A Projectet koordinaló
ECOTRANS oldalain sok hasznos és érdekes anyag található. Web
A Tourism Learning Area is a concept aimed at improving human potential
for running the tourism sector. In essence, a Learning Area is a
based on a knowledge network of stakeholders who develop a series of
market places for life-long formal and informal learning. It can be
focused on a specific territorial level, a thematic or a sector, or a
mixture of the three. A learning area can bring coherence, creativity
and cost savings to educational and sectoral governance processes.
Quality, innovation, competitiveness and sustainability are key goals of
a Learning Area.
The Austrian project will focus on the
thematic topic of Mobility in the Tourism Sector. Using the existing
NETS partnerships, it will elaborate the service provider – client base
model with the aim of delivering a Learning Area that offers more
profitable, cost effective, and sustainable transport systems in
and between tourism destinations.
Germany Marion Hammerl,
Lake Constance Foundation,
Herbert Hamele Ecotrans De
Since 1998 the Lake Constance
foundation has been developing all activities under the motto „Zukunftsfähiger
Bodensee“ (Sustainable Lake Constance). All projects include concrete
activities to demonstrate that sustainable economical development is
possible. The objectives of the project are:
(ecological aim) Relief and the long-term protection of the
natural resources, with the focus on water
(economical aim) Promotion of an environmentally compatible
economy management in regional significant line of business by pilot
projects in the area of forestry, agriculture, navigation and tourism
(socio-cultural aim) Promotion of a cross-border cooperation and
strengthening of an independent regional identity.
The already established networks of
cross-border authorities, private organisations and NGOs will contribute
to the development of a Provisional Learning area as an implementation
tool to meet these objectives, using Landscape Planning for
tourism as the unifying theme of the regional Provisional
Canova University of Rome/ACTA, Dagmar Diwok
Lorenzo Canova is a special expert
teaching tourism science in three Italian universities and advising and
managing regional structural fund expenditure for the Italian
government. His involvement at two levels of the Project (Special Expert
and Provisional Learning Area Co-ordinator) helps provide better team
coherence. In Italy ACTA will be using the Provisional Learning Area
model to lead a field test dealing with local participation,
negotiation techniques, promotion of consortia, and networking of SME's
in the tourism sector.
This will involve:
Italian Universities and high schools
including University of Bergamo and University of Milano Importantly,
Acta has a very up to date database of all Italian institutes and
resources for training in tourism, from professional schools to high
schools to universities to Masters.
Two different types of private tourism
consortia: (at Crotone, which is composed of ca. 100 SME's of which at
least 50% are hotels and clubs, and Trapani (Sicily), ca. 40 hotels and
clubs, which have recently obtained financing through the structural
This Provisonal Learning area is also
expected to develop the issue of sustainable tourism in European
Protected Areas by involving the National Parks, Pollino and
Monti Sibillini) where ACTA is already implementing processes in terms
of local and tourism development.
ACTA will also work closely with
several Italian and European tour operators (f.ex. Studiosus, Cts,
Viaggi del Ventaglio) for whom ACTA already develops training modules in
several areas (f.ex. environmental management for hoteliers under
contract, basic knowledge of sustainable tourism criteria for tour
guides, etc ..)
Naut Kusters ECEAT, Niek Beunders NHTV
ECEAT has an extensive range of tourism
training expertise that includes a current Leonardo da Vinci
project that is making an inventory of rural tourism training material ,
training institutions and trainers in Europe. It is creating a web-based
data-base on rural tourism training material for entrepreneurs and is
undertaking the: development of a standarized European curricula for
rural tourism training; development of up-to-date training material for
pre-starter, basic, advanced and specialized courses in rural tourism;
Selection and training of one training institution in each European
country; Establishment of a European internet based helpdesk for
vocational training in rural tourism; and finally, creation of a
European network foundation for rural tourism training.
of this experience and collaboration will shape the formation of a
Provisional Learning Area that emphasises the thematic of rural
tourism enterprise and destination development.
The Instituto Portugues de Ecologia are
currently coordinating the Portuguese part of the
Gruntvig Citizens School Socrates
project. Work is already
underway to develop the concepts of Life Long Learning in tourism
destinations. Simultaneously INPECO has been active in promoting the
Algarve Sustainable Tourism Network, working closely with both public
sector and private sector organizations. A Provisional Learning Area for
the Algarve Tourism Sector will be set up, using regional co-ordination
bodies to improve the delivery and take up of information, training and
production/marketing opportunities in local tourism destinations.
In particular this project will
emphasise the Gap Analysis methodology as a key tool to identify missing
or dysfunctional institutional linkages, and develop policy
recommendations for integrated governance of tourism destinations
as a means of delivering effective learning experiences. It
will focus on the - public sector private sector interface, and develop
practical solution-oriented strategies for post-project implementation.
United Kingdom Xavier
Font, Rhodri Thomas Leeds Metropolitan University
Leeds Metropolitan University teaches
tourism, hospitality and events management to over 1,300 students, as
well as conducting research, consultancy and development projects. LMU
has extensive experience in the analysis of the operations of small
tourism and hospitality firms, with particular emphasis on the analysis
of skills needs, demand and utilisation. Recent projects have included
large scale 'barometer' surveys of skills for
tourism, hospitality and events SMEs,
impacts of graduates on the business performance of tourism and
hospitality SMEs, and the impact and role on regeneration and regional
competitiveness. LMU also has experience in and the delivery of training
packages, such as ESF projects on training in management of food hygiene
and food product innovation,
facilitating innovative growth in food
SMEs, IT training for tourism firms, environmental management training
for rural tourism, and training in deprived areas, amongst others.
LMU plans to focus on the analysis of
the learning needs and 'resource deficiencies' (focusing particularly on
human and social capital) in an area that is seeking regeneration via
community development. This will be done by establishing a Provisional
Learning Area in the Leader + area of the East Riding of Yorkshire, a
coastal region overly reliant on declining low expenditure tourism and
low added value agriculture. There are key lessons to be learned in the
challenges from building capacity, empowering deprived communities
and collaborative working in an area with high needs for
reskilling for diversification and quality enhancement. These lessons
will be fed into the Learning Area Model of Excellence by specifically
showing how to enable change amongst communities with a low level of
education and skills, poor tourism networks and low destination image.
Pal Hajas Hungarian AgroTourism
In field testing the Learning Areas
concept the Hungarian project will focus on the Spa and rural/agro tourism. Hungarian
training institutions (universities, high schools) show increasing
interest to serve the tourism sector with formal and non-formal
The Hungarian partners in this project
have a strong background in rural/agro-and eco-tourism, and integrated their
rural tourism development with the Euro village programme, They have
already established a consortium of tourism related stakeholders that
will act as the basis to establish a provisional learning area. This
project will test the reality of implementing a Learning Area in
an Accession State,
and draw pertinent policy recommendations for more informed Commission
decision-taking on issues of tourism information & training services in
an expanding Europe.
Virtual PLA Gordon Sillence, Core Team
The application of Net Technologies is
a vital component of tourism sector competitiveness. Learning Areas,
with their links to learning regions and learning communities, cannot
afford to ignore the potential of the virtual linkages that are made
across the Internet zone. Being aware of the current Commission action
on eLearning, the core team will look to provide coherent linkages
between Learning Area implementation and eLearning development.
The virtual PLA will be drawn from stakeholders on the internet, on a
global to local basis. An e-meeting between participating stakeholders
will be held according to the same project implementation methodology of
the other PLAs. The aim would be to see if an end product of the
exercise could be defined that stimulated moves towards improving
European tourism sector competitiveness through quality improvements.
The EEA Destinet Portal has been suggested as a test site for this
Questionnaire on Tourism
Learning Areas v3 May 21st 2004
the Tourism Learning Areas questionnaire:
The European Commission
DG Enterprise Tourism Unit has undertaken to develop a Handbook for
setting up Learning Areas in the tourism sector. There
will be a trial of 7 (Provisional) Learning Areas led by the European
sustainable tourism network ECOTRANS in different member States –
Austria, Germany, UK, Italy, Netherlands, Portugal, Hungary, and one
Virtual (Provisional) Learning Area. This questionnaire will be used to
develop the handbook.
Learning Area is a concept aimed at improving human potential for
running the tourism sector. In essence, a Learning Area is knowledge
network that runs a series of multiple market places for life ling
learning. A learning area can bring Coherence, Quality and cost
savings to educational governance processes.
When applied to the
tourism sector, a learning area should develop stakeholders that are
more capable of:
Creating quality products and
Increasing performance and
Being more autonomous
Displaying greater work place
Operating in an
Working with rapidly changing
Developing adaptive strategies in
the face of globalisation and global change.
This questionnaire has
been targeted at the following groups:
Learning Area Steering group supporters
Level Stakeholders and MS Representatives
Learning Area stakeholders
would very much appreciate your help in providing this information.
It should only take up to 20 minutes of your time.
All contributions will be made public during the course of this project.
Your contact with us will provide value contact for future
you will be sent the results of our work.
fill in as a word document and send to
email: >>> click
paste your own format if necessary)
Part II Your
Organisation’s Own Learning Experiences
1. Do you provide
information, educational and training services? If so, please list.
(your can refer to a website or e- brochure if you wish)
also list here in-house educational, training or awareness raising
2. Do you usually require
any information, educational or training services?
3. Do you know of good
examples of well-organised learning partnerships or networks?
4. Do you have relevant
training /educational/information material for formal or informal
learning that you would be able to put
a) on line.
b) as hard copy
(Please list up to 3
5. Do you currently use:
E-Learning facilities …
Internet information …
Are you involved in any joint activities or networking that involves
Part III Learning to Face the Future
7. Are you a:
Government body …
Educational Institute …
If applicable, how many
all networks in which you participate.
8. Which UN Major Group(s)
do you belong to?
Regional government …
Non-governmental Organizations …
Trade Unions …
and Technological Communities …
9. What is your
Sector of principle activity?
(please state) …
10. What is your
Primary WSSD (World Summit on Sustainable Development) Thematic?
Strategies/ Sustainable Development Issues
Do you have
a sustainable development strategy or a sustainable patterns
of production and consumption strategy for your organisation?
please give details (or a reference).
Strategy have an implementation time table? Please state:
Is it linked
to your country’s national sustainable development plan? Yes/No
any certification or accreditation schemes you belong to, or to which
any of your products /services are connected.
operate a carbon offset policy? Yes/No
operate a sustainable transport policy? Yes/No
If you are
an SME or Micro Enterprise interested both competitiveness and
sustainability, what would help you to change to more sustainable
patterns of production and consumption. Please comment briefly:
Part IV Making Use of
Learning Experiences occur in a variety of settings, ‘Multiple
marketplaces’ have been identified to demonstrate this below. What are
your preferred market places for learning experiences?
Fixed Location Market Places
Media Device Market Places
Do you have a specific target group you wish to reach with your
information? If so, please list:
Thank you for taking the time to
fill this in.
Please fill in (as a word
document) and send to:
Pal Hajas Contact:
email: >>> click
DG Enterprise Learning Areas Handbook