Philippine Tourism Human Capital Development Plan

a

Philippine Tourism

Human Capital Development Plan

2021 - 2025

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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-UniFAST

Commission on Higher Education - Unified Student 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

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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

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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 Competency Standards for Tourism Professionals (ACCSTP)

The competency standards for tourism professionals listed in the ACCSTP Framework are the minimum acceptable common competency standards required by industry and employers to enable the standard of a qualified person’s skills to be recognized and assessed 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 Recognition Arrangement on Tourism Professionals (ASEAN MRA)

The ASEAN MRA provides a mechanism for agreement on the equivalence of tourism certification procedures and qualifications across ASEAN. In order for a Foreign Tourism Professional to be recognized by other ASEAN Member States and to be eligible to work 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 Qualifications Framework

The ASEAN Regional Qualifications Framework will function as a device to enable comparisons of 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 Advocacy Program (CGAP)

A national program from the Department of Labor and Employment/ Bureau of Local Employment which aims 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.

Common ASEAN Tourism Curriculum

The Common ASEAN Tourism Curriculum is the approved common curriculum for ASEAN Tourism Professionals as mutually agreed upon by the ASEAN Tourism Ministers upon recommendation by the ASEAN National Tourism Organizations.

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 Learning Needs Assessment was targeted for implementation in 2020-2021.

Enrollment, Graduates, Assessed & Certified, & Employment Rate of TVET Graduates (EGACE)

TESDA regularly monitors and releases data series on enrolment and graduates of technical vocational education and training (TVET). EGACE contains historical data on TVET outputs specifically on enrollment, graduates and assessment and certification.

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The Expanded Tertiary Education Equivalency and Accreditation Program (EETEAP)

A CHED program instituted to bring full-time and adjunct faculty members from industry into academia to help them gain the required academic qualifications to be able to teach their discipline effectively in a Higher Education Institution (HEI).

Formal sector

That part of the economy which encompasses government regulated businesses and jobs with normal hours and regular wages and are recognized as income sources on which taxes must be paid.

Graduate Tracer Study (GTS)

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 tries to determine the employability of graduates based on their respective disciplines, assess the issues concerning employability and the relevance of higher education programs and expectations of employers.

Hard-to-fill vacancies

Vacancies which are proving difficult-to-fill, whether this be the result of poor supply (e.g., insufficient qualified or experienced candidates) or demand reasons (e.g., uncompetitive wages).

Higher Education Institution (HEI)

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 programs are also classified as HEIs. Private HEIs are established under the Corporation 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

Human capital management is an approach to employee staffing that perceives people as assets (human capital) whose current value can be measured and whose future value can be enhanced through investment.

Human Resource Management Information System (HRMIS)

A human resource information system or human resource management system is an intersection of human resources and information technology through HR software that allows HR activities and processes to occur electronically. This report specifies a combined Human Resource Management Information System (HRMIS).

Improving Competitiveness in Tourism Program

The Asian Development Bank/Government of Canada/ Department of Tourism ‘Improving Competitiveness in Tourism’ program,focuses a range of funded tourism industry initiatives such as regulatory impact assessment, Industry Skills Grants and employment and skills development.

Industry Skills Grant Scheme

ADB/Government of Canada/DOT Industry Skills Grant Scheme provided skills training grants for tourism enterprises, civil society organizations, non-government organizations directly involved in tourism activities.

Informal sector The informal sector is that part of an economy that is not taxed or regulated by any form of government.

K to 12 Program

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 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

Labor demand is defined as total employment plus unfilled vacancies.

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Ladderized Education Program

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 opportunities for career and educational advancement to students and workers and creates a seamless and 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.

National TVET Trainer Certificate

A final document issued to a trainer who is a holder of a National Certificate and a Trainer Methodology Certificate.

National Tourism Development Plan (NTDP)

This NTDP is the national plan for Philippine tourism and provides the framework to guide both public and private sector managers on the coordinated implementation of key tourism development programs and activities between 2011 and 2016 directed at contributing to the achievement of the government targets for economic growth.

National Tourism Professional Board (NTPB)

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 of the conformity assessment process, except for accreditation. The NTPB in Philippines is the Tourism Industry Board Foundation Inc. (TIBFI) and is composed of representatives from the public and private sectors (including academia and other relevant tourism stakeholders).

National Tourism Program Coordination and Management Unit

The National Tourism Program Coordination and Management Unit was established to manage the implementation of the NTDP and the human resource development strategy at regional level through Regional Tourism Project Coordination Committees. The DOT Regional Offices established the Regional Tourism Project Coordination Management Units (RTPCMUs) to manage local implementation.

Occupations

Definitions of occupations used in this report are derived from the Philippine Standard Occupational Classification.

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On-the-job Training (OJT)

Part of the HEI curriculum offering students the opportunity for real work exposure in a hospitality or tourism workplace (private, government or non-government organization) with credits awarded.

Philippine Qualifications Framework (PQF)

A quality assurance 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 in the Philippines; and mapped to the ASEAN Regional Qualifications Framework.

Philippine Qualifications Register (PQR)

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 PQF level, the qualification code, the authorization granted and the corresponding authorized institution. It 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.

Philippine TVET Trainer Qualification Framework

The Philippine TVET Trainer Qualification Framework has four levels: Trainer Qualification Level I for Trainer/Assessors; Trainer Qualification Level II for Training Designers/ Developers; Trainer Qualification Level III for Training Supervisors and Mentors; and Training Level IV for Master Trainer.

Qualifications

A formal certification that a person has successfully achieved specific learning outcomes relevant to the identified academic, industry or community requirements.

Recognition of Prior Learning (RPL)

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 credit to be given for student achievement though other formal, non-formal or informal learning

Regional Qualifications Framework

See ASEAN Regional Qualifications Framework

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Sector

Tourism sectors defined in this report are: accommodation; restaurants; travel services; visitor attractions, niche tourism areas (such as Meetings, Incentives, Conferences and Exhibitions, Spa & Wellness) and other tourism related services.

Skills gaps

A ‘skills gap’ is where an employee is not fully proficient, i.e., is not able to do their job to the required level.

Strategic Performance Management System (SPMS)

The SPMS seeks to link individual performance with the agency’s organizational vision, mission, and strategic goals. With some adjustments, it also makes use of existing performance evaluation and management systems, and links performance management with other human resource (HR) systems.

Tourism Oriented Police for Community Order and Protection (TOP COP)

A training program organized by DOT as part of the agency’s program to train policemen to serve as Tourist Police. Topics included are: Tourist Behavior Patterns and Market Profiles, Local Tourist Products and Services, Child Safe Tourism, add Managing Police Operations and Customized First-aid based on Location

Tourism Professional Certification Board (TPCB)

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 order that they can be registered on the ASEAN Tourism Profession Registry System. In the Philippines, TESDA is the responsible TPCB.

Unified TVET Programs Registration and Accreditation System (UTPRAS)

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 Institutions (TVIs) with the minimum requirements as prescribed under the training regulation to include among others curricular programs, faculty and staff qualifications, physical sites and facilities, tools, 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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United Nations World Tourism Organization (UNWTO) Sustainable Development Goals (SDG)

UNWTO is responsible for the promotion of responsible, sustainable and universally accessible tourism geared towards the achievement of the Sustainable Development Goals (SDGs). The Sustainable Development Goals or Global Goals are a collection of 17 interlinked global goals designed to be a "blueprint to achieve a better and more sustainable future for all". The SDGs were set in 2015 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%20Framework%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.

https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%20refinement_Eng.pdf


https://sdg-tracker.org/

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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 (Php Billion)

2,077 2,156 2,361 2,603 2,888 3,186 3,519 3,905

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 Value Added (Php Billion)

1,093 1,186 1,298 1,432 1,588 1,912 2,182 2,421

Share to GDP (%)

8.2 8.3 8.3 8.4 8.6 9.5 9.9 10.1

Employment (Million)

5.0 5.2 5.3 5.6 5.8 6.0 6.3 6.5

Share to Total Employment (%)

12.7 13.0 13.2 13.4 13.6 13.8 14.1 14.4

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 Beneficiaries (000)

486 449 556 448 481 492 541

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 Targets

2019 Actual

2018 Targets

2019 Actual

Revenue (Php Billion)

2,888 1,595 1,595

Inbound 564 482.15 402.70 482.15

Domestic 2,324 3,100 3,200 3,100

Tourism Gross Value Added (Php Billion)

1,588 2,480 2.2 2,480

Share to GDP (%) 8.6 12.7 12.3 12.7

Employment (Million)

5.8 5.7 5.4 5.7

Share to Total Employment (%)

13.6 13.5 13% 13.5

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

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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 PHILIPPINES

38,741 40,837 40,335 41,157 42,429

TOURISM CHARACTERISTIC INDUSTRIES

4,971 5,224 5,268 5,365 5,714

Accommodation and food and beverage

1743 1756 1740 1729 1918

Passenger transport 1779 1927 1995 2047 2189

Travel Agents, tour operators and tourism guides

26 33 35 38 39

Recreation, entertainment and cultural services

349 368 325 370 397

Retail trade on tourism-characteristic goods

323 353 348 352 373

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)

Tourism Characteristic Industries Employment (in thousand persons)

% share per

industry

Accommodation and food and beverage 1,918 33.6%

Passenger transport 2,189 38.3%

Travel Agents, tour operators and tourism guides

39 0.7%

Recreation, entertainment and cultural services

397 7.0%


373 6.5%

Miscellaneous 798 14.0%

Total 5,714 100%


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Figure 5: Employment in Tourism Industries, Percent Share: 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

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%

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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)

Philippines October

2020P

July 2020P

April 2020F

October 2019r

Population 15 years old and over (in ‘000)

74,307 74,061 73,722 72,603

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)

Tourism Characteristic Industries

Tourism Workers % share per

industry Formal Informal Total

Accommodation and Food and Beverage

760 823 1,583.25 33%

Passenger Transport 901 976 1,877.01 39%

Travel agencies and other reservation services

19 20 39.37 1%

Cultural, Sports and Recreation

165 179 343.52 7%


127 137 263.65 6%

Other tourism characteristic industry

314 341 654.85 14%

Others (mfg. prof, scientific, education, human health)

13 14 27.14 1%

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

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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

Challenges

Overall

Micro Small Medium Large

% % % % %

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

Level System No of Years

Accountable Agency

Basic Education Kindergarten Elementary Secondary

K 6 4 + 2

Department of Education

Middle Level Education

Post-Secondary, Technical-vocational, Qualifications-based Non-degree

Variable

Technical Education and Skills Development Authority

Higher Education Baccalaureate degree, graduate and post graduate programs

4 Commission on Higher Education

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.

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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

Region HRM/Hospitality Tourism/Travel

HM/Tourism Hybrid

Total

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 Peninsula

17 14 2 2

35

10 X-Northern Mindanao

19 9 12 1

41

11 XI-Davao Region 29 2 17 2

50

12 XII-SOCCSKSARGEN

27 2 15 2

46

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-

Baccalaureate Baccalaureate Total

Pre-Baccalaureate

Baccalaureate Total

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 Hybrid

8 1334 1,342 1,126 13 1,139

TOTAL 245,612 278,804


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 Hybrid

18 1,027 1,070

TOTAL 64,249


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


Table 15: Number of Accredited HM/TM Programs

Program

Number of Institutions Offering the

Program

Accreditation Level

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 Management

1 Level IV

BS Hotel, Restaurant and Resort Management 1 Level I

BS Hotel, Restaurant and Tourism Management

1 Candidate Status

BS Tourism 38 Level I/II/III/ Candidate Status

BS Tourism and Resort Management 2 Level I/II

BS Tourism Management 66 Level I/II/III/ Candidate Status

BS Tourism Management with specialization in Eco-Tourism Management

1 Candidate Status

BS Tourism, Hotel and Restaurant Management

1 Level II

Bs Travel Management 5 Level I/III

BS Hospitality management 19 Level I/II/Candidate Status

BS Hotel and Restaurant Management 111 Level I/II/III/IV/Candidate Status

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Program

Number of Institutions Offering the

Program

Accreditation Level

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 Management

1 Level II

TOTAL 284


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

Qualification Code

Qualifications Descriptor Level Authority Granting Agency

Instrument Date of

Authorization (PSG/CMO/Board Resolution)

Attraction & Theme Parks Operation

TRSATP207 Attraction & Theme Parks Operation NC II

Qualification consists of competencies that a person must achieve to promote, prepare, operate and close down rides, games and animal exhibits in attractions and theme parks

II TESDA TESDA Board Resolution No.

2010-02

8/4/2010 – Present

Tour Guiding / Tourism / Travel Services

TRSTRG205 Tour Guiding Services NC II

The TOUR GUIDING SERVICES NC II Qualification consists of competencies that a person must 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.

II TESDA TESDA Board Resolution No.2005-03

3/18/2005-

TRSLGS213 Local Guiding Services NC II

The LOCAL GUIDING SERVICES NC II Qualification consists of competencies that a person must 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


2013-17

12/17/2013 – Present

of 144

Qualification Code


Instrument Date of


TRSTPS215 Tourism Promotion Services NC II

The TOURISM PROMOTION SERVICES NC II Qualification consists of competencies that a 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.


2015-05

06/16/15 - Present

TRSTVS219 Travel Services NC II The TRAVEL SERVICES NC II Qualification consists of competencies that a person must 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


2019-11

1/11/2019-Present

TRSTPS215 Tourism Promotion Services NC II

The TOURISM PROMOTION SERVICES NC II Qualification consists of competencies that a 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.


2015-05

06/16/15 - Present

Tourism Development Services

The TOURISM DEVELOPMENT SERVICES comprises of the following qualifications: 1)

TESDA

of 144

Qualification Code


Instrument Date of


Tourism Promotion Services NC II and 2) Events Management Services NC III

Tourism Hospitality Supervision and Leadership

The TOURISM HOSPITALITY SUPERVISION AND LEADERSHIP comprises of the following qualifications: 1) Events Management Services NC III 2) Housekeeping NC III and 3) Food and Beverage Services NC III

TESDA

61015 Bachelor of Science in Tourism Management

The programs related to the fields of HOSPITALITY AND TOURISM 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)

VI CHED CMO No. 62, s. 2017

7/19/2017 - Present

Bachelor of Arts in Tourism VI CHED

Bachelor of Science in Ecotourism

VI CHED

Bachelor of Science in Hotel, Restaurant and Tourism Management

VI CHED

Bachelor of Science in Tourism

VI CHED CMO No. 62, Series of 2017

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Qualification Code


Instrument Date of


Management/Tourism

Master of Science in Tourism Development and Management

VII CHED

Doctor of Philosophy in International Tourism Management

VIII CHED

61013 Bachelor of Science in Hospitality Management



7/19/2017 - Present

Barista

TRSBRT213 Barista NC II The BARISTA NC II Qualification consists of competencies that a person must achieve in the 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.


2013-17

12/17/2013 – Present

of 144

Qualification Code


Instrument Date of


Bartending

TRSBAR213 Bartending NC II The BARTENDING NC ll Qualification consists of competencies that a person must 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”.


2013-17

12/17/2013 – Present

Certificate in Food and Beverage Management

The CERTIFICATE IN FOOD AND BEVERAGE MANAGEMENT comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Bartending NC II

TESDA

Hospitality and Tourism Services

The HOSPITALITY AND 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

TESDA June 7, 2018

Cookery

TRSCOK214 Prepare and Cook Hot Meals leading to Cookery NC II

The COOKERY NC II Qualification consists of competencies that a person must achieve to clean kitchen areas, prepare hot, cold meals and desserts for guests in various food


2014-09

1/10/2014 - Present

of 144

Qualification Code


Instrument Date of


and beverage service facilities

TRSCOK214 Cookery NC II The COOKERY NC II Qualification consists of competencies that a person must achieve to clean kitchen areas, prepare hot, cold meals and desserts for guests in various food and beverage service facilities


2014-09

1/10/2014 - Present

Certificate in Culinary Arts and Food Services

The CERTIFICATE IN CULINARY ARTS AND FOOD SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Cookery NC II

TESDA

Events and Food Services The EVENTS AND FOOD SERVICES comprises of the following qualifications: 1) Cookery NC II 2) Commercial Cooking NC III and 3) Events Management Services NC III

TESDA December 11, 2015

Bread & Pastry Production

TRSBPP209 Bread and Pastry Production NC II

Qualification consists of competencies that person must achieve to be able to clean 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


2009-12

07/13/2009 – Present

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Qualification Code


Instrument Date of


and other related operations.

Cookery and Bread and Pastry Production

Comprises of the following qualifications: 1) Cookery NC II and 2) Bread and Pastry Production NC II

TESDA



TESDA June 7, 2018

Hospitality and Restaurant Services

The HOSPITALITY AND RESTAURANT SERVICES comprises of the following qualifications: 1) Cookery NC II and 2) Food and Beverage Services NC II

TESDA

Food and Beverage Services

TRSFBS213 Food and Beverage Services NC II

The FOOD AND BEVERAGE SERVICES NC II Qualification consists of competencies that a person must achieve to provide food and beverage service to guests in various food and beverage service facilities.


2013-17

12/17/2013 - Present

of 144

Qualification Code


Instrument Date of


Certificate in Culinary Arts and Food Services

The CERTIFICATE IN CULINARY ARTS AND FOOD SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Cookery NC II

TESDA

TRSFBS318 Food and Beverage Services NC III

The FOOD AND BEVERAGE SERVICES NC III Qualification consists of competencies that a person must achieve to deliver and supervise food and beverage service operations in various food and beverage service facilities.

III TESDA TESDA Board Resolution No.

2018-30

12/17/2013 - Present

Certificate in Advanced Food and Beverage Management

The CERTIFICATE IN ADVANCED FOOD AND BEVERAGE MANAGEMENT comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Food and Beverage Services NC III

TESDA



TESDA

TRSFBS418 Food and Beverage Service NC IV

The FOOD AND BEVERAGE SERVICE NC IV Qualification consists of competencies that a person must achieve to assist in the management of a food and beverage team in a foodservice

IV TESDA TESDA Board Resolution No.

2018-30

04/20/2007 - Present

of 144

Qualification Code


Instrument Date of


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 Beverage Management

The CERTIFICATE IN FOOD AND BEVERAGE MANAGEMENT comprises of the following qualifications: 1) Food and Beverage Services NC II and 2) Bartending NC II

TESDA

Hospitality and Restaurant Services

The HOSPITALITY AND RESTAURANT SERVICES comprises of the following qualifications: 1) Cookery NC II and 2) Food and Beverage Services NC II

TESDA



TESDA June 7, 2018

Hospitality Management Services

The HOSPITALITY MANAGEMENT SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and Housekeeping NC II

TESDA

of 144

Qualification Code


Instrument Date of


Professional Cookery

MTMSCC314 Ships' Catering NC III (Ships' Cooks)

The SHIPS' CATERING NC III (SHIPS’ COOKS) Qualification consists of competencies that a 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.


2014-07

10/1/2014 - Present

TRSCOK319 Food Production (Professional Cookery) NC III

The FOOD PRODUCTION (PROFESSIONAL COOKERY) NC III Qualification consists of competencies that a person must achieve to deliver and supervise food production operations in various food production facilities.


2019- 58

11/07/2019 - Present

TRSCOK419 Food Production (Professional Cookery) NC IV

The FOOD PRODUCTION (PROFESSIONAL COOKERY) NC IV Qualification consists of 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


2019-59

11/07/2019 - Present

of 144

Qualification Code


Instrument Date of


execute plans and monitor expenses to generate the required gross profit margins.

Housekeeping

RSHSK213 Housekeeping NC II The HOUSEKEEPING NC II Qualification consists of competencies that a person must 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.


2013-17

12/17/2013 - Present

TRSHSK319 Housekeeping NC III The HOUSEKEEPING NC III Qualification consists of competencies that a person must to deliver and supervise housekeeping service operations in tourism and hospitality related enterprises


2019-56

10/15/2019 - Present

TRSHSK419 Housekeeping NC IV The HOUSEKEEPING NC IV Qualification consists of competencies that a person must achieve to manage a team of housekeeping and laundry service


2019-57

10/15/2019 - Present

of 144

Qualification Code


Instrument Date of


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 Services

The HOUSEKEEPING OPERATIONS SERVICES comprises of the following qualifications: 1) Housekeeping NC II and 2) Housekeeping NC III

TESDA August 17, 2016



TESDA June 7, 2018

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Qualification Code


Instrument Date of




TESDA

Hospitality Management Services

The HOSPITALITY MANAGEMENT SERVICES comprises of the following qualifications: 1) Food and Beverage Services NC II and Housekeeping NC II

TESDA

Hospitality Management

Bachelor of Science in Hospitality Management

VI CHED CMO No. 62, Series of 2017

61013 Bachelor of Science in Hospitality Management



7/19/2017 - Present

of 144

Qualification Code


Instrument Date of


Bachelor of Hospitality Management

VI CHED

Bachelor of Science in Hospitality and Industry Management

VI CHED

Doctor of Hospitality Management

VIII CHED

Doctor of Philosophy in International Hospitality Management

VIII CHED

Front Office Services

TRSFOS213 Front Office Services NC II The FRONT OFFICE SERVICES NC II Qualification consists of competencies that a person must 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.


2013-17

12/17/2013 - Present

TRSFOS319 Front Office Services NC III

The Front Office Services NC III Qualification consists of competencies that a person must 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.

III TESDA TESDA Board Resolution No.2019-70

12/17/2019 - Present

of 144

Qualification Code


Instrument Date of


TRSFOS419 Front Office Services NC IV

The Front Office Services NC IV Qualification consists of competencies that a person must 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.


2019-71

12/17/2019 - Present

Events Management Services

TRSEVM307 Events Management Services NC III

The EVENTS MANAGEMENT SERVICES NC III Qualification consists of competencies that a 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.


2007-41

11/22/2007 - Present

Events and Food Services The EVENTS AND FOOD SERVICES comprises of the following qualifications: 1) Cookery NC II 2) Commercial Cooking NC III and 3) Events Management Services NC III

TESDA December 11, 2015

Tourism Development Services

The TOURISM DEVELOPMENT SERVICES comprises of the following qualifications: 1) Tourism Promotion Services NC II and 2) Events Management Services NC III

TESDA

of 144

Qualification Code


Instrument Date of




TESDA

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

QUALIFICATION ENROLLED GRADUATES

Male Female Total Male Female Total

TOTAL 18,774 43,609 62,383 13,182 32,108 45,290

Baking/Pastry Production NC I

6 16 22 11 31 42

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 Dentou N4

4 10 14 14 9 23

Basic Japanese Language and Culture

3 5 8 4 8 12

Bread and Pastry Production II

5,355 20,045 25,400 4,221 15,867 20,088

Building Maintenance Worker (Janitorial)

1 0 1

Career Certificate in

International Professional Culinary Arts and Operations

76 70 146 17 8 25

Cashier 8 15 23 13 30 43

Commercial Cooking III 97 118 215 97 92 189

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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 Services

2 10 12

Diploma in Hospitality Technology (Leading to Bachelor of Science in Hospitality Management)

287 480 767 20 25 45

Diploma in Hotel and Restaurant Technology (Leading to Bachelor of Science in Hotel and Restaurant Management)

319 407 726 24 27 51

Diploma in Tourism Management Technology

77 243 320 16 23 39

Diploma in Tourism and Events Management

14 61 75

Diploma in Tourism and Travel Management (Leading to Bachelor of Science in Tourism and Travel Management)

31 47 78

Events Management Services III

1,066 2,371 3,437 653 1,529 2,182

Finishing Course for International Cooks

7 2 9 7 2 9

Flight Attendant Course Level II

1 10 11

Food and Beverage Services 2 13 15

Food and Beverage Services II

2,408 3,648 6,056 1,795 2,817 4,612

Food and Beverage Services III

38 83 121

Front Office Services II 282 532 814 180 340 520

Hospitality Management Technology

147 194 341

Hospitality Technology (Leading to B. S. in Hospitality Management)

89 123 212

Hotel and Restaurant

Management Technology 232 317 549

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 Arts and Business Management

4 15 19

Japanese Language and

Culture 2 14 16

Kitchen Dispatcher 12 12 24 41 29 70

of 144



Stock Records Clerk/Stock

Clerk 0 1 1 2 1 3

Three-Year Diploma in Hotel

and Restaurant Services 18 32 50 13 20 33

Three Year Diploma in Hotel and Restaurant Management Technology

269 557 826 17 29 46

Three-Year Diploma

Program in Culinary Arts 16 9 25

Three-Year Diploma Program in Hospitality Supervision

2 24 26

Tour Guiding Services II 21 38 59 13 40 53

Tourism and Hospitality Management Technology (Leading to Bachelor of Science in Tourism)

116 123 239

Travel Services II 9 41 50

Tourism Promotion Services

II 70 87 157 84 176 260

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

QUALIFICATION ASSESSED CERTIFIED

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 NC II

29,694 10,790 40,484 28,251 10,202

38,453

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 9,91

2 28,833

Events Management

Services NC II0049 3,123 1,301 4,424 2,913

1,18

9 4,102

Food and Beverage

Services NC II 13,917 7,771 21,688 13,309

7,35

5 20,664

Food and Beverage

Services NC III 84 47 131 82 47 129

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 5,89

5 17,660

Housekeeping NC III 325 148 473 312 124 436

Local Guiding Services NC 0 1 1 0 1 1

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QUALIFICATION ASSESSED CERTIFIED


II

Tour Guiding Services NC

II 273 111 384 256 92 348

Tour Packaging (Fit Ad Hoc

Domestic) Services NC II 0 1 1 0 1 1

Tourism Promotion

Services NC II 851 359 1,210 787 320 1,107

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 Providers

In-house Government Institution

Private Institution

Others

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

Course/Registered Program Currently

Registered Programs

Newly Registered 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 Program)

1

Baking, Pastry and Restaurant Services (Bundled Program)

1

Bar and Café Services (Bundled Program) 1

Bar Operation and Restaurant Services (Bundled Program)

1

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 Program)

1

Beauty and Wellness Services (Bundled Program) 1

Bread & Pastry Technology (Bundled program) 1

Bread and Pastry Production (Leading to BTTE in Food and Service Management in MUST)

1

Bread and Pastry Production Servicing (Bundled Program)

2

Bread and Pastry Production NC II 775 38

Bread Production and Beverage Preparation Technology (Bundled Program)

1

Career Certificate in International Professional Culinary Arts and Operations

2 1

Certificate in Hotel and Restaurant Services (Bundled Program)

1

Certificate in Advance Culinary Arts (Bundled Program)

1

Certificate in Advanced Food and Beverage Management (Bundled Program)

1

Certificate in Baking and Basic Hotel Services (Bundled Program)

1

Certificate in Bar Services (Bundled Program) 1

Certificate in Coffee and Bar Services (Bundled Program)

1

Certificate in Coffee and Food and Beverage Services (Bundled Program)

1

Certificate in Cruise Ship Stewarding Services (Bundled Program)

2

Certificate in Culinary Arts 1

Certificate in Culinary Arts & Food Services (Bundled Program)

1

Certificate in Culinary Arts (Bundled Program) 2

Certificate in Culinary Arts (with Holistic Nutrition) (Bundled Program)

1

of 144


Registered Programs


Certificate in Culinary Arts and Pastry (Bundled Program)

2

Certificate in Food Preparation Technology (Bundled Program)

1

Certificate in Food and Beverage Management (Bundled Program)

1

Certificate in Food and Services Technology (Bundled Program)

1

Certificate in Food Preparation Technology (Bundled Program)

1

Certificate in Food Service Operations (Bundled Program)

1

Certificate in Front Desk Services (Bundled Program) 1

Certificate in Hotel and Barista Services (Bundled Program)

2

Certificate in Hotel and Restaurant Services (Bundled Program)

5

Certificate in Hotel Services (Bundled Program) 1

Certificate in Housekeeping Services (Bundled Program)

2

Certificate in Restaurant Services (Bundled program) 2

Certificate in Sewing Services (Bundled Program) 1

Certificate in Tourism and Food Technology (Bundled Program)

1

Classical Western Cuisine 1

Commercial Cooking NC III 38 1

Commercial Cooking NC IV 12

Cookery and Bread and Pastry Production (Bundled Program)

1

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 Hours), Bartending NC II (438 Hours), Cookery NC II (396 Hours)

1

Cruise Ship Hotel & Restaurant Services (Bundled Program)

1

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 (Bundled Program)

1

Culinary Arts & Food Services (Bundled Program) 1

Culinary Hotel & Restaurant Entrepreneurship (Bundled Program)

1

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

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Registered 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 Program)

1

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 Program)

2

Hotel and Cruise Services (Bundled Program) 1

Hotel and Restaurant Management

1

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 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 Program)

1

Housekeeping NC II 749 24

Housekeeping NC III 65 3

Housekeeping Technology (Bundled Program) 2

International Certificate in Culinary Arts and Business Management

1

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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Registered Programs


Tourism Hospitality Supervision and Leadership (Bundled Program)

1

Tourism Management NC II 1

Tourism Promotion Services NC II 30 3

Tourism, Garments and Social Services (Bundled Program)

1

Travel Services NC II 13 1

Two-Year Diploma in Hotel and Restaurant Technology

1

Source: TESDA Certification Office (CO)

Table 21: Number of Currently and Newly Registered TVET Provider Offering Tourism as of February 28, 2021

Regions Currently Registered

TVET Provider Newly Registered

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


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Table 22: Number of NTTC holders by Qualification FY 2020

Qualification No. of NTTC

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


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

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

QUALIFICATION

ASSESSED CERTIFIED


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 NC II

29,694 10,790 40,484 28,251 10,202 38,453

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

Services NC II 3,123 1,301 4,424 2,913 1,189 4,102

Food and Beverage

Services NC II 13,917 7,771 21,688 13,309 7,355 20,664

Food and Beverage

Services NC III 84 47 131 82 47 129

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

Domestic) Services NC II 0 1 1 0 1 1

Tourism Promotion Services

NC II 851 359 1,210 787 320 1,107

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.

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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

UAQTEA Bayanihan 2 Fund

under TWSP Implementation

Tsuper Iskolar (DOTr)

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.

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

Agritourism

Figure 9: Philippine Tourism Product Portfolio

https://itsmorefunincentralluzon.com/wp-content/uploads/2018/11/NTDP-2016-2022_Executive-Summary.pdf

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

http://www.divephilippines.com.ph/accredited-dive-establishments


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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

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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/ Safety

Crisis and Risk Management 2.79

12 Leadership Training and Presentation Skills 2.79

13 Health/ Safety

Child Safety 2.79

14 Technical Tourism Data and Statistics Management 2.78

15 Health/ Safety

Environmental Protection and Management 2.78

16 Health/ Safety

Occupational Safety, Health and Safety 2.76

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 Revolution

2.71

28 Professional Philippine History and Culture 2.71

29 Health/ Safety

Food Hygiene 2.69

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/ Safety

Barrier Free Tourism (Accessibility) 2.65

36 Skills Business Writing 2.62

37 Technical Recreation and Attraction Operations and Maintenance

2.62

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

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The table below, meanwhile, shows the same list of competencies, ranked by the proficiency.

Table 27: Competencies Ranked by Proficiency

Rank Type Competencies Proficiency










10 Health/ Safety

Child Safety 2.13



13 Health/ Safety

Food Hygiene 2.10




17 Health/ Safety

Environmental Protection and Management 2.07





22 Health/ Safety

Occupational Safety, Health and Safety 2.06



25 Health/ Safety

Crisis and Risk Management 2.02











1.87



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Rank Type Competencies Proficiency

38 Health/ Safety

Barrier Free Tourism (Accessibility) 1.83



1.81







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



0.90


4 Health/Safety Barrier Free Tourism (Accessibility) 0.81





9 Health/Safety Crisis and Risk Management 0.77





0.75








21 Health/Safety Occupational Safety, Health and Safety 0.70

22 Health/Safety Environmental Protection and Management 0.70

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Rank Type Competencies Gaps






28 Health/Safety Child Safety 0.66






34 Health/Safety Food Hygiene 0.60













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 of a different Strategic Action Item)

The strategic action is part of a broader perspective of action and is therefore subsumed under that.

Reclassified (as Recurring)

The strategi action is considered to be 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)

Strategy & Action Plan Elements

Description of Activities

Years Lead Responsible & Strategic

Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

Strategic Action 1: Strengthen the K-12 Educational Provision

1.1 Promote and introduce K-12 tourism education into more high schools

1.1.1 Plan campaign information online and through Local Government Units (LGUs)

X X X DepEd LGUs DOT Regional

Offices

• Increased uptake of tourism courses in high schools

Completed

1.2 Provide training resources for Technology and Livelihood Education (TLE) teachers in high schools who are responsible for teaching the new tourism curriculum

1.2.1 Compile downloadable resources, references and textbooks for teaching tourism 1.2.2 Update and maintain resources, references and textbooks for teaching tourism 1.2.3 Refer to gender issues and the DOT toolkit as source.

X

X

X

X

DepEd DOT TESDA

• Teachers better prepared and supported for teaching tourism curriculum.


1.3 Design and pilot a tourism teacher training orientation for all teachers employed as Technology and Livelihood Education (TLE) teachers teaching tourism or hospitality NCII courses

1.3.1 Prepare training program for new tourism teachers as orientation to curriculum and assessment 1.3.2 Pilot a training program on introduction to teaching hospitality and tourism

1.3.3 Develop & pilot a training course on how to conduct competence-based assessment

1.3.4 Update and continue teacher orientation program

1.3.5 Include gender issues in resources and teacher training programs

X

X

X

X

X

X

X

X

TESDA DOT DepEd

• Teachers equipped with accurate and up to date orientation to teaching and assessing hospitality and tourism subjects


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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

1.4 Develop tourism course teacher manuals which provide lesson plans, course content and practical training sessions for tourism teachers

1.4.1 Develop training modules – introduction to teaching tourism, lesson plans and practical activities for class delivery 1.4.2 Pilot and continue training for tourism teachers

X X

X

X

X

X

DepEd DOT TESDA TIBFI

• A set of key manuals for teachers to ensure consistency and quality in teaching the tourism curriculum


1.5 Develop and pilot student resources including student manuals covering the tourism curriculum

1.5.1 Develop and pilot student manuals to support delivery of the curriculum 1.5.2 Update and maintain student manuals to ensure relevancy

X X

X

X

DepEd DOT TESDA TIBFI

• A set of student resources and workbooks/manuals for each subject area in the tourism curriculum


1.6 Upgrade the teaching skills of tourism teachers in outcome-based curriculum through fast-track National TVET Training Certificate Level 1 training program to prepare them to become trainers and assessors

1.6.1 Train new tourism teachers across the whole country to ensure access to programs. 1.6.2 Design a blended course (delivered partly online and in face-to-face workshops) locally to deliver training on competence-based assessment and training

1.6.3 Arrange course certification by TESDA – using e-TESDA materials.

X

X

X

X

X

X X DepEd DOT TESDA TIBFI

• Teachers nationally have access to quality training and National TVET Training Certificate qualification


Strategic Action 2: Upgrade the Curriculum and Quality of Teaching in HEIs

2.1 Review and update Hotel & Restaurant Management (HRM) and Tourism Management (TM) curricula in HEIs

2.1.1 Set up and work with CHED technical committee to conduct curriculum review 2.1.2 Ensure curriculum is up to date and meets the requirements of the ASEAN Common Competency Standards for Tourism Professionals (AC- CSTP)

X

X

X

X

CHED TESDA DOT DepEd TIBFI

• Formation of Technical Working Group

• Updated curriculum that meet ASEAN competency standards and is more aligned with industry needs

• Approved Policy Standards & Guidelines (PSG) & Training Regulations (TR)

Completed

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

2.2 Strengthen and expand foreign language training for tourism programs

2.2.1 Identify language skills shortage through a national survey 2.2.2 Enlist HEIs to introduce new foreign languages into curriculum as options/electives

X

X

X

DOT CHED HEIs

• More graduates with key and ‘in-demand’ language skills

• DOT will send out language report to CHED/TESDA

Reclassified (Tactical)

2.3 Review and develop more elective courses to allow for flexibility of curriculum to cater for emerging tourism niche areas such as Meetings, Incentives, Conferences and Exhibitions (MICE) Tourism, Cruise Tourism, Wellness tourism etc.

2.3.1 Arrange with CHED technical committee to conduct review of credit system 2.3.2 Identify the subjects needed to meet future demands of the tourism industry – especially in strategic tourism product areas (DOT lead)

2.3.3 Develop new elective courses to cater for emerging tourism niche areas (DOT Lead)

X

X

X

X

X

CHED TESDA DOT HEIs TIBFI DOLE

• Established system/ mechanism of credit transfer equivalency

• List of elective subjects in strategic tourism product areas established and courses operating to meet industry needs

• PSG & TR


2.4 Certify all HRM/TM faculty members to teach and assess the Common ASEAN Tourism Curriculum (with CHED/TESDA)

2.4.1 Launch awareness and information campaign through HEI and TVI leaders 2.4.2 Enroll all teachers/trainers into program to become certified as assessors for ASEAN Tourism curriculum

X

X

X

X

X

X

X

X

X

X

CHED TESDA DOT HEIs TIBFI

• Adoption of new updates in curriculum

• 20% of all teachers complete program annually and become certified


2.5 Establish and enforce minimum standards for laboratories and other tourism/HRM facilities in HEIs and Technical and Vocational Institutes (TVIs)

2.5.1 Harmonize standards for installation and upkeep of equipment for teaching practical hospitality, cuisine and tourism subjects from various agencies including FAAP and UTPRAS. 2.5.2 Implement review and monitoring system to ensure quality and maintenance

2.5.3 Develop and implement a star system for facilities and recognize model

X

X

X

X

X

CHED TESDA DOT TIBFI

• Standards implemented & monitored with reference to RA 6541 & PD 856.

• Harmonized standards in accreditation.

• Star rating system introduced

• Recognition of model institutions through DOT/CHED

Reclassified (as Recurring) Reclassified (as part of a

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

institutions with exemplary facilities and equipment. Incentivize via the funds from other funding sources.

different Strategic Action Item) (2.5.3)

2.6 Develop strong graduate programs for industry executives and professionals

2.6.1 Conduct needs analysis to establish demand, content and delivery of new postgraduate programs for hospitality and tourism professionals (e.g. one-Year Modular Master’s programs and Two-Year Modular Doctoral programs)

2.6.2 Prepare program specification and submit for approval to CHED

X X

X

CHED HEIs TIBFI

• Design and approval of new postgraduate programs in at least 2 HEIs by 2017

• PSG for Post-graduate programs for Tourism

Continued

Strategic Action 3: Strengthen Industry/Academe Linkages

3.1 Fast-Track The Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) to bring more industry personnel into teaching and expand ETEEAP and Recognition of Prior Learning (RPL) to more institutions in the regions to meet local demand

3.1.1 Review progress of ETEEAP and develop guidelines to increase interest from tourism professionals 3.1.2 Establish potential national demand, and make recommendations on expansion of program.

3.1.3 Identify institutions in regions and discuss implementation of ETEEAP.

3.1.4 Promote and expand the implementation of RPL

X

X

X

X

X

X

X

X

X

CHED DOT HEIs TESDA TIBFI

• Increase number of industry personnel taking ETEEAP by 10% a year from 2016

• 2 new HEIs approved by CHED to offer ETEEAP program each year from 2016

• Developed or updated guidelines and increased


3.2 Promote ETEEAP and RPL to industry and to professional associations to bring more experienced industry personnel into academe

3.2.1 Promote options and benefits of ETEEAP for tourism professionals to tourism associations, in national and trade press, and through DOT channels 3.2.2 Promote and engage industry personnel in using RPL to gain recognition of their skills and experience

X

X

X

X

X

X

DOT Tourism

Assocs TIBFI TESDA CHED

• Campaign launched annually to promote ETEEAP


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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

3.3 Enable more industry personnel outside of the registered ETEEAP provider institutions to have access and consider how to make ETEEAP more affordable for industry professionals

3.3.1 Develop a blended ETEEAP through a consortium of ETEEAP providers and pilot test and implement. 3.3.2 Review delivery costs and consider subsidies or grants for ETEEAP to enable more professionals to enter the program

X

X

CHED HEIs

• Blended ETEEAP ready by 2017 and pilot tested in one HEI in 2018

• Grant scheme funded and available by 2017


3.4 Introduce an ‘academe to industry externship program’ for all HEI teachers who are teaching HRM or TM

3.4.1 Develop guidelines for institutions on how to manage academe externships 3.4.2 Arrange for Programs to be undertaken on an agreed basis and time period during their employment in the HEI

3.4.3 Pilot externship program with selected institutions

3.4.4 Implement and monitor impact of externship program with institutions and industry

X

X

X

X

X

X

CHED DOT HEIs Local industry

partners TIBFI

• TIBFI to develop guidelines for externships

• Externship guidelines proposed to CHED, TESDA, TIBFI

• Pilot externships launched by end of 2016 with 10 institutions


3.5 Establish a ‘visiting professor’ scheme for HEIs

3.5.1 Develop (voluntary) guidelines for institutions on how to manage visiting professor scheme to invite experienced tourism professionals from industry to teach on courses or programs on a part time, sectional basis or as guest lecturers 3.5.2 Publicize and launch the scheme with all HEI’s

3.5.3 Implement and survey impact of visiting professor scheme with selected HEIs to ensure quality

X

X

X

X

X

CHED DOT HEIs Local industry

partners

• Guidelines from CHED ready by end 2015 and incorporated in TRs/PSGs

• Launch of visiting professor scheme by 2016

• 20 institutions annually enrolled in visiting professor scheme from 2017

No Update

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

3.6 Engage industry personnel in curriculum review and assessment/ certification activities in collaboration with HEIs and colleges

3.6.1 Engage institutions in inviting prominent industry leaders to join working groups or academic boards of institutions 3.6.2 Put in place a recognition system to give credit to industry members who contribute to academic boards

X

X

CHED TESDA DOT HEIs Local industry

members TIBFI

• Credit scheme for industry members prepared by end 2015 and 10 HEIs add industry leaders to their boards by 2016

• Recognition system and list of industry experts and specializations in place

No Update

Strategic Action 4: Enhance Graduate Quality

4.1 Expand CHED tracer studies and TESDA EGACE program to all HEIs and TVIs as a mandatory activity in order to track graduate/ trainee employment and develop further links with industry

4.1.1 Review Graduate Tracer Study (GTS) questions and implement standard questionnaire 4.1.2 Strengthen (Mandate) the official GTS and EGACE (Enrollment, Graduation, Assessment, Certification & Employment) studies

4.1.3 Produce guidelines on how to plan and manage a GTS and EGACE study

4.1.4 Monitor the uptake and collect results for analysis annually

X

X

X X

X

X

X

CHED TESDA HEIs TIBFI

• Consolidated report from CHED and TESDA on HEI and TVI tracer studies

• GTS Guidelines ready by 2016

• CHED Memorandum Order on tracer studies by 2016

• Tracer studies from 20 HEIs begin in 2017.

• Availability of GTS & EGACE percentage data

Partially Completed Reclassified (as Recurring) (4.1.2 to 4.1.4)

4.2 Research into reasons for mismatch between school leavers/college graduates and industry requirements

4.2.1 Implement research study into mismatch between school leavers/college graduates and industry requirements 4.2.2 Produce report for consideration by institutions and by the industry

4.2.3 Highlight gender issues in mismatch

X

X

DOT HEIs National

industry member

CHED

• Research completed by 2016 and report produced for action by institutions and industry

No Update

4.3 Develop On-the-job training (OJT) and Practicum procedures

4.3.1 Make recommendations on improvements to OJT based on national review of OJT

X

CHED DOT TESDA DOLE

• Research and benchmarking completed by 2016 and report

Partially Completed

of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

and documentation for use by institutions in making arrangements for internships and ensure good planning, monitoring and management by schools and host organizations

4.3.2 Prepare and launch OJT procedures and guidelines to ensure good practice including gender awareness guidelines and procedures

4.3.3 Establish system to address mismanagement and abuse of OJT by companies or colleges (including workplace harassment)

4.3.4 Benchmark OJT practices in Philippines against international best practice

X

X

X

HEIs National

industry members

produced for action by institutions and industry

• New OJT guidelines incorporated into TRs and PSGs

4.4 Regulate OJT/ practicum to ensure students or institutions are not paying host companies and that there are adequate and suitable internships for student trainees.

4.4.1 Update OJT guidelines to protect students and institutions from abuse

5 Launch a national scheme to recruit OJT organizations from the hospitality and tourism sectors to take part in OJT

6 4.4.2 Research the options of alternative OJT environments from other industries, Non-government organisations or voluntary/ community based organizations

X

X

X CHED DOT HEIs National

industry members

• OJT Guidelines produced for national use and national scheme to recruit OJT organizations ready by end of 2017


Strategic Action 5: Implementing the ASEAN MRA on Tourism Professionals

5.1 Ensure agencies, training institutions and the industry are prepared and ready for the launch of ASEAN Economic Community and the ASEAN MRA for tourism professionals

5.1.1 Produce publicity, handouts and guidelines on implementing MRA 5.1.2 Launch promotional campaign nationally through DOT ROs, LGUs, public institutions and others including on websites of all tourism stakeholders

X

X

X

X

X

X

X

X

DOT ROs, LGUs Public

institutions TIBFI TESDA DOLE

• Publicity and promotional campaigns conducted in 2015 -18 in various media

• Number of materials and types produced

• Number of website visits, number of launches, attendees, resulting publicity pick ups

Completed

of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

5.2 Research the potential attrition/loss of many trained and qualified workers to other ASEAN countries and the impacts on tourism demand and employment in the next 5 year period

5.2.1 Conduct longitudinal research study on potential attrition/loss of qualified tourism workers 5.2.2 Conduct consultative workshops to develop strategy to mitigate loss of skills workers overseas

5.2.3 Update labor needs for the following 5 years based on research

X

X

X

X

X

X

X

X

TIBFI DOT TESDA DOLE POEA

• Research study completed by end-2015 and workshops and strategy completed by end of 2016

• Connect with POEA to determine loss; develop tracer studies

• Number of workshops conducted

No Update

5.3 Establish links to the ATPRS (ASEAN Tourism Professionals Registration System) through TESDA Registry

5 5.3.1 Connect the TESDA tourism registry with the ATPRS as the means for Filipino tourism workers to register their qualifications and apply for equivalent jobs in the ASEAN Economic Community 5.3.2 Continue the mapping of local tourism qualifications against the ASEAN Framework

X

X

X

TESDA DOT TIBFI ASEAN

Tourism Secretariat

DOLE

• ATPRS tested and functional by end 2015

• Philippine Registry Qualification should be linked/ in place

Continued

5.3.3 Test the system with users to ensure its functionality 5.3.4 Publish guidelines online on how to use the ATPRS with Registry information an integral part of launch activities

X

X

• Number of people able to access ATPRS and TESDA tourism registry

• Number of employers and tourism professionals successfully registered: # of successful placements

• Updated TESDA training regulations; aligned with ASEAN MRA competency standards

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

5.4 Review ACCSTP to ensure suitability for the Philippine tourism industry and propose updates and additions to the standards

5.4.1 Complete a gap analysis of the ACCSTP to identify competencies, job areas and labor divisions needed for the Philippine tourism industry 5.4.2 Develop draft standards to address gaps and pilot in the regions

5.4.3 Propose updates and additions to the standards

X

X

X

X

TESDA DOT TIBFI Industry

Assocs ASEAN

Tourism Secretariat

• Gap analysis completed by end 2015 and proposal ready by mid-2016

• Draft standards developed by 2017

Completed

5.5 Institutionalize & review the ASEAN Master Assessor and Master Trainer program for the Philippines

5.5.1 Review the ASEAN Master Assessor and Master Trainer program for the Philippines 5.5.2 Put in place a fast-track process and have more qualified trainers to cascade the Assessor and Trainer program

Increase the publicity and information drive to the industry, especially in the regions

X

X

X

X

DOT TIBFI TESDA Industry

members

• Review completed and fast track process put in place by mid 2015

• Number of qualified trainers and assessors


Strategic Action 6: Facilitate Tourism Education & Training

6.1 Fast track the training of qualified tour guides (with in-demand language skills) to ensure there are adequate tour guides to meet the needs of incoming international tourists

6.1.1 Review the projected need for tour guides in the Philippines to establish the number of guides and languages needed 6.1.2 Harmonize tour guide training, accreditation and national qualification programs of DOT and TESDA 6.1.3 Put in place recruitment measures for new tour guides

6.1.4 Expand tour guide training courses and develop trainers to provide language

X

X

X

X

X

X

X

X

X

X

DOT Tourism

Assocs TESDA TIBFI

• Report completed by end 2015 and recruitment starting in 2016

• Harmonization & New course curriculum complete by end 2016

• Number of people recruited and given language training and passed with flying colors


of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

through language centers

6.2 Enhance the quality and content of tour guide training & professionalize the job to give it more security and career progression

6.2.1 Review tour guide training, accreditation and national qualification programs for tour guides 6.2.2 Upgrade the quality of tour guides through more intensive training at HEIs and TVIs with award of diplomas or degrees in tour guiding

6.2.3 Set up a registry of qualified tour guides with online access for tour and travel companies

X

X

X

X

X

X

DOT CHED Tourism

Assocs Local Tour

companies TESDA

• Review of tour guide training completed by end 2015

• New courses/modules designed for delivery in HEIs by end 2016

• Adequate supply of trained tour guides with the required language skills when and where needed; (listed in online registry for easy identification)


6.3 Identify and design new courses and programs to provide more trained workers to fill the ‘hard-to-fill’ vacancies

6.3.1 Review the TESDA JobsFit research and other DOLE data to identify hard to fill skills 6.3.2 Design new training programs to

7 meet the need of the industry for hard to fill skills

X

X

DOT TESDA DOLE TIBFI

• Increased industry participation in employment surveys

• New training programs designed and piloted during 2016

No Update

6.4 Identify competencies needed by MICE professionals and create new courses & programs to meet the needs of the industry

6.4.1 Identify the learning outcomes and curriculum needed for bachelor degree in MICE or Event Management 6.4.2 Develop new courses in MICE for industry practitioners

X

X

X

DOT PACEOS Local HEI

Part- ner/s CHED

• Curriculum proposal completed by end 2015

• MICE programs developed and offered by HEIs and TVIs


of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

6.4.3 Review new courses/programs in MICE and update as necessary

X

X

6.5 Establish a MICE Academy in an existing facility to meet the unique skills development needs of the sector

6.5.1 Institutionalize MICE subjects/ courses in HEIs and TVIs 6.5.2 Set up a MICE academy within an existing HEI base on industry best practice policies and procedures

6.5.3 Research the option of online MICE tourism training courses

X

X

X

X

X

X

DOT PACEOS CHED Local HEI

Part- ner/s

• Facility identified and approved by mid-2015, program launched by 2016 and Academy established

• Creation of MICE subjects and courses in HEIs/TVIs including online courses

Partially Completed

6.6 Research and plan HR training and development to support growth of the nine strategic tourism products

6.6.1 Identify key and core skills of the strategic tourism products 6.6.2 Prepare training and development to meet the skills needs

6.6.3 Launch program(s) through various training providers or institutions

X

X

X

DOT TPB TESDA TIBFI Industry part-

ners

• Program proposal ready by mid 2015

• New courses designed and launched by 10 providers by end 2016

• Number of key and core skills identified and interventions made

No Update

6.7 Prepare and disseminate an inventory of free training programs/ grants from government for industry

6.7.1 Prepare and disseminate an inventory of free training programs/ grants from government for industry 6.7.2 Set up website to offer online course offerings or downloadable training courses

6.7.3 Support a study to prepare a proposal for industry (facilitated by DOT) on options for funding of the training grant scheme

X

X

X

X

DOT TESDA ADB-Canada -

tourism project

• Inventory of free training programs /grants published and website set up by end 2015

• Recommendations accepted on funding of national tourism training grants scheme

• Tourism Training Grants Scheme put in place by early 2016 with funding sources secured

Continued

of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

Strategic Action 7: Preparing People for Employment

7.1 Bring returning Overseas Foreign Workers (OFWs) into the tourism workforce by providing incentives, training and return to work programs

7.1.1 Prepare a plan to integrate or bring returning OFWs into the tourism workforce 7.1.2 Integrate the Plan with the DOLE's (NRCO, OWWA) programs

7.1.3 Identify the incentives, training and return to work programs available

7.1.4 Prepare a cost benefit analysis and ROI (Return on Investment) to evaluate the benefits of the program

X

X

X

X

NRCO OWWA DOLE DOT TESDA POEA

• Plan and proposal with CBA and ROI prepared by end 2015

• Integration of the Plan to the DOLE's (NRCO, OWWA) Balik Pinas, Balik Hanapbuhay Program.

Continued

7.2 Create training and employment opportunities for the informal sector to help meet the skills shortages & professionalize small tourism business operators

7.2.1 Conduct dialogue with barangays and district community associations to identify development opportunities 7.2.2 Design and deliver training and development for the informal sector and small tourism business operators to professionalize their services and products

X X

X

X

X

X

X

DOT ROs TESDA LGUs DTI DSWD

• Consultations completed by end 2015

• Training program designed and tested in 2016 with launch at end of 2016

Continued

7.3 Consult with DOH about application of requirements for licensing spa and wellness therapists to mitigate potential loss of skills, jobs and closure of wellness enterprises

7.3.1 Prepare plans to provide alternative training and certification options for spa operators and therapists to avoid loss of jobs and business closures and satisfy DOH accreditation and licensing requirements

X Spa Assoc of thePhilippines

DOT DOH TESDA Industry

Assocs

• Consultations with DOH completed by early 2015

• Plans for further training agreed and started in mid-2015


7.4 Discuss with tourism associations and employers how to provide more competitive compensation

7.4.1 Hold stakeholder meetings with tourism associations and employers and prepare recommendations on revisions to compensation packages

X

DOT DOT ROs TESDA Tourism

Assocs

• Stakeholder meetings held by mid 2015

• Report with recommendations made to industry by end 2015

No Update

of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

benefits/package for tourism workers

7.4.2 Disseminate findings and make recommendations to industry

X Local industry DOLE DSWD NUWHRAIN

7.5 Develop a plan to promote career opportunities for tourism professionals to reduce the 'brain drain' of trained tourism professionals overseas

7.5.1 Work with tourism stakeholders and employees to prepare a plan for promoting tourism career options 7.5.2 Hold regular career and job fairs in colleges and other institutions for recruitment purposes in liaison with CGAP

7.5.3 Illustrate the real tourism industry opportunities such as progression and the challenges of employment practices and gender issues

X

X

X

X

X

CGAP-Working Group

TESDA DOT ROs Local industry DOLE/BLE TCP NUWHRAIN

• Plan for career development made by end 2015

• Pilot career fairs in regions in 2016


Strategic Action 8: Update Employment Legislation & Improve Labor Relations

8.1 Prepare recommendations for government on employment protection for tourism freelancers (e.g. Tour Guides) and for seasonal employees not covered by government benefits

8.1.1 Prepare a proposal for government on employment protection for tourism freelances and others. 8.1.2 Work with DOLE, tourism associations and employers to ensure more employment protection

X

X

X

X

DOT DOLE TCP Local industry

• Proposal completed by mid-2016 and presented to DOLE

No Update

of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

8.2 Prepare a RIS (Regulatory Impact Statement) on legislation of a longer period of employment for contractual employees from six months to three years.

8.2.1 Prepare a RIS (Regulatory Impact Statement) 8.2.2 Develop a RIS and a consultative workshop leading to the development of a proposed legislation applicable to the tourism industry

8.2.3 Hold consultative workshops

8.2.4 Present final RIS for approval

X

X

X

X

DOT DOLE NWPC, BWC, BLE, NUWRHAIN TCP Tourism

Assocs Local industry

• RIS completed by mid-2016 and consultative workshop held by end 2016

No Update

8.3 Review existing labor laws to identify areas for revision in order to develop a fair compensation system

8.3.1 Review existing labor laws to identify areas for revision 8.3.2 Develop a fair compensation law that is faithful to tourism and labor laws to improve morale and labor productivity

8.3.3 Revise labor laws that do not fully meet the unique requirements of the tourism industry. 8.3.4 Present findings in a RIS for public discussion

X

X

X

X

X

X

DOT DOLE Tourism



No Update

8.4 Improve labor relations by modernizing the Labor Code, enforcing correct service charge distribution, and increasing the current ratio of tenured to untenured employees.

8.4.1 Review and rationalize specific legislations which directly impact on economic benefits of tourism and hospitality workers. 8.4.2 Study and prepare a policy proposal to provide incentives to employers to raise the ratio of tenured employees in their enterprises.

8.4.3 Hold consultative workshops to draft proposed legislation applicable to tourism

X

X

DOT DOLE NEDA Tourism



No Update

of 144




Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

industry.

8.5 Rationalize the implementation of the law related to the collection and distribution of Service Charge by private tourism establishments

8.5.1 Rationalize the implementation of the law related to the collection and distribution of Service Charge by private tourism establishments 8.5.2 Plan and implement information drive across all regions on the correct interpretation of the law related to the collection and distribution of Service Charge (NTDP)

X

X

X

DOT DOLE Tourism

Assocs Local industry TCP

• RIS completed by mid-2016 and information drive started in late 2016

No Update

8.6 Provide information awareness and training on labor law compliance

8.6.2 DOT to collaborate with DOLE to provide labor law awareness training for the sector. 8.6.3 Tourism employers should be encourages to attain Labor Law compliance

8.6.4 Tourism employers should utilize the resources available to DOLE such as GUIDE kits and manuals.

X

X

DOT DOLE

• Pilot program introduced in 2016

• Target Number of employers achieve labor law compliance

No Update

Strategic Action 9: Build Capacity of Public Sector Human Capital

9.1 Build Capacity of LGUs

9.1.1 Enhance technical and continuing education for local tourism officers

X X X X X DOT LGUs CIDA

• DOT Provincial Officers in place

• Capacity building

Reclassified (as part of a different

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

9.1.2 Map existing capacity building programs and curricula for LGU tourism units

X Australian Aid,

DILG, Association of

Tourism Officers in the Philippines

programs on-going • Stronger TCs in place

Strategic Action Item)

9.2 Create a culture of tourism that promotes good hosting from arrival to departure

10

9.2.1 Continue with training and development of Customs, Immigration Quarantine and Security staff at the international gateways 9.2.2 Provide targeted training of other frontline staff at airports, ports and destinations in cooperation with DOLE/National Wages and Productivity Commission

9.2.3 Inculcate the culture of tourism by developing and expanding the NTDP’s Pinoy Touch concept and the Filipino Brand of Service Excellence to all public sector employees

X

X

X

X

X

X

X

X

X

X

X

X

X

DOT BI DILG PNP PCCI TCP LGU Leagues

• Increase number of trainees by 10% per year from 2015


9.3 Develop service- orientation attitudes and customer service skills among frontline service workers, particularly from tourist-related services, in the local destinations.

9.3.1 Develop and pilot training with public and private sector staff working in LGUs; porters; taxi and bus drivers; market vendors, etc. 9.3.2 Establish a regular training program and monitor impact and effectiveness 9.3.3 Enhance and expand the Tourism Star Philippines 9.3.4 Launch a Tourism Industry

X

X

X

X

DOT DOLE Concerned

Agencies

• Pilot program ready by end 2015 and implemented in 5 locations by end 2016


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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

Excellence Award Competition

9.4 Provide training and education on tourism, hospitality and entrepreneurship skills for host communities in the destinations

9.4.1 Conduct needs analysis and develop training modules for host communities in the destinations and SMEs 9.4.2 Review and monitor training impacts and effectiveness

X

X

X

DOT ROs TESDA Colleges DILG Tourism

Indus- try

• Needs analysis completed by 2016

No Update

9.5 Extend the Tourism Oriented Police-for Community Order and Protection (TOP COP) program

10

9.5.1 Expand and continue the current Tourism Oriented Police- for Community Order and Protection (TOP COP) to all SCDs as agreed by DOT, PNP and DILG. 9.5.2 Evaluate and monitor the program to ensure impacts and effectiveness

X X

X

X X

X

X DOT DILG PNP LGUs

• TOP COP program being expanded to all SCDs by end 2016


9.6 Establish and Implement a Tourism Skills Development Programs

9.6.1 Prepare a proposal to put in place a sustainable national tourism training grant program. 9.6.2 Consult with stakeholders on a sustainable mechanism for a grant program.

9.6.3 Provide funding and implement a government led tourism skills development program.

X

X

X

DOT DBM Tourism

Indus- try

• Implementation of a Tourism Skills Development grant program


Strategic Action 10: Develop DOT Internal Human Resources

10.1 Provide information distribution systems to make industry relevant information readily available

10.1.1 Conduct internal review of IT systems to identify information distribution systems (IDS) needed 10.1.2 Prepare IT IDS specification and go to tender

X

X

DOT (Internal Audit Dept)

• Review completed by mid-2015 and IT IDS specification ready by end 2015 for approval

No Update

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

10.1.3 Implement IDS and monitor progress and usage

X X X

10.2 Implement the DOT HR Development Plan

10.2.1 Formulate the DOT HR Development Plan 10.2.2 Conduct job analysis and review of existing job descriptions aligned with the DOT Mission and Vision

10.2.3 Define the competencies and levels for each job

X

X

X

DOT Admin & HR Division

• HR Development plan ready by beginning of 2016 and competencies analysis ready by second quarter of 2016

Partially Completed

10.3 Plan and implement HR Development programs

10.3.1 Complete DOT Training Needs Analysis to identify training & development needs 10.3.2 Prepare individual development plans to develop and enhance employees’ competencies.

10.3.3 Plan HRD programs based on the DOT TNA

10.3.4 Review and identify potential internal and external training resources or grants

X

X

X

X

• HR training plan ready by mid-2015 and review/ updating by 2016

Partially Completed

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

10.4 Implement the DOT Strategic Performance Management System (SPMS)

10.4.1 Revise the DOT SPMS for CSC final approval 10.4.2 Cascade the DOT SPMS to all officials and employees

10.4.3 Conduct Pilot Testing of SPMS

10.4.4 Align the mission, vision and strategic priorities with that of DOT employees’ performance

10.4.5 Review and update the DOT SPMS for CSC approval

X

X

X

X

X


• SPMS approved by mid- 2015 and reviewed/ updated by end of 2015

Partially Completed Reclassified (as Recurring) (10.4.5)

10.5 Implement the new organizational structure and staffing pattern under RA 9593

10.5.1 Review and finalize the organizational structure and staffing pattern under RA 9593 for DBM approval 10.5.2 Plan for transition to new DOT organizational structure

10.5.3 Prepare guidelines for competency-based recruitment, selection and placement to the approved staffing pattern or plantilla

10.5.4 Conduct orientation of the new organizational structure and staffing pattern

10.5.5 Conduct staff interviews and deliberations for the placement of existing personnel

X

X

X

X

X


• New structure and staffing pattern approved by mid- 2016; placement of personnel by end of 2016

No Update

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Partners

Success criteria

Status

2015

2016

2017

2018

2019

2020

10.5.6 Conduct retooling programs as a result of placement of existing personnel pursuant to approved staffing pattern

10.5.7 Open all regular vacant positions to recruit new staff

X

X

10.6 Develop and implement an integrated human resource management information system (HRIS)

10.6.1 Prepare terms of reference for an appropriate IT system that will provide updated database of personnel information for staffing requirement, placement, promotion, training and other personnel actions 10.6.2 Outsource the development or procurement of the IT system

10.6.3 Conduct user training for the implementation of the IT system

X

X

X


• Integrated Human Resource Management Information System developed by mid of 2016 and start implementation by end of 2016

Completed Continued (10.6.3)

10.7 Review the staffing needs to upgrade the staffing plan to appoint a senior IT planner and put in place an up to date IT System in the DOT.

10.7.1 Review the staffing needs to upgrade the staffing plan to appoint a senior IT planner 10.7.2 Review the needs of an appropriate IT system for the Department connecting internal staff and the regions

10.7.3 Implement a new IT System to enable the DOT to be more effective in its work and communications

X

X

X


• Decision by mid 2015 on IT Planner and resources for IT System development. Implementation of a new IT system for DOT

No Update

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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 General • Natural culture of hospitality and

hosting • Widespread use of English

language and good communication skills

• Good track record on gender equality and opportunities for women in the tourism professionals

• A large tourism sector that is growing at the same or higher pace than the global growth

• Convergence of public sector agencies and the private sector for the harmonization of tourism education and employment

• Launched Filipino Brand of Excellence Program

• Availability of basic data for labor market study

Public sector • Government recognition of the

importance of HR development to meet the needs of tourism in the country

• Significant progress in implementing the NTDP on Human Capital Development

• DOT providing an enabling culture to improve Human capital development

• Progressive human capital development in internal DOT

Tourism education & training • Good ASEAN MRA representation

through the 3 national entities (DOT, TESDA, TIBFI)

• Well-established and continuous improvement of TESDA certification system for tourism

• Implementable Philippine Qualification Framework

WEAKNESSES General • Shortage of takers of tourism-

specific job functions (i.e., tour guide, tourism planners, etc.)

• Low recognition of the need for specific job function (i.e., tourism officers, tourism planners, tourism researchers, etc.)

• Lack of up-skilled and re-skilled workers to meet tourism demands

• Lack of non-English foreign language proficiency for industry frontliners and tour guides

• Low competitiveness ranking of the Philippines in the WEF for tourism

Public sector • Weak public sector tourism

governance and human capital development policies and practices

• Weak consolidated information dissemination of free training programs/ grants from government for industry

Tourism education & training • Low recognition of certification

of applicants for tourism • Skills mismatch between

school leavers/college graduates and industry requirements

• Lack of teachers with industry experience

• The 'brain drain' of trained tourism professionals overseas

• Weak teacher certification system that is accessible and affordable for industry professionals

• Low level of awareness of the

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(PQRF) and ASEAN Qualifications Reference Framework (AQRF) along with the establishment of common competencies at national and ASEAN-level

• Designation of Centers for Excellence in HEIs

• Presence of National Assessors 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

DOT OJT modules for better management of OJT programs Employment & labor laws • Lack of competitive

compensation benefits/package for tourism workers

• Antiquated labor laws that do not fully meet the unique requirements of the industry

OPPORTUNITIES General • Further propagation of the Filipino

Brand of Service Excellence to all Filipinos not just those in tourism

• More push of the Balikbayani sa Turismo, Helping the Economy Recover thru OFW Enterprise Start-ups (HEROES) and similar programs for OFWs

• Utilize available instruments or channels to leverage purchases of tourism facilities especially for use in tourism education

Public sector • Upgrade the competencies of DOT

workforce to enable it to meet the requirements of the industry for support and services (including regulation)

• Capacity building of Provincial LGUs for tourism planning and development, destination marketing, and tourism enterprise regulation

THREATS General • The effects of the COVID pandemic

may force the shutdown of several tourism establishments.

• Lack of efficient information distribution systems to make industry relevant information readily available

Public sector • Lack of employment protection for

tourism freelancers (e.g. Tour Guides) and for seasonal employees not covered by government legislated benefits

Tourism education & training • Lack of progress in providing

courses and trained workers to fill the ‘hard-to-fill’ vacancies

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Tourism education & training • Accreditation/recognition of

experienced tourism 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

Strategy & Action Plan Elements Description of Activities

Years

2021

2022

2023

2024

2025

Recurrence Lead Responsible

& Strategic Partners

Success Criteria

Strategic Action 1: Provide a Framework That Facilitates Continuous Learning and Incessant Development of Tourism Professionals

1.1 Improve the implementation of the Philippine Qualifications Framework (PQF) in terms of ladderized education for the Tourism & Hospitality Programs

1.1.1 Evaluate the ladderization of education based on the PQF in terms of the offering in the basic, middle and higher education

X X X DepEd TESDA CHED TIBFI DOT

Strengthen the implementation of the PQF in the Tourism Education Have courses that are not repetitive but taken in a progression

1.2 Increase the mobility across the different institutions

1.2.1 Systematize the recognition of DEPED Philippine Educational Placement Test (PEPT) and Alternative Learning System Accreditation and Equivalency (ALS A&E) Test, TESDA Philippine TVET Competency 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)

X X X DepEd TESDA CHED DOT TIBFI

Seamless application/enrollment and increased mobility of students across DepEd, TESDA, CHED governed institutions

1.3. Expand the tourism education offering in K-12

1.3.1 Inculcate the elements of the Filipino Brand of Service Excellence across the different school subjects in K-12 especially in the Humanities and Social Sciences (HUMSS) and Home Economics strands.

X X X X Annual evaluation of the Filipino Brand of Service Excellence

DOT DepEd

Student appreciation of “The Filipino Brand of Service Excellence”

1.3.2 Add more tourism courses, i.e., tourism research, tourism marketing, tourism administration and government, tourism planning, etc.

X X X X Annual DepEd DOT TIBFI

Increased uptake of tourism courses in high school

1.3.3 Review the offering of Tourism Education and align under the correct

X DepEd DOT

Realignment of Tourism subjects into the correct

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https://drive.google.com/file/d/1d2TgheWxyn3Ak8pp39UgEXYqBVRZD-xM/view?usp=sharing

https://drive.google.com/file/d/1d2TgheWxyn3Ak8pp39UgEXYqBVRZD-xM/view?usp=sharing

https://drive.google.com/file/d/1ofy47ErFRXugRSKqLU34DnVXtEm73Ozl/view?usp=sharing

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Years

2021

2022

2023

2024

2025



Success Criteria

K-12 strand TIBFI strand

1.4 Expand the tourism education offering in TESDA

1.4.1 Promulgate more offerings in terms of additional subject matters as well as the progression of the courses offered

X X Every 2 years introduce at least one new offering

TESDA DOT TIBFI

Have a new offering every 2 years

1.5 Continuously update and improve Tourism Management (TM) and Hospitality Management curricula in HEIs

1.5.1 Ensure curriculum is up to date and, at the minimum, meets the requirements of the ASEAN Common Competency Standards for Tourism Professionals (ACCSTP)

X X Every 3 years CHED Updated curricula that meet ASEAN competency standards and is more aligned with industry needs Approved Policy Standards and Guidelines (PSG) and Training Regulations

1.6 Execute Flexible Learning Options (FLO) and conduct classes using different methodologies for different types of student learners.

1.6.1 Explore innovative learning modalities apart from the traditional practices to more flexible teaching and learning options.

X X X X X Annual DepEd TESDA CHED DOT TIBFI

Lower attrition rates in enrollment

1.7 Promote the roll-out of strong graduate programs for industry executives and professionals

1.7.1 Assess graduate and doctorate program for Tourism and Hospitality

X X CHED More in-country enrollment for graduate and doctorate programs in tourism

1.8 Support the validation of the framework by having tracers and/or tracer studies to track graduate/trainee employment

1.8.1 Review and improve the components of tracer studies including Graduate Tracer Study (GTS), Enrollment, Graduation, Assessment, Certification & Employment (EGACE)

X X Every 3 years CHED TESDA HEIs DOT DOLE TIBFI

Availability of data based on tracer studies Validate the framework based on the % of employability of the sampling

1.8.2 Establish new possible tracers (i.e., database of a job fair event, etc.)

X Every 3 years CHED TESDA HEIs DOT DOLE TIBFI

Availability of new data source for validation and counter-validation

https://drive.google.com/file/d/1JWtMw_TH3o2fCSblsg1EXr0uB88GvWcU/view?usp=sharing

https://drive.google.com/file/d/1JWtMw_TH3o2fCSblsg1EXr0uB88GvWcU/view?usp=sharing

https://drive.google.com/file/d/1jy318J_X_Tjuem8G5OXl54u7Fe0r00El/view?usp=sharing




https://drive.google.com/file/d/1Wr-ec1PsqHF5WpWV17kD4qGPrI60rPLc/view?usp=sharing





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Years

2021

2022

2023

2024

2025



Success Criteria

Strategic Action 2: Advance Further the ASEAN MRA on Tourism Professionals

2.1 Encourage the Registration to the ATPRS (ASEAN Tourism Professionals Registration System)

2.1.1 Connect the TESDA registry of certified tourism-related workers to ATPRS

X X X X X Annual TESDA DOT TIBFI DOLE

At the very least, there should be a hyperlink that can be sent to all certified tourism-related workers

2.2 Participate in the further expansion of the job titles that are recognized in the ASEAN MRA

2.2.1 Continue to work on relevant job titles that are of interest to the Philippines i.e., health and wellness, MICE, etc.

X X X X X New job titles to introduce to ASEAN should be considered

Annually

TESDA DOT TIBFI DOLE PSA

Addition of possible ASEAN-certified Filipinos

2.3 Institutionalize & review the ASEAN Master Assessor and Master Trainer program for the Philippines

2.3.1 Increase the publicity and information drive to the industry, especially in the regions

X X Review the program every 5 years

TESDA DOT TIBFI DOLE

Increase and more regular conducting of the ASEAN Master Assessor and Master Trainer Program

2.4 Increase the number of Filipino National Assessor and National Trainer program for ASEAN MRA for Tourism in the Philippines

2.4.1 Increase the number of qualified Filipino ASEAN National Assessors and National Trainer program

X X Review the program every 5 years

TESDA DOT TIBFI

Addition of possible ASEAN-certified Filipinos as National Assessors and National Trainers

2.5 Further promote ASEAN MRA-TP

2.5.1 Introduce ASEAN MRA-TP in schools through subjects in school or through activities (i.e., ASEAN Day- August 8, Introductory subjects like Tourism 101)

X X TESDA DOT TIBFI

Increased awareness on ASEAN MRA-TP

2.5.2 Conduct consistent information drive, seminars, updates using various media, including social media, etc.

X X X X X Quarterly TESDA DOT TIBFI

Increased awareness on ASEAN MRA-TP both local and in relation to other ASEAN countries

2.6 Regularly collect ASEAN MRA-TP data in the Philippines and the other ASEAN countries

2.6.1 Establish and collect essential data sets that need to be monitored and analyzed

X X X X Annual TESDA DOT TIBFI

Established platform for monitoring of ASEAN MRA-TP

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Years

2021

2022

2023

2024

2025



Success Criteria

implementation for the Philippines

Strategic Action 3: Meet Future Tourism Human Capital Demand

3.1 Regularly conduct the Tourism Labor Market Study on a timely basis

3.1.1 Establish the data sets that needs to be monitored and analyzed and always included in the study

X X X X X Annually DOT DOLE PSA DepEd TESDA CHED TIBFI

Have a regular report on an annual basis provided a given set of data

3.2 Migrate from a simple labor market study to a labor market information system (LMIS)

3.2.1 Create a system where all data can feed to and already have the algorithm to make simple analytics

X X X DOT DOLE PSA DepEd TESDA CHED TIBFI

Tourism Labor Market Information System established

3.3 Promote Tourism Education (Basic all the way to Higher Education)

3.3.1 Create a campaign and a cohesive marketing plan to promote tourism education

X DOT DOLE LGUs DepEd TESDA CHED TIBFI

Tourism education campaign developed Increased enrolment in tourism education

3.4 3.4 Bring returning Overseas Foreign Workers (OFWs) into the tourism professionals by providing incentives, training and return to work programs

3.4.1 Prepare a plan to integrate or bring returning OFWs into the tourism workforce (including faculty and government)

X

X

Every 2 years

DOT DOLE POEA OWWA (National Center for Reintegration) TIBFI

Training programs provided Increase in the number of tourism professionals out of previous OFWs

3.4.2 Prepare a program that documents possible knowledge-transfer from OFWs in their work abroad

X

X

Every 2 years

DOT DOLE POEA OWWA (National Center for Reintegration

Increased engagement of returning OFWs as possible resource speakers / trainers

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Years

2021

2022

2023

2024

2025



Success Criteria

TIBFI 3.5 Organize annual industry-specific job fair coinciding with the Tourism HR Congress

3.5.1 Design, plan and execute regional career fairs that matches tourism professionals with tourism employers

X X X Every 2 years DOT DOLE

Target attendance to the event is met % of job seekers hired % of job posts filled

3.6 Ensure that the tourism professionals is adept to handle future crisis

3.6.1 Provide regular crisis preparedness and management trainings to the tourism professionals such as the Occupational Safety and Health Center (OSHC) Training

X X X X X Annual DOT DOLE

Crisis protocols developed

Strategic Action 4: Facilitate and Strengthen the Access to a Higher Standard Faculty

4.1 Provide training resources for faculty

4.1.1 Compile downloadable resources, references and textbooks for teaching tourism

X

X

X

X

X

X

X

X

X

X

Annual DepEd TESDA CHED DOT TIBFI

Teachers better prepared and supported for teaching tourism curriculum

4.1.2 Update and maintain resources, references and textbooks for teaching tourism

X X X X X Annual DepEd TESDA CHED DOT TIBFI

More updated resources and toolkits to be indicated in DepEd’s Learning Commons and CHED’s PHLConnect

4.2 Implement and provide regular orientation and tourism course teacher manuals which provide lesson plans, course content, and practical training to faculty teaching tourism and/or hospitality courses

4.2.1 Update and conduct regular teacher orientation program

X X

X

X X Semi-Annual DepEd TESDA CHED DOT TIBFI

Have better qualified faculty

4.2.2 Implement training course on how to conduct competence-based assessment

X X X X X Semi-Annual DepEd TESDA CHED DOT TIBFI

Have a regularly updated set of key manuals for teachers to ensure consistency and quality in teaching the tourism curriculum

4.2.3 Create and update training modules to include lesson plans, practical activities for class delivery

X X X X X

4.3 Promote and encourage the 4.3.1 Launch awareness and X X X X X Semi-Annual DepEd Have milestones of

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Years

2021

2022

2023

2024

2025



Success Criteria

certification of all HM/TM faculty members to become teachers and/or assessors of the Common ASEAN Tourism Curriculum

information campaign to become teachers and/or assessors of the Common ASEAN Tourism Curriculum

TESDA CHED DOT TIBFI

how many percent of all teachers are certified (i.e., 20% in year 1, 30% in year 2, etc.) 4.3.2 Enroll all teachers/trainers into

program to become certified as assessors for ASEAN Tourism curriculum

X X X X Quarterly

4.4 Study how ETEEAP and RPL can be utilized to bring more experienced industry personnel into the academe

4.4.1 Launch awareness and information campaign to both the academe and to the industry regarding ETEEAP and RPL 4.4.2 Drive industry personnel to go through ETEEAP or RPL accreditation/assessment

X

X

X

X

X

X

X

X

X

Annual Annual

CHED DOT TIBFI

Have milestones of how many percent of industry personnel are certified (i.e., 20% in year 1, 30% in year 2, etc.)

Strategic Action 5: Strengthen the Linkages and Collaboration Among Tourism Industry Stakeholders

5.1 Support, sustain and adopt the DOT OJT Manuals that are already based on ASEAN MRA Standards by both the school and the host organization

5.1.1 Have a promotion campaign to use the DOT OJT Manuals, that are already available, by both the academe and host organization

X X X X X Annual DOT TIBFI

Have milestones of how many percent of industry and academe use the DOT OJT manuals (i.e., 20% in year 1, 30% in year 2, etc.)

5.2 Create DOT OJT Manuals that are already based on ASEAN MRA Standards, if available, for other areas of operation for OJT

5.2.1 Identify, create and update other tourism/hospitality operations requiring OJT Manuals

X X Every 2 years, create at least one (1)

DOT TIBFI

Have additional OJT Manual available

5.3 Advocate teacher immersion and externship to the industry players

5.3.1 Create teacher immersion and externship campaign to the industry players, including using funds to incentivize industry players to offer this

X X X X Annual DOT CHED TIBFI Industry Associations

OJT Manuals developed

5.4 Provide customer service skills training and develop service-orientation attitudes among tourist-

5.4.1 Provide training to public and private sector staff working in LGUs, Customs, Immigration, Quarantine;

X X X X Annual DOT LGUs TIBFI

Adoption of FBS by tourism enterprises in the workplace

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https://drive.google.com/file/d/1l4R2h9ROHQCXOOqEZsmfV3Rs3koqWiTM/view?usp=sharing




https://drive.google.com/file/d/14at_9BSQlUEBayUKzhjdQNasaF_hY3Op/view?usp=sharing



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Years

2021

2022

2023

2024

2025



Success Criteria

related services and tourism auxiliary services (including government workers) in the local destinations

porters; taxi and bus drivers; market vendors, etc. through the Filipino Brand of Service Excellence Program

AHRM

5.5 Expand the Tourism Oriented Police for Community Order and Protection (TOP COP) program

5.5.1Expand and continue the current Tourism Oriented Police- for Community Order and Protection (TOP COP) to all SCDs as agreed by DOT, PNP and DILG. 5.5.2 Evaluate and monitor the program to ensure impacts and effectiveness

X X

X

X

X

X

X

X

X

X

Annual DOT DILG PNP LGUs

Continuing education programs for TOP COP developed and expanded by 2021 Monitoring and evaluation scheme developed

5.6 Foster strong linkages for Centers of Excellence and promote the availability of manpower coming from the Centers of Excellence

5.6.1 Foster linkages and collaborations for Centers of Excellence for internship/externship programs with the tourism industry

X X X X Annual DOT CHED TIBFI Industry Associations

Job placements for graduates in Centers of Excellence

5.7 Extend education tourism product offerings that foster collaboration between the industry and the academe

5.7.1 Provide product offerings such as English as a second language (ESL), extension programs especially for social sciences that study the Philippine culture, etc. 5.7.2 Join education tradeshows and 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

X

X

X

X

X

X

X

X

X

X

Semestral Regularly

CHED TIBFI DOT Industry Players BI BOC

Increase international tourists/students to the country

Strategic Action 6: Grow the Investments in Tourism Human Capital

6.1 Support the delivery of curriculum by increasing and updating student resources and manuals

6.1.1 Compile downloadable resources, references and textbooks 6.1.2 Update and maintain resources, references and textbooks, especially based on Philippine settings

X

X

X

X

X

X

X

X

X

X

Annual Annual

DepEd TESDA CHED TIBFI

Work-ready tourism graduates

Resources, workbooks, manuals per subject area in tourism curriculum





https://drive.google.com/file/d/1zGifm4y372om7hOSEZ3lVrVAh_ccro2L/view?usp=sharing



https://drive.google.com/file/d/1vYlnP8AYrH_oC0XDqTPdupgnPR8_u_nZ/view?usp=sharing





https://drive.google.com/file/d/1jDu8L5waxSOEdsM0-P9oYGAWM42v1Yz6/view?usp=sharing




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Years

2021

2022

2023

2024

2025



Success Criteria

developed/updated E-library established

6.2 Improve the access to acquire, at the very least, the minimum standard for laboratory equipment and other HM/TM facilities

6.2.1 Regularly update the list of the minimum standard for laboratory equipment and other HM/TM facilities

X

X

Every 3 years


Have an updated list of minimum standards for laboratory equipment and other HM/TM facilities

6.2.2 Leverage on the aggregate demand of various schools and institutions to purchase similar laboratory equipment and other HM/TM facilities and incentivize these purchases

X Every 3 years DepEd TESDA CHED DOT DTI-BOI TIBFI

Increase the investment on upgraded laboratory equipment and other HM/TM facilities at a possibly lower cost

6.3 Rationalize and possibly increase the scholarship programs and grants for tourism stakeholders, especially for the disenfranchised, as well as for courses that have little or no takers

6.3.1 Identify scholarship programs for disenfranchised groups as well as courses/subjects that are not as popular yet and have little takers (i.e., non-English tour guiding, MICE-related services, tourism research, tourism planning, etc.)

X

X

Every 3 years


Have more scholars

6.4 Prepare and disseminate an inventory of free training programs and/or grants for industry and academe

6.4.1 Gather all free training programs and grants and publish regularly in a single system

X

X

X

X

X

Annually


Have an updated inventory of free training programs and grants

6.5 Create training and employment opportunities for the informal sector to help meet the skills shortages & professionalize small tourism business operators and encourage them to become community-based organizations

6.5.1 Conduct dialogue with barangays and district community associations to identify development opportunities

X

X

X

X

X

Annually

LGUs DOT DSWD DepEd TESDA CHED TIBFI

Training programs for the informal sector developed and conducted Monitor the number of informal sector versus those that have converted themselves to community-based organizations

6.5.2 Design and deliver training and development for the informal sector and small tourism business operators to professionalize their services and products

X Every 3 years

https://drive.google.com/file/d/1HjVIyqgnuX0EhlCOYJjs_uikOSNZ-325/view?usp=sharing




https://drive.google.com/file/d/1dXulbfQ34gD84wpsE2_v5OCMBbtKAa76/view?usp=sharing






https://drive.google.com/file/d/1CCAzOQtFmSYcP8XXHCwqWqLEuUOnLDvI/view?usp=sharing







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Years

2021

2022

2023

2024

2025



Success Criteria

6.6 Study the tourism human capital competitiveness within, as well as outside of the Philippines in terms of salaries, benefits, and other compensation

6.6.1 Establish and collect regularly the data sets essential to study the competitiveness of compensation and benefits 6.6.2 Ensure that awards and incentives are in place, such as the Tourism Excellence Awards

X

X

X

X

Annually

DOLE LGUs DOT

Measure the competitiveness of the Philippine tourism human capital in terms of compensation and benefits

6.7 DOT to provide supplemental trainings to address Supervisory/Managerial Level trainings

6.7.1 Identify training gaps and address these by creating additional training modules

X X Every 3 years

DOT Number of training modules created vs. identified skills gaps

6.7.2 Include Certification in the mandate of the DOT to allow DOT trainings to be recognized locally and internationally

X X Number of trainees certified through DOT skills trainings

6.8 Develop Centers of Excellence among state colleges/universities for a competent future tourism professionals

6.8.1 Identify state universities that may be developed as Centers of Excellence (ex. Located in tourist destinations)

X X Every 3 years DOT CHED TIBFI

Target number of centers of excellence developed are met

6.8.2 Provide subsidies or grants to aid in improvement of facilities

X X Every 3 years DOT CHED TIBFI

Target Facilities / laboratories to be created/improved are met

Strategic Action 7: Continue to Develop DOT Internal Human Capital

7.1 Implement the Strategic Performance Management System (SPMS) in DOT and its attached agencies based on the approval of the Civil Service Commission

7.1.1 Present the success indicators that are common and peculiar to each office

X Every 5 years DOT SPMS updated by 2021

7.2 Launch the integrated Human Resource Management Information System (HRIS)

7.2.1 Roll-out the HRIS that includes (1) personnel information management, (2) payroll, (3) attendance and leave monitoring, and (4) employee self-service portal

X Every 5 years DOT HRIS established and updated by 2021

7.3 Attain CSC HR Prime Level 2 recognition

7.3.1 institutionalize Program on Awards and Incentives for Service Excellence (PRAISE)

X Every 5 years DOT CSC HR Prime Level 2 recognition institutionalized and

https://drive.google.com/file/d/1lnq6B8eyNl6AWhO8hkF4CWnFZwwskgmd/view?usp=sharing





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Years

2021

2022

2023

2024

2025



Success Criteria

7.3.2 Roll-out the Competency Based Human Resource System (CBHRS) Guidebook

implemented

7.4 Conduct the LNA 7.4.1 Conduct an LNA that is more targeted and responsive to the needs of the employees to enhance their performance based on the mandate of their office

X X X Every 2 years DOT LNA conducted

7.5 7.5 Provide sponsorships and scholarships to further the education of DOT personnel through institutions such as Development Academy of the Philippines (DAP), etc.

7.5.1 After creating the HR development plan, DOT may offer the scholarships/sponsorships of the continuing education of its personnel

X X X X Semestral DOT Increased number of scholarships/ scholars Monitoring system established

7.6 Create a framework for DOT employees’ career planning

7.6.1 Create and implement an employee onboarding process

X X X X X DOT Creation and launch of employee onboarding process

7.6.2 Create and implement individual career development programs for DOT employees

X X X X X DOT Individual career plans are created

7.6.3 Create and implement a succession plan for DOT departments

X X X X X DOT Succession plan per 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.

https://www.dbm.gov.ph/wp-content/uploads/Issuances/2021/National-Budget-Memorandum/NATIONAL-BUDGET-MEMORANDUM-NO-138.pdf

https://www.dbm.gov.ph/wp-content/uploads/Issuances/2021/National-Budget-Memorandum/NATIONAL-BUDGET-MEMORANDUM-NO-138.pdf

https://www.padi.com/diving-in/philippines/


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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%20after%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

https://pqf.gov.ph/phquar

https://pqf.gov.ph/phquar

https://www.tesda.gov.ph/

http://tesdacourse.com/

https://tourism4sdgs.org/tourism-for-sdgs/tourism-and-sdgs/



http://reports.weforum.org/travel-and-tourism-competitiveness-report-2019/country-profiles/#economy=PHL

http://reports.weforum.org/travel-and-tourism-competitiveness-report-2019/country-profiles/#economy=PHL

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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. Christina

Tourism Industry Board Foundation Inc

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 Susanna

BRYDGE Philippines, Inc.

Ms. Iturralde-Hamlin Maria Montserrat

TeamAsia

Ms. Moreno Anabelle TIBFI

Ms. Palabrica Miriam Academy for Professional Excellence

Mr. Ricaforte Benigno Glenn

De La Salle-College of Saint Benilde

Dr. Siy Gloria Baken

AAHRMEI & TIBFI

Mr. Tang Allan Paul Romero

Miriam College

Ms. Timbang Evangeline University of Santo Tomas

Mr. Villamin Jojo PARTH

B. List of Focus Group Discussion Presenters


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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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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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.

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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-Bacquiran

Jenifer Cagayan Tourism Office

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 Perpetua

City Tourism Office

Luzon Lorenzo Allan LPU BATANGAS

Luzon Lucas Juliet

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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

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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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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-Gonzales

Ruby MSU Naawan

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 Nejemiah

LGU Gensan

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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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 Maikah

Ministry of Trade, Investments, and 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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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 Frances

Conrad Manila

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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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 Fuente

City Tourim and Cultural Affairs Office 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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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 Gregori

Mykchic Wind Air Travel Tours and 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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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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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-Obong

Irene LGU Calbayog

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 Mercedes Encarnacion

Bacolod City Tourism Office

Visayas Tan Jason Association of Tour Guides of Negros

Visayas Tayco Ryan Negros Oriental State University

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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

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.

Philippine Tourism Human Capital Development Plan

Documents

Transcript of Philippine Tourism Human Capital Development Plan