Travel and Tourism as a Vocational Skill Option - Kerala's C-Quest

Kerala has succeeded in finding a place for itself in the global tourism market, emerging as one of the 50 “must-see destinations” in the world. God's Own Country's covetable position has been made possible by, apart from the gift of nature, the innovative programmes adopted by the State, which have set models worthy of emulation.

The stage is now set for a professional certifying and monitoring body, the Council for Quality Education System in Tourism (C-Quest), to improve the quality of training and education of tourism manpower in the State.

The proposed entity under Kerala Tourism has been modelled to follow the accreditation, affiliation, and approval process of key agencies involved in setting and monitoring education standards. Well-developed educational frameworks and human resource development are its bases. C-Quest will address quality issues, a second-generation problem faced in the development of the tourism industry of the State.

Job potential

The council is aimed at eventually equipping the youth to tap the vast employment potential in the sector worldwide. World Travel and Tourism Council statistics released in May estimate that the industry offers approximately 258 million jobs, which is projected to grow to 323 million in 2021.

An institutional mechanism such as C-Quest was mooted in the wake of the findings of the “Study of human resource development in the tourism sector in Kerala” carried out by Hewitt Associates for Kerala Tourism.

The study, which examined various aspects of the hospitality and tourism education in the State in detail, revealed that most institutions offering tourism courses had poor infrastructure and under-qualified faculty and offer little or no practical training and irrelevant syllabi.

Every year, 8,827 students pass hospitality courses; 7,107, tourism and travel courses; and 1,939, Ayurveda courses in the State. But the employability of a majority of these candidates is “very poor due to the poor quality of the education given and the incompetence of the institutions running or regulating such courses,” the study said.

The students are not properly aware of the opportunities in the sector and hence unable to make informed decisions. A few good institutes offer courses of repute, but with a limited number of seats. And large companies outside the State recruit the talent passing out from them.

The eligibility criteria, admission process, curriculum, quality of faculty, and teaching methodology followed by the institutions have not been standardised, and the government and semi-government agencies offering the courses coordinate poorly.

Besides, the salary and working conditions in tourism are considered below par vis-à-vis similar sectors. The study revealed that the State had a poor presence on the tourism education map in the country and abroad and development of education infrastructure did not follow a systematic approach.

Certification

In its recommendation, the study mooted a certification programme conducted by a monitoring agency with a long-term objective of improving the quality of tourism education. A phased and time-bound approach with certification in the first phase, advanced certification and affiliation in the second, and an approval system in the final were mooted.

The State government considered the labour-intensive nature of tourism and tourism as an effective tool to address the problem of unemployment in Kerala before giving the nod for C-Quest. It is estimated that an investment of Rs.10 lakh can create 18 jobs in industry, 45 in agriculture, and 78 in tourism. The annual demand for manpower in tourism in Kerala is two lakh, whereas the students passing out from various institutes number only 12,000.

At present, the Kerala Institute of Tourism and Travel Studies (KITTS), the food craft institutes, the State Institute of Hospitality Management, Kozhikode, and the Institute of Hospitality Management and Catering Technology, Kovalam, which is under the Union government, are the major institutes in the State offering courses in the travel, tourism and hospitality sectors, in addition to other educational institutes.

A tourism and hospitality education fair, “Level Next,” organised by KITTS for the first time in the country was one of the steps initiated for plugging the demand-supply gap faced by the tourism industry in the State and to ensure quality service, U.V. Jose, KITTS Director, says.

C-Quest has been mooted as a registered society working as an autonomous body under KITTS functioning from the Residency premises in the capital. It will have a 10-member governing body headed by the Secretary, Tourism, as Chairman and the KITTS Director as Vice-Chairman. The council work on a self-sustaining mode.

Examinations

Initially, C-Quest will conduct examinations for the 12 food craft institutes. A common exit examination will be conducted in January and July for students who have done short-term courses — certificate or diploma — in other institutes. Those clearing the exam will thus be certified to have attained a certain standard of proficiency. Another tier has been proposed for those who do not have the minimum prescribed training.

The institutes presenting students for this examination will be given three years to improve the infrastructure and faculty situation, failing which their candidates will not be permitted to appear for the exit examination. C-Quest will also be involved in placing successful candidates in hotels for apprenticeship training and in ensuring good pay and perks.

In the second phase, the council will take steps to ensure the quality of infrastructure, faculty, and other facilities in institutes conducting various vocational courses in tourism through an accreditation programme. At a later stage, C-Quest will conduct examinations and issue certificates for experienced tourism professionals in their areas of specialisation.

“It will emerge as a centre of excellence for imparting education in travel, tourism, and hospitality. The council will give the stamp of Kerala and the certificate will be the most important endorsement of their skill,” says V. Venu, outgoing Secretary, Kerala Tourism, who, along with M. Sivasankar, Director of Tourism, was instrumental in setting up C-Quest.

Providing quality education on a sustainable basis has always remained a challenge throughout the world. C-Quest is expected to enjoy a high degree of credibility and acceptance in the tourism sector, not merely of Kerala but across the country and abroad.

Ms. Swati Mujumdar Director, SCDL about Vocational Education in India

Vocational Education in India. Symbiosis realizes that there is an emerging need for expanding the Vocational Education sector in India. Symbiosis has thus, come out with a concept of a Vocational University for the first time in India. The Vocational University will offer opportunities of higher (tertiary) education to students in vocational stream and will also create a clear and well defined vertical mobility path for vocational students.  We, at Symbiosis have carried out an analysis of Vocational Education scenarios in both India and abroad. Our analysis shows that the trend in employment and labour market indicate a mismatch between the labour market needs and vocational skills acquired by students in India. Further, there is lack of higher education opportunities for students pursuing vocational education and training. Adding to these problems is the significant deficit in enrollment numbers at secondary level of education. Thus, students who are pursing polytechnic diploma or those who are pursing 11th and 12th std in vocational stream do not have many opportunities for higher / tertiary education in vocational stream. This results in loss of skills acquired by them. On the other hand, data shows that students in the higher secondary level of vocational stream (i.e. 11th & 12th vocational) aspire for further higher education rather than immediately entering the labour market. Vocational students also do not have an opportunity for lateral or vertical mobility into conventional/regular academic programs, in the present education structure. Further, equivalence for diplomas and certificates obtained in vocational stream is not clearly defined in respect to lateral and vertical mobility.  As such there is a huge gap in the vocational education system prevalent in India today. At the same time there is a growing demand in the market for skilled persons.

Based on our analysis we have proposed the following

1. Vocationalization of Education at secondary level – Introduction of SSC/10th Grade (Vocational) -Vocational stream can be introduced at 8th grade in schools. Such schools may be termed as ‘bivalent’ schools which offer both regular as well as vocational stream from 8th grade. SSC/10th Grade (Vocational) students should also get entry into regular conventional academic programs in 11th grade, in polytechnic diploma programs as well as in vocational colleges/institution providing vocational education and training. HSC /12th Grade (Vocational) students may be granted admission in 3rd year of polytechnic diploma or other conventional / program. Similarly all students from vocational stream may be allowed lateral entry in other conventional / academic program by undergoing ‘bridge’ courses. 2. The World Bank Report 2006 (Skill Development in India -The Vocational Education and Training System) indicates that employers prefer students with general education skills in addition to vocational skills. Thus, to make students more market worthy, curriculum in schools or institutions providing vocational education and training must emphasize on equipping students with general academic skills which may include problem solving skills, analyzing skills, business development skills, marketing skills etc. 3. The Vocational University can be established in various regions/states. Vocational University will provide higher / tertiary education in vocational stream. The University can provide Bachelors, Masters and Doctoral programs in various vocational streams. The Vocational University will emphasize on a different teaching – learning pedagogy with special emphasis on skill based, hands-on learning and training. The existing vocational education providers such as polytechnics, community colleges, JSS, Community polytechnics etc. can become affiliated to the vocational university. 4. Industry participation is critical for success of Vocational education and even for a Vocational University. We propose that Industry participation be sought in governance, curriculum design, setting up of Production oriented Research and Innovation Labs in order to promote regional economic growth and to create students who are ‘market- ready’. The University can also set up in - service training facilities for offering training to employees from industry. 5. It is recommended that Vocational University must setup a separate department for Teachers Training and Development in order to build teaching resources and research component. A separate degree called Bachelors in Vocational Education or B.Ed with specialization in Vocational Education may be proposed to be introduced. This could be a mandatory requirement for hiring teachers in vocational education and training institutes. Data suggests that teachers in vocational institutes do not have proficiency in training students on skills hence such specialized qualifications could be emphasized while hiring teachers. 6. Separate Bachelors and Master degrees will have to be created through UGC for vocational stream e.g: Bachelors in Vocation Studies having several specializations. This will enable students to pursue vocational education at the Vocational University or at tertiary level of education. Specialized vocational degrees will also enable students to retain skills obtained by them at higher secondary or secondary levels of vocational education. 7. A National and State level vocational policy and qualifications framework needs to be created. These frameworks should outline equivalency, mobility and also accreditation. Existing private and other vocational education and training providers may be assessed and accredited by this central board. The GOI is apparently working on creation of such a National Policy Framework in respect to vocation education and training. In India, at present there are no Vocational Universities. However, in countries like the Sri Lanka, Germany, France, Australia etc the concept of a vocational university is well established. The Vocational Universities are a bee-hive for new and innovative product development and have contributed to increase in growth of the vocational sector. With a well defined pathway of vocational education and ‘ladderization’, that is, the ability to move from one level to another the vocational stream has become an extremely popular choice for students in these countries. The thoughts expressed in this note and recommendations made are solely personal opinions of the author. The data for preparing these articles and inferences drawn are based upon information gathered from various sources including the internet. The author acknowledges all these sources and their valuable contributions. Readers may wish to go through  Comprehensive Concept Note on Vocational Education and Vocational University.  http://www.scdl.net/scdl/Downloads/DirectorForum/VocationalUniversityConceptNote.pdf .I hope this concept note will enable readers to appreciate the importance of strengthening Vocational Education in our country as well as the need for establishing a Vocational University. Most of our data for preparing this concept note has been gathered from the internet, The World Bank Report 2006, (Skill Development in India – The Vocational Education and Training System) and various other sources. We acknowledge all these sources and their valuable contributions to this note. Readers may send their comments to: Ms. Swati Mujumdar Director, Symbiosis Centre for Distance LearningEmail : director@scdl.net

Problems faced - Vocational Education in India

(1) Wrong Attitude:

All the while more respect has been paid to the intellectual activity than physical labour. On the basis of work or labour, the caste system has been built in India. The roots of division of labour based on thousands of years of caste system have gone deep into our society. The people engaged in handicrafts and other physical works for earning their bread are not looked with respect.

So this problem is not that easy to solve. The youth force in the country should be given education to change attitude towards work and physical labour. Good earning potentiality of various vocations can also help changing attitude of the modern youths.

(2) Dearth of Institutions:

All technical and vocational institutions established after Independence cannot be said to be adequate. The youth of the country with aims of receiving technical education can hope for a bright future; but such institutions are very few in considerations to such a huge population.

This problem can be solved with establishment of more such institutions for imparting technical and vocational education at all stages. So the Government at the Centre as well as in the states should provide for more institutions to cope with the increasing demand.

(3) Narrow Curriculum:

In Technical and Vocational Institutions there are provisions for only technical subjects. There is no place for liberal education. So with their technical knowledge the youngmen are not able to acquire knowledge of human relations and social objectives of productions. So it is needed that curricula of technical and vocational education should be broadened with general and liberal education.

(4) Unsuitable Medium of Instruction:

In almost all technical institutions of modern India, English is the medium of instruction. The students who have passed through medium of Hindi or other Regional Languages find it very difficult to receive technical and vocational education in English.

Such students are disappointed and leave vocational and technical institutions after a term of stagnation. So, this sort of frustration also brings about a loss of money, time and energy.

(5) Dearth of Teachers:

Meritorious and able persons having received technical and vocational education are always after fat salaries and other material gains. They are not after teachership. Besides, sufficient respect is not accorded to teachers in society.

Consequently, such institutions are deprived of able and talented persons Government can solve this problem in attracting talented persons to be teachers in technical and vocational institutions. Teachers should be given decent pay packets and the society should respect these builders of men.

(6) Lack of continuation education:

Young persons complete the technical and vocational education and get employed. In the beginning they are with full of knowledge, but in course of time they forget many things. This brings lack of efficiency in their work. Part-time instructions should be provided to such persons employed in jobs in order to improve quality of work.

Refresher Courses may be organized with a view to acquainting these in service people with the recent development of knowledge in the field of Science and Technology.

(7) Lack of Practicals:

Mere theoretical knowledge will not suffice for successful candidates to go for establishing small workshops and small industries.- So a practical training should be properly organized and young enterprisers need be given Practical knowledge of starting industries and setting up business firms.

NSDC Funded Organizations -10 - IIGJ

The Indian Institute of Gems & Jewellery

• Non-Profit Organisation committed to excellence in education.
  
• A Project of the Gem & Jewellery Export Promotion Council
  - sponsored by the Ministry of Commerce and Industry,
    Government of India
• Entirely supported by the Industry and for the Industry.
• Headed by renowned experts. 
• The only full fledged Institute offering courses in all aspects of Jewellery Manufacture. 
• Located near SEEPZ, the powerhouse of India's booming jewellery industry.
  
  

  Complete Information About the Courses Offered by Indian Institute of Gems & Jewellery

  Courses Offered at Tardeo Course for 3Design Jewellery Designing Software Advance Course In Jewellery Design Basic Course In Jewellery Design Basic Course In Rubber Mould Making Techniques Basic Course In Wax Model Making Basic Meena (Enamel ) Course Basic Metal Model Making Certificate Course in Lost Wax Investment Casting Computer Aided Jewellery Design & Manufacturing Computer Aided Jewellery Design & Manufacturing -Rhino Certificate Course In Metal Setting Certificate Course In Sales And Marketing Certificate Course In Digital Photography Digitized Images & Jewellery Photography Certificate Course In Retail Sales Of Jewellery & Luxury Goods Computer Aided Jewellery Design – Corel Draw And Photoshop Introduction To Basic Gem Testing For Jewellery Industry. Introduction To Basic Jewellery Making Introduction To Diamond Grading Introduction To Gemmology Industry Oriented Professional Jewellery Design Course Short Term Course For Refiners Short Term Course For Refinery Assistant Short Course On Diamond Grading (For Industry) Training Course For The Conformation Of The Manufactured Jewellery To The Hallmarking Standard. Unique Course In Communication Skills Unique Course In Filing & Finishing For Craft Persons Wax Setting The Indian Institute of Gems & Jewellery (IIGJ) Bagmal Laxmichand Parikh Campus, Plot No. 111/2,13th Road, M.I.D.C., Andheri (E), Mumbai - 400 093, India. Tel:             +91-22-42906666 begin_of_the_skype_highlighting            +91-22-42906666      end_of_the_skype_highlighting       Fax: + 91-22-42906677 Email: indianinstitute@gmail.com / info@iigj.org Website: www.iigj.org

Changing Education Paradigms

Changing Education Paradigms
(click here to view video)

Sir Ken Robinson, PhD is an internationally recognized leader in the development of education, creativity and innovation.  He is also one of the world’s leading speakers with a profound impact on audiences everywhere.  The videos of his famous 2006 and 2010 talks to the prestigious TED Conference have been seen by an estimated 200 million people in over 150 countries.

He works with governments in Europe, Asia and the USA, with international agencies, Fortune 500 companies and some of the world’s leading cultural organizations. In 1998, he led a national commission on creativity, education and the economy for the UK Government. All Our Futures: Creativity, Culture and Education (The Robinson Report) was published to wide acclaim in 1999. He was the central figure in developing a strategy for creative and economic development as part of the Peace Process in Northern Ireland, working with the ministers for training, education enterprise and culture. The resulting blueprint for change,Unlocking Creativity, was adopted by politicians of all parties and by business, education and cultural leaders across the Province. He was one of four international advisors to the Singapore Government for its strategy to become the creative hub of South East Asia.

For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He has received honorary degrees from the Rhode Island School of Design, Ringling College of Arts and Design, the Open University and the Central School of Speech and Drama, Birmingham City University and the Liverpool Institute for Performing Arts. He was been honored with the Athena Award of the Rhode Island School of Design for services to the arts and education; the Peabody Medal for contributions to the arts and culture in the United States, the LEGO Prize for international achievement in education, and the Benjamin Franklin Medal of the Royal Society of Arts for outstanding contributions to cultural relations between the United Kingdom and the United States. In 2005, he was named as one of Time/Fortune/CNN’s ‘Principal Voices’. In 2003, he received a knighthood from Queen Elizabeth II for his services to the arts. He speaks to audiences throughout the world on the creative challenges facing business and education in the new global economies.

His book The Element: How Finding Your Passion Changes Everything(Penguin/Viking 2009) is a New York Times best seller and has been translated into twenty-one languages. His latest book is a 10^th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative(Capstone/Wiley).  Sir Ken was born in Liverpool, UK, as one of seven children. He is married to Therese (Lady) Robinson. They have two children, James and Kate, and now live in Los Angeles, California.

MBA Retail by Future Group - Assured Placements

Future Group, led by its founder and Group CEO, Kishore Biyani, is one of India’s top business houses with multiple businesses spread across the area of consumption. Retail forms its major business activity. Its group subsidiaries are also present in consumer finance, capital, insurance, leisure and entertainment, brand development, retail real estate development, retail media and logistics.

Future Group has entered the education business through Future Human Development Ltd (FHDL), its comprehensive training, education and support services subsidiary. Future Innoversity is the academic initiative of FHDL.

Future Innoversity’s primarily role is to impart relevant and quality education for all sectors, starting with retail, through a specialized mix of management, undergraduate and certificate programs. It has entered into a strategic alliance with Indira Gandhi National Open University (IGNOU) to offer these programs. The focus of 2010 will be MBA Retail and MBA Entrepreneurship.

In order to answer the queries of its readers on MBA Retail and MBA Entrepreneurship at FHDL, MBAUniverse.com brings to you the exclusive interview with FHDL.

Excerpts from the Interview:

Q. What is the reason for India’s leading Retail Company Future Group to enter the education and training domain?

A: Future Group entered into the education business by setting up Future Human Development Ltd.(FHDL) in 2008 with the primary focus of creating talent in the consumption industry, whether it is retail, hospitality, telecom or any similar industry.

Q: What is the relevance of pursuing two-year Post-Graduate Programs in Retail & Entrepreneurship? What are the prospects in general?

A: Revival of economic growth and increasing purchasing power of consumers outline the massive potential for growth of the consumption sector and the related segments like services and modern retail in India. The growth of the services sector and consumer-led industries like modern retail has created a huge demand for trained manpower to sustain and build upon this growth. Every company in the services and retail sector feels the dearth of skilled professionals which can be somewhat attributed to the lack of relevant and quality education in retail domain.

The retail sector is set for exponential growth with Future Group alone set to double its footprint over the next few years. It is becoming increasingly challenging to find people to manage its various stores and related retail functions. Future Group is on the look-out for effective managerial talent who possess sound understanding of the principles and practices of managing its retail chains.

Being the training solution provider of Future Group, FHDL is taking this great initiative of offering a Post Graduate Program which is not only relevant for the retail but for the Service Industries with a distinguishing combination of academic excellence and industry relevance in association with renowned university IGNOU, thus developing talent to cater to the growing retail industry in India.

Q: What are the highlights and the key strengths of FHDL-IGNOU combined endeavor? 

A: IGNOU and Future Innoversity have taken the great initiative of offering graduation and post graduation programs with a distinguishing combination of academic excellence and industry relevance. They will offer both Undergraduate programs and Post Graduate programs under credit and few other short term programs under Non Credit.

Their objectives are to encourage and impart knowledge in the field of retail management, retail operations and General Management. IGNOU and FHDL also aim to develop and evolve as a Centre of Excellence in this part of the world for various career oriented learning streams. Promotion of professional and industry oriented education through the industry-institution collaboration model is their major focus.

Q: What makes the courses offered by you so unique? Could you provide the admission details? What will be the selection process?

A: A judicious mix of classroom teaching reinforced with on the job training allow students to critically analyze the retailing process, the environment within which it operates and the functions that are performed. Future Innoversity’s holistic education is not only based on the science of management but also on its cultural adaptation that has been applied and tested in the day-to-day running of business. These programmes have the latest management concepts and tools to transform students into tomorrow’s indispensable leaders

The applicant must be a graduate (10+2+3) or above with a minimum 50 per cent from a UGC recognized University. Those who have appeared for the final year examination of graduation can also apply. The students are required to submit the duly filled in application form at the FHDL centre in Mumbai with the proof of qualification (Provisional certificate copy in case the degree certificate is not available) and also their high school mark-sheet.

Candidates meeting the eligibility criteria will have to appear for an entrance exam. Candidates who have already appeared for entrance exam CAT / CET / MAT / ATMA / XAT need not go through the entrance exam by FHDL. They have to attach the copy of the score sheet along with the application form. There is no specific cut off score required in CAT / CET / MAT / ATMA/ XAT to apply.  But they need to appear for GD/ PI.

Candidates short listed from the written test will be called for a Group Discussion and Personal Interview.

Candidates qualifying the Group Discussion and Personal Interview will be sent an ‘Admission Letter’ from the office of FHDL, Mumbai. The selected candidates at the time of admission will need to submit attested photocopies of their Graduation Certificate and Mark Sheet. The Demand Draft must be drawn in favor of Future Human Development Ltd payable at Mumbai. The originals will be returned by the institute after verification. Two passport size photographs will be required for the purpose of ID card.  Candidates have to be physically present for admission at the FHDL Campus. The address of the Campuses is given in the Prospectus. MBA Retail program is offered in FHDL Campuses located in Ahmedabad, Bengaluru, Delhi and Kolkata.

For more information, kindly refer to the link below:

http://www.fhdl.in/mba-2-years.php

Q: What are the placement opportunities for graduates from your institute?

A: The students will be placed in any of the Future group formats after successful completion of their course. The company will provide salary at par with the industry standards and company policies.

Q: Are the programs - AICTE approved or, is Industry recognition enough?

A: The degree conferred by IGNOU is AICTE approved. Future Group will also give a certificate of field training. 

Q: Compared with other MBA programs offered in Retail sector, how are your programs different or unique?

A: Our management programs are the result of a collaborative effort of India’s leading retailer Future Group and world renowned university IGNOU. The MBA degree is awarded by IGNOU while the Certificate of Field Training comes from Future Group. These programs are a blend of academic concepts with proven contemporary practices with Future Group. Content is written by experts drawn from premier institutes and senior professionals from the industry. Innovative teaching methodology with ‘story telling mode’ and tools like ‘learning by asking’ will be put into practice. There will be full time on campus programs at the State of Art campuses at Ahmedabad, Bengaluru, Delhi and Kolkata. Practical learning will be imparted through internship guided by experienced mentors in the company. The successful pass-out graduates will get assured placements in formats like Big Bazaar, Pantaloons and Central at several locations across the country.