HM/Tourism HRM/Hospitality Tourism/Travel Total Region Hybrid Private Public Private Public Private Public
1 I-Ilocos Region 38 13 30 6 2 89 2 II-Cagayan Valley 24 17 9 3 2 55 3 III-Central Luzon 80 32 70 14 1 1 198 4 IVA-CALABARZON 100 3 87 14 1 205 5 V-Bicol Region 28 3 17 5 53 6 VI-Western Visayas 32 43 27 9 111 7 VII-Central Visayas 44 27 26 11 2 110 8 VIII-Eastern Visayas 15 18 4 7 2 46 9 IX-Zamboanga 17 14 2 2 35 Peninsula 10 X-Northern 19 9 12 1 41 Mindanao 11 XI-Davao Region 29 2 17 2 50 12 XII- 27 2 15 2 46 SOCCSKSARGEN 13 NCR 123 14 93 8 2 240 14 CAR 18 8 12 4 1 43 15 ARMM 7 1 1 9 16 XIII-CARAGA 17 9 10 2 38 17 IVB-MIMAROPA 16 21 14 15 2 68 TOTAL 634 236 445 106 10 6 1,437 Source: Commission on Higher Education
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The tables below also show the enrollees and graduates for both programs. At this time, you can see that there are also more enrollees for Hotel Management vis-à-vis Tourism Management. This is also an area that can be improved further since there are also lack of experienced instructors to teach the breadth of other possible tourism program offerings as well as minimal promotion of tourism programs compared to hospitality.
Another item to note is that despite the high enrollment, the number of graduates is low at only 64,249, which is around 25-26% of enrollees.
Table 12: Higher Education Enrollment in Hotel and Restaurant Management & Tourism, Academic Years 2018/2019 & 2019/2020
Course AY 2018-2019 AY 2019-2020 Pre- Pre- Baccalaureate Total Baccalaureate Total Baccalaureate Baccalaureate HRM 8,593 175,386 184,575 5,386 199,443 205,713 Tourism 154 59,541 59,695 405 71,458 71,952 HRM-TM 8 1334 1,342 1,126 13 1,139 Hybrid TOTAL 245,612 278,804 Source: Commission on Higher Education
Table 13: Higher Education Graduates in Hotel and Restaurant Management & Tourism, Academic Year 2018/2019
Course AY 2018-2019 Pre-Baccalaureate Baccalaureate Total HRM 3,440 42,768 46,534 Tourism 150 16,487 16,645 HRM-TM 18 1,027 1,070 Hybrid TOTAL 64,249 Source: Commission on Higher Education
G. Accreditation of Hotel and Restaurant Management and Tourism Programs
CHED acts as the body that evaluates and accredits educational institutions and their academic program offerings when the set standards are achieved As of February 2020, there are 212 accredited HEIs, with 284 total accredited programs as shown on the tables below.
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Table 14: Number of Accredited HEIs offering HM/TM Programs per Region
Region Total Number of Accredited HEIs I - Ilocos Region 11 II- Cagayan Valley 6 III- Central Luzon 15 IVA- CALABARZON 37 V- Bicol Region 6 VI- Western Visayas 28 VII- Central Visayas 16 VIII- Eastern Visayas 10 IX- Zamboanga Peninsula 2 X- Northern Mindanao 7 XI- Davao Region 6 XII- SOCCSKSARGEN 4 NCR 46 CAR 6 ARMM 0 XIII- CARAGA 2 IVB- MIMAROPA 10 TOTAL 212 Source: Commission on Higher Education
Table 15: Number of Accredited HM/TM Programs
Number of Institutions Accreditation Program Offering the Level Program BS Hotel and Restaurant Services Technology 13 Level I / II BS Hotel and Restaurant Technology 12 Level I / II BS Hotel and Tourism Management 2 Level III BS Hotel, Resort and Restaurant Management 1 Level II BS Hotel, Restaurant and Resort Management 1 Level I BS Hotel, Restaurant & Institution 1 Level IV Management BS Hotel, Restaurant and Resort Management 1 Level I BS Hotel, Restaurant and Tourism 1 Candidate Status Management Level I/II/III/ BS Tourism 38 Candidate Status BS Tourism and Resort Management 2 Level I/II Level I/II/III/ BS Tourism Management 66 Candidate Status BS Tourism Management with specialization 1 Candidate Status in Eco-Tourism Management BS Tourism, Hotel and Restaurant 1 Level II Management Bs Travel Management 5 Level I/III Level BS Hospitality management 19 I/II/Candidate Status Level BS Hotel and Restaurant Management 111 I/II/III/IV/Candidate Status
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Number of Institutions Accreditation Program Offering the Level Program BS International Hospitality Management 5 Level I/II/III/IV International Travel and Tourism Management 3 Level II/IV Tourism Major in Travel and Cruise 1 Level II Management TOTAL 284 Source: Commission on Higher Education
1. Programs Registered under Philippines Qualification Register
In the succeeding pages are the tourism-related and hospitality-related qualifications that can currently be found in the Philippines Qualifications Register.
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Table 16: Tourism and Hospitality Related Qualifications in the PHQuar
Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Attraction & Theme Parks Operation TRSATP207 Attraction & Theme Parks Qualification consists of II TESDA TESDA Board 8/4/2010 – Operation NC II competencies that a person must Resolution No. Present achieve to promote, prepare, 2010-02 operate and close down rides, games and animal exhibits in attractions and theme parks Tour Guiding / Tourism / Travel Services TRSTRG205 Tour Guiding Services NC The TOUR GUIDING SERVICES II TESDA TESDA Board 3/18/2005- II NC II Qualification consists of Resolution competencies that a person must No.2005-03 achieve to manage and assist the tourists from the day of arrival up to the day of departure. They serve as constant traveling companion for the tourists and see to it that whatever is contracted by the travel agent abroad is given as per contract as specified in the itinerary. TRSLGS213 Local Guiding Services NC The LOCAL GUIDING SERVICES II TESDA TESDA Board 12/17/2013 – II NC II Qualification consists of Resolution No. Present competencies that a person must 2013-17 achieve to assist and guide the tourists and coordinate their itinerary from the day of arrival at a specific destination up to the day of departure
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) TRSTPS215 Tourism Promotion The TOURISM PROMOTION II TESDA TESDA Board 06/16/15 - Services NC II SERVICES NC II Qualification Resolution No. Present consists of competencies that a 2015-05 person must achieve to advocate and sell tourism destination, products and services through technology-based information gathering and application of sales and promotions principles and techniques. TRSTVS219 Travel Services NC II The TRAVEL SERVICES NC II II TESDA TESDA Board 1/11/2019- Qualification consists of Resolution No. Present competencies that a person must 2019-11 achieve to process request for independent travellers. It responses to inquiries, arranges reservations for travel related services, assists in securing travel documentations and issues necessary the necessary travel documents TRSTPS215 Tourism Promotion The TOURISM PROMOTION II TESDA TESDA Board 06/16/15 - Services NC II SERVICES NC II Qualification Resolution No. Present consists of competencies that a 2015-05 person must achieve to advocate and sell tourism destination, products and services through technology-based information gathering and application of sales and promotions principles and techniques. Tourism Development The TOURISM DEVELOPMENT TESDA Services SERVICES comprises of the following qualifications: 1)
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Tourism Promotion Services NC II and 2) Events Management Services NC III Tourism Hospitality The TOURISM HOSPITALITY TESDA Supervision and SUPERVISION AND Leadership LEADERSHIP comprises of the following qualifications: 1) Events Management Services NC III 2) Housekeeping NC III and 3) Food and Beverage Services NC III 61015 Bachelor of Science in The programs related to the fields VI CHED CMO No. 62, s. 7/19/2017 - Tourism Management of HOSPITALITY AND TOURISM 2017 Present EDUCATION will equip students with competencies that are needed to execute operational tasks and management functions in food production (culinary), accommodation, food and beverage service, tourism planning and product development, events planning, transportation services, travel and tour operations and other emerging sectors of hospitality and tourism industry. (Continued further in the PhQuaR) Bachelor of Arts in Tourism VI CHED Bachelor of Science in VI CHED Ecotourism Bachelor of Science in VI CHED Hotel, Restaurant and Tourism Management Bachelor of Science in VI CHED CMO No. 62, Tourism Series of 2017 Page 50 of 144
Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Management/Tourism Master of Science in VII CHED Tourism Development and Management Doctor of Philosophy in VIII CHED International Tourism Management 61013 Bachelor of Science in The programs related to the fields VI CHED CMO No. 62, s. 7/19/2017 - Hospitality Management of HOSPITALITY AND TOURISM 2017 Present EDUCATION will equip students with competencies that are needed to execute operational tasks and management functions in food production (culinary), accommodation, food and beverage service, tourism planning and product development, events planning, transportation services, travel and tour operations and other emerging sectors of hospitality and tourism industry. (Continued further in the PhQuaR) Barista TRSBRT213 Barista NC II The BARISTA NC II Qualification II TESDA TESDA Board 12/17/2013 – consists of competencies that a Resolution No. Present person must achieve in the 2013-17 deliverance of good quality coffee in commercially-operated cafes or specialty coffee shops. This qualification is specific to a person who specializes in making coffee beverages.
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Bartending TRSBAR213 Bartending NC II The BARTENDING NC ll II TESDA TESDA Board 12/17/2013 – Qualification consists of Resolution No. Present competencies that a person must 2013-17 achieve to operate a bar, prepare and mix cocktails and non- alcoholic concoctions and provide basic wine service to guests in all food and beverage service providers except for “Specialty Coffee Shops”. Certificate in Food and The CERTIFICATE IN FOOD TESDA Beverage Management AND BEVERAGE MANAGEMENT comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Bartending NC II Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018 Services TOURISM SERVICES comprises of the following qualifications: 1) Housekeeping NC II 2) Bartending NC II 3) Food and Beverage Services NC III and 4) Bread and Pastry Production NC II
Cookery TRSCOK214 Prepare and Cook Hot The COOKERY NC II II TESDA TESDA Board 1/10/2014 - Meals leading to Cookery Qualification consists of Resolution No. Present NC II competencies that a person must 2014-09 achieve to clean kitchen areas, prepare hot, cold meals and desserts for guests in various food Page 52 of 144
Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) and beverage service facilities
TRSCOK214 Cookery NC II The COOKERY NC II II TESDA TESDA Board 1/10/2014 - Qualification consists of Resolution No. Present competencies that a person must 2014-09 achieve to clean kitchen areas, prepare hot, cold meals and desserts for guests in various food and beverage service facilities Certificate in Culinary Arts The CERTIFICATE IN CULINARY TESDA and Food Services ARTS AND FOOD SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Cookery NC II Events and Food Services The EVENTS AND FOOD TESDA December 11, SERVICES comprises of the 2015 following qualifications: 1) Cookery NC II 2) Commercial Cooking NC III and 3) Events Management Services NC III Bread & Pastry Production TRSBPP209 Bread and Pastry Qualification consists of II TESDA TESDA Board 07/13/2009 – Production NC II competencies that person must Resolution No. Present achieve to be able to clean 2009-12 equipment , tools and utensils and prepare, portion and plate pastries, breads and other dessert items to guests in hotels, motels, restaurants, clubs, canteens, resorts and luxury lines/cruises
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) and other related operations.
Cookery and Bread and Comprises of the following TESDA Pastry Production qualifications: 1) Cookery NC II and 2) Bread and Pastry Production NC II Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018 Services TOURISM SERVICES comprises of the following qualifications: 1) Housekeeping NC II 2) Bartending NC II 3) Food and Beverage Services NC III and 4) Bread and Pastry Production NC II Hospitality and Restaurant The HOSPITALITY AND TESDA Services RESTAURANT SERVICES comprises of the following qualifications: 1) Cookery NC II and 2) Food and Beverage Services NC II Food and Beverage Services TRSFBS213 Food and Beverage The FOOD AND BEVERAGE II TESDA TESDA Board 12/17/2013 - Services NC II SERVICES NC II Qualification Resolution No. Present consists of competencies that a 2013-17 person must achieve to provide food and beverage service to guests in various food and beverage service facilities.
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Certificate in Culinary Arts The CERTIFICATE IN CULINARY TESDA and Food Services ARTS AND FOOD SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Cookery NC II TRSFBS318 Food and Beverage The FOOD AND BEVERAGE III TESDA TESDA Board 12/17/2013 - Services NC III SERVICES NC III Qualification Resolution No. Present consists of competencies that a 2018-30 person must achieve to deliver and supervise food and beverage service operations in various food and beverage service facilities. Certificate in Advanced The CERTIFICATE IN TESDA Food and Beverage ADVANCED FOOD AND Management BEVERAGE MANAGEMENT comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Food and Beverage Services NC III Tourism Hospitality The TOURISM HOSPITALITY TESDA Supervision and SUPERVISION AND Leadership LEADERSHIP comprises of the following qualifications: 1) Events Management Services NC III 2) Housekeeping NC III and 3) Food and Beverage Services NC III TRSFBS418 Food and Beverage The FOOD AND BEVERAGE IV TESDA TESDA Board 04/20/2007 - Service NC IV SERVICE NC IV Qualification Resolution No. Present consists of competencies that a 2018-30 person must achieve to assist in the management of a food and beverage team in a foodservice
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) establishment. The units of competencies will provide the skills necessary in maintaining the smooth and efficient daily operations while assisting in the organization, management and administration of the food and beverage outlet or unit. Certificate in Food and The CERTIFICATE IN FOOD TESDA Beverage Management AND BEVERAGE MANAGEMENT comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Bartending NC II Hospitality and Restaurant The HOSPITALITY AND TESDA Services RESTAURANT SERVICES comprises of the following qualifications: 1) Cookery NC II and 2) Food and Beverage Services NC II Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018 Services TOURISM SERVICES comprises of the following qualifications: 1) Housekeeping NC II 2) Bartending NC II 3) Food and Beverage Services NC III and 4) Bread and Pastry Production NC II Hospitality Management The HOSPITALITY TESDA Services MANAGEMENT SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and Housekeeping NC II
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Professional Cookery MTMSCC314 Ships' Catering NC III The SHIPS' CATERING NC III III TESDA TESDA Board 10/1/2014 - (Ships' Cooks) (SHIPS’ COOKS) Qualification Resolution No. Present consists of competencies that a 2014-07 person must achieve in managing all galley operations, including both the procurement of supplies and practical food production in compliance with the national and international requirements for the duration and nature of the voyage. TRSCOK319 Food Production The FOOD PRODUCTION III TESDA TESDA Board 11/07/2019 - (Professional Cookery) NC (PROFESSIONAL COOKERY) Resolution No. Present III NC III Qualification consists of 2019- 58 competencies that a person must achieve to deliver and supervise food production operations in various food production facilities. TRSCOK419 Food Production The FOOD PRODUCTION IV TESDA TESDA Board 11/07/2019 - (Professional Cookery) NC (PROFESSIONAL COOKERY) Resolution No. Present IV NC IV Qualification consists of 2019-59 competencies that a person must achieve to plan and prepare foods to meet special dietary and cultural needs; designs menus, plan and implement a food safety program; catering events; and manage a team of cooks for guests in hotels, motels, restaurants, clubs, canteens, resorts, luxury liners and cruise ships within the company’s acceptable standards. He/she is also able to implement and/or Page 57 of 144
Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) execute plans and monitor expenses to generate the required gross profit margins.
Housekeeping RSHSK213 Housekeeping NC II The HOUSEKEEPING NC II II TESDA TESDA Board 12/17/2013 - Qualification consists of Resolution No. Present competencies that a person must 2013-17 achieve to prepare guest rooms, clean public areas and equipment, provide housekeeping services, provide valet services, handle intoxicated guest, and laundry linen and guest clothes to a range of accommodation services. TRSHSK319 Housekeeping NC III The HOUSEKEEPING NC III III TESDA TESDA Board 10/15/2019 - Qualification consists of Resolution No. Present competencies that a person must 2019-56 to deliver and supervise housekeeping service operations in tourism and hospitality related enterprises TRSHSK419 Housekeeping NC IV The HOUSEKEEPING NC IV IV TESDA TESDA Board 10/15/2019 - Qualification consists of Resolution No. Present competencies that a person must 2019-57 achieve to manage a team of housekeeping and laundry service Page 58 of 144
Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) staff for guests in hotels, moroist inn, restaurants, clubs, canteens resorts, luxury liner and other establishment offering housekeeping services within the company's established standards. Specifically, it includes competencies on planning and scheduling routine maintenance, repairs of physical assets; planning and managing housekeeping services for guests; managing lost and found procedures; managing inventory, storage and issuance of linen and uniform; and managing laundry/valet service. Housekeeping Operations The HOUSEKEEPING TESDA August 17, Services OPERATIONS SERVICES 2016 comprises of the following qualifications: 1) Housekeeping NC II and 2) Housekeeping NC III Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018 Services TOURISM SERVICES comprises of the following qualifications: 1) Housekeeping NC II 2) Bartending NC II 3) Food and Beverage Services NC III and 4) Bread and Pastry Production NC II
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Tourism Hospitality The TOURISM HOSPITALITY TESDA Supervision and SUPERVISION AND Leadership LEADERSHIP comprises of the following qualifications: 1) Events Management Services NC III 2) Housekeeping NC III and 3) Food and Beverage Services NC III Hospitality Management The HOSPITALITY TESDA Services MANAGEMENT SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and Housekeeping NC II Hospitality Management Bachelor of Science in VI CHED CMO No. 62, Hospitality Management Series of 2017 61013 Bachelor of Science in The programs related to the fields VI CHED CMO No. 62, s. 7/19/2017 - Hospitality Management of HOSPITALITY AND TOURISM 2017 Present EDUCATION will equip students with competencies that are needed to execute operational tasks and management functions in food production (culinary), accommodation, food and beverage service, tourism planning and product development, events planning, transportation services, travel and tour operations and other emerging sectors of hospitality and tourism industry. (Continued further in the PhQuaR)
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Bachelor of Hospitality VI CHED Management Bachelor of Science in VI CHED Hospitality and Industry Management Doctor of Hospitality VIII CHED Management Doctor of Philosophy in VIII CHED International Hospitality Management Front Office Services TRSFOS213 Front Office Services NC II The FRONT OFFICE SERVICES II TESDA TESDA Board 12/17/2013 - NC II Qualification consists of Resolution No. Present competencies that a person must 2013-17 possess in order to be able to conduct the process of making a reservation, registering and checking-in and checking-out a guest in commercial accommodation establishments. TRSFOS319 Front Office Services NC The Front Office Services NC III III TESDA TESDA Board 12/17/2019 - III Qualification consists of Resolution Present competencies that a person must No.2019-70 achieve to perform a range of skilled guest service tasks using discretion and judgment such as in the monitoring of workplace operations, coaching and mentoring job skills, maintaining financial records and providing safety of VIP’s.
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) TRSFOS419 Front Office Services NC The Front Office Services NC IV IV TESDA TESDA Board 12/17/2019 - IV Qualification consists of Resolution No. Present competencies that a person must 2019-71 achieve to perform a broad range of guest service tasks including evaluation and planning, managing of accounts, provide leadership and guidance to others with some responsibility for group outcomes. Events Management Services TRSEVM307 Events Management The EVENTS MANAGEMENT III TESDA TESDA Board 11/22/2007 - Services NC III SERVICES NC III Qualification Resolution No. Present consists of competencies that a 2007-41 person must achieve to coordinate events, functions and/or conferences which may be held in conference centers, hotels, motels, restaurants, clubs, resorts and luxury liners. Events and Food Services The EVENTS AND FOOD TESDA December 11, SERVICES comprises of the 2015 following qualifications: 1) Cookery NC II 2) Commercial Cooking NC III and 3) Events Management Services NC III Tourism Development The TOURISM DEVELOPMENT TESDA Services SERVICES comprises of the following qualifications: 1) Tourism Promotion Services NC II and 2) Events Management Services NC III
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Authority Instrument Qualification Date of Qualifications Descriptor Level Granting Code (PSG/CMO/Board Authorization Agency Resolution) Tourism Hospitality The TOURISM HOSPITALITY TESDA Supervision and SUPERVISION AND Leadership LEADERSHIP comprises of the following qualifications: 1) Events Management Services NC III 2) Housekeeping NC III and 3) Food and Beverage Services NC III Source: Philippine Qualifications Register
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2. Technical and Vocational Education and Training provision in the Philippines
The Technical and Vocational Education and Training (TVET) fell under the jurisdiction of TESDA as legally mandated through Republic Act 7796 or TESDA Act of August 25, 1994. TVET provides education and training opportunities in preparation for employment. Those who go through TVET include high school graduates, secondary school leavers, college undergraduates and graduates, unemployed persons (including displaced workers), returning Overseas Filipino Workers, and employed workers (who also want to upskill or reskill).
According to the TVET Statistics of the 4th Quarter of 2020, along with the past statistical publications of TVET, Tourism (Hotel and Restaurant) always appears in the top three sectors with the most graduates
In the statistical report of TVET, it merely mentions the enrollees and graduates of Tourism (Hotel and Restaurant) as shown in the table below.
The statistics further show that there is a 69.79% completion rate from enrollees to graduates, which ranks second after agriculture sector. Also, in terms of assessed and certified, it shows a 95.49% certification rate which tops the assessment and certification output followed by the electrical sector.
Table 17: Enrolled and Graduates of Tourism (Hotel and Restaurant) by Sector by Qualifications and Sex: January - December 2020
ENROLLED GRADUATES QUALIFICATION Male Female Total Male Female Total TOTAL 18,774 43,609 62,383 13,182 32,108 45,290 Baking/Pastry Production NC 6 16 22 11 31 42 I Barista II 755 948 1,703 436 420 856 Barista Course 9 7 16 Bartending II 792 860 1,652 404 355 759 Basic Japanese Conversational and Bunka to 4 10 14 14 9 23 Dentou N4 Basic Japanese Language 3 5 8 4 8 12 and Culture Bread and Pastry Production 5,355 20,045 25,400 4,221 15,867 20,088 II Building Maintenance 1 0 1 Worker (Janitorial) Career Certificate in International Professional 76 70 146 17 8 25 Culinary Arts and Operations Cashier 8 15 23 13 30 43 Commercial Cooking III 97 118 215 97 92 189
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ENROLLED GRADUATES QUALIFICATION Male Female Total Male Female Total Cookery II 3,752 8,110 11,862 3,538 7,526 11,064 Customer Services II 1 1 2 1 1 2 Diploma in Culinary Arts 44 39 83 Diploma in Hospitality 2 10 12 Services Diploma in Hospitality Technology (Leading to 287 480 767 20 25 45 Bachelor of Science in Hospitality Management) Diploma in Hotel and Restaurant Technology (Leading to Bachelor of 319 407 726 24 27 51 Science in Hotel and Restaurant Management) Diploma in Tourism 77 243 320 16 23 39 Management Technology Diploma in Tourism and 14 61 75 Events Management Diploma in Tourism and Travel Management (Leading to Bachelor of 31 47 78 Science in Tourism and Travel Management) Events Management 1,066 2,371 3,437 653 1,529 2,182 Services III Finishing Course for 7 2 9 7 2 9 International Cooks Flight Attendant Course 1 10 11 Level II Food and Beverage Services 2 13 15 Food and Beverage Services 2,408 3,648 6,056 1,795 2,817 4,612 II Food and Beverage Services 38 83 121 III Front Office Services II 282 532 814 180 340 520 Hospitality Management 147 194 341 Technology Hospitality Technology (Leading to B. S. in Hospitality 89 123 212 Management) Hotel and Restaurant 232 317 549 Management Technology General Clerk 2 10 12 Housekeeping 5 15 20 5 15 20 Housekeeping II 2,165 3,718 5,883 1,310 2,210 3,520 Housekeeping III 67 160 227 67 185 252 International Certificate in Culinary 4 15 19 Arts and Business Management Japanese Language and 2 14 16 Culture Kitchen Dispatcher 12 12 24 41 29 70 Page 65 of 144
ENROLLED GRADUATES QUALIFICATION Male Female Total Male Female Total Stock Records Clerk/Stock 0 1 1 2 1 3 Clerk Three-Year Diploma in Hotel 18 32 50 13 20 33 and Restaurant Services Three Year Diploma in Hotel and Restaurant 269 557 826 17 29 46 Management Technology Three-Year Diploma 16 9 25 Program in Culinary Arts Three-Year Diploma Program in Hospitality 2 24 26 Supervision Tour Guiding Services II 21 38 59 13 40 53 Tourism and Hospitality Management Technology 116 123 239 (Leading to Bachelor of Science in Tourism) Travel Services II 9 41 50 Tourism Promotion Services 70 87 157 84 176 260 II Travel and Tourism 60 31 91 Waiter/Waitering 89 101 190 127 145 272 Source: TESDA-Regional Operation Management Office (ROMO)-T2MIS
Table 18: Number of Assessed and Certified by Qualifications and Sex for Tourism (Hotel and Restaurant) from January - December 2020
ASSESSED CERTIFIED QUALIFICATION Female Male Total Female Male Total TOTAL 83,610 39,377 122,987 80,022 37,455 117,477 Barista NC II 545 529 1,074 523 520 1,043 Bartending NC II 1,180 1,060 2,240 1,106 942 2,048 Bread and Pastry 10,2 29,694 10,790 40,484 28,251 38,453 Production NC II 02 Commercial Cooking NC III 135 106 241 130 103 233 Commercial Cooking NC IV 31 28 59 31 28 59 9,91 Cookery NC II 19,700 10,320 30,020 18,921 28,833 2 Events Management 1,18 3,123 1,301 4,424 2,913 4,102 Services NC II0049 9 Food and Beverage 7,35 13,917 7,771 21,688 13,309 20,664 Services NC II 5 Food and Beverage 84 47 131 82 47 129 Services NC III Front Office Services NC II 1,732 781 2,513 1,579 700 2,279 5,89 Housekeeping NC II 11,961 5,999 17,960 11,765 17,660 5 Housekeeping NC III 325 148 473 312 124 436 Local Guiding Services NC 0 1 1 0 1 1 Page 66 of 144
ASSESSED CERTIFIED QUALIFICATION Female Male Total Female Male Total II Tour Guiding Services NC 273 111 384 256 92 348 II Tour Packaging (Fit Ad Hoc 0 1 1 0 1 1 Domestic) Services NC II Tourism Promotion 851 359 1,210 787 320 1,107 Services NC II Travel Services NC II 59 25 84 57 24 81 Source: TESDA-Certification Office (CO)
3. Harmonization with Association of Southeast Asian Nations
There are three main national entities that assist in the harmonization with the ASEAN, particularly on the Mutual Recognition Agreement (ASEAN MRA).
The DOT, as the National Tourism Organization (NTO), represents the Philippines in the ASEAN Tourism Professional Monitoring Committee (ATPMC), whose duty is “to develop, coordinate and implement work programs/plans to enhance cooperation in tourism” and provide the “mechanism to promote participation from the private or business sector and non-government organizations”. TESDA is the Tourism Professional Certification Board (TPCB) whose primary responsibility is the assessment of qualifications and/or competencies of tourism professionals based on the ASEAN Common Competency Standards for Tourism Professionals (ACCSTP) and issues certificates to qualified tourism professionals, as well as maintain the registry of certified tourism professionals and job opportunities. To date, they have already aligned the training regulations and labor divisions with that of the ACCSTP/ASEAN MRA-TP
Lastly, The Tourism Industry Board Foundation, Inc. (TIBFI) is the National Tourism Professional Board (NTPB) composed of public and private sectors stakeholders including the academe as identified by the NTO. They are key in supporting the programs of the DOT, CHED and TESDA. It is responsible to create awareness and disseminate information on the ASEAN MRA and to promote, update, maintain and monitor the ACCSTP and the Common ASEAN Tourism Curriculum (CATC).
Currently, 32 Job Titles and 6 Labor Divisions have been identified as shown in the figure below. There are also a total of 242 Competency Standards listed in the ACCSTP, which are the minimum standards to develop and implement tourism training programs conforming to, at least, required to be effective in the workplace. The qualifications determined under the below job titles and labor divisions is to be recognized by all ASEAN Member States and push for the ease of movement of tourism professionals.
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Figure 7: 32 Job Titles and 6 Common Labor Divisions
Source: TESDA, Tourism Labor Market Intelligence Report, 2016
4. Technical Education and Skills Development Authority registered training providers
According to 2019 TESDA Data, there are 2,054 Accredited Assessment Centers and 3,232 Accredited Competency Assessors for the Sector “Tourism (Hotel and Restaurant). We have yet to ascertain where the other qualifications fall under that are tourism in nature but non-“hotel and restaurant”-related, such as tour guiding.
Table 19: Number of Training Providers with Accommodation & Food Service Qualifications, 2011
Total Government Private In-house Others Providers Institution Institution 3,619 2,055 234 584 98 Source: Bureau of Labor and Employment Statistics, DOLE, 2011/2012 Integrated Survey (BITS) on Occupational Shortages and Surplus Survey (2011)
The total number of workers assessed and certified under Philippine TVET Qualification and Certification System is shown in Table 23.
Based also on the same TESDA data, we show the data below for Tourism (Hotel and Restaurant) for the registered programs and TVET Providers, along with the National TVET Trainer Certificate for the sector.
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Table 20: Number of Currently and Newly Registered Programs by Sector: As of December 2020
Currently Newly Course/Registered Program Registered Registered Programs Programs TOTAL 4,360 167 Advance Cake Decoration 1 Advanced Culinary Arts 1 Asian Cuisine 1 Bakery and Kitchen Services (Bundled Program) 1 Bakery Operations (Bundled Program) 1 Baking, Pastry and Hospitality Services (Bundled 1 Program) Baking, Pastry and Restaurant Services (Bundled 1 Program) Bar and Café Services (Bundled Program) 1 Bar Operation and Restaurant Services (Bundled 1 Program) Barista NC II 83 3 Bartending NC II 295 8 Bartending Services (Bundled Program) 1 Bartending Technology (Bundled Program) 1 Basic Hospitality and Cruise Services (Bundled 1 Program) Beauty and Wellness Services (Bundled Program) 1 Bread & Pastry Technology (Bundled program) 1 Bread and Pastry Production (Leading to BTTE in 1 Food and Service Management in MUST) Bread and Pastry Production Servicing (Bundled 2 Program) Bread and Pastry Production NC II 775 38 Bread Production and Beverage Preparation 1 Technology (Bundled Program) Career Certificate in International Professional 2 1 Culinary Arts and Operations Certificate in Hotel and Restaurant Services (Bundled 1 Program) Certificate in Advance Culinary Arts (Bundled 1 Program) Certificate in Advanced Food and Beverage 1 Management (Bundled Program) Certificate in Baking and Basic Hotel Services 1 (Bundled Program) Certificate in Bar Services (Bundled Program) 1 Certificate in Coffee and Bar Services (Bundled 1 Program) Certificate in Coffee and Food and Beverage Services 1 (Bundled Program) Certificate in Cruise Ship Stewarding Services 2 (Bundled Program) Certificate in Culinary Arts 1 Certificate in Culinary Arts & Food Services (Bundled 1 Program) Certificate in Culinary Arts (Bundled Program) 2 Certificate in Culinary Arts (with Holistic Nutrition) 1 (Bundled Program)
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Currently Newly Course/Registered Program Registered Registered Programs Programs Certificate in Culinary Arts and Pastry (Bundled 2 Program) Certificate in Food Preparation Technology (Bundled 1 Program) Certificate in Food and Beverage Management 1 (Bundled Program) Certificate in Food and Services Technology (Bundled 1 Program) Certificate in Food Preparation Technology (Bundled 1 Program) Certificate in Food Service Operations (Bundled 1 Program) Certificate in Front Desk Services (Bundled Program) 1 Certificate in Hotel and Barista Services (Bundled 2 Program) Certificate in Hotel and Restaurant Services (Bundled 5 Program) Certificate in Hotel Services (Bundled Program) 1 Certificate in Housekeeping Services (Bundled 2 Program) Certificate in Restaurant Services (Bundled program) 2 Certificate in Sewing Services (Bundled Program) 1 Certificate in Tourism and Food Technology (Bundled 1 Program) Classical Western Cuisine 1 Commercial Cooking NC III 38 1 Commercial Cooking NC IV 12 Cookery and Bread and Pastry Production (Bundled 1 Program) Cookery NC I - Mobile Training Program 1 Cookery NC II 717 28 Cooking Technology (Bundled Program) 1 Cooking with Bookkeeping (Bundled Program) 1 Cruise Line Services Program Food and Beverage Services NC II (356 Hours), Housekeeping NC II (436 1 Hours), Bartending NC II (438 Hours), Cookery NC II (396 Hours) Cruise Ship Hotel & Restaurant Services (Bundled 1 Program) Culinary and Bar Services (Bundled Program) 1 Culinary and Hospitality Services (Bundled Program) 2 Culinary Arts (Bundled Program) 11 Culinary Arts Specialist (Bundled Program) 1 Culinary Arts Services Specialized in Kitchen Skills 1 (Bundled Program) Culinary Arts & Food Services (Bundled Program) 1 Culinary Hotel & Restaurant Entrepreneurship 1 (Bundled Program) Culinary Services (Bundled Program) 2 Culinary Technology (Bundled Program) 1 Diploma in Culinary Arts 1 Diploma in Hotel and Restaurant Technology 2 Driving NC II 1 Events and Food Services (Bundled Program) 1 Events Management Services NC III 255 24 Page 70 of 144
Currently Newly Course/Registered Program Registered Registered Programs Programs Finishing Course for International Cooks 1 Flight Attendant Course Level II 1 Flight Attendant Servicing Level II 1 Food & Beverages Technology (Bundled Program) 2 Food and Beverage Services NC II 939 30 Food and Beverage Services NC III 37 2 Food and Beverage Technology (Bundled Program) 1 Food Preparation and Preservation (Bundled 1 Program) Food Preparation Technology (Bundled Program) 1 Food Production Services (Bundled Program) 2 Food Services Technology (Bundled Program) 1 Food Technology (Bundled Program) 4 Front Office Services NC II 145 4 Front Office Technology (Bundled Program) 1 Hospitality and Tourism Services (Bundled Program) 1 Hospitality Management Services (Bundled Program) 1 Hospitality Services (Bundled Program) 4 Hospitality and Restaurant Services (Bundled 2 Program) Hotel and Cruise Services (Bundled Program) 1 Hotel and Restaurant Management Cookery NC II ( 345 Hours) Food and Beverage Services NC II (385 Hours) Bartending NC II ( 467 Hours) Housekeeping NC II (465 Hours) Events and 1 Management Services NC II (108 Hours) Bread and Pastry Production NC II ( 170 Hours) Barista NC II ( 207 Hours) Front Office Services NC II ( 471 Hours) Hotel and Restaurant Services (Bundled Program) 44 Hotel and Restaurant Technology 1 Hotel and Restaurant Technology (Bundled Program) 2 Hotel and Transportation Services (Bundled Program) 1 Hotel Operation Services (Bundled program) 4 Hotel Restaurant Services (Bundled Program) 1 Hotel Services (Bundled Program) 1 Hotel, Restaurant and Tourism Services (Bundled 1 Program) Housekeeping NC II 749 24 Housekeeping NC III 65 3 Housekeeping Technology (Bundled Program) 2 International Certificate in Culinary Arts and Business 1 Management Local Guiding Services NC II 6 1 Marketing Management Services (Bundled Program) 1 Office System Management (Bundled Program) 1 Restaurant and Bar Services (Bundled Program) 2 Restaurant Service Technology (Bundled Program) 1 Restaurant Services (Bundled Program) 3 Restaurant Services Technology (Bundled Program) 1 Tour Guiding Services NC II 12 Tourism Promotion Services NC II 1 Tourism and Hospitality Stewards (Bundled Program) 1 Tourism Development Services (Bundled Program) 1
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Currently Newly Course/Registered Program Registered Registered Programs Programs Tourism Hospitality Supervision and Leadership 1 (Bundled Program) Tourism Management NC II 1 Tourism Promotion Services NC II 30 3 Tourism, Garments and Social Services (Bundled 1 Program) Travel Services NC II 13 1 Two-Year Diploma in Hotel and Restaurant 1 Technology Source: TESDA Certification Office (CO)
Table 21: Number of Currently and Newly Registered TVET Provider Offering Tourism as of February 28, 2021
Currently Registered Newly Registered Regions TVET Provider TVET Provider TOTAL 1,609 25 NCR 268 4 CAR 32 1 I 113 5 II 43 1 III 206 1 IV-A 182 1 IV-B 59 3 V 87 VI 71 2 VII 93 2 VIII 50 IX 64 X 117 2 XI 102 3 XII 59 CARAGA 22 BARMM 41 Source: TESDA-Certification Office (CO)
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Table 22: Number of NTTC holders by Qualification FY 2020
No. of NTTC Qualification Holder TOTAL 10,248 Barista NC II 263 Bartending NC II 432 Bread and Pastry Production NC II 2,083 Commercial Cooking NC III 280 Commercial Cooking NC IV 105 Cookery NC II 1,760 Events Management Services NC III 713
Food and Beverage Services NC II 1,718 Food and Beverage Services NC III 225 Food and Beverage Services NC IV 5 Front Office Services NC II 444 Housekeeping NC II 1,655 Housekeeping NC III 277 Local Guiding Services NC II 1 Tour Guiding Services NC II 65 Tourism Promotion Services NC II 172 Travel Services NC II 50 Source: TESDA-Certification Office (CO)
Figure 8: Breakdown of Hospitality & Tourism Courses Offered by Technical Education and Skills Development Authority Institutes
Source: TESDA. 2014. Breakdown of hospitality & tourism courses offered by TESDA vocational and training institutes. http://tesdacourse.com
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5. Technical Education and Skills Development Authority Hospitality & Tourism Qualifications
TESDA currently offers 35 tourism qualifications registered under Philippines Qualification Register which can be found under Section G.1.
6. Tourism Graduates from Technical Education and Skills Development Authority Courses
The total number of workers assessed and certified under the Philippine TVET Qualification and Certification System is show in the table below. This shows a 95.49% Certification Rate as well.
Table 23: Number of Assessed and Certified by Qualification and Sex for Tourism (Hotel and Restaurant): January – December 2020
ASSESSED CERTIFIED QUALIFICATION Female Male Total Female Male Total TOTAL 83,610 39,377 122,987 80,022 37,455 117,477 Barista NC II 545 529 1,074 523 520 1,043 Bartending NC II 1,180 1,060 2,240 1,106 942 2,048 Bread and Pastry Production 29,694 10,790 40,484 28,251 10,202 38,453 NC II Commercial Cooking NC III 135 106 241 130 103 233 Commercial Cooking NC IV 31 28 59 31 28 59 Cookery NC II 19,700 10,320 30,020 18,921 9,912 28,833 Events Management 3,123 1,301 4,424 2,913 1,189 4,102 Services NC II Food and Beverage 13,917 7,771 21,688 13,309 7,355 20,664 Services NC II Food and Beverage 84 47 131 82 47 129 Services NC III Front Office Services NC II 1,732 781 2,513 1,579 700 2,279 Housekeeping NC II 11,961 5,999 17,960 11,765 5,895 17,660 Housekeeping NC III 325 148 473 312 124 436 Local Guiding Services NC II 0 1 1 0 1 1 Tour Guiding Services NC II 273 111 384 256 92 348 Tour Packaging (Fit Ad Hoc 0 1 1 0 1 1 Domestic) Services NC II Tourism Promotion Services 851 359 1,210 787 320 1,107 NC II Travel Services NC II 59 25 84 57 24 81 Source: TESDA Certification Office (CO)
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7. Technical Education and Skills Development Authority Scholarship Program
There are now several scholarship programs under TESDA that may be availed of.
a. Training for Work Scholarship Program (TWSP). In response to the clamor of certain growth industries to address the critical skills shortages in priority sectors, including tourism, this program provides incentives and training programs related to jobs in these sectors.
b. Special Training for Employment Program (STEP). Best suited for micro and small enterprises, this is a community-based specialty training program through entrepreneurial, self-employment and service- oriented activities. The training programs are generally short-term or modules based on the Training Regulations promulgated by TESDA mostly through local government training centers and TESDA Technology Institutions. Apart from free training, it includes free competency assessment, starter toolkits and training allowance.
c. Private Education Student Financial Assistance (PESFA). Provided by Section 8 of Republic Act No. 8545, otherwise known as “The Expanded Government Assistance to Students and Teachers in Private Education (GASTPE) Act”, gives educational grants to qualified and deserving college freshmen both in degree and non-degree courses.
d. Universal Access to Quality Tertiary Education Act (UAQTEA). Under Republic Act No. 10931 also known as the UAQTEA, state-run technical-vocational institutions or STVIs including state universities and colleges (SUCs), local universities and colleges (LUCs), TESDA Technology Institutions (TTIs), and LGU-run training centers that offer training programs under the TESDA Unified TVET Program Registration and Accreditation System (UTPRAS), may have access to free tuition and other school fees. Funding comes from the Commission on Higher Education - Unified Student Financial Assistance System for Tertiary Education (CHED-UniFAST) which will be granted by the Department of Budget and Management (DBM) to increase the participation rate among those in all socioeconomic classes in tertiary education, with priority given to those in the updated Listahanan (National Household Targeting System for Poverty Reduction), poorest of the poor, orphans, dependents of informal settlers, rebel returnees/former rebels, rehabilitated drug dependents and their families, indigenous peoples (IPs), persons with disabilities (PWDs), people in the construction industry as a priority sector, internally displaced persons (IDPs), dependents of AFP/PNP Personnel Killed-In-Action (KIA) or Wounded-In-Action (WIA), and returning OFWs and their dependents. Their benefits include: living allowance, instructional materials allowance, National Competency Assessment, starter toolkits and accident insurance. Page 75 of 144
e. Rice Extension Services Program (RESP). Provided under TESDA Circular No. 101 of 2019 as part of the Republic Act 11203, or the Rice Liberalization Act, the Rice Extension Services Program (RESP) allocates fund to include increasing the Filipino rice farmers’ competitiveness, productivity, and income. Ten percent (10%) of the total funds is allocated for skills training, developing new education modules, and other related extension efforts. The beneficiaries shall be all rice farmers, farmworkers, and their dependents listed in the Registry System for Basic Sector in Agriculture (RSBSA), rice cooperative and association members who may avail training multiple times, provided, that they take the training one at a time, only.
f. Tsuper Iskolar. In partnership with the Department of Transportation (DOTr), "Tsuper Iskolar" aims to provide scholarships and livelihood training to drivers and their families, especially those affected by the public utility vehicle (PUV) modernization. Under this program, one receives free skills and entrepreneurship training, free skills assessment, and food and transportation allowances.
Below are the statistics of those who availed of each of the scholarship programs indicated as Enrolled, Graduated, Assessed and Certified under the category Tourism (Hotel and Restaurant) in the Q4 2020 TVET Statistics.
Table 24: Scholarships Availment in Tourism (Hotel and Restaurant)
TWSP PESFA STEP E G A C E G A C E G A C 9,848 4,616 2,590 2,509 2,770 1,696 923 881 8,701 5,599 1,916 1,881
Bayanihan 2 Fund UAQTEA Tsuper Iskolar (DOTr) under TWSP Implementation E G A C E G A C E G A C 2,664 4,069 1,685 1,635 8,115 703 59 59 1,637 50 25 21 Source: TESDA-Regional Operations Management Office (ROMO)
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H. Impact of ASEAN Mutual Recognition Arrangement on Tourism Professionals
This section has also been discussed in section G.3.
1. Implementing the ASEAN Mutual Recognition Arrangement on Tourism Professionals
As an update, apart from the 32 job titles and 6 common labor divisions, there is also already work being done on the qualifications under Meetings, Incentives, Conferences and Exhibitions (MICE) and Spa and Wellness.
2. Convergence Between Government Agencies and the Private Sector
Under Section E.1 the convergence among the different government agencies and the industry has been mentioned. Succeeding that is already the formation of subcommittees to further the convergence.
3. Embedding Tourism in the K to 12 School System
There is not much movement in the tourism and hospitality curriculum for K to 12. It continues to be listed under Home Economics in the Technical - Vocational Livelihood Track. However, it has to be noted that there are certain tourism and hospitality courses that do not really fall under home economics, but rather in the Accounting, Business and Management (ABM) and Humanities and Social Sciences (HUMSS) strand, so this has to be addressed at a later time as well.
While this is so, the proposal is, for every K-12 student and apart from the actual tourism courses is to ensure the proliferation of the Filipino Brand of Service Excellence, assuming that this will be developed further.
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I. Public Sector Human Capital Development
The 2016-2022 National Tourism Development Plan (NTDP) cites the original core product portfolio that has been identified in the previous NTDP as the Philippine Tourism Product Portfolio. Agritourism has also been added to this after its launch.
Figure 9: Philippine Tourism Product Portfolio
Agritourism
Source: National Tourism Development Plan 2016-2022
The Figure below graphically measures the rank of the nine (9) products using the Importance criteria and the Ease of Implementation criteria:
Figure 10: Tourism Product Portfolio Ranking
Source: https://itsmorefunincentralluzon.com/wp-content/uploads/2018/11/NTDP-2016- 2022_Executive-Summary.pdf
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As to product validation per region, some are more advanced than others in this respect. Further, there is no consolidated report that has ever been done, and we cannot ascertain the labor shortage for certain job positions.
1. Diving and Marine Sports Tourism
Being an archipelago, the Philippines is a natural hub for marine tourism activities including diving, snorkeling, fishing, kite boarding, parasailing, among others.
According to the statistics from the Philippine Commission on Sports SCUBA Diving (PCSSD), there are currently 164 PCSSD Accredited Dive Establishments / Liveaboards as of 14 September 2020 (53 – Luzon, 111- Visayas, 0- Mindanao) Source: http://www.divephilippines.com.ph/accredited-dive- establishments.
But according to the Professional Association of Diving Instructors (PADI) website, there are 271 certified establishments in the Philippines. This alone shows that the PCSSD must ensure accreditation, or maybe at the very least, have a primary level of having a registration of the establishments.
Further, as of August 2020, there are only 22 Accredited Dive Individuals composed of 12 Scuba Divers, 7 Dive Instructors, and 2 Dive Masters. (http://www.divephilippines.com.ph/ accredited-dive-individuals). But according to interviews of past officers of PCSSD, this number represents only 20% of those that operate. And 10% of that are even foreigners.
It is also only listed that there are 6 Government-owned Hyperbaric Chambers: (1) Quezon City – Lung Center of the Philippines, (2) Mandaue City, Cebu, (3) Puerto Princesa City, Palawan, (4) Panglao, Bohol, (5) Batangas, and (6) Zamboanga City.
There is a need to realize that the hyperbaric chambers may be used for more than just the divers. There are now several hyperbaric oxygen therapy as well that use the chambers. If this is for the combine use, it now becomes self-liquidating to invest in these as well as ensure that there are specialists that can be trained in using these hyperbaric chambers.
As far as the Philippine Coast Guard is concerned, it only has 17,000 personnel, some of which belong in admin. At the last count, there were just about 7,000 coast guards that man our now 7,640 islands, which means this is another area of potential growth so that our marine activities can be sustainably developed and protected and available for tourism. The same potential exists for lifeguards, and similar professions.
As far as boats are concerned, most are outrigger boats and are not really environment friendly. There is an opportunity here to develop better marinas, piers as well as better boats. This will also require better
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management of these ports.
2. Medical, Health, Wellness and Retirement Tourism
In a newspaper interview of DOT in January 2020, it was mentioned that there are 15 hospitals and clinics that are internationally accredited. Also, international spending on medical tourism products and services grew by 358% in nominal terms between 2000 and 2017, increasing from USD2.4 billion to USD11 billion. This growth resulted in spending on medical tourism reaching 1.2% of international visitor spending in 2017 compared to 0.6% in 2000.
The Philippines ranked 24 out of the top 25 countries in inbound medical tourism spending in 2017 at USD69 million (1% of total inbound spending).
The current challenge in the Philippines is that health workers are very much in demand abroad specially now, with the pandemic. Even countries like the U.S. are taking in health workers and giving them outright working visas so long as they belong to this sector.
3. Cruise and Nautical Tourism
In 2019, CLIA Asia has indicated that Manila Ranked 40 out of 48 in terms of port calls in Asia. The country only had a total 49 calls: (1) 41 Transit, (2) 2 Turnaround, and (3) 6 Overnight.
It was previously mentioned in the last PTHRD document the training needs for this product portfolio: (1) tourism orientation, customer service skills, communication and language skills, (2) Sustainable tourism training on coastal ecology and habitat protection; and (3) health, safety and security of tourists.
We also need to note, that there has to be a better strategy around ports management as well as differentiation of management of a cargo port and a tourism port and that staffing of these ports have a very different orientation. So programs in managing cruise ports must be developed and must be completely geared towards tourism.
4. Meetings, Incentives, Conferences and Exhibitions Tourism
In January 2018, the MICE Roadmap 2030 for the Philippines was launched as a project initiated by the Philippine Association of Convention/ Exhibition Organizers and Suppliers (PACEOS) in collaboration with the Department of Trade and Industry-Board of Investments (DTI-BOI) and the Department of Tourism (DOT)/Tourism Promotions Board (TPB). It was prepared by Rhodora Tiongson of Strategic Engagement for Enabling Development ,Inc. (SEED), with technical support from the Asian Institute of
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Management Rizalino S. Navarro Policy Center for Competitiveness (AIM RSN-PCC) and Rosechin Olfindo.
It states that as its Outcome 2, that it desires to increase the country’s global competitiveness on MICE and thereby “develop a highly competitive human resource”. This includes (1) having “a MICE certification program aligned with local and international industry standards, (2) institutionalizing “capacity enhancement activities for MICE professionals,” (3) enforcing “the required accreditation of primary tourism enterprises, and (4) enhancing “government incentives for the conduct of MICE events”.
Just to put in perspective the contribution and potential of the MICE Industry, we show the slide below from the DOT that shows the MICE expenditure.
Figure 11: MICE Expenditure 2019
5. Nature Tourism
Similar to dive tourism, there seems to be no real propensity for mountain and trail guides to be accredited unless mandated by the LGUs. There are several mountain guides that practice but are not accredited. There has to be a stronger enforcement of the accreditation considering that safety and security is of primary concern.
6. Education Tourism
English as a Second Language (ESL) is one of the popular education tourism products that the Philippines is offering. There is a need to replicate the strategies in the ESL program to other courses that can also be our potential offerings. This way, there is also the potential to make the country Page 81 of 144
as an Education Hub for certain disciplines and courses.
Another possible further development is for exchange programs and finding more academe and institutional linkages to increase this, specially where there are no local takers of courses that may be deemed expensive or philanthropic.
7. Tour Guide Training from the Technical Education and Skills Development Authority & the Department of Tourism
There are now two courses available in TESDA for Tour Guiding which are both NCII level: (1) Tour Guiding Services and (2) Local Guiding Services.
Further, DOT and TESDA, in harmonizing the rules and regulations as well as training, will be launching the Philippine Tour Guides Qualification Exam (PTGQualEx) which will become the assessment platform for those who will practice Tour Guiding. This addresses the concern of previous non- acceptance of NC-holders of Tour Guiding automatically. This also removes the 30-day training conducted by DOT.
In order to take this qualification exam, the prerequisities include (1) the submission of taking the number of units of this subject whether in K-12 or HEI, (2) submission of proof of taking this in a DOT-Accredited Training Center. The exam is a 3-level assessment. One will have a written exam, a mock tour and a panel interview.
In terms of revisions to the rules and regulations for tour guides, DOT will be introducing levels of tour guide to include senior tour guides and master guides to recognize the different skill level, qualifications and experience.
8. Other Tourism Training from the Department of Tourism
Currently, the DOT Office of Industry Manpower Development (OIMD) is putting out various trainings on a national and regional level. The Facebook Page of OIMD, aptly named, DOT Trains, is their primary platform for activities, schedules or updates of TRAINING PROGAMS for the Filipino tourism professionals. The trainings include product trainings, soft skills training, orientations, and more.
There is also a microsite for OIMD that can be updated as regularly as their Facebook Page.
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9. Tourism Oriented Police for Community Order and Protection (TOP COP)
The Department of Tourism (DOT) and the Philippine National Police (PNP), through Secretary Alberto Lim and PNP Chief Director General Raul Bacalzo signed a Memorandum of Understanding (MOU) that strengthened the partnership to ensure safety and security of both local and foreign tourists, through the National TOP COP (Tourism Oriented Police for Community Order and Protection) at the PNP Headquarters at Camp Crame in Quezon City in December 2010.
This program aims to (a) provide a safe and secure environment for tourists, (b) establish a 24-hour Tourist Office to be strategically-located in tourist destinations, (c) enhance police visibility in areas with high tourist movement, and (d) sustain the availability of tourist police in key tourist destinations.”
The trainings include Tourism Awareness Seminar, Values Formation & Effective Customer Service, Cultural Sensitivity Seminar, Language Courses, Risk Reduction & Crisis Management, other tourism-related and security trainings, and all other relevant trainings that orient police in the proper handling of tourists.
The intention is to continue to extend this program until all Strategic Cluster Destinations (SCD) are covered.
10. Human Capital Development for the Department of Tourism
Currently, human capital development is not synchronized among DOT and its attached agencies. Each agency has their own human capital program.
As far as DOT is concerned, they have been implementing several HR updates under the Office of Administration and Finance.
First, the Strategic Performance Management System (SPMS) approved in 2015 is already being enhanced. The last meeting was held in 2019 prior to the pandemic to revisit the success indicators. They will be reconvening this soon in 2021 to show common success indicators for all offices as well as what are those peculiar to each office in carrying out their duties.
Second, in 2019, the DOT successfully procured a Human Resource Information System (HRIS) provider which includes the following: (1) personnel information management, (2) payroll, (3) attendance and leave monitoring, and (4) employee self-service portal. The target date of the release of the alpha version is set at the end of Q1 2021.
Third, with the target of attaining CSC HR Prime Level 2 recognition, there is a move to institutionalize Program on Awards and Incentives for Service Excellence (PRAISE) not only for loyalty but for other recognition. This was
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approved in 2019 by the Civil Service Commission (CSC). Further, the internal rewards and recognition will be the basis of recommending the DOT personnel for external awards like the Gawad Awards. Another requirement of the Prime Level 2 recognition is to finish the Competency Based Human Resource System (CBHRS) Guidebook, which is also ready for rollout.
Fourth, the DOT is also set to implement the Omnibus Rules on Equal Employment Opportunity Principle that covers four (4) specific areas: (1) Recruitment, Selection & Placement, (2) Learning and Development, (3) Performance Management and (4) Rewards and Recognition.
Fifth, the DOT in 2020, adapted online recruitment tests, provided by a third-party provider, which includes IQ test, personality test, integrity test and psychological test.
Sixth, the DOT also plans to establish (1) onboarding process for its future workforce, (2) individual career development plan, and (3) succession planning.
The career development plan will include (1) tracer on how one has developed over time, (2) listing of competencies and gaps, (3) careers available after their time in DOT, and (4) funded offering of masteral program, scholarships- whose attendance to classes will be counted as part of their official hours in DOT.
Lastly, that the Learning Needs Analysis (LNA) will be done in the first quarter of 2021 as the Training and Development Division has already undergone their own LNA training. The intent is to be more targeted and responsive to the needs of the employees to enhance their performance based on the mandate of their office.
11. Learning Needs Assessment
In 2019, the Pioneer Professional Academy of Asia in collaboration with the Department of Tourism – Office of Industry Manpower Development conducted a study on the Learning Needs Assessment (LNA) of the Tourism Professionals in the Tourism Value Chain. As part of the study, respondents from each region were asked to rank 45 competencies on their importance and proficiency. The difference between the two values determined the gap for the particular competency. The Learning Needs Assessment was targeted for implementation in 2020-2021.
We have further added to the study by classifying the type of training for the competency listed into the following:
a. Skills – Operational skills needed by employees to perform their assigned tasks
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b. Soft Skills – Additional skills that may not be directly related to the process in completing the tasks but are important in performing effectively (ex. Communication skills, interpersonal skills) c. Technical – Trainings that are meant to teach technological aspects of the job, such as use of programs/software or systems d. Quality – Trainings that impart knowledge on quality standards e. Professional - Provides the trainees with continuing education allowing them to be up to date in their professional fields f. Leadership – Trainings that prepare employees for leadership roles g. Health/Safety – Trainings that provide know-how on health and safety standards and planning for health and safety issues
Table 25: Competencies by Type of Training
Type No. of Competencies Skills 13 Professional 11 Health/Safety 6 Soft Skills 5 Technical 5 Leadership 3 Quality 2 Grand Total 45
Looking at the classification by type, more than half of the competencies listed are hard skills training and professional trainings, followed by Health & Safety related competencies. Trailing the list are competencies related to leadership and quality.
Based on the LNA, following are the competencies consolidated for the Philippines ranked by importance.
Table 26: Competencies Ranked by Importance
Rank Type Competencies Importance 1 Skills Tourism Awareness (101) 2.92 2 Professional Sustainable Tourism 2.86 3 Leadership Leadership and People Management 2.84 4 Soft Skills Communication and Interaction Skills 2.83 5 Skills Tourism Product Development 2.83 6 Leadership Problem Solving and Decision Making 2.82
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Rank Type Competencies Importance 7 Quality Filipino Brand of Service Excellence 2.81 8 Skills Destination Marketing and Promotions 2.80 9 Skills Tourism Branding and Marketing 2.80 10 Soft Skills Personality Development 2.80 11 Health/ Crisis and Risk Management 2.79 Safety 12 Leadership Training and Presentation Skills 2.79 13 Health/ Child Safety 2.79 Safety 14 Technical Tourism Data and Statistics Management 2.78 15 Health/ Environmental Protection and Management 2.78 Safety 16 Health/ Occupational Safety, Health and Safety 2.76 Safety 17 Soft Skills Professional Protocols and Social Etiquette 2.75 18 Technical Technology and Digitalization in Tourism 2.75 19 Professional Community Based Tourism 2.74 20 Professional Tourism Trends and Forecasts 2.74 21 Quality Quality Assurance Skills 2.74 22 Skills Accommodation and Hospitality Skills 2.73 23 Soft Skills Multi-Cultural Awareness 2.72 24 Professional Natural and Cultural Environmental Planning 2.72 25 Skills Tour Guiding and Coordination 2.71 26 Technical E-Commerce and Social Media Marketing 2.71 27 Professional Future of Tourism in the 4th Industrial 2.71 Revolution 28 Professional Philippine History and Culture 2.71 29 Health/ Food Hygiene 2.69 Safety 30 Professional Gender and Development 2.69 31 Skills Professional Selling 2.68 32 Soft Skills Community Engagement and Liaison 2.66 33 Skills MICE and Business Tourism 2.66 34 Skills Tour Operations and Travel Arrangements 2.66 35 Health/ Barrier Free Tourism (Accessibility) 2.65 Safety 36 Skills Business Writing 2.62 37 Technical Recreation and Attraction Operations and 2.62 Maintenance 38 Skills Food and Beverage Services 2.61 39 Technical Pricing and Revenue Management 2.60 40 Professional Farm and Agricultural Tourism 2.59 41 Skills Foreign Language 2.56 42 Professional Understanding Muslim Travellers 2.53 43 Skills Kulinarya 101 2.50 44 Professional Medical Tourism 2.38 45 Professional Spa and Wellness Tourism 2.33 Source: Pioneer Professional Academy of Asia & DOT-OIMD, Learning Needs Assessment of the Tourism Workforce in the Tourism Value Chain Page 86 of 144
The table below, meanwhile, shows the same list of competencies, ranked by the proficiency.
Table 27: Competencies Ranked by Proficiency
Rank Type Competencies Proficiency 1 Skills Tourism Awareness (101) 2.35 2 Soft Skills Communication and Interaction Skills 2.31 3 Soft Skills Personality Development 2.29 4 Leadership Leadership and People Management 2.28 5 Leadership Problem Solving and Decision Making 2.27 6 Skills Accommodation and Hospitality Skills 2.23 7 Leadership Training and Presentation Skills 2.19 8 Professional Sustainable Tourism 2.15 9 Quality Filipino Brand of Service Excellence 2.14 Health/ 10 Child Safety 2.13 Safety 11 Skills Tourism Product Development 2.13 12 Skills Tour Guiding and Coordination 2.12 Health/ 13 Food Hygiene 2.10 Safety 14 Professional Gender and Development 2.10 15 Professional Philippine History and Culture 2.08 16 Skills Business Writing 2.08 Health/ 17 Environmental Protection and Management 2.07 Safety 18 Soft Skills Professional Protocols and Social Etiquette 2.07 19 Skills Tourism Branding and Marketing 2.07 20 Soft Skills Community Engagement and Liaison 2.07 21 Professional Community Based Tourism 2.06 Health/ 22 Occupational Safety, Health and Safety 2.06 Safety 23 Skills Destination Marketing and Promotions 2.05 24 Skills Professional Selling 2.02 Health/ 25 Crisis and Risk Management 2.02 Safety 26 Quality Quality Assurance Skills 2.01 27 Skills Tour Operations and Travel Arrangements 2.01 28 Technical Tourism Data and Statistics Management 1.98 29 Skills Food and Beverage Services 1.97 30 Skills MICE and Business Tourism 1.96 31 Professional Natural and Cultural Environmental Planning 1.95 32 Technical E-Commerce and Social Media Marketing 1.94 33 Soft Skills Multi-Cultural Awareness 1.94 34 Professional Tourism Trends and Forecasts 1.90 Recreation and Attraction Operations and 35 Technical 1.87 Maintenance 36 Professional Farm and Agricultural Tourism 1.86 37 Technical Pricing and Revenue Management 1.85
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Rank Type Competencies Proficiency Health/ 38 Barrier Free Tourism (Accessibility) 1.83 Safety 39 Technical Technology and Digitalization in Tourism 1.81 Future of Tourism in the 4th Industrial 40 Professional 1.81 Revolution 41 Skills Foreign Language 1.80 42 Skills Kulinarya 101 1.77 43 Professional Understanding Muslim Travellers 1.72 44 Professional Spa and Wellness Tourism 1.68 45 Professional Medical Tourism 1.63 Source: Pioneer Professional Academy of Asia & DOT-OIMD, Learning Needs Assessment of the Tourism Workforce in the Tourism Value Chain
Based on the identified importance of the competency versus the perceived proficiency, the study computed the values for gap by deriving the difference of the two values.
Below is the table of competencies ranked from the competency with the biggest to lowest gap:
Table 28: Competencies Ranked by Gap
Rank Type Competencies Gaps 1 Technical Technology and Digitalization in Tourism 0.94 Future of Tourism in the 4th Industrial 2 Professional 0.90 Revolution 3 Professional Tourism Trends and Forecasts 0.84 4 Health/Safety Barrier Free Tourism (Accessibility) 0.81 5 Professional Understanding Muslim Travellers 0.81 6 Technical Tourism Data and Statistics Management 0.80 7 Soft Skills Multi-Cultural Awareness 0.78 8 Professional Natural and Cultural Environmental Planning 0.77 9 Health/Safety Crisis and Risk Management 0.77 10 Technical E-Commerce and Social Media Marketing 0.77 11 Skills Foreign Language 0.76 12 Technical Pricing and Revenue Management 0.75 Recreation and Attraction Operations and 13 Technical 0.75 Maintenance 14 Skills Destination Marketing and Promotions 0.75 15 Professional Medical Tourism 0.75 16 Professional Farm and Agricultural Tourism 0.74 17 Skills Tourism Branding and Marketing 0.73 18 Skills Kulinarya 101 0.73 19 Quality Quality Assurance Skills 0.73 20 Professional Sustainable Tourism 0.71 21 Health/Safety Occupational Safety, Health and Safety 0.70 22 Health/Safety Environmental Protection and Management 0.70 Page 88 of 144
Rank Type Competencies Gaps 23 Skills Tourism Product Development 0.70 24 Skills MICE and Business Tourism 0.70 25 Soft Skills Professional Protocols and Social Etiquette 0.69 26 Professional Community Based Tourism 0.69 27 Quality Filipino Brand of Service Excellence 0.67 28 Health/Safety Child Safety 0.66 29 Professional Spa and Wellness Tourism 0.65 30 Skills Professional Selling 0.65 31 Skills Tour Operations and Travel Arrangements 0.65 32 Skills Food and Beverage Services 0.64 33 Professional Philippine History and Culture 0.63 34 Health/Safety Food Hygiene 0.60 35 Skills Tour Guiding and Coordination 0.60 36 Leadership Training and Presentation Skills 0.59 37 Professional Gender and Development 0.59 38 Soft Skills Community Engagement and Liaison 0.59 39 Skills Tourism Awareness (101) 0.57 40 Leadership Leadership and People Management 0.56 41 Leadership Problem Solving and Decision Making 0.55 42 Skills Business Writing 0.55 43 Soft Skills Communication and Interaction Skills 0.52 44 Soft Skills Personality Development 0.51 45 Skills Accommodation and Hospitality Skills 0.50 Source: Pioneer Professional Academy of Asia & DOT-OIMD, Learning Needs Assessment of the Tourism Workforce in the Tourism Value Chain
During the conduct of the Focus Group Discussions for the PTHCD, the following have been identified as other trainings / competencies that need to be developed within the industry: a. ASEAN MRA Awareness – Awareness of the ASEAN MRA for Tourism is vital for industry professionals to make their performance and skills at par with our ASEAN neighbors. Furthermore, the members of the academe should also be made aware of the ASEAN MRA to ensure that future industry professionals are prepared to compete in the global landscape upon graduation. b. Common standards and protocol on data gathering – This is in line with the thrust of improving data collection across the industry. The training will be targeting LGU employees and other tourism stakeholders in charge of data gathering c. Entrepreneurship Trainings – to encourage students to hone their business skills and encourage them to put up a small business / start- up company
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d. Cultural Sensitivity Training e. Sensitivity Training for PWDs f. Capacity Building & Training for Academe g. Livelihood Programs for the Communities h. Training on Sports Tourism – Identified as one of the fastest growing sectors in tourism according to the UNWTO i. TOP COP Training for both top officials and subordinates j. Training for Sustainability Reporting – particularly for greenhouse emissions k. Research Training
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III. Review of Strategic Actions of 2015-2020
The table below earmarks the milestones and progress of each of the strategic action to the best of our knowledge.
Based on this, several action items have already moved and some even completed. It is only Strategic Action 8 that seemed to have had little movement.
Overall, a lot has been accomplished and this is the basis of continuing the action plan to take it another step further.
In the review of the Strategic Actions of 2015-2020, it indicates the following remarks:
Status Definition Completed The strategic action is finished and concluded Partially completed The strategic action is partly accomplished Continued The strategic action is carried over in its original or close to its original version and indicated in the new PTHCD Reclassified (as part The strategic action is part of a broader of a different perspective of action and is therefore Strategic Action Item) subsumed under that. Reclassified (as The strategi action is considered to be Recurring) repeating over time and has a milestone that has to be accomplished on a regular basis Reclassified (Tactical) The strategic action as currently written has been converted to a tactical action and is embedded under a strategic action rather than being one itself No Update There is no known movement of the strategic action
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Table 29: Review of Strategic Action Plan (2015-2020)
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners Strategic Action 1: Strengthen the K-12 Educational Provision 1.1 Promote and 1.1.1 Plan campaign information online and X X X DepEd • Increased uptake of tourism Completed introduce K-12 tourism through Local Government Units (LGUs) LGUs courses in high schools education into more high DOT Regional schools Offices 1.2 Provide training 1.2.1 Compile downloadable resources, X DepEd • Teachers better prepared Reclassified resources for Technology references and textbooks for teaching DOT and supported for teaching (as and Livelihood Education tourism TESDA tourism curriculum. Recurring) (TLE) teachers in high schools who are 1.2.2 Update and maintain resources, X X X responsible for teaching references and textbooks for teaching the new tourism tourism curriculum 1.2.3 Refer to gender issues and the DOT toolkit as source. 1.3 Design and pilot a 1.3.1 Prepare training program for new X TESDA • Teachers equipped with Reclassified tourism teacher training tourism teachers as orientation to DOT accurate and up to date (as orientation for all curriculum and assessment DepEd orientation to teaching Recurring) teachers employed as and assessing hospitality Technology and 1.3.2 Pilot a training program on X and tourism subjects Livelihood Education introduction to teaching hospitality and (TLE) teachers teaching tourism tourism or hospitality NCII courses 1.3.3 Develop & pilot a training course on X X how to conduct competence-based assessment
1.3.4 Update and continue teacher X orientation program
1.3.5 Include gender issues in resources X X X and teacher training programs
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 1.4 Develop tourism 1.4.1 Develop training modules – X X DepEd • A set of key manuals for Reclassified course teacher manuals introduction to teaching tourism, lesson DOT teachers to ensure (as which provide lesson plans and practical activities for class TESDA consistency and quality in Recurring) plans, course content and delivery TIBFI teaching the tourism practical training curriculum sessions for tourism 1.4.2 Pilot and continue training for tourism X X X X teachers teachers 1.5 Develop and pilot 1.5.1 Develop and pilot student manuals to X X DepEd • A set of student resources Reclassified student resources support delivery of the curriculum DOT and workbooks/manuals (as including student TESDA for each subject area in Recurring) manuals covering the 1.5.2 Update and maintain student manuals TIBFI the tourism curriculum tourism curriculum to ensure relevancy X X 1.6 Upgrade the teaching 1.6.1 Train new tourism teachers across the X X X X DepEd • Teachers nationally have Reclassified skills of tourism teachers whole country to ensure access to DOT access to quality training (as part of a in outcome-based programs. TESDA and National TVET different curriculum through fast- TIBFI Training Certificate Strategic track National TVET 1.6.2 Design a blended course (delivered X X qualification Action Item) Training Certificate Level partly online and in face-to-face 1 training program to workshops) locally to deliver training on prepare them to become competence-based assessment and trainers and assessors training
1.6.3 Arrange course certification by X TESDA – using e-TESDA materials. Strategic Action 2: Upgrade the Curriculum and Quality of Teaching in HEIs 2.1 Review and update 2.1.1 Set up and work with CHED X X CHED • Formation of Technical Completed Hotel & Restaurant technical committee to conduct curriculum TESDA Working Group Management (HRM) and review DOT • Updated curriculum that Tourism Management X X DepEd meet ASEAN competency (TM) curricula in HEIs 2.1.2 Ensure curriculum is up to date and TIBFI standards and is more meets the requirements of the ASEAN aligned with industry needs Common Competency Standards for • Approved Policy Tourism Professionals (AC- CSTP) Standards & Guidelines (PSG) & Training Regulations (TR)
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 2.2 Strengthen and 2.2.1 Identify language skills shortage X DOT • More graduates with key Reclassified expand foreign language through a national survey CHED and ‘in-demand’ language (Tactical) training for tourism HEIs skills programs 2.2.2 Enlist HEIs to introduce new foreign X X • DOT will send out languages into curriculum as language report to options/electives CHED/TESDA 2.3 Review and develop 2.3.1 Arrange with CHED technical X CHED • Established system/ Reclassified more elective courses to committee to conduct review of credit TESDA DOT mechanism of credit (Tactical) allow for flexibility of system HEIs transfer equivalency curriculum to cater for TIBFI • List of elective subjects in emerging tourism niche 2.3.2 Identify the subjects needed to meet X DOLE strategic tourism product areas such as Meetings, future demands of the tourism industry – areas established and Incentives, Conferences especially in strategic tourism product courses operating to meet and Exhibitions (MICE) areas (DOT lead) industry needs Tourism, Cruise Tourism, • PSG & TR Wellness tourism etc. 2.3.3 Develop new elective courses to cater X X X for emerging tourism niche areas (DOT Lead) 2.4 Certify all HRM/TM 2.4.1 Launch awareness and information X X X X X CHED • Adoption of new updates Reclassified faculty members to teach campaign through HEI and TVI leaders TESDA in curriculum (as and assess the Common DOT • 20% of all teachers Recurring) ASEAN Tourism 2.4.2 Enroll all teachers/trainers into X X X X X HEIs complete program Curriculum (with program to become certified as assessors TIBFI annually and become CHED/TESDA) for ASEAN Tourism curriculum certified 2.5 Establish and enforce 2.5.1 Harmonize standards for installation X CHED • Standards implemented Reclassified minimum standards for and upkeep of equipment for teaching TESDA DOT & monitored with (as laboratories and other practical hospitality, cuisine and tourism TIBFI reference to RA 6541 & Recurring) tourism/HRM facilities in subjects from various agencies including PD 856. HEIs and Technical and FAAP and UTPRAS. • Harmonized standards in Vocational Institutes accreditation. (TVIs) 2.5.2 Implement review and monitoring X • Star rating system system to ensure quality and maintenance introduced • Recognition of model 2.5.3 Develop and implement a star system X X X institutions through Reclassified for facilities and recognize model DOT/CHED (as part of a Page 94 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners institutions with exemplary facilities and different equipment. Incentivize via the funds from Strategic other funding sources. Action Item) (2.5.3) 2.6 Develop strong 2.6.1 Conduct needs analysis to establish X X CHED • Design and approval of Continued graduate programs for demand, content and delivery of new HEIs new postgraduate industry executives and postgraduate programs for hospitality and TIBFI programs in at least 2 professionals tourism professionals (e.g. one-Year HEIs by 2017 Modular Master’s programs and Two-Year • PSG for Post-graduate Modular Doctoral programs) programs for Tourism
2.6.2 Prepare program specification and X submit for approval to CHED Strategic Action 3: Strengthen Industry/Academe Linkages 3.1 Fast-Track The 3.1.1 Review progress of ETEEAP and X X CHED • Increase number of Reclassified Expanded Tertiary develop guidelines to increase interest DOT industry personnel taking (as part of a Education Equivalency from tourism professionals HEIs ETEEAP by 10% a year different and Accreditation TESDA TIBFI from 2016 Strategic Program (ETEEAP) to 3.1.2 Establish potential national demand, X • 2 new HEIs approved by Action Item) bring more industry and make recommendations on CHED to offer ETEEAP personnel into teaching expansion of program. program each year from and expand ETEEAP 2016 and Recognition of 3.1.3 Identify institutions in regions and X X • Developed or updated Prior Learning (RPL) to discuss implementation of ETEEAP. guidelines and increased more institutions in the regions to meet local 3.1.4 Promote and expand the X X X X demand implementation of RPL 3.2 Promote ETEEAP and 3.2.1 Promote options and benefits of X X X DOT • Campaign launched Reclassified RPL to industry and to ETEEAP for tourism professionals to Tourism annually to promote (as part of a professional associations tourism associations, in national and trade Assocs ETEEAP different to bring more press, and through DOT channels TIBFI Strategic experienced industry TESDA Action Item) personnel into academe 3.2.2 Promote and engage industry X X X CHED personnel in using RPL to gain recognition of their skills and experience
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 3.3 Enable more industry 3.3.1 Develop a blended ETEEAP X CHED • Blended ETEEAP ready Reclassified personnel outside of the through a consortium of ETEEAP HEIs by 2017 and pilot tested (Tactical) registered ETEEAP providers and pilot test and implement. in one HEI in 2018 provider institutions to • Grant scheme funded and have access and consider 3.3.2 Review delivery costs and consider X available by 2017 how to make ETEEAP subsidies or grants for ETEEAP to enable more affordable for more professionals to enter the program industry professionals
3.4 Introduce an 3.4.1 Develop guidelines for institutions on X CHED • TIBFI to develop Reclassified ‘academe to industry how to manage academe externships DOT guidelines for externships (as part of a externship program’ for HEIs • Externship guidelines different all HEI teachers who are 3.4.2 Arrange for Programs to be X Local industry proposed to CHED, Strategic teaching HRM or TM undertaken on an agreed basis and time partners TESDA, TIBFI Action Item) period during their employment in the TIBFI • Pilot externships launched HEI by end of 2016 with 10 institutions 3.4.3 Pilot externship program with X selected institutions
3.4.4 Implement and monitor impact of X X X externship program with institutions and industry 3.5 Establish a ‘visiting 3.5.1 Develop (voluntary) guidelines for X CHED • Guidelines from CHED No Update professor’ scheme for institutions on how to manage visiting DOT ready by end 2015 and HEIs professor scheme to invite experienced HEIs incorporated in TRs/PSGs tourism professionals from industry to Local industry • Launch of visiting teach on courses or programs on a part partners professor scheme by 2016 time, sectional basis or as guest lecturers • 20 institutions annually enrolled in visiting 3.5.2 Publicize and launch the scheme X X professor scheme from with all HEI’s 2017
3.5.3 Implement and survey impact of X X visiting professor scheme with selected HEIs to ensure quality Page 96 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 3.6 Engage industry 3.6.1 Engage institutions in inviting X CHED TESDA • Credit scheme for industry No Update personnel in curriculum prominent industry leaders to join working DOT members prepared by end review and assessment/ groups or academic boards of institutions HEIs 2015 and 10 HEIs add certification activities in Local industry industry leaders to their collaboration with HEIs 3.6.2 Put in place a recognition system to X members boards by 2016 and colleges give credit to industry members who TIBFI • Recognition system and contribute to academic boards list of industry experts and specializations in place Strategic Action 4: Enhance Graduate Quality 4.1 Expand CHED 4.1.1 Review Graduate Tracer Study (GTS) X CHED TESDA • Consolidated report from Partially tracer studies and questions and implement standard HEIs CHED and TESDA on HEI Completed TESDA EGACE questionnaire TIBFI and TVI tracer studies program to all HEIs and • GTS Guidelines ready by TVIs as a mandatory 4.1.2 Strengthen (Mandate) the official GTS X 2016 Reclassified activity in order to and EGACE (Enrollment, Graduation, • CHED Memorandum (as track graduate/ trainee Assessment, Certification & Employment) Order on tracer studies by Recurring) employment and studies 2016 (4.1.2 to develop further links • Tracer studies from 20 4.1.4) with industry 4.1.3 Produce guidelines on how to plan X HEIs begin in 2017. and manage a GTS and EGACE study • Availability of GTS & EGACE percentage data 4.1.4 Monitor the uptake and collect results X X X X for analysis annually 4.2 Research into 4.2.1 Implement research study into X DOT • Research completed by No Update reasons for mismatch mismatch between school leavers/college HEIs 2016 and report produced between school graduates and industry requirements National for action by institutions leavers/college industry and industry graduates and industry 4.2.2 Produce report for consideration by X member requirements institutions and by the industry CHED
4.2.3 Highlight gender issues in mismatch 4.3 Develop On-the-job 4.3.1 Make recommendations on X CHED • Research and Partially training (OJT) and improvements to OJT based on national DOT benchmarking completed Completed Practicum procedures review of OJT TESDA DOLE by 2016 and report Page 97 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners and documentation for HEIs produced for action by use by institutions in 4.3.2 Prepare and launch OJT X National institutions and industry making arrangements for procedures and guidelines to ensure industry • New OJT guidelines internships and ensure good practice including gender members incorporated into TRs and good planning, awareness guidelines and procedures PSGs monitoring and management by schools 4.3.3 Establish system to address X and host organizations mismanagement and abuse of OJT by companies or colleges (including workplace harassment)
4.3.4 Benchmark OJT practices in X Philippines against international best practice 4.4 Regulate OJT/ 4.4.1 Update OJT guidelines to protect X X CHED • OJT Guidelines produced Reclassified practicum to ensure students and institutions from abuse DOT for national use and (as students or institutions 5 Launch a national scheme to recruit OJT HEIs national scheme to recruit Recurring) are not paying host organizations from the hospitality and National OJT organizations ready companies and that there tourism sectors to take part in OJT industry by end of 2017 are adequate and 6 members suitable internships for 4.4.2 Research the options of alternative X student trainees. OJT environments from other industries, Non-government organisations or voluntary/ community based organizations Strategic Action 5: Implementing the ASEAN MRA on Tourism Professionals 5.1 Ensure agencies, 5.1.1 Produce publicity, handouts and X X X X DOT ROs, • Publicity and promotional Completed training institutions and guidelines on implementing MRA LGUs campaigns conducted in the industry are prepared Public 2015 -18 in various media and ready for the launch 5.1.2 Launch promotional campaign X X X X institutions • Number of materials and of ASEAN Economic nationally through DOT ROs, LGUs, public TIBFI types produced Community and the institutions and others including on TESDA • Number of website visits, ASEAN MRA for tourism websites of all tourism stakeholders DOLE number of launches, professionals attendees, resulting publicity pick ups
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 5.2 Research the potential 5.2.1 Conduct longitudinal research study X X X TIBFI • Research study No Update attrition/loss of many on potential attrition/loss of qualified DOT completed by end-2015 trained and qualified tourism workers TESDA DOLE and workshops and workers to other ASEAN POEA strategy completed by end countries and the impacts 5.2.2 Conduct consultative workshops to X X of 2016 on tourism demand and develop strategy to mitigate loss of skills • Connect with POEA to employment in the next 5 workers overseas de- termine loss; develop year period tracer studies 5.2.3 Update labor needs for the following 5 X X X • Number of workshops years based on research con- ducted 5.3 Establish links to the5 5.3.1 Connect the TESDA tourism X TESDA • ATPRS tested and Continued ATPRS (ASEAN Tourism registry with the ATPRS as the means DOT functional by end 2015 Professionals for Filipino tourism workers to register TIBFI • Philippine Registry Registration System) their qualifications and apply for ASEAN Qualification should be through TESDA Registry equivalent jobs in the ASEAN Tourism linked/ in place Economic Community Secretariat DOLE 5.3.2 Continue the mapping of local X X tourism qualifications against the ASEAN Framework 5.3.3 Test the system with users to ensure X • Number of people able to its functionality access ATPRS and TESDA tourism registry 5.3.4 Publish guidelines online on how to X • Number of employers and use the ATPRS with Registry information tourism professionals an integral part of launch activities successfully registered: # of successful placements • Updated TESDA training regulations; aligned with ASEAN MRA competency standards
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 5.4 Review ACCSTP to 5.4.1 Complete a gap analysis of the X TESDA • Gap analysis completed by Completed ensure suitability for the ACCSTP to identify competencies, job DOT end 2015 and proposal Philippine tourism areas and labor divisions needed for the TIBFI ready by mid-2016 industry and propose Philippine tourism industry Industry • Draft standards developed updates and additions to Assocs by 2017 the standards 5.4.2 Develop draft standards to X X ASEAN address gaps and pilot in the regions Tourism Secretariat 5.4.3 Propose updates and additions to the X standards 5.5 Institutionalize & 5.5.1 Review the ASEAN Master Assessor X DOT • Review completed and Reclassified review the ASEAN and Master Trainer program for the TIBFI TESDA fast track process put in (as Master Assessor and Philippines Industry place by mid 2015 Recurring) Master Trainer program members • Number of qualified for the Philippines 5.5.2 Put in place a fast-track process and X trainers and assessors have more qualified trainers to cascade the Assessor and Trainer program
Increase the publicity and information X X drive to the industry, especially in the regions Strategic Action 6: Facilitate Tourism Education & Training 6.1 Fast track the training 6.1.1 Review the projected need for tour X DOT • Report completed by end Reclassified of qualified tour guides guides in the Philippines to establish the Tourism 2015 and recruitment (Tactical) (with in-demand language number of guides and languages needed Assocs starting in 2016 skills) to ensure there are TESDA • Harmonization & New ad- equate tour guides to 6.1.2 Harmonize tour guide training, X X TIBFI course curriculum meet the needs of accreditation and national qualification complete by end 2016 incoming international programs of DOT and TESDA • Number of people tourists recruited and given 6.1.3 Put in place recruitment X X X language training and measures for new tour guides passed with flying colors
6.1.4 Expand tour guide training courses X X X X and develop trainers to provide language Page 100 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners through language centers
6.2 Enhance the quality 6.2.1 Review tour guide training, X X DOT • Review of tour guide Reclassified and content of tour accreditation and national qualification CHED training completed by end (Tactical) guide training & programs for tour guides Tourism 2015 professionalize the job Assocs • New courses/modules to give it more security 6.2.2 Upgrade the quality of tour guides X X Local Tour designed for delivery in and career progression through more intensive training at HEIs and companies HEIs by end 2016 TVIs with award of diplomas or degrees in TESDA • Adequate supply of trained tour guiding tour guides with the required language skills 6.2.3 Set up a registry of qualified tour X X when and where needed; guides with online access for tour and (listed in online registry for travel companies easy identification) 6.3 Identify and design 6.3.1 Review the TESDA JobsFit research X DOT • Increased industry No Update new courses and and other DOLE data to identify hard to fill TESDA DOLE participation in programs to provide skills TIBFI employment surveys more trained workers to • New training programs fill the ‘hard-to-fill’ 6.3.2 Design new training programs to X designed and piloted vacancies 7 meet the need of the industry for hard to during 2016 fill skills 6.4 Identify competencies 6.4.1 Identify the learning outcomes and X DOT • Curriculum proposal Reclassified needed by MICE curriculum needed for bachelor degree in PACEOS completed by end 2015 (Tactical) professionals and create MICE or Event Management Local HEI • MICE programs new courses & programs Part- ner/s developed and offered to meet the needs of the 6.4.2 Develop new courses in MICE for X X CHED by HEIs and TVIs industry industry practitioners Page 101 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners
6.4.3 Review new courses/programs in X X MICE and update as necessary
6.5 Establish a MICE 6.5.1 Institutionalize MICE subjects/ X X DOT • Facility identified and Partially Academy in an existing courses in HEIs and TVIs PACEOS approved by mid-2015, Completed facility to meet the CHED program launched by unique skills 6.5.2 Set up a MICE academy within an X X X Local HEI 2016 and Academy development needs of existing HEI base on industry best practice Part- ner/s established the sector policies and procedures • Creation of MICE subjects and courses in HEIs/TVIs 6.5.3 Research the option of online X including online courses MICE tourism training courses 6.6 Research and plan HR 6.6.1 Identify key and core skills of the X DOT • Program proposal ready No Update training and development strategic tourism products TPB by mid 2015 to support growth of the TESDA TIBFI • New courses designed nine strategic tourism 6.6.2 Prepare training and development to X Industry part- and launched by 10 products meet the skills needs ners providers by end 2016 • Number of key and core 6.6.3 Launch program(s) through various X skills identified and training providers or institutions interventions made 6.7 Prepare and 6.7.1 Prepare and disseminate an X DOT • Inventory of free training Continued disseminate an inventory inventory of free training programs/ TESDA programs /grants of free training grants from government for industry ADB-Canada - published and website set programs/ grants from tourism up by end 2015 government for industry 6.7.2 Set up website to offer online course X X project • Recommendations offerings or downloadable training courses accepted on funding of national tourism training 6.7.3 Support a study to prepare a X grants scheme proposal for industry (facilitated by DOT) • Tourism Training Grants on options for funding of the training grant Scheme put in place by scheme early 2016 with funding sources secured
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners Strategic Action 7: Preparing People for Employment 7.1 Bring returning 7.1.1 Prepare a plan to integrate or bring X NRCO OWWA • Plan and proposal with Continued Overseas Foreign returning OFWs into the tourism DOLE CBA and ROI prepared by Workers (OFWs) into the workforce DOT end 2015 tourism workforce by TESDA POEA • Integration of the Plan to providing incentives, 7.1.2 Integrate the Plan with the X the DOLE's (NRCO, training and return to DOLE's (NRCO, OWWA) programs OWWA) Balik Pinas, Balik work programs Hanapbuhay Program. 7.1.3 Identify the incentives, training and X return to work programs available
7.1.4 Prepare a cost benefit analysis and X ROI (Return on Investment) to evaluate the benefits of the program 7.2 Create training and 7.2.1 Conduct dialogue with barangays X X DOT ROs • Consultations completed Continued employment and district community associations to TESDA by end 2015 opportunities for the identify development opportunities LGUs • Training program informal sector to help DTI designed and tested in meet the skills shortages 7.2.2 Design and deliver training and X X X X X DSWD 2016 with launch at end & professionalize small development for the informal sector and of 2016 tourism business small tourism business operators to operators professionalize their services and products 7.3 Consult with DOH 7.3.1 Prepare plans to provide alternative X Spa Assoc of • Consultations with Reclassified about application of training and certification options for spa thePhilippine DOH completed by (Tactical) requirements for operators and therapists to avoid loss of s early 2015 licensing spa and jobs and business closures and satisfy DOT • Plans for further wellness therapists to DOH accreditation and licensing DOH training agreed and mitigate potential loss of requirements TESDA started in mid-2015 skills, jobs and closure of Industry wellness enterprises Assocs 7.4 Discuss with tourism 7.4.1 Hold stakeholder meetings with X DOT • Stakeholder meetings No Update associations and tourism associations and employers and DOT ROs held by mid 2015 employers how to provide prepare recommendations on revisions to TESDA • Report with more competitive compensation packages Tourism recommendations made compensation Assocs to industry by end 2015
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners benefits/package for 7.4.2 Disseminate findings and make X Local industry tourism workers recommendations to industry DOLE DSWD NUWHRAIN
7.5 Develop a plan to 7.5.1 Work with tourism stakeholders X CGAP- • Plan for career Reclassified promote career and employees to prepare a plan for Working development made by end (as part of a opportunities for tourism promoting tourism career options Group 2015 different professionals to reduce TESDA • Pilot career fairs in Strategic the 'brain drain' of 7.5.2 Hold regular career and job fairs in X X X X DOT ROs regions in 2016 Action Item) trained tourism colleges and other institutions for Local industry professionals overseas recruitment purposes in liaison with CGAP DOLE/BLE TCP 7.5.3 Illustrate the real tourism industry NUWHRAIN opportunities such as progression and the challenges of employment practices and gender issues
Strategic Action 8: Update Employment Legislation & Improve Labor Relations 8.1 Prepare 8.1.1 Prepare a proposal for government X DOT • Proposal completed by mid- No Update recommendations for on employment protection for tourism DOLE 2016 and presented to government on freelances and others. TCP DOLE employment protection Local industry for tourism freelancers 8.1.2 Work with DOLE, tourism X X X (e.g. Tour Guides) and for associations and employers to ensure seasonal employees not more employment protection covered by government benefits
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 8.2 Prepare a RIS 8.2.1 Prepare a RIS (Regulatory Impact X DOT • RIS completed by mid-2016 No Update (Regulatory Impact Statement) DOLE and consultative workshop Statement) on legislation NWPC, BWC, held by end 2016 of a longer period of 8.2.2 Develop a RIS and a consultative X BLE, employment for workshop leading to the development of a NUWRHAIN contractual employees proposed legislation applicable to the TCP from six months to three tourism industry Tourism years. Assocs 8.2.3 Hold consultative workshops X Local industry
8.2.4 Present final RIS for approval X 8.3 Review existing labor 8.3.1 Review existing labor laws to X DOT • RIS completed by mid-2016 No Update laws to identify areas for identify areas for revision DOLE and consultative workshop revision in order to Tourism held by end 2016 develop a fair 8.3.2 Develop a fair compensation law that X Assocs compensation system is faithful to tourism and labor laws to Local industry improve morale and labor productivity
8.3.3 Revise labor laws that do not fully X X X meet the unique requirements of the tourism industry.
8.3.4 Present findings in a RIS for public X discussion 8.4 Improve labor 8.4.1 Review and rationalize specific X DOT • RIS completed by mid-2016 No Update relations by modernizing legislations which directly impact on DOLE NEDA and consultative workshop the Labor Code, economic benefits of tourism and Tourism held by end 2016 enforcing correct service hospitality workers. Assocs charge distribution, and Local industry increasing the current 8.4.2 Study and prepare a policy proposal X ratio of tenured to to provide incentives to employers to untenured employees. raise the ratio of tenured employees in their enterprises.
8.4.3 Hold consultative workshops to draft proposed legislation applicable to tourism Page 105 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners industry.
8.5 Rationalize the 8.5.1 Rationalize the implementation of the X DOT • RIS completed by mid- No Update implementation of the law law related to the collection and dis- DOLE 2016 and information related to the collection tribution of Service Charge by private Tourism drive started in late 2016 and distribution of tourism establishments Assocs Service Charge by private Local industry tourism establishments 8.5.2 Plan and implement information X X TCP drive across all regions on the correct interpretation of the law related to the collection and distribution of Service Charge (NTDP) 8.6 Provide information 8.6.2 DOT to collaborate with DOLE to X DOT • Pilot program introduced in No Update awareness and training provide labor law awareness training for DOLE 2016 on labor law compliance the sector. • Target Number of employers achieve labor 8.6.3 Tourism employers should be X law compliance encourages to attain Labor Law compliance
8.6.4 Tourism employers should utilize the resources available to DOLE such as GUIDE kits and manuals. Strategic Action 9: Build Capacity of Public Sector Human Capital 9.1 Build Capacity of 9.1.1 Enhance technical and continuing X X X X X DOT • DOT Provincial Officers Reclassified LGUs education for local tourism officers LGUs in place (as part of a CIDA • Capacity building different
Page 106 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 9.1.2 Map existing capacity building X Australian programs on-going Strategic programs and curricula for LGU tourism Aid, • Stronger TCs in place Action Item) units DILG, Association of Tourism Officers in the Philippines 9.2 Create a culture of 9.2.1 Continue with training and X X X X X X DOT • Increase number of trainees Reclassified tourism that promotes development of Customs, Immigration BI by 10% per year from 2015 (Tactical) good hosting from arrival Quarantine and Security staff at the DILG to departure international gateways PNP 10 PCCI 9.2.2 Provide targeted training of other X X X X X TCP frontline staff at airports, ports and LGU destinations in cooperation with Leagues DOLE/National Wages and Productivity Commission
9.2.3 Inculcate the culture of tourism by X X developing and expanding the NTDP’s Pinoy Touch concept and the Filipino Brand of Service Excellence to all public sector employees 9.3 Develop service- 9.3.1 Develop and pilot training with X DOT • Pilot program ready by Reclassified orientation attitudes and public and private sector staff working in DOLE end 2015 and (Tactical) customer service skills LGUs; porters; taxi and bus drivers; Concerned implemented in 5 among frontline service market vendors, etc. Agencies locations by end 2016 workers, particularly from tourist-related 9.3.2 Establish a regular training program X services, in the local and monitor impact and effectiveness destinations. 9.3.3 Enhance and expand the Tourism X Star Philippines
9.3.4 Launch a Tourism Industry X Page 107 of 144
Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners Excellence Award Competition
9.4 Provide training and 9.4.1 Conduct needs analysis and develop X DOT ROs • Needs analysis completed No Update education on tourism, training modules for host communities in TESDA by 2016 hospitality and the destinations and SMEs Colleges DILG entrepreneurship skills Tourism for host communities 9.4.2 Review and monitor training X X Indus- try in the destinations impacts and effectiveness 9.5 Extend the Tourism 9.5.1 Expand and continue the current X X X X X DOT • TOP COP program being Reclassified Oriented Police-for Tourism Oriented Police- for Community DILG expanded to all SCDs by (as part of a Community Order and Order and Protection (TOP COP) to all PNP end 2016 different Protection (TOP COP) SCDs as agreed by DOT, PNP and DILG. LGUs Strategic program Action Item) 10 9.5.2 Evaluate and monitor the program to X X ensure impacts and effectiveness 9.6 Establish and 9.6.1 Prepare a proposal to put in place a X DOT • Implementation of a Reclassified Implement a Tourism sustainable national tourism training grant DBM Tourism Skills (as part of a Skills Development program. Tourism Development grant different Programs Indus- try program Strategic 9.6.2 Consult with stakeholders on a X Action Item) sustainable mechanism for a grant program.
9.6.3 Provide funding and implement a X government led tourism skills development program. Strategic Action 10: Develop DOT Internal Human Resources 10.1 Provide information 10.1.1 Conduct internal review of IT X DOT (Internal • Review completed by No Update distribution systems to systems to identify information distribution Audit Dept) mid-2015 and IT IDS make industry relevant systems (IDS) needed specification ready by information readily end 2015 for approval available 10.1.2 Prepare IT IDS specification and go X to tender
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 10.1.3 Implement IDS and monitor X X X progress and usage
10.2 Implement the DOT 10.2.1 Formulate the DOT HR Development X DOT Admin & • HR Development plan Partially HR Development Plan Plan HR Division ready by beginning of Completed 2016 and competencies 10.2.2 Conduct job analysis and review of X analysis ready by second existing job descriptions aligned with the quarter of 2016 DOT Mission and Vision
10.2.3 Define the competencies and X levels for each job 10.3 Plan and implement 10.3.1 Complete DOT Training Needs X • HR training plan ready by Partially HR Development Analysis to identify training & development mid-2015 and review/ Completed programs needs updating by 2016
10.3.2 Prepare individual development X plans to develop and enhance employees’ competencies.
10.3.3 Plan HRD programs based on the X DOT TNA
10.3.4 Review and identify potential X internal and external training resources or grants
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 10.4 Implement the DOT 10.4.1 Revise the DOT SPMS for CSC X DOT Admin & • SPMS approved by mid- Partially Strategic Performance final approval HR Division 2015 and reviewed/ Completed Management System updated by end of 2015 (SPMS) 10.4.2 Cascade the DOT SPMS to all X officials and employees
10.4.3 Conduct Pilot Testing of SPMS X
10.4.4 Align the mission, vision and X strategic priorities with that of DOT employees’ performance
10.4.5 Review and update the DOT SPMS X Reclassified for CSC approval (as Recurring) (10.4.5) 10.5 Implement the new 10.5.1 Review and finalize the X DOT Admin & • New structure and staffing No Update organizational structure organizational structure and staffing HR Division pattern approved by mid- and staffing pattern pattern under RA 9593 for DBM approval 2016; placement of under RA 9593 personnel by end of 2016 10.5.2 Plan for transition to new DOT X organizational structure
10.5.3 Prepare guidelines for competency- X based recruitment, selection and placement to the approved staffing pattern or plantilla
10.5.4 Conduct orientation of the new X organizational structure and staffing pattern
10.5.5 Conduct staff interviews and X deliberations for the placement of existing personnel
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Lead
Years
Strategy & Responsible Description of Activities Success criteria Status Action Plan Elements & Strategic
2016 2017 2018 2019 2020 2015 Partners 10.5.6 Conduct retooling programs as a X result of placement of existing personnel pursuant to approved staffing pattern
10.5.7 Open all regular vacant positions to X recruit new staff
10.6 Develop and 10.6.1 Prepare terms of reference for an X DOT Admin & • Integrated Human Completed implement an integrated appropriate IT system that will provide HR Division Resource Management human resource updated database of personnel Information System management information information for staffing requirement, developed by mid of 2016 system (HRIS) placement, promotion, training and other and start implementation personnel actions by end of 2016
10.6.2 Outsource the development or X procurement of the IT system
10.6.3 Conduct user training for the X Continued implementation of the IT system (10.6.3) 10.7 Review the staffing 10.7.1 Review the staffing needs to X DOT Admin & • Decision by mid 2015 on No Update needs to upgrade the upgrade the staffing plan to appoint a HR Division IT Planner and resources staffing plan to appoint a senior IT planner for IT System senior IT planner and put development. in place an up to date IT 10.7.2 Review the needs of an X Implementation of a new System in the DOT. appropriate IT system for the Department IT system for DOT connecting internal staff and the regions
10.7.3 Implement a new IT System to X enable the DOT to be more effective in its work and communications
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IV. Tourism Human Resource Development SWOT Analysis
The SWOT Analysis below carries over some of those listed in the PTHRD 2015- 2020, which are listed in italics.
STRENGTHS WEAKNESSES General General • Natural culture of hospitality and • Shortage of takers of tourism- hosting specific job functions (i.e., tour • Widespread use of English guide, tourism planners, etc.) language and good • Low recognition of the need for communication skills specific job function (i.e., • Good track record on gender tourism officers, tourism equality and opportunities for planners, tourism researchers, women in the tourism etc.) professionals • Lack of up-skilled and re-skilled • A large tourism sector that is workers to meet tourism growing at the same or higher demands pace than the global growth • Lack of non-English foreign • Convergence of public sector language proficiency for agencies and the private sector for industry frontliners and tour the harmonization of tourism guides education and employment • Low competitiveness ranking of • Launched Filipino Brand of the Philippines in the WEF for Excellence Program tourism • Availability of basic data for labor Public sector market study • Weak public sector tourism Public sector governance and human capital • Government recognition of the development policies and importance of HR development to practices meet the needs of tourism in the • Weak consolidated information country dissemination of free training • Significant progress in programs/ grants from implementing the NTDP on government for industry Human Capital Development Tourism education & training • DOT providing an enabling • Low recognition of certification culture to improve Human capital of applicants for tourism development • Skills mismatch between • Progressive human capital school leavers/college development in internal DOT graduates and industry Tourism education & training requirements • Good ASEAN MRA representation • Lack of teachers with industry through the 3 national entities experience (DOT, TESDA, TIBFI) • The 'brain drain' of trained • Well-established and continuous tourism professionals overseas improvement of TESDA • Weak teacher certification system certification system for tourism that is accessible and affordable • Implementable Philippine for industry professionals Qualification Framework • Low level of awareness of the
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(PQRF) and ASEAN DOT OJT modules for better Qualifications Reference management of OJT programs Framework (AQRF) along with Employment & labor laws the establishment of common • Lack of competitive competencies at national and compensation benefits/package ASEAN-level for tourism workers • Designation of Centers for • Antiquated labor laws that do Excellence in HEIs not fully meet the unique • Presence of National Assessors requirements of the industry and National Trainers for ASEAN MRA-TP • Opportunities for students to take up tourism Undergraduate and Post-graduate programs • Increasing number of DepEd, TESDA, and CHED institutions offering Tourism and Hospitality Certification and/or Courses • Availability of tracer studies tracking graduate employment • Established OJT/internship programs to enable students to gain industry experience
OPPORTUNITIES THREATS General General • Further propagation of the Filipino • The effects of the COVID pandemic Brand of Service Excellence to all may force the shutdown of several Filipinos not just those in tourism tourism establishments. • More push of the Balikbayani sa • Lack of efficient information Turismo, Helping the Economy distribution systems to make Recover thru OFW Enterprise industry relevant information readily Start-ups (HEROES) and similar available programs for OFWs Public sector • Utilize available instruments or • Lack of employment protection for channels to leverage purchases of tourism freelancers (e.g. Tour tourism facilities especially for use Guides) and for seasonal in tourism education employees not covered by Public sector government legislated benefits • Upgrade the competencies of DOT Tourism education & training workforce to enable it to meet the • Lack of progress in providing requirements of the industry for courses and trained workers to fill support and services (including the ‘hard-to-fill’ vacancies regulation) • Capacity building of Provincial LGUs for tour- ism planning and development, destination marketing, and tourism enterprise regulation
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Tourism education & training • Accreditation/recognition of experienced tour- ism professionals to enhance career and promotion prospects • Engaging industry personnel in assessment/ certification activities • Convert informal sector to community-based organizations serving the tourism industry • More tracers and tracer studies to track graduate employment • Introduce more tourism courses in K-12 • Alignment and progression of courses in basic middle and higher education • Increase mobility in the trifocal education system • Track other data on ASEAN and global competitiveness
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V. Strategic Actions 2021-2025
A. Implementation, Monitoring and Coordination
The implementation of these strategic actions can mostly be carried out under the Memorandum of Understanding on Tourism and Hospitality Education and Training signed in 2020 which allows for the creation of Joint Working Group/s “to undertake collaborative activities and programs”.
The DOT-OIMD will need to play a key role in the coordination, implementation and monitoring of the action plans to ensure that these initiatives are progressing within agreed timelines, creating and fostering the development of the programs, and ensuring the timely and accurate collection and dissemination of pertinent data and information to concerned parties.
Currently, there are already five (5) working groups that have been created:
• Research and Innovation Programs (Regular Tourism Labor Market Studies (analysis and updates on employment situation in tourism, tracer studies, etc.), Data collection and Repository)
• Standards Review and Development (Training Regulations, Competency Standards, Curriculum, Program Delivery, Facilities, Assessment and Certification)
• Industry Linkages and Partnerships (Apprenticeship, Teacher Immersion Program, Tourism HR Congress, Tourism Conferences and Events)
• ASEAN MRA-TP (MRA-TP Awareness, Review of ASEAN Toolboxes, ASEAN Tourism Professional Registry System)
• Education Tourism as product offering (ESL, PH as education hub, Exchange Programs)
All the other strategic actions that do not fall under any of these groups may be supervised under the DOT-OIMD.
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B. Detailed Action Plan
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners Strategic Action 1: Provide a Framework That Facilitates Continuous Learning and Incessant Development of Tourism Professionals 1.1 Improve the implementation of 1.1.1 Evaluate the ladderization of X X X DepEd Strengthen the the Philippine Qualifications education based on the PQF in terms of TESDA implementation of the Framework (PQF) in terms of the offering in the basic, middle and CHED PQF in the Tourism ladderized education for the higher education TIBFI Education
Tourism & Hospitality Programs DOT Have courses that are not repetitive but taken in a progression 1.2 Increase the mobility across 1.2.1 Systematize the recognition of X X X DepEd Seamless
the different institutions DEPED Philippine Educational TESDA application/enrollment Placement Test (PEPT) and Alternative CHED and increased mobility Learning System Accreditation and DOT of students across Equivalency (ALS A&E) Test, TESDA TIBFI DepEd, TESDA, CHED Philippine TVET Competency governed institutions Assessment and Certification System (PTCACS), and CHED Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), as well as include the recognition of prior learning (RPL) 1.3. Expand the tourism education 1.3.1 Inculcate the elements of the X X X X Annual DOT Student appreciation of
offering in K-12 Filipino Brand of Service Excellence evaluation of DepEd “The Filipino Brand of across the different school subjects in the Filipino Service Excellence” K-12 especially in the Humanities and Brand of Social Sciences (HUMSS) and Home Service Economics strands. Excellence 1.3.2 Add more tourism courses, i.e., X X X X Annual DepEd Increased uptake of tourism research, tourism marketing, DOT tourism courses in high tourism administration and government, TIBFI school tourism planning, etc. 1.3.3 Review the offering of Tourism X DepEd Realignment of Tourism Education and align under the correct DOT subjects into the correct
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Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners K-12 strand TIBFI strand 1.4 Expand the tourism education 1.4.1 Promulgate more offerings in X X Every 2 years TESDA Have a new offering offering in TESDA terms of additional subject matters as introduce at DOT every 2 years well as the progression of the courses least one new TIBFI offered offering 1.5 Continuously update and 1.5.1 Ensure curriculum is up to date X X Every 3 years CHED Updated curricula that improve Tourism Management and, at the minimum, meets the meet ASEAN (TM) and Hospitality Management requirements of the ASEAN Common competency standards
curricula in HEIs Competency Standards for Tourism and is more aligned Professionals (ACCSTP) with industry needs
Approved Policy Standards and Guidelines (PSG) and Training Regulations 1.6 Execute Flexible Learning 1.6.1 Explore innovative learning X X X X X Annual DepEd Lower attrition rates in Options (FLO) and conduct modalities apart from the traditional TESDA enrollment classes using different practices to more flexible teaching and CHED methodologies for different types of learning options. DOT student learners. TIBFI 1.7 Promote the roll-out of strong 1.7.1 Assess graduate and doctorate X X CHED More in-country graduate programs for industry program for Tourism and Hospitality enrollment for graduate executives and professionals and doctorate programs in tourism 1.8 Support the validation of the 1.8.1 Review and improve the X X Every 3 years CHED TESDA Availability of data framework by having tracers components of tracer studies including HEIs based on tracer studies and/or tracer studies to track Graduate Tracer Study (GTS), DOT graduate/trainee employment Enrollment, Graduation, Assessment, DOLE Validate the framework Certification & Employment (EGACE) TIBFI based on the % of employability of the sampling 1.8.2 Establish new possible tracers X Every 3 years CHED TESDA Availability of new data (i.e., database of a job fair event, etc.) HEIs source for validation DOT and counter-validation DOLE TIBFI Page 117 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners Strategic Action 2: Advance Further the ASEAN MRA on Tourism Professionals 2.1 Encourage the Registration to 2.1.1 Connect the TESDA registry of X X X X X Annual TESDA At the very least, there the ATPRS (ASEAN Tourism certified tourism-related workers to DOT should be a hyperlink Professionals Registration System) ATPRS TIBFI that can be sent to all DOLE certified tourism-related workers 2.2 Participate in the further 2.2.1 Continue to work on relevant job X X X X X New job titles TESDA Addition of possible expansion of the job titles that are titles that are of interest to the to introduce to DOT ASEAN-certified recognized in the ASEAN MRA Philippines i.e., health and wellness, ASEAN TIBFI Filipinos MICE, etc. should be DOLE considered PSA Annually 2.3 Institutionalize & review the 2.3.1 Increase the publicity and X X Review the TESDA Increase and more ASEAN Master Assessor and information drive to the industry, program every DOT regular conducting of Master Trainer program for the especially in the regions 5 years TIBFI the ASEAN Master Philippines DOLE Assessor and Master Trainer Program 2.4 Increase the number of Filipino 2.4.1 Increase the number of qualified X X Review the TESDA Addition of possible National Assessor and National Filipino ASEAN National Assessors and program every DOT ASEAN-certified Trainer program for ASEAN MRA National Trainer program 5 years TIBFI Filipinos as National for Tourism in the Philippines Assessors and National Trainers 2.5 Further promote ASEAN MRA- 2.5.1 Introduce ASEAN MRA-TP in X X TESDA Increased awareness TP schools through subjects in school or DOT on ASEAN MRA-TP through activities (i.e., ASEAN Day- TIBFI August 8, Introductory subjects like Tourism 101)
2.5.2 Conduct consistent information X X X X X Quarterly TESDA Increased awareness drive, seminars, updates using various DOT on ASEAN MRA-TP media, including social media, etc. TIBFI both local and in relation to other ASEAN countries 2.6 Regularly collect ASEAN MRA- 2.6.1 Establish and collect essential X X X X Annual TESDA Established platform for TP data in the Philippines and the data sets that need to be monitored and DOT monitoring of ASEAN other ASEAN countries analyzed TIBFI MRA-TP Page 118 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners implementation for the Philippines Strategic Action 3: Meet Future Tourism Human Capital Demand 3.1 Regularly conduct the Tourism 3.1.1 Establish the data sets that needs X X X X X Annually DOT Have a regular report Labor Market Study on a timely to be monitored and analyzed and DOLE on an annual basis
basis always included in the study PSA provided a given set of DepEd data TESDA CHED TIBFI 3.2 Migrate from a simple labor 3.2.1 Create a system where all data X X X DOT Tourism Labor Market market study to a labor market can feed to and already have the DOLE Information System
information system (LMIS) algorithm to make simple analytics PSA established DepEd TESDA CHED TIBFI
3.3 Promote Tourism Education 3.3.1 Create a campaign and a X DOT Tourism education (Basic all the way to Higher cohesive marketing plan to promote DOLE campaign developed Education) tourism education LGUs DepEd Increased enrolment in TESDA CHED tourism education TIBFI 3.4 3.4 Bring returning Overseas 3.4.1 Prepare a plan to integrate or X X Every 2 years DOT Training programs Foreign Workers (OFWs) into the bring returning OFWs into the tourism DOLE provided tourism professionals by providing workforce (including faculty and POEA incentives, training and return to government) OWWA (National Increase in the number work programs Center for of tourism professionals Reintegration) out of previous OFWs TIBFI 3.4.2 Prepare a program that X X Every 2 years DOT Increased engagement documents possible knowledge-transfer DOLE of returning OFWs as from OFWs in their work abroad POEA possible resource OWWA (National speakers / trainers Center for Reintegration Page 119 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners TIBFI 3.5 Organize annual industry- 3.5.1 Design, plan and execute regional X X X Every 2 years DOT Target attendance to specific job fair coinciding with the career fairs that matches tourism DOLE the event is met Tourism HR Congress professionals with tourism employers % of job seekers hired
% of job posts filled 3.6 Ensure that the tourism 3.6.1 Provide regular crisis X X X X X Annual DOT Crisis protocols professionals is adept to handle preparedness and management DOLE developed future crisis trainings to the tourism professionals such as the Occupational Safety and Health Center (OSHC) Training Strategic Action 4: Facilitate and Strengthen the Access to a Higher Standard Faculty 4.1 Provide training resources for 4.1.1 Compile downloadable resources, X X X X X Annual DepEd Teachers better faculty references and textbooks for teaching TESDA prepared and supported tourism CHED for teaching tourism DOT curriculum X X X X X TIBFI 4.1.2 Update and maintain resources, X X X X X Annual DepEd More updated references and textbooks for teaching TESDA resources and toolkits tourism CHED to be indicated in DOT DepEd’s Learning TIBFI Commons and CHED’s PHLConnect 4.2 Implement and provide regular 4.2.1 Update and conduct regular X X X X X Semi-Annual DepEd Have better qualified orientation and tourism course teacher orientation program TESDA faculty teacher manuals which provide CHED lesson plans, course content, and DOT practical training to faculty teaching TIBFI tourism and/or hospitality courses 4.2.2 Implement training course on how X X X X X Semi-Annual DepEd Have a regularly to conduct competence-based TESDA updated set of key assessment CHED manuals for teachers 4.2.3 Create and update training X X X X X DOT to ensure consistency modules to include lesson plans, TIBFI and quality in teaching practical activities for class delivery the tourism curriculum 4.3 Promote and encourage the 4.3.1 Launch awareness and X X X X X Semi-Annual DepEd Have milestones of Page 120 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners certification of all HM/TM faculty information campaign to become TESDA how many percent of members to become teachers teachers and/or assessors of the CHED all teachers are and/or assessors of the Common Common ASEAN Tourism Curriculum DOT certified (i.e., 20% in ASEAN Tourism Curriculum TIBFI year 1, 30% in year 2, 4.3.2 Enroll all teachers/trainers into X X X X Quarterly etc.) program to become certified as assessors for ASEAN Tourism curriculum 4.4 Study how ETEEAP and RPL 4.4.1 Launch awareness and X X X X X Annual CHED Have milestones of can be utilized to bring more information campaign to both the DOT how many percent of experienced industry personnel academe and to the industry regarding TIBFI industry personnel are into the academe ETEEAP and RPL certified (i.e., 20% in year 1, 30% in year 2, 4.4.2 Drive industry personnel to go etc.) through ETEEAP or RPL X X X X Annual accreditation/assessment Strategic Action 5: Strengthen the Linkages and Collaboration Among Tourism Industry Stakeholders 5.1 Support, sustain and adopt the 5.1.1 Have a promotion campaign to X X X X X Annual DOT Have milestones of DOT OJT Manuals that are already use the DOT OJT Manuals, that are TIBFI how many percent of based on ASEAN MRA Standards already available, by both the academe industry and academe by both the school and the host and host organization use the DOT OJT
organization manuals (i.e., 20% in year 1, 30% in year 2, etc.) 5.2 Create DOT OJT Manuals that 5.2.1 Identify, create and update other X X Every 2 years, DOT Have additional OJT are already based on ASEAN MRA tourism/hospitality operations requiring create at least TIBFI Manual available Standards, if available, for other OJT Manuals one (1) areas of operation for OJT 5.3 Advocate teacher immersion 5.3.1 Create teacher immersion and X X X X Annual DOT OJT Manuals and externship to the industry externship campaign to the industry CHED developed
players players, including using funds to TIBFI incentivize industry players to offer this Industry Associations 5.4 Provide customer service skills 5.4.1 Provide training to public and X X X X Annual DOT Adoption of FBS by training and develop service- private sector staff working in LGUs, LGUs tourism enterprises in orientation attitudes among tourist- Customs, Immigration, Quarantine; TIBFI the workplace Page 121 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners related services and tourism porters; taxi and bus drivers; market AHRM auxiliary services (including vendors, etc. through the Filipino Brand government workers) in the local of Service Excellence Program destinations 5.5 Expand the Tourism Oriented 5.5.1Expand and continue the current X X X X X Annual DOT Continuing education Police for Community Order and Tourism Oriented Police- for DILG programs for TOP Protection (TOP COP) program Community Order and Protection PNP COP developed and (TOP COP) to all SCDs as agreed by LGUs expanded by 2021 DOT, PNP and DILG. Monitoring and 5.5.2 Evaluate and monitor the program X X X X X evaluation scheme to ensure impacts and effectiveness developed 5.6 Foster strong linkages for 5.6.1 Foster linkages and collaborations X X X X Annual DOT Job placements for Centers of Excellence and promote for Centers of Excellence for CHED graduates in Centers the availability of manpower internship/externship programs with the TIBFI of Excellence coming from the Centers of tourism industry Industry Excellence Associations 5.7 Extend education tourism 5.7.1 Provide product offerings such X X X X X Semestral CHED Increase international product offerings that foster as English as a second language (ESL), TIBFI tourists/students to collaboration between the industry extension programs especially for social DOT the country and the academe sciences that study the Philippine Industry Players culture, etc. BI BOC 5.7.2 Join education tradeshows and X X X X X Regularly similar, to promote the offering to the international market and ensure ease of entry to the country for both faculty, students and other academe members Strategic Action 6: Grow the Investments in Tourism Human Capital 6.1 Support the delivery of 6.1.1 Compile downloadable resources, X X X X X Annual DepEd Work-ready tourism curriculum by increasing and references and textbooks TESDA graduates updating student resources and CHED
manuals 6.1.2 Update and maintain resources, TIBFI Resources, workbooks, references and textbooks, especially X X X X X Annual manuals per subject based on Philippine settings area in tourism curriculum Page 122 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners developed/updated
E-library established 6.2 Improve the access to acquire, 6.2.1 Regularly update the list of the X X Every 3 years DepEd Have an updated list at the very least, the minimum minimum standard for laboratory TESDA of minimum standards standard for laboratory equipment equipment and other HM/TM facilities CHED for laboratory and other HM/TM facilities TIBFI equipment and other HM/TM facilities 6.2.2 Leverage on the aggregate X Every 3 years DepEd Increase the demand of various schools and TESDA investment on institutions to purchase similar CHED upgraded laboratory laboratory equipment and other HM/TM DOT equipment and other facilities and incentivize these DTI-BOI HM/TM facilities at a purchases TIBFI possibly lower cost 6.3 Rationalize and possibly 6.3.1 Identify scholarship programs for X X Every 3 years DepEd Have more scholars increase the scholarship programs disenfranchised groups as well as TESDA and grants for tourism courses/subjects that are not as popular CHED stakeholders, especially for the yet and have little takers (i.e., non- TIBFI disenfranchised, as well as for English tour guiding, MICE-related courses that have little or no takers services, tourism research, tourism planning, etc.) 6.4 Prepare and disseminate an 6.4.1 Gather all free training programs X X X X X Annually DepEd Have an updated inventory of free training programs and grants and publish regularly in a TESDA inventory of free and/or grants for industry and single system CHED training programs and academe TIBFI grants 6.5 Create training and 6.5.1 Conduct dialogue with barangays X X X X X Annually LGUs Training programs for employment opportunities for the and district community associations to DOT the informal sector informal sector to help meet the identify development opportunities DSWD developed and skills shortages & professionalize 6.5.2 Design and deliver training and X Every 3 years DepEd conducted small tourism business operators development for the informal sector and TESDA and encourage them to become small tourism business operators to CHED Monitor the number of community-based organizations professionalize their services and TIBFI informal sector versus products those that have converted themselves to community-based organizations Page 123 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners 6.6 Study the tourism human 6.6.1 Establish and collect regularly the X X X X Annually DOLE Measure the capital competitiveness within, as data sets essential to study the LGUs competitiveness of the well as outside of the Philippines in competitiveness of compensation and DOT Philippine tourism terms of salaries, benefits, and benefits human capital in terms
other compensation of compensation and 6.6.2 Ensure that awards and incentives benefits are in place, such as the Tourism Excellence Awards 6.7 DOT to provide supplemental 6.7.1 Identify training gaps and address X X Every 3 years DOT Number of training trainings to address these by creating additional training modules created vs. Supervisory/Managerial Level modules identified skills gaps trainings 6.7.2 Include Certification in the X X Number of trainees mandate of the DOT to allow DOT certified through DOT trainings to be recognized locally and skills trainings internationally 6.8 Develop Centers of Excellence 6.8.1 Identify state universities that may X X Every 3 years DOT Target number of among state colleges/universities be developed as Centers of Excellence CHED centers of excellence for a competent future tourism (ex. Located in tourist destinations) TIBFI developed are met professionals 6.8.2 Provide subsidies or grants to aid X X Every 3 years DOT Target Facilities / in improvement of facilities CHED laboratories to be TIBFI created/improved are met Strategic Action 7: Continue to Develop DOT Internal Human Capital 7.1 Implement the Strategic 7.1.1 Present the success indicators X Every 5 years DOT SPMS updated by Performance Management System that are common and peculiar to each 2021 (SPMS) in DOT and its attached office agencies based on the approval of the Civil Service Commission 7.2 Launch the integrated Human 7.2.1 Roll-out the HRIS that includes (1) X Every 5 years DOT HRIS established and Resource Management personnel information management, (2) updated by 2021 Information System (HRIS) payroll, (3) attendance and leave monitoring, and (4) employee self- service portal 7.3 Attain CSC HR Prime Level 2 7.3.1 institutionalize Program on X Every 5 years DOT CSC HR Prime Level recognition Awards and Incentives for Service 2 recognition Excellence (PRAISE) institutionalized and Page 124 of 144
Years
Lead Responsible Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
2022 2023 2024 2025 2021 Partners implemented 7.3.2 Roll-out the Competency Based Human Resource System (CBHRS) Guidebook 7.4 Conduct the LNA 7.4.1 Conduct an LNA that is more X X X Every 2 years DOT LNA conducted targeted and responsive to the needs of the employees to enhance their performance based on the mandate of their office 7.5 7.5 Provide sponsorships and 7.5.1 After creating the HR X X X X Semestral DOT Increased number of scholarships to further the development plan, DOT may offer the scholarships/ scholars education of DOT personnel scholarships/sponsorships of the through institutions such as continuing education of its personnel Monitoring system Development Academy of the established Philippines (DAP), etc. 7.6 Create a framework for DOT 7.6.1 Create and implement an X X X X X DOT Creation and launch of employees’ career planning employee onboarding process employee onboarding process 7.6.2 Create and implement individual X X X X X DOT Individual career plans career development programs for DOT are created employees 7.6.3 Create and implement a X X X X X DOT Succession plan per succession plan for DOT departments department
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VI. Next Steps and Way Forward
As stated earlier, the PTHCD plan was created with the intention of ensuring the amalgamation of the individual plans related to tourism human capital to make it more cohesive and harmonized.
Coordination and cooperation among the tourism industry stakeholders is vital to the success of the execution of the strategic action plans. The Department of Tourism, particularly the Office of Industry Manpower Development will play a key role in the overall planning and management of human capital development for the tourism sector. The OIMD should actively engage with all entities and parties in both the public and private sectors to ensure that the plans laid out are properly planned for, implemented and monitored. Constant communication is key and the continuation of dialogue amongst already existing working groups and committees should be sustained. In addition to this, the formation of new working groups or the institutionalization of planned working groups for identified gaps should also be carried out.
Timely, accurate and readily available data and information will also be necessary throughout the implementation of the PTHCD. Current data may serve as baselines, while future data will allow proper tracking of results and allow comparison against key performance metrics. Thus, information systems that will allow easier collection and distribution of data and information should also be a top priority.
Another big impact is The Supreme Court (SC) ruling on the joint Mandanas-Garcia petitions (G.R. Nos. 199802 and 208488, July 3, 2018), which is set to take effect in 2022 will undoubtedly have an impact on the development of the Philippine tourism industry as it mandates the devolution of basic services to Local Government Units. As provisioned in the Local Government Code of 1991, the areas of tourism to be devolved are as follows:
1) Municipalities: Tourism facilities and other tourist attractions, including the acquisition of equipment, regulation and supervision of business concessions, and security services for such facilities
2) Province: Tourism development and promotion programs
This may bring unintended disadvantages to the tourism industry as tourism services will now be competing with other basic services in terms of the prioritization of the fund allocations at the prerogative of each LGU. Moreover, the dichotomy of higher income class and lower income class government units may see more funds available for tourism in the higher-class economies, while lower income class areas may have too small economies of scale or limited resources to efficiently adhere to and implement the PTHCD initiatives, while being most in need of the additional potential income that the industry may create in their localities.
The National Budget Memorandum 138 issued on January 06, 2021 clearly states the function of national government agencies to: “focus on policy and standards
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development of service delivery, provision of technical assistance, monitoring, and performance assistance of LGUs. This will involve strengthening of their oversight functions, shifting from "rowing" to "steering". NGAs shall also treat LGUs as partners in development and consider cost-sharing arrangements in the implementation of devolved projects.”
As such, it falls upon the DOT to ensure that the LGUs and other partners are steered towards the harmonious and efficient implementation of the strategic actions, as well as the monitoring of these initiatives. The DOT should also be tasked to provide the necessary expertise in training tourism stakeholders.
It can also level the playing field for LGUs in lower income classes by providing subsidies and funding for capacity building in these LGUs.
With the successful execution of strategic and tactical actions in the betterment of the Philippine tourism human capital, the tourism industry has the potential to become a major economic driver in the Philippines. The proper development of human capital can provide the Filipinos with more opportunities for livelihood, business and employment, leading to job creation. With this the industry may serve as an alternative to those seeking employment abroad while also replacing or at least complementing OFW remittances’ inbound earnings.
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List of References
Commission on Higher Education. HEI Institutions Offering Tourism Management and/or Hospitality Management Programs
Commission on Higher Education. Higher Education Enrollment in Hotel and Restaurant Management & Tourism
Commission on Higher Education. Higher Education Graduates in Hotel and Restaurant Management & Tourism
Commission on Higher Education. HEI Institutions Offering Tourism Management and/or Hospitality Management Programs per Region
Commission on Higher Education. Number of Accredited HM/TM Programs
Cruise Line International Association Asia Cliaasia.org
Department of Budget Management. 2021. National Budget Memorandum No. 138 https://www.dbm.gov.ph/wp-content/uploads/Issuances/2021/National-Budget- Memorandum/NATIONAL-BUDGET-MEMORANDUM-NO-138.pdf
Department of Labor and Employment, Bureau of Labor and Employment Statistics. 2011. 2011/2012 Integrated Survey (BITS) on Occupational Shortages and Surplus Survey
Department of Tourism. 2015. Philippine Tourism Human Resource Development Strategy and Action Plan 2015-2020
Department of Tourism. 2016. National Tourism Development Plan 2016-2022
Department of Tourism. 2019. Learning Needs Assessment of the Tourism Professionals in the Tourism Value Chain Department of Tourism. 2020. 2019 Tourism Arrivals
Professional Association of Diving Instructors https://www.padi.com/diving-in/philippines/
Philippine Association of Convention/Exhibition Organizers & Suppliers. 2018. MICE Roadmap 2030
Philippine Commission on Sports SCUBA Diving. 2020. Accredited Dive Establishments http://www.divephilippines.com.ph/accredited-dive-establishments.
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Philippine Qualifications Register https://pqf.gov.ph/phquar
Philippine Statistics Authority. 2020. Philippine Tourism Satellite Account Report 2019
Philippine Statistics Authority. 2020. Labor Force Survey
Philippine Statistics Authority. 2019. 2018 Table on Tourism Employment by Sector by Region
Philippine Qualifications Framework https://pqf.gov.ph/phquar
Technical Education and Skills Development Authority.2020. 2020 TVET Statistics 2020 4th Quarter Report https://www.tesda.gov.ph
Technical Education and Skills Development Authority.2016. Tourism Labor Market Intelligence Report
Technical Education and Skills Development Authority.2014. Breakdown of Hospitality & Tourism courses offered by TESDA Vocational and Training Institutes http://tesdacourse.com
Technical Education and Skills Development Authority. Certification Office
United Nations World Tourism Organization (UNWTO). United Nations Sustainable Development Goals https://tourism4sdgs.org/tourism-for-sdgs/tourism-and-sdgs/
United Nations. Global Indicator Framework for the Sustainable Development Goals and Targets of the 2030 Agenda for Sustainable Development https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20aft er%20refinement_Eng.pdf
World Economic Forum. Travel & Tourism Competitiveness Report 2019 http://reports.weforum.org/travel-and-tourism-competitiveness-report- 2019/country-profiles/#economy=PHL
International Organization for Migration. 2020. World Migration Report 2020
World Travel and Tourism Council. 2020. WTTC Economic Impact 2020
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Annex 1: Focus Group Discussion Participants
A. List of Focus Group Discussion Facilitators
Prefix Last Name First Name Affiliation Mr. Aguilar Martin ASEAN Secretariat Ms. Aquino Ma. Tourism Industry Board Foundation Inc Christina Ms. Aragon Lilibeth LPU Manila Mr. Canizal Rolando Former Undersecretary, Department of Tourism Ms. Carandang Deseerie Rajah Travel Corporation Mr. Cornell Daryl Ace PUP Manila Ms. Edilo Maria BRYDGE Philippines, Inc. Susanna Ms. Iturralde-Hamlin Maria TeamAsia Montserrat Ms. Moreno Anabelle TIBFI Ms. Palabrica Miriam Academy for Professional Excellence Mr. Ricaforte Benigno De La Salle-College of Saint Benilde Glenn Dr. Siy Gloria AAHRMEI & TIBFI Baken Mr. Tang Allan Paul Miriam College Romero Ms. Timbang Evangeline University of Santo Tomas Mr. Villamin Jojo PARTH
B. List of Focus Group Discussion Presenters
Prefix Last Name First Name Affiliation Mr. Aslor Reuben Pines International Academy Inc. Mr. Cabrera Esiel Joji Ilagan International Schools Mr. Cabreros Bon Jovi Card MRI Development Institute Ms. Capistrano Ma. Cristina Primetrade Asia, Inc Ms. Casurao Gypsy Mae Joji Ilagan International Management School Ms. Cudao Shekinah DOT Accredited Tour Guide, University of Cordilleras, BLISTT Tour Guide, Inc. Mr. De La Fuente Jerome COHARA Ms. Fernandez Marivic Southwestern College of Maritime, Business and Technology Dr. Jorda Reynaldo Ang’s Travel & Tours Mr. Lanozo Randy Roldan Joji Ilagan International School of Hotel and Tourism Management Mr. Mapa Placido Cesar Association of Tour Guides of Negros Ms. Morales Eloisa Boracay Seascapes Inc.-Crimson Resort & Spa Boracay Ms. Nuñez Glenna SLSU Mr. Sedanza Nestor Leyte Normal University Mr. Tan Aldex Hospitality Career Philippines
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Prefix Last Name First Name Affiliation Pmaj. Tang Conraluz Philippine National Police Ms. Tugade Luzviminda Polytechnic University of The Philippines Ms. Valdeavilla Xiameer PACEOS Ms. Villanueva Rose Marie Pamantasan ng Lungsod ng Marikina Mr. Vinluan Michael Roland Jpark Island Resort & Waterpark, Mactan Cebu Dr. Yroma Raffy Lyceum of the Philippines University Davao
C. List of Focus Group Discussion Attendees
Location Last Name First Name Affiliation Luzon LGU Basud Camarines Norte Luzon LGU-Bontoc Mountain Province Luzon Jhon Denver DOT CAR Luzon Jao Luzon Divine Luzon Abad Maria Teresa Municipal Local Government Unit of Sagada Luzon Abad Jeceline LGU- PAGUDPUD Luzon Abion Rachel Luzon Aboboto Denver Filipiniana Hotel Luzon Abuan Jomelyn Montalban Tourism Luzon Adalem Elnora SAINT MARY'S UNIVERSITY Luzon Aguilar Jenifer Laguna State Polytechnic University Luzon Alamo Renato St. Ferdinand College, Inc. Luzon Alarcon Cristine Acuaverde Beach Resort & Hotel Inc. Luzon Allen Madria Stakeholder Luzon Ang Ruth Best Western Plus The Ivywall Hotel Luzon Aquisan Rex Alwin DOT-CAR Luzon Ariano Nina Rochelle V. QNAS Luzon Arzobal John Laguna State Polytechnic University Luzon Asis Cherry Local Government Unit of Basud Luzon Aslor Reuben Pines International Academy Inc. Luzon Bacani Mar Antipolo City Luzon Badong Angel LGU-Maddela Luzon Bagano Angel Luke Sagada MLGU Luzon Bagay Fern Luzon Barrientos Jennifer Cavite State University Luzon Battung Raschil Cagayan State University-Aparri Campus Luzon Bautista Gemma LPU-Cavite Luzon Bautista April Ann LGU-TUMAUINI
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Location Last Name First Name Affiliation Luzon Bawalan Rochelle Provincial Government of Cavite/ Provincial Tourism and Cultural Affairs Office Luzon Bernabe Maria Teresa Baliuag University Luzon Biala Gladiolyn Berjaya Makati Hotel Luzon Blanas Juliet Allegra LGU Orani Luzon Blancaflor Lelia DOTR2 Luzon Buenconsejo Roselee LGU Cagayancillo Luzon Buhay Paulyn Jayziell Cavite State University Luzon Bumatay Sheryl Department of Tourism Luzon Cacacho Randolph Luzon Cagurangan Glen Luzon Calzolari Sheilamae Luca Cucina Italiana Lodging House Luzon Camarite Myla LGU San Teodoro Luzon Canare Amelita LGU Bataan Luzon Carrera Karen Nina Ninoy and Cory Aquino Foundation Inc Luzon Caseja Mae Anne Subic Bay Metropolitan Authority Luzon Catacutan Ian Lyle DOT - REGIONAL OFFICE 1 Luzon Catibog Maria Carmelita Investland Properties Inc. Luzon Cauilan Joylyn DOT Region 2 Luzon Celis Mark Irvin Paranaque City College Luzon Cena Eloisa Subic Bay Metropolitan Authority Luzon Cesista Ruth AISAT College Dasmariñas,Inc. Luzon Chan Maria Jane Mariners Polytechnic Colleges Foundation Luzon Corbon Mae LPU Batangas Luzon Cudao Shekinah DOT Accredited Tour Guide, University of Cordilleras, BLISTT Tour Guide, Inc. Luzon Cuizon Berdita Freelance Instructor Luzon Damasco Rhysbeth Gonzaga Riverview Hotel and Resort
Luzon Dangilan Denver DOT CAR Luzon David Mike Haizon Don Honorio Ventura State University Luzon Dayo Veronica Lolo Nonoy's Food Station Luzon De Guzman Danmer Jay University of The Cordilleras Luzon De Jesus Alyssa Municipality of Binangonan Luzon De La Rosa Catherine Noants Consultancy Services Luzon De Leon Maria Veronica Maestra Empowering Global Hospitality Professionals Luzon De Villa Dr. Irene University of Batangas Lipa City Luzon Dela Cruz Mila University of Batangas Lipa Campus
Luzon Delmo Remzel Mae Department of Tourism Region III Luzon Dizon Bryan John Luzon Dolor John Roy Dolor Hotel Luzon Domingo Ena Hazel Portia Ilocos Norte Tour Guides League, Inc. Page 132 of 144
Location Last Name First Name Affiliation Luzon Dulay Julyda DOT Luzon Dulnuan Eulalie Ifugao State University Luzon Escobido Diana The Bayleaf Hotel - Cavite Luzon Esguerra Enrique Esgala Travel & Tours Luzon Evangelista Elizabeth EAE110 Travel and Tours Luzon Fagutao Angela Department of Tourism-CAR Luzon Fernandez Paul Arvin Southwestern College of Maritime, Business and Technology Luzon Fernandez Francisco Darayonan Lodge Luzon Fernandez Jerome Laguna State Polytechnic University Luzon Fernandez Marivic Southwestern College of Maritime, Business and Technology Luzon Gabat Mary Jude Local Government Unit- Odiongan
Luzon Gaffud Daniel Northern Luzon Transport Operators and Drivers Multi-Purpose Cooperative Luzon Garcia Glenda Local Government of Batangas City Luzon Gillera Suzette Enchanted Kingdom Luzon Goce Ma Viennica Our Lady of Lourdes College Foundation Luzon Gragasin Arwin Martessem Mountain Resort Luzon Gretchen Jallorina Cagayan State University Luzon Halili Clarizel LAGUNA STATE POLYTECHNIC UNIVERSITY Luzon Idjao Lieanne Local Government Unit of Donsol Luzon Imson Adriane Marie University of The Cordilleras Luzon Indias Julieta Lourdes World Citi Colleges Luzon Irabagon Mary Grace PGNE Luzon Jacobo Jennifer DOT Luzon Jalin-Manalo Maria Rose UP Asian Institute of Tourism Luzon Jamorabon Daisy TESDA CAR Luzon Jorda Reynaldo Ang's Travel & Tours Luzon Joson Jessie Zchedulista Luzon Junio- Jenifer Cagayan Tourism Office Bacquiran Luzon Labindao Mariane Carolle Occidental Mindoro State College Luzon Laderas Ramon Nueva Ecija Convention and Visitors Bureau Luzon Layugan Maureen Mae University of Perpetual Help System Laguna - Isabela Campus Luzon Liclican Rachel Grace University of Baguio Luzon Lintag Hector LGU Dinalupihan Luzon Littaua Edilberto DOT Region 1 Luzon Lorbes Ma Celeste City Tourism Office Perpetua Luzon Lorenzo Allan LPU BATANGAS Luzon Lucas Juliet
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Location Last Name First Name Affiliation Luzon Lucido Rose Anne Luzon Mabansay Rosean Grace Laguna State Polytechnic University
Luzon Magararo Niño Rainsummer Travel and Tours Luzon Maligaya Vic Mar Niño TOURISM LGU SAN ANTONIO, QUEZON Luzon Malixi Debbie Ann Kaye Rizal Provincial Government Luzon Mamon Cynthia Enchanted Kingdom Luzon Marimla Gemilyn Municipality of Porac - Porac Tourism
Luzon Martinez Ma. Carolina University of Batangas, Lipa City Campus Luzon Mayor Rodel Subic Bay Metropolitan Authority Luzon Mejia Ryan LPU Batangas Luzon Mendoza Angelo Shan Southern Luzon State University Luzon Mendoza Michele Baliuag University Luzon Mendoza Anna Christina Bahay Marikit Resort, Hotel and Restaurant Luzon Menez Maria Fe Lyceum of The Philippines University - Batangas Luzon Millesca Arnel Luzon Montecillo Weng DOT Luzon Montoya Rachelle Anne City Government of Baguio Luzon Nebrida Joan Minia Luzon Ogdamin Liezl Provincial Government of Palawan Luzon Ong Vicky Divine Word College of Legazpi Luzon Pacalso Dale Luzon Palarca Lolita Casa Mila Inn Luzon Panganiban Sarah Partido State University Luzon Panghulan Gerald Garland Universidad De Sta Isabel Luzon Pareja Constancio Tanza Municipal Tourism Luzon Pascua Marela Bibiana MLB Travel and Tours Luzon Pasion Bernadette Laguna State Polytechnic University Luzon Pelayo Heinz LPU Manila Luzon Planea Clarice SBMA Luzon Portolan Ma. Precil Fishermen's Cove Luzon Pulpulaan Cherie LGU-Sta. Marcela Luzon Punelas Reynaldo Luzon Punto Anzelie Joie Orani - LGU Luzon Quesea Trina Joy DOT-MIMAROPA Luzon Ramos Jennifer LGU-Dinapigue Isabela Luzon Ranola Rosalyn Travizia Tours & Travel Luzon Remolazo Evangeline Castro Nueva Vizcaya State University Luzon Reyes Jennifer Manuel S Enverga University Luzon Rivera Charmine Laguna State Polytechnic University Luzon Rivera May Ann Laguna State Polytechnic University Page 134 of 144
Location Last Name First Name Affiliation Luzon Rivera Jose Maria LGU-Baguio City Luzon Rocamora Joreen University of Santo Tomas Luzon Rubina Seychelle LSPU-SCC Luzon Ruiz Grace Cagayan Economic Zone Authority Luzon Ruiz Ethel Nueva Ecija Provincial Government Luzon Rustia Carina Quirino State University Luzon Salazar Leslie Luzon Salcedo Alora Erica Baliuag University Luzon Salud Vitug Provincial Gov’t. of Cagayan, Cagayan Tourism Offuce Luzon Saludo Haizel Aurora Provincial Tourism Office Luzon Salvacion Stella Myjourney Travel and Tours Luzon Santarin Louie Java Hotel Luzon Santillan Diana Rose OLOHR Travel and Tours Luzon Sarail Judy Ann Palawan State University Luzon Sarmiento Eden Department of Trade and Industry Luzon Saynes Jonathan LGU- GENERAL NAKAR Luzon Sevilla Felicen Luzon Susada Jeffrey Aurora State College of Technology Luzon Tambauan Julie Ann Hotel Elinas Luzon Tan Aldex Hospitality Career Philippines Luzon Tauli Mylene DOT-CAR Luzon Tibayan Mary Grace Cavite State University Luzon Tigas Danica Lolita Provincial Government of Bataan Luzon Tugade Luzviminda Polytechnic University of The Philippines Luzon Ubaldo Ariel Antonio's Bed and Breakfast Hotel Luzon Umbao Mark Kevin Golden 7 Holdings Corp. - The Avenue Plaza Hotel Luzon Valentin Cherry Puerto Del Sol Beach Resort Luzon Vargas Joan May LGU- DINAPIGUE Luzon Ventura Giovanni Luzon Veranga Maricar Centro Escolar University - Malolos Luzon Victorio Joanna Marie University of Baguio Mindanao Chickenhouse Mindanao Aballe Annie Fritce Central Mindanao University Mindanao Abdulsamad Jennilyn Northwestern Mindanao State College of Science and Technology Mindanao Alave Sonny Lyn Northwestern Mindanao State College of Science and Technology Mindanao Albios Glenna STI College-General Santos Inc. Mindanao Alcaya Eliodoro PLGU Sarangani Province Mindanao Alejandro Bernardo Luis Commission On Higher Education Regional Office XI Mindanao Alipio Arlene
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Location Last Name First Name Affiliation Mindanao Atilano Shaola Mindanao Balog Aden OSHNET XI Mindanao Banzuelo Richard LGU City of Koronadal Mindanao Bartolome Pamela Seda Abreeza Hotel Mindanao Basto Imelda Department of Tourism Mindanao Bayani Juliet KCCP Hotel and Convention Center
Mindanao Bontia Don Jae L. Lyceum of The Philippines-Davao Mindanao Buquir Dannah Rufalyn Provincial Government of Agusan Del Sur Mindanao Cabasan Mark Mindanao Cabrera Esiel Joji Ilagan International Schools Mindanao Cabreros Bon Jovi Card MRI Development Institute Mindanao Cabulanan Jose Department of Tourism - Region XII Mindanao Cadalig Arlene Mindanao Calixtro Cyrus Mindanao Cañete Moriele OPTACA Misamis Occidental Mindanao Castrence- Ruby MSU Naawan Gonzales Mindanao Casurao Gypsy Mae Joji Ilagan International Management School Mindanao Cerna Ma. Anne Notre Dame of Dadiangas University Mindanao Chan Mary Stephanie Camiguin Polytechnic State College Mindanao Chua Sarah Kristina LGU Gensan Nejemiah Mindanao Claudio Jovelie Superjet Tours Mindanao Claudio Kimberly LGU-CEMCDO Gensan Mindanao Cruz Nonila Villa Maria Luisa Hotel Inc. Mindanao Dagot Genevive Northwestern Mindanao State College of Science and Technology Mindanao De La Fuente Jerome COHARA Mindanao De Leon Maria Veronica Magsaysay Maritime Corporation Mindanao Dela Torre Apple Jean LGU CABADBARAN Mindanao Dominise Evangeline City Tourism Office - Butuan Mindanao Egay Josephine Surigao Del Norte Province Mindanao Elmedulan Arniel Misamis University Mindanao Franco Francisco Department of Tourism Mindanao Galvez Janine Karla M. Joji Ilagan Career Center Foundation, Inc. Mindanao Gerona Leo City Tourism Office - Butuan City Mindanao Gumacial Dionalyn Northwestern Mindanao State College of Science and Technology
Mindanao Hao Bian Nicole Nina Joji Ilagan International Schools Mindanao Labadan Trizia Fesuel Bukidnon State University Mindanao Lady Marion Lady Marion Northwestern Mindanao State College of Science and Technology
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Location Last Name First Name Affiliation Mindanao Lafuente Julie Ann LGU-Manukan, Zamboanga Del Norte
Mindanao Lanozo Randy Roldan Joji Ilagan International School of Hotel and Tourism Management Mindanao Lim Lorelei Teresa LGU Bislig City Mindanao Lim Lizbeth Marie Happy Campers Tour and Leisure Mindanao Lu Hazel Greenhouse 22 Fishing Station and Restaurant Mindanao Luzon Candice Sybille Department of Tourism XII Mindanao Macapagal Maria Cristina Mindanao Malasarte Marcy DOTR9 Mindanao Mañanez Michael City Tourism Office - Butuan Mindanao Masalta Nicomedes Provincial Tourism Office - Lanao Del Norte Mindanao Merlin Roselyn Armida LGU Surigao City Mindanao Murphy Rose Marie Province of Agusan Del Norte Mindanao Nanol Lea Provincial Tourism and Culture Office of Dinagat Islands Mindanao Nocom Andrea DOT9 Mindanao Ong Mary Donnabelle Marich Travel Agency Mindanao Pabayo Charise Vineyard International Polytechnic College Mindanao Paderanga Mary Jessa Mae Camiguin Polytechnic State College Mindanao Palmes Roqueza Department of Tourism Mindanao Pelingon, MBA Anne Margaret M. JIB International Schools Mindanao Pono Lounin Davao Del Norte State College Mindanao Prongo Maureen NDDU Mindanao Pugoy Lemar Philippine College Foundation, Inc Mindanao Punsalan Joanne Notre Dame of Dadiangas University
Mindanao Quinones Mariefe Mindanao State University At Naawan Mindanao Regalado Vicente Commission On Higher Education RO IX Mindanao Rosauro Catherine MISAMIS UNIVERSITY Mindanao Salonga Allan Central Mindanao University Mindanao San Pablo Gerardo City Government of Pagadian Mindanao Schneider Stilo Floyd University of Mindanao Mindanao Sema Bai Hadiyah Ministry of Trade, Investments, and Maikah Tourism - Bureau of Tourism Mindanao Silud Dindo The University of Mindanao - Davao City Mindanao Ty Klarice City Tourism Office - Butuan Mindanao Ubaub Jerome Lourdes College Mindanao Urbiztondo Catherine LGU-Tandag City Mindanao Velos Gregorio Dominic LGU Gensan Mindanao Villaver Ritchel UM Tagum College
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Location Last Name First Name Affiliation Mindanao Yroma Raffy P. Yroma Lyceum of The Philippines University Davao NCR Abantao Baniline Jone La Consolacion College NCR Ac-Ac Marygrace De La Salle-College of Saint Benilde NCR Adante Lynne Enchanted Kingdom NCR Agustin Catherine DOT-NCR Regional Office NCR Alcantara Marissa Cos AMCA Learning Hub NCR Amada Joyce Tifanny DOT-NCR Regional Office NCR Armas Jeanne City Government of Malabon NCR Balang Mary Anne None NCR Banzuela Raymond Infinity Training Consultancy Services NCR Belmonte Jose Ma. Goverment NCR Briones Sarah University of The Philippines NCR Cabañero Cecille PNP NCR Cadalo Katherine World Citi Colleges NCR Camalig Jocelyn Lyceum of The Philippines University Manila NCR Capistrano Ma Cristina Primetrade Asia, Inc NCR Carandang Deseerie Rajah Travel Corporation NCR Castro Maria Paz Our Lady of Fatima University NCR Ching Charlene NGO NCR Chua Virna Risha Conrad Manila Frances NCR Claravall Bienvenido None NCR Clave Rosalie Lyceum of The Philippines Cavite NCR Cruz Sophia Ann Mandaluyong Manpower and Technical Vocational Training Center
NCR Cruz Cesar Philippine Tour Operators Association (PHILTOA) NCR Dawang Sheila LPU-Manila NCR De La Fuente Jerome COHARA NCR Dela Paz Jeffrey Diamond Hotel Philippines NCR Domingo Cris DOT NCR Duñgo Charlie LGU-Manila NCR Echeche Christian Allen Pasig City Government NCR Enrico Eunice Philippine National Police NCR Faustino Lilian Cityneon Phil. Inc. NCR Gacula Jerrold UST - Tourism & Hospitality Management Alumni Association, Inc.
NCR Ganiga Jerlie DEPARTMENT OF TOURISM NCR Go Andrea Janelle Philippine Center For Environmental Protection and Sustainable Development, Inc. NCR Guerrero Raymund Gerard University of The Philippines
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Location Last Name First Name Affiliation NCR Hernandez Gemmalaine Department of Tourism Culture and Arts of Manila NCR Ilagan Meiji Cecilia LGU - Malabon NCR Jara Reina National Parks Development Committee NCR Javier Armina Our Lady of Fatima University NCR Javier Juvy Spectrum Leisure Property Managers, Inc. NCR Jimenez Joegie Barangay LGU NCR Lacap Sheriket University of Makati NCR Lalisan April Kim Emilio Aguinaldo College - Cavite NCR Libarra Sarah PARAÑAQUE CITY COLLEGE NCR Lunjas-Cruz Dinnah NCR Macayayong Evelyn Department of Tourism NCR Manalo Cristopher LGU-MALABON NCR Mandac Julito J.H Cerilles State College NCR Marollano Lorna MULATGAP NCR Mendoza Edgar Allan University of The Philippines Diliman NCR Olivar Amante Luis University of Makati NCR Ong Benhur De La Salle-College of Saint Benilde NCR Pareja Lyn NCR Pasaporte Noel Holy Rosary Academy of Las Piñas City NCR Paz Noel Antonio Commission On Higher Education NCR Paz-Corpuz Maria Carina Pamantasan Ng Lungsod Ng Marikina NCR Peña Enrico Department of Tourism, Culture and Arts of Manila NCR Penamante Catherine Emilio Aguinaldo College NCR Peniano Shaira LGU Malabon NCR Peralta Philip University of Makati NCR Poblete Catherine Mandaluyong - Cultural Affairs & Tourism Department NCR Ramirez Carrie Ramos Ciudad Christhia Resort NCR Ramos Edgardo Dela City Tourim and Cultural Affairs Office Fuente Malabon City NCR Rebollo Hazel Princess M. University of Mindanao NCR Reyes Ramon Quezon City Tourism Department NCR Ricafort Francis Voltaire Philippine National Police NCR Sabalza Dr. Rechelle Paranaque City College NCR Strong Jean Mariel JMS Ticketing Travel and Tours NCR Sugatan Mariel Paula National Parks Development Committee NCR Tan Cherry May Enderun Colleges Senior High School NCR Tang Conraluz PNP NCR Tapalla Mary Anne LGU - MAKATI NCR Tapnio Bernadette Local Government Unit of San Fernando, Pampanga
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Location Last Name First Name Affiliation NCR Tordera Lauriez Ann LGU Makati NCR Valdeavilla Xiameer PACEOS NCR Villanueva Rose Marie Pamantasan Ng Lungsod Ng Marikina
NCR Yabut Maria Concepcion International Relations Department - City Government of Makati NCR Yabut Sharon Okada Manila NCR Zaguirre Arnold Saint Jude College - School of Management Visayas Owen Villa Igang Beach Resort Visayas May Ong Bun Pension House Visayas DOT Online Learnings Visayas Acopiado Carmenchica Mykchic Wind Air Travel Tours and Gregori Events Visayas Agregado Amabelle John B. Lacson Foundation Maritime University-Molo, Inc. Visayas Alcantara Elyn Mae Northern Negros State College of Science and Technology Visayas Alipio Arlene DOT-OIMD Visayas Almajar Ismael Central Philippine University Visayas Aquino Ma. Christina Tourism Industry Board Foundation Inc Visayas Arcipe Jeff Verlit Palompon Institute of Technology- Tabango Visayas Awatin Josette Luxur Place Visayas Bajar Cheery Leah Calypso Scuba Diving Visayas Bandalan Christian Errol SOUTHER LEYTE STATE UNIVERSITY Visayas Binobo Zendle Ann West Visayas State University Visayas Buena Patrick Steven Department of Tourism Region 8 Visayas Bueno Rica DOT Visayas Bustamante Hilaria Eastern Visayas State University Visayas Camposano Marilyn Marsdenisse Travel and Tours Visayas Cancio Frank Capiz Provincial Tourism and Cultural Affairs Office Visayas Canizal Rolando Visayas Catamco Dinah SLSU Visayas Cervantes Ruby West Visayas State University-Pototan Campus Visayas Comillas Chamy LGU-Abuyog/Mun. Tourism Culture & Sports Devt Office Visayas Darroca Jeanneth Iloilo Science and Technology University Visayas Dayunan Jasmin Southern Leyte State University Visayas Dela Cruz Fritzie Rajah Travel Corporation Visayas Delima Jennylene Evasion Tropicale Travel and Tours Visayas Divinagracia Junel Ann Iloilo City
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Location Last Name First Name Affiliation Visayas Encienzo Armeel Jay Palompon Institute of Technology Tabango Visayas Erlano Florence King Iloilo City Tourism and Development Office Visayas Escares Marissa Gloria MAE Travel Services Visayas Escarilla Elisha Rakso Air Travel & Tours - Iloilo Branch Visayas Fernando Jeffrey Monallan Boracay Hotel Inc. Visayas Fetalvero Ann Krystl LGU Calatrava,Romblon Visayas Franco Reynaldo EVTA Visayas Gabieta Evita Isabel Samar Provincial Tourism Office Visayas Gantalao Cecil University of San Carlos Visayas Grabulan Diane Grace Department of Tourism Region VI Visayas Hermosisima Clare Western Leyte College of Ormoc, Inc.
Visayas Hurtado Ador City Government of Catbalogan Visayas Jaspe Jane Marie Iloilo Skyways Travel & Tours Visayas Jiao Bernie Joseph JBLFMU-Molo Visayas Labbe Kevin Evasion Tropicale Travel and Tours Visayas Ladringan Clareziel Digamon Cebu Normal University Visayas Lagado Carmela LGU-Jaro Visayas Lamera Bennielyn Adventure Gaze Travel and Tours Visayas Lanticse Anito The Oriental Hotels & Resorts- Leyte Visayas Lelis Ferlene Grace John B Lacson Foundation Maritime University Molo Visayas Levai Mona Liza Brenda Aissatou Apartments and Habagat Kiteboarding Center Visayas Locsin Josephine Tumandok Crafts Industries Visayas Lumague Raul Argonauta BORACAY Visayas Magapan Charmaine Lyn University of San Agustin Visayas Magno Ilyne Rose Northern Iloilo Polytechnic State College Visayas Malate Carolina Local Government Unit Visayas Maming Jimmy Malay College Visayas Mancol Rechie Mancol Oasis Lodge Visayas Manikan Eireen Iloilo City Government Visayas Manucan Weezie Kay John B. Lacson Foundation Maritime University-Molo, Inc. Visayas Mapa Placido Cesar Association of Tourguides of Negros Visayas Martinez Mary Joy ECL Travellers Inn Visayas Medina JESALEM Malay College Visayas Mercado Mary Camille LGU-Dalaguete Visayas Montecillo Weng DOT Visayas Monzon Cynthia Department of Tourism-Region VII Visayas Morales Eloisa Boracay Seascapes Inc.-Crimson Resort & Spa Boracay
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Location Last Name First Name Affiliation Visayas Morante Joy Iloilo La Fiesta Hotel Visayas Morantte Norma LGU- Tacloban City Tourism Operations Office Visayas Nahil Aiza Aklan Catholic College Visayas Nano Delnora Nigi Nigi Nu Noos 'E' Nu Nu Noos Visayas Navarro John Academe Northern Iloilo Polytechnic State College Visayas Nuñez Glenna SLSU Visayas Oberio Dennis West Visayas State University Visayas Obispo Marian Department of Tourism Visayas Official Mary Dan Department of Tourism Region VI Visayas Oliva Dionisio Provincial Government of Biliran Visayas Orbida Antonio Jesus Peacepond Eco Tourism Events and Learning Center Visayas Pareja Lyn DOT Visayas Pastrana- Irene LGU Calbayog Obong Visayas Patricio Doreen Grace NIPSC Ajuy Campus Visayas Pelias Emil Martin Southern Leyte State University Visayas Ponclara Connie Rakso Air Travel and Tours, Inc Visayas Principio Kytlin Kyla Department of Tourism Visayas Punzalan Gloria Department of Tourism Visayas Que Aaron Golden Prince Hotel and Suites Visayas Que Johnny Visayas Rabin John Paul Circulo Travel Visayas Ramos Jescyn Kate LGU Leyte Visayas Rentillosa Democrito Palompon Institute of Technology Tabango Visayas Romawak Harvey Eastern Visayas State University Visayas Ruiz Ludette Virtucio Leyte Gulf Travel and Tours Visayas Salar Jomarie Southern Leyte State University Visayas Samonte Eduardo LGU- San Dionisio Visayas Sarabia Jayza STI College-Kalibo Visayas Sarnicula Jocelyn Negros Occidental Tourism Division Visayas Sayson Mariane Garinfarm Agritourism Park Visayas Sedanza Nestor Leyte Normal University Visayas Siy Dr. Gloria Baken AAHRMEI & TIBFI Visayas Solina-Cañas Angelica Leyte Tourism and Investment Promotion Center Visayas Sosmeña Whalter Iloilo Science and Technology University (ISAT U) Visayas Sycip Sandra Ruth Bacolod City Tourism Office Mercedes Encarnacion Visayas Tan Jason Association of Tour Guides of Negros Visayas Tayco Ryan Negros Oriental State University
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Location Last Name First Name Affiliation Visayas Telen Elizabeth Joyful Cebu Travel & Tours Visayas Tesorero Maria Bo Kamri Travel and Tours Visayas Tinga Leah S. Palompon Institute of Technology Tabango Visayas Tiopes Karina Rosa Department of Tourism Region 8 Visayas Torres Febe Rose JBLFMU-Molo Visayas Uy Ingrid Southern Leyte State University /SUC Visayas Vicedor Norman LGU Cabucgayan Visayas Vinluan Michael Roland Jpark Island Resort & Waterpark, Mactan Cebu Visayas Visca John Patrick Gabay Malay College Visayas Wee Lovelyn West Visayas State University-Pototan Campus Visayas Wee Noraisa Negros Oriental State University Visayas Yu Evangeline Balay Kauswagan Training Center/LGU Sagay City
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ACKNOWLEDGMENTS
The creation of this plan would not be possible without the stakeholders of the Philippine tourism industry, the different government departments and units, the members of the academe and other education providers, and all those who selflessly shared their time, skills, and experience, and contributed by sharing ideas, best practices, and concerns in relation to the Philippine Tourism Human Capital Development.
The support and guidance provided by the Department of Tourism, particularly the Office of Industry Manpower Development, and the Human Resources Department has also been crucial in the development of this plan.