1. PROVIDING A CONTEXT TO YOUR ASEAN TRAINING
Introduce yourself and the reason for this part of their training (so that Trainees can understand the unique nature of this type of training and why it has been adopted by the ASEAN Secretariat).
Trainee PowerPoint Introduction to the Mutual Recognition Arrangement, competency-based training and assessment with explanatory notes for Trainers

2. The Context of your ASEAN training
Section 1
The Context of your ASEAN training
Discuss with the trainees why it might be important for them to know this background material.
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3. The Context of your ASEAN training
Welcome
Please read the ‘Introduction to Trainee Manual’ at the front of the Trainee Manual
The Introduction will give you a good understanding of:
What a toolbox is and what it contains
Introduction to competency-based training and assessment
The various components of the toolboxes
Any questions?
Before commencing this slide presentation the Trainer needs to be sure that the Trainees have read and understood the ‘Introduction to Trainee Manual’ which is found at the beginning of each Trainee Manual
This slide presentation only needs to be done once – please check if any of the trainees have done it before
Be prepared to answer trainee questions on the ‘Introduction to Trainee Manual’ – especially about competency-based training and assessment.

4. The Context of your ASEAN training
Before the toolboxes were written the ASEAN Secretariat:
Had already chosen the competency-based training and assessment system to train people to work in the tourism and hospitality industry throughout all the ASEAN member states
Developed a Common ASEAN Tourism Curriculum (CATC) - an agreed Competency Standards for the hotel and tourism industries in Housekeeping, Front Office, Food & Beverage Services, Food Production, Tour Operations and Travel Agencies
Produced a Regional Qualifications Framework and Skills Recognition System (RQFSRS)
The trainer needs to become familiar with the CATC and RQFSRS so it can be explained clearly to the trainees.

5. Putting the Toolbox Project in Context
Addressing some of the problems with tourism in the ASEAN member states
The CATC and the toolbox projects were in response to:
Lack of common tourism curriculum amongst the ASEAN member states
Varied standards of tourism human resource capability across the region
No mutual recognition of tourism skills and qualifications across the ASEAN region
Ask the trainees why the issues above were a problem and what would be the benefit for the ASEAN countries of finding solutions to these problems.

6. Putting the Toolbox Project in Context
Purpose of toolbox projects
The CATC and development of 242 toolboxes for training and assessment were designed to help accelerate the establishment of ASEAN Economic Community (AEC) by The AEC would:
Transform ASEAN into a regional destination
Enable the ASEAN Region to have free
movement of:
Goods
Services
Investment and
Skilled Labour
Ask the trainees to explain in their own words what the benefits to them might be from the establishment of the AEC.

7. Putting the Toolbox Project in Context
Characteristics of AEC
A single market and production base
A highly competitive economic region
A region of equitable economic development
A region fully integrated into the global economy
Explain what economic benefits the AEC will bring to their country.

8. Putting the Toolbox Project in Context
Development of MRA on Tourism Professionals
The MRA was adopted by all ASEAN Tourism Ministers with the purpose of providing greater integration and a common approach to Tourism standards in each ASEAN Member State.
Objectives of Mutual Recognition Arrangement (MRA):
To facilitate mobility of Tourism Professionals and
To exchange information on best practices in competency-based education and training for Tourism Professionals and to provide opportunities for cooperation and capacity building across ASEAN Member States
Find out more about the MRA; when it was adopted, benefits to ASEAN member states so you can provide answers to the trainees’ questions.

9. Putting the Toolbox Project in Context
Benefits of MRA on Tourism Professionals
Facilitate mobility of tourism professionals based on the tourism competency qualification/ certificate
Enhance conformity of competency-based training/education
Skills recognition
Improve the quality of tourism human resources (graduates are ready to work in the industry)
Enhance the quality of tourism services
Ask the trainees how being able to work freely in any ASEAN member state once you had the common ASEAN qualifications would be good for both wealthy and less wealthy states. (It means that where there is an over-supply of tourism professionals in one state and an under-supply in another tourism professionals can move freely from one state to another, thus satisfying the needs of each state.)

10. Putting the Toolbox Project in Context
Developing 242 Toolboxes for each Competency Standard in the 6 Labour Divisions
Key Objective:
Produce 242 Toolboxes for the 6 Labour Divisions of:
Front Office
Housekeeping
Food Production
Food & Beverage Service
Travel Agencies
Tour Operations
Find out which tourism division the trainees in your class plan to work in. Ask individuals what subjects (toolboxes) they plan to study.

11. The Toolbox Project Where can I find the toolboxes?
Your Trainer will give you a soft or hard copy of the toolbox you are studying
You can also find soft copies of the toolboxes at
The website above also has:
A list of the 242 competencies
Draft and final toolboxes and associated supplementary materials available for downloading
Copies of PowerPoint presentations given at previous national and regional workshops
Trainer to show trainees how to access the toolbox materials on the website and explain what other resources the website contains.
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12. The Toolbox Project Using the Website
To access resources on
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PASSWORD: guest1
Trainees should practice accessing the website and spend a few minutes becoming familiar with its contents.
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13. Section 2 The ASEAN Acronyms – what do they all mean?
Acronyms are very common in ASEAN documents. An understanding of the acronyms will help trainees to understand the system as a whole.
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14. The ASEAN Acronyms
Your Trainer will give you a ‘List of ASEAN Acronyms’
Your Trainer will explain the meaning of any of the acronyms you don’t understand
This section will go into more detail about some acronyms that may affect the experience of your training
You can find the List of ASEAN Acronyms at the end of each Trainer Guide.
Make sure you understand the meaning of all the acronyms as the trainees may ask you to explain some of them in more detail.
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15. The ASEAN Acronyms
AADCP
ASEAN – Australia Development Cooperation Program.
ACCSTP
ASEAN Common Competency Standards for Tourism Professionals.
AEC
ASEAN Economic Community.
AMS
ASEAN Member States.
ASEAN
Association of Southeast Asian Nations.
ASEC
ASEAN Secretariat.
ATM
ASEAN Tourism Ministers.
ATPMC
ASEAN Tourism Professionals Monitoring Committee.
ATPRS
ASEAN Tourism Professional Registration System.
ATFTMD
ASEAN Task Force on Tourism Manpower Development.
CATC
Common ASEAN Tourism Curriculum.
MRA
Mutual Recognition Arrangement.
MTCO
Mekong Tourism Coordinating office.
NTO
National Tourism Organisation.
NTPB
National Tourism Professional Board.
RQFSRS
Regional Qualifications Framework and Skills Recognition System.
TPCB
Tourism Professional Certification Board.
This is the same list as is found at the end of each Trainer Guide.
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16. The ASEAN Acronyms Some key ASEAN acronyms are:
ASEAN Common Competency Standards for Tourism Professionals (ACCSTP): minimum requirements of competency standards in hotel and travel services aim to upgrade tourism services
ASEAN Tourism Professional Monitoring Committee (ATPMC) consists of ASEAN National Tourism Organisations (NTOs) and appointed representatives from the National Tourism Professional Boards (NTPBs)
ASEAN Tourism Professional Registration System (ATPRS): a web-based facility to disseminate details regarding the list of Foreign Tourism Professionals
Find out more about each of these standards or bodies and whether or not they already exist or are being used in your country.
Slide 16

17. The ASEAN Acronyms
Common ASEAN Tourism Curriculum (CATC): the common curriculum for ASEAN Tourism Professionals as mutually agreed upon by the ASEAN Tourism Ministers upon recommendation by the ASEAN NTOs
National Tourism Professional Board (NTPB): the Board for Tourism Professionals composed of representatives from the public and private sectors including academics and other relevant tourism stakeholders, to be determined by the respective ASEAN NTOs
Tourism Professional Certification Board (TPCB) refers to the government board and/or agency authorised by the government of each ASEAN Member State primarily responsible for the assessment and certification of Tourism Professionals.
Find out more about each of these standards or bodies and whether or not they already exist or are being used in your country.
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18. Section 3 What is a CATC Competency Standard?
This section is designed to clarify and go into more detail than the discussion of CBT/CBA in the Introduction to the Trainee Manual.
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19. Activity 2 Complete the following sentence: A competency is
Ask the students to complete the above activity (this can be done as individuals or in pairs or small groups) before discussing their answers as a whole class group.

20. Competency is a combination of the skill, knowledge and attitude required to perform a task or job to the standard expected in the work place
Knowledge
Attitude
Manual Skill
Competence
Ask the trainees to think of a particular competency in the tourism or hospitality sectors, for example, waiter. Ask the trainees to suggest what are the manual skills, knowledge and attitude a waiter needs to demonstrate to show he or she is competent.
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21. What is a Competency Standard?
You can find the Competency Standards at
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Password: guest1
Competency standards are descriptions of the skills and knowledge required to perform a task/activity to a defined standards
Can be used within different contexts:
By an individual enterprise
By an industry
By government
Competency Based Training and Assessment are processes that focus on the transfer and validation of the competency standard

22. Activity 3 List the uses of ASEAN competency standards
Give the students a copy of the Competency Standard (brief version) found in the Trainee Manual or the more detailed version found in the Trainer Guide and discuss the various components e.g. elements and performance criteria. Ask them to think of ways in which the competency standards could be used in the workplace.

23. Competency Standards can be used for :
Job Design
Job Descriptions
Performance Appraisal
Selection Criteria
Career Path Development
Identification of Training Needs
Development of Training Programs
Certification
The above activities in combination aim to increase customer satisfaction through better employee performance
Discuss and explain each of these points with your trainees.

24. What is competency based training and assessment ?
CBT is an approach to vocational (work) education and training that places emphasis on what a person can do or is required to do in the workplace
It is not time based
Participants’ achievements are measured against competency standards rather than against the achievement of other learners
For a person to be assessed competent they need to demonstrate the ability to perform tasks and duties to the standard expected in employment
CBT focuses on the development of skills, knowledge and attitudes required to achieve the competency standard
It is industry relevant
Discuss these concepts in more detail with your trainees.

25. What is competency based Assessment?
Competency based assessment is a process of systematically collecting evidence and making a judgement of a person performance against the prescribed competency standard
Evidence
Criteria
Explain to the trainees the difference between competency-based assessment and traditional exam-based knowledge assessment.

26. To be assessed as Competent
Trainee is able to:
Perform at an acceptable level of skill
Organise the required tasks
Respond and react appropriately when things go wrong
Fulfil a role in the scheme of things at work
Transfer skills and knowledge to new situations
Discuss with the trainees the importance of these skills in the workplace.
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27. Assessment Including Recognition of Prior Learning
Recognition of Prior learning or recognition of current competency is an assessment method that requires a candidate to provide evidence that through life, education and/or work experience they can demonstrate the requirements of the competency
One of the components of the toolboxes is an Assessment Manual which provides the Assessor with information regarding the assessment methods for that particular competency unit
Using the Assessment Manual and the competency standards for that toolbox the Assessor may be able to assess that you already have certain skills, knowledge and attitudes related to this competency standard and therefore do not have to study all or part of this subject
Ask trainees for examples of skills, knowledge and attitudes that can be gained through life experiences and in the workplace without having to do formal study.