INCEPTION ANALYSIS GUIDELINES 1
INCEPTION ANALYSIS GUIDELINES
2 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 3
TABLE OF CONTENTS
DEFINITIONS AND ABBREVIATIONS 3
STEP 1 CONTEXT AND MARKET ANALYSIS 8
STEP 2 INFORMAL EMPLOYMENT ANALYSIS 12
STEP 3 TVET LANDSCAPE ANALYSIS 16
STEP 4 LEARNER AND JOB ANALYSIS 22
ANNEXES 28
ANNEX 1 QUICK SCAN OF TOURISM SECTOR AT COUNTRY LEVEL 30
ANNEX 2 TOURISM MARKET ANALYSIS TABLE 31
ANNEX 3 SHORT-LISTING MATRIX 32
ANNEX 4 ITEM LIST/ INDUSTRY ENTERPRISE DEMAND
FOR INFORMAL LABOUR IN TOURISM 33
ANNEX 5 TVET LANDSCAPE QUICK SCAN 34
ANNEX 6 TVET PROVIDERS/ INSTITUTIONAL LEVEL 35
ANNEX 7 OCCUPATIONS AND DESCRIPTION OF COMPETENCIES 43
LITERATURE LIST 45
DEFINITIONS AND ABBREVIATIONS
CBE Competency Based Education
DACUM Process used to “Design a curriculum”
Disadvantaged groups Women, youth, unskilled, semi-skilled, persons with disabilities,
indigenous people and migrant workers are overrepresented in the informal economy.
EE Enabling environment
EC European Commission
GDP Gross Domestic Product
GHTDP Great Himalaya Trail Development Programme
HIT High Impact Training, a TVET approach developed through the experience of the HITT project
HITT High Impact Tourism Training, the EU funded project on which the HIT approach is based
ILO International Labour Organisation
MDF MDF Training & Consultancy
MSME Micro, small and medium enterprises
NGO Non governmental organisation
SME Small and medium enterprises
SNV Netherlands Development Organisation
TVET Technical and vocational education and training
4 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 5
ACKNOWLEDGEMENTS
The inception analysis methodology is one of the four tools developed to guide development professionals to run practical market-driven HIGH IMPACT TRAININGS for the informal economy. This methodology has been developed within the frame of the High Impact Tourism and Training (HITT) programme, an initiative implemented by the Netherlands Development Organisation (SNV) with fi nancial contribution from the European Commission’s (EC) Investing in People programme.
SNV would like to thank Lisa Gordon Davis from Kundiza, Jos van der Sterren from MDF and Monica Oliveros Delgado from SNV, for their valuable contribution in developing the inception analysis manual. Many thanks also to Katy Williams and Kiran Maharjan who edited and designed this publication.
We would like to express our sincere thanks to the SNV team members of the HITT programme in seven countries: they contributed to this manual with best practices and learning. In particular Rem Neefjes, Marta Saya, Duyen Anh Phan, Hung Cao Dai, Phil Harman, Bibek Shrestha, Tanguy Cariou, Jonathan Demenge, Federico Vignati, D’bora Carvalho, Mawuko Fumey, Victor Caeser, Gerrit Bosman, Sabine Mengue, Alice Penet, Pierre Gravel and Aminata Doucoure.
Many thanks also to Francois Eyraud and Pascal Annycle, who conducted the mid term and fi nal evaluations of the HITT programme and helped identify the elements needed to ensure this manual is a relevant and useful tool to use as a fi rst stage in any skills development programme.
Finally our highest appreciation to the HITT pro gramme national partners: the Benin Ecotourism Centre (Eco Benin) and the Fonds de Developpement de la Formation Professionnelle Continue et de L’apprentissage (FODEFCA) in Benin; Mith Samlanh in Cambodia; the Opportunities Industrialization Centre Ghana (OICG); the Centre de Formation Professionnelle Aoua Keita (CAK) in Mali; the Instituto Nacional Do Emprego E Formacao Profi ssional (INEFP) in Mozambique; Empowering Women of Nepal (EWN) and REACH in Vietnam. They were all actively involved in the testing of the methodology in their home countries and brought on board key sector actors in the implementation of the HITT programme.
Disclaimer:This publication has been produced with fi nancial assistance of the European Union. The contents of this publication are solely the responsibility of SNV and can in no way be taken to refl ect the views of the European Union. For more information on EuropeAid, please visit http://ec.europa.eu/europeaid/
6 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 7
THE INCEPTION ANALYSIS
The fi rst phase of the High Impact Training approach, the inception analysis, guides and supports development professionals to analyse and set the ground for the implementation of a market-driven skills development programme. It provides professionals with relevant information about the demand for a qualifi ed workforce in the sector and opportunities for designing and implementing market-driven, vocational training for the informal sector while contributing to creating an environment that is conducive to achieving this.
This methodology brings key stakeholders together to make them part of the analysis, creating a common understanding, and jointly deciding about major steps that will be followed throughout the programme.
This methodology has been developed within the frame of the High Impact Tourism and Training (HITT) programme, an initiative funded by the “Investing in People” programme of the European Commission. The lessons and best practices learned from implementing this methodology in seven different national contexts by seven teams, directly informed this practical guide with an approach revised and fi netuned to ensure effectiveness and effi ciency of this tool and facilitate participatory and market oriented TVET for the informal economy.
The inception phase consists of a four step analysis (context and market, employment, TVET and training landscape and learner).
The fi nal output of these analyses will be to settle upon the relevant interventions for design and implementation of TVET curriculum strategies and enabling environment interventions. So the success of the curriculum development process, as well as relevance of the enabling environment interventions, will depend on the accuracy of the information provided by the inception phase. One top tip from those that have undertaken the analysis already is, that once the occupation has been selected, focus the analysis at occupation level and do not make an exhaustive study of the sector/sub-sector.
Key steps in the inception analysis
Steps
1 Context and market analysis
2 Employment analysis
3 TVET and training landscape analysis
4 Learner analysis
Analysis of size and structure of the sector chosen for intervention
Analysis of the size and importance of subsectors and their market growth potential
Selection of geographical areas for project intervention
Identify key stakeholders in the selected sub-sector/ geographical area
Selection of relevant occupations for programme interventions
Quick scan of the vocational training landscape in the selected occupation Understanding of the current offer of training in the selected occupation and capabilities in the TVET sector Understand the perception of the private sector with regard to the current offer of training in the selected occupation
Analyse existing occupations and determine skills gaps that need to be addressed through vocational training strategies.
Prioritize the tasks for training delivery
Analyze current capacities and constraints of the learners who will potentially engage in the occupation
Identifi cation and selection of sub-sectors with greatest growth potential
Selection of geographical areas for project intervention
Selection of occupations
Identifi cation of training needs
Commitment of key actors in this selection
Understanding of certifi cation/ accreditation processes, key actors, potential partnerships
Understanding of the capacity building needs of the TVET sector for the selected occupation and opportunities and constraints in the provision of TVET for the target benefi ciaries
Understanding of the needs for strengthen dialogue & synergies among TVET and private sector stakeholders
Occupation and skills gaps analysis
Learner profi les
Expected outputsProcess
8 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 9
CONTEXT AND
MARKET ANALYSIS
STEP 1
10 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 11
STEPSSTEPSAnalysis of size and structure of the sector chosen for intervention
Analysis of the size and importance of subsectors and their market growth potential
Selection of geographical areas for project intervention
OUTPUTSOUTPUTSIdentifi cation and selection of sub-sectors with greatest growth potential
Selection of geographical areas for project intervention
1. If no previous experience in the sector, as a fi rst step, a quick scan of the industry in the country is recommended to help understand the general context in which programme interventions will be designed and implemented. The quick scan will provide an overview of:
The scale and scope of the sector in the country
The current contribution of the sector to employment and income
The sector policy and institutional framework
Key actors in the sector
Annex 1 is an example of the tool used by the HITT Nepal team to carry out this quick scan. This step is essentially a documentary review, with chosen interviews, if needed, with key stakeholders.
2. If a good understanding of the sector already exists, the team could choose to start directly with an analysis of growth potential in the selected sector. This analysis will help develop an understanding of the current market demand and growth potential in the chosen sector and it will provide an overview of sub-sectors/value chains that are growing and have potential to warrant a TVET programme. The prioritization of sub-sectors may be done with the support of selected key industry players (key informants), in a round table discussion, using a short-listing matrix tool, based on two sets of criteria:
Listen to the
private sector
The economy is mainly driven by private businesses. So it is vital to make sure that the private sector is positioned in the ‘driver’s seat’, and that key stakeholders in the chosen sector listen to them from the outset. It’s a good idea to identify and create a group (approximately 5 people) of key private stakeholders (preferably heavyweights) that are available for providing feedback and comments on materials and outcomes. This will ensure that:
You understand the real needs of the industry
Your analysis is relevant and market driven
You gain credibility and endorsement from industry from the outset
Targeting criteria
Competitiveness criteria
These ensure that the targeted population (low-skilled women and youth) are impacted. Targeting criteria include: Number of informal workers that would be impacted Potential to increase employment for informal workers Potential to increase income for informal workers
These ensure relevance to economic growth. Criteria focusing on competitiveness can be: Market demand and growth potential
3. When the intervention area is not clearly defi ned from the beginning of the project, you may need, to select the most appropriate geographical area for carrying out interventions. Selection of geographical areas may be done with the support of previously selected key industry players (key informants), using also a short-listing matrix tool.
The fi gure below shows how the HITT Benin team mapped different locations to choose the most relevant ones. Annex 2 provides a detail explanation on how the short listing matrix tool was used by the HITT team in Benin.
Growth potential
HIGH
HIGH
AVERAGE
AVERAGE
LOW
LOW
OuidahGrand-PopoPorto-Novo
Abomey
No of end benefi ciaries impacted
Figure 1: The multi-criteria matrix
applied by the Benin team
Ganvié
Cotonou
The purpose of the context and market analysis is to identify and select the most relevant and high potential subsector and geographical area for programme intervention. The following table summarizes the steps to carry out the context and market analysis.
12 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 13
INFORMAL EMPLOYMENT
ANALYSIS
STEP 2
14 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 15
STEPSSTEPSIdentify key stakeholders in the selected sub-sector/ geographical area
Selection of relevant occupations for programme interventions
OUTPUTSOUTPUTSSelection of occupations
Identifi cation of training needs
Commitment of key actors in this selection
1. The fi rst step is to identify key stakeholders in each selected sub-sector or geographical destination for carrying out this exercise, in particular private sector actors. Note that since only growth areas have been selected, industry enterprise owners are usually willing to collaborate in improving the skills of the local workforce or suppliers.
2. The next step is to select occupations, for training delivery that could quickly allow the end benefi ciaries to improve their job prospects. The best way to complete this step is by organizing a day workshop with the key stakeholders previously identifi ed. An effi cient method implemented by several HITT teams to identify occupations was to fi rst map out the different occupations involved in a given sub-sector / value chain and use criteria linked to the programme goals to assess and identify the most relevant occupations for project intervention.
Fig
ure 2
: B
enin
: M
ult
icrit
eria
matrix
sele
ctin
g o
ccupatio
ns (“1” -
weak a
nd “
5” s
tong)
Rec
eptio
nnis
t
Man
ager
Hea
dw
aite
r
Wai
ter
Coo
k
Ass
sist
ant
cook
Bar
man
Cas
her
1 4
- 3
4 -
4 2
- 2
4 -
10
14
-
- -
2 -
- 4
- -
5 -
- 1
- -
12
- 2
- -
5 -
- 5
- -
5 -
- 17
-
1 5
4 5
3 5
3 5
5 5
5 5
14
18
19
2 3
1 4
5 4
5 5
5 3
5 4
14
18
14
1 -
1 3
- 5
2 -
4 4
- 1
10
- 11
1 1
- 5
4 -
5 3
- 1
3 -
12
11
-
- 4
1 -
2 -
- 4
- -
4 -
- 14
-
Occupations
Leve
l of
enga
gem
ent
of w
omen
(lo
w-h
igh)
Leve
l of
enga
gem
ent
of y
outh
(lo
w-h
igh)
Info
rmal
lab
our
inte
nsity
leve
l (lo
w-h
igh)
Tota
lS
kills
leve
l (lo
w-h
igh)
Ouidah
Grand Popo
Natitingou
Ouidah
Grand Popo
Natitingou
Ouidah
Natitingou
Grand Popo
Ouidah
Natitingou
Grand Popo
Grand Popo
Ouidah
Natitingou
The purpose of the informal employment analysis is to identify the occupations in the selected sub-sector that offer the highest impact potential in terms of increase in income and employability for the informal economy. The following table summarizes the steps to carry out the informal employment analysis
16 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 17
TVET AND TRAINING
LANDSCAPE ANALYSIS FOR THE SELECTED OCCUPATION
STEP 3
18 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 19
STEPSSTEPSQuick scan of the vocational training landscape in the selected occupation
Understanding of the current offer of training in the selected occupation and capabilities in the TVET sector
Understand the perception of the private sector with regard to the current offer of training in the selected occupation
OUTPUTOUTPUT Understanding of certifi cation/ accreditation processes, key actors, potential partnerships
Understanding of the capacity building needs of the TVET sector for the selected occupation and opportunities and constraints in the provision of TVET for the target benefi ciaries
Understanding of the need to strengthen dialogue and synergies among TVET and private sector stakeholders
A key criteria to consider in the selection of occupations is the need the industry has in terms of qualifi ed informal workforce / suppliers as it will have direct consequences on the opportunities the programme will have to effectively link skills development interventions with the actual increase in income and employability of end benefi ciaries.
1. This TVET analysis has to be carried out for both institutions and individuals. Individuals may be public or private actors that offer training-related services, such as training material writers, designers, trainers.
Institutions
Individuals
How many institutions or training providers offer similar or related programmes?
Where are they located?What is their student capacity and output?What courses do they offer? Duration of courses, etc What is the quality of facilities, instruction and human resources?Are they accredited with any leading accreditation agencies such
as City & Guilds?
Are there any consulting or training services available in this technical fi eld?
Who are they? What is their reputation and track record?Where are they located?How big are they? Number of consultants, team size. What TVET expertise is available for the project to use as
potential writers, developers, master trainers or trainers?What is their availability – how committed are they to full time
work or other projects?View and asses samples of materials or work
The analysis of the current vocational training landscape starts with a general quick scan of the vocational training landscape of the occupation selected. This analysis will help us understand the general context in which programme interventions will be designed and implemented including:
Key TVET stakeholders, public as well as private Information on related educational qualifi cations, curriculum development
processes, certifi cation schemes, diplomas Existing funding mechanisms Relevant policies
The information resulting out of this quick analysis will provide the first insights of stakeholders with whom potential synergies or collaboration opportunities could be initiated as well as an understanding of the offi cial curriculum development process as well as certifi cation/ accreditation systems related to the chosen occupation.
Data should be collected through interviews with key actors in TVET such as authorities, TVET providers in the sector as well as industry players active in the occupation selected. Annex 3 provides an example of the tool used to help teams to collect necessary TVET sector data effectively.
This step analyses both the national framework and the existing supply of technical vocational education and training (TVET) related to the selected occupation. This information will enable stakeholders to have a better understanding of the local capacities and requirements in the TVET area. It will also provide crucial information on the best way to gain offi cial recognition for the curriculum. The following table summarizes the steps to conduct the TVET and training landscapes analysis
20 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 21
2. The next step is to develop an understanding of the current training offerings in the selected occupation. Firstly, a list of the main formal and informal vocational training providers active in the selected occupation should be produced. This list could be prepared with the assistance of the key TVET stakeholders identifi ed during the quick scan.
The team should then cont inue developing a profile of each of the providers identifi ed to understand their capacity, offer and the market they cater for. Annex 4 includes the interview guideline used by several countries to assist them in gathering data of training providers. While developing this profile it is important to develop an understanding of the capabilities of these TVET institutions in handing all the components of the training process adopting and incorporating active learning techniques. This understanding is crucial to anticipate and plan the technical support and capacity building
How to select key informants and how many key informants to interview
Remember key informants must have fi rst-hand knowledge about the selected sub-sector/geographical area, its residents, businesses and issues or problems. Key informants can be a wide range of people, including government representatives, district residents, community leaders, non-governmental organisation representatives or local business owners.
Example of key informants in tourism are: Private company owners/managers at,
for example, grocery stores, hotels and restaurants
Tour operators or guides familiar with tourism in the district
Representatives of non-governmental organisations operating in the district
Government offi cials stationed or with previous work experience in the district
Tourism Development Committee’s members
The fi rst step in the selection process is to generate a list of potential key informants—individuals or groups the team wants to interview to gather information about economic sub sectors and informal workers in the district.
Diversity is vital. If the team only interviews people of a particular background, gender, caste, ethnicity, age, location within the geographical area, or sector it will end up with biased results.
Key informants can also suggest other key informants for the team to interview. The number of key informants the team interviews depends on the data needed as well as the time and resources available. Seven to ten (7 - 10) in the capital of the country should be suffi cient for identifi cation of potential occupations. If there is little to no secondary data available, it is recommended to conduct more key informant interviews (10-15) to compensate for the lack of readily available data.
The HIT learning approach
The HIT learning approach has been conceived to maximize the impact of training on informal workers with specifi c characteristics i.e., they are adults with limited exposure to formal skills training. It is founded on core elements which set the framework of learning interventions: andragogy which is the process for adult learning, acknowledge prior learning, active learning, integrated learning which focuses on real work in different contexts and settings and creating motivation for learning.
The key characteristic of the learning approach is to organize short and very practical training. This type of training is very well adapted to vulnerable and low skilled workers who are the target groups of the HITT project.
investment that needs to be included in the design and implementation of the TVET programme.
3. The best way to complete the latter is by including site visits to facilities to have a clear idea about the institution infrastructure used, participate as observers in a training session to get an idea of the methods used by the trainers to deliver their courses, as well as to review training materials used by the organisation to get an idea of the style and quality of the products.
The final step in this process is to understand the perception of the private sector with regard to the existing curriculum including quality of trainings, training providers and training content. Equally important will be to understand the extent to which the private sector is involved in the design and delivery of trainings in this occupation as well as existing and potential opportunities related to the provision of employment or income generation opportunities and on-the-job-training opportunities for workers in each occupation selected. Annex 5 presents the outline developed by the HITT Nepal team to interview key private sector informants and gather above information.
Once the analysis of the TVET and training landscape is completed we will have an understanding of the needs for strengthening dialogue and synergies among key stakeholders (e.g. the business community of the sector; the providers of vocational training (public and private); the TVET certifi cation and accreditation bodies; the development community and structures connected wi th the informal economy), and the oppor tunities and constraints in provision of skills development opportunities for target beneficiaries in the selected occupations, including the capacity building needs in the TVET sector for implementing practical and market oriented TVET programmes.
22 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 23
LEARNER ANALYSIS
STEP 4
24 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 25
STEPSSTEPSAnalyse existing occupations and determine skills gaps that need to be addressed through vocational training strategies.
Analyse current capacities and constraints of the learners who will potentially engage in the occupation
OUTPUTSOUTPUTSOccupation and skills gaps analysis
Learner profi les
Three key insights are needed about the benefi ciaries in order to develop high impact training:
The skills gaps analysis and learner profi le will allow the team to make informed decisions on who should be selected for training. It will help them develop criteria for identifying and selecting trainers and vocational training institutes in the occupations of programme intervention as well as defi ne what will be the most conducive environment for delivering the training. This analysis will provide the answers to questions such as:
Who are we going to teach? What are we going to teach? How are we going to teach? Where are we going to teach?
This step should be conducted separately for each selected occupation and for each selected occupation you should gather a panel of employers, employees/ workers, professional organisations and curriculum development specialists, to help collect the right information.
1. The fi rst step will be to gather all existing information related to the tasks and skills of the selected occupation. To start teams should look at existing occupational profi les that may be available at country level in professional organisations, the Labour or the TVET Ministry, or specialized agencies related to the selected sub-sector or occupation.
What is DACUM?
DACUM stands for “Design a Curriculum”. It is a process that is used by training institutions, companies and countries to develop job profi les of occupations from which they develop a curriculum to teach that occupation. The process requires trained and specialised DACUM facilitators and processes.
In the HITT context, DACUM is likely to be used by national TVET authorities to develop national TVET curricula. It is unlikely that HITT country teams will use DACUM themselves to profi le their occupations, unless they have access to DACUM facilitators.
The national job profi les and curricula will serve as inputs into the ADDIE process at the design and development stage. In such cases, it is important that HITT programmes meet these national curricula, but with the addition of the HITT learning approach elements and training tools.
What are ‘standards of competence’?
Many countries or groups of countries (such as the UK, Australia, South Africa, and others) have adopted a system of competency standards to establish uniform skill levels in occupations. These standards specify the performance skills, knowledge and attitudes that a competent worker in an occupation will display. These standards are used as the basis of curriculum development and assessment both in the training industry and for workers employed in the private sector.
If your country uses such standards, these should be used to develop the HITT curricula. This will ensure that HITT benefi ciaries are trained to meet specifi c, industry-agreed standards. Examples include VTOS, the Vietnam Tourism Occupational Skills Standards and ASEAN standards, which are used by the 10 member countries in the development of tourism and hospitality curricula and courses.
While there may be various ways of doing this job analysis (e.g. using DACUM or through competence standards analysis), this step must be market-led to ensure that skills identifi ed are relevant, useful and in demand by employers. In many cases, existing national job profi les are out of date or not relevant (or don’t even exist!), therefore direct engagement with the private sector will provide inputs on the current skills needs for any job or occupation. The best way to do this is by ensuring that relevant representatives of the private sector are involved throughout the process of curriculum development. Workshops or interviews with the private sector to identify their key skills needs will quickly identify current job requirements. Annex 6 provides an example of the tool used by several teams to identify and describe competences of a given occupation.
2. The next step will be to identify and prioritize the tasks and skills for training delivery. The process followed should ensure that the tasks and skills prioritized are the most important for the industry and that provision of training will effectively lead to the improvement of benefi ciaries’ opportunities to increase income or employability. This exercise could be conducted in a workshop / focus-group with key-stakeholders of the selected occupation. The panel should include:
Representatives from industry (employers, employer associations, employment agencies or labour brokers, occupational clubs or associations)
Representatives from employees / workers Representatives from TVET (if identifi ed during the TVET landscape analysis, it will
be useful to invite a curriculum expert to oversee the construction of a useful job profi le).
In Vietnam, based on interviews with hotel owners, tour operators and visitors, the following tasks and competencies were identifi ed.
1. Occupation requirement analysis (what they should know)
2. Skills analysis (what they know)
3. Learner profi le (who they are)
Description of skills and tasks needed to do the job correctly
Existing skills and knowledgeSkills gaps
Demographics including gender and gender roles, age, language and geographic locationLiteracy, numeracy and educational levelsSocio-cultural factors, ethnicityPrior knowledgeMotivationSupport needs
The following table summarizes the steps to conduct the learner’s analysis.
26 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 27
Table 1: Job analysis for room
attendant - HITT Vietnam
Room attendant
General tasks Cleaning and preparing rooms Cleaning and maintaining public area
Functional skills: Servicing guestrooms Servicing bathrooms Caring for linen Cleaning equipment Reporting maintenance problems Safety, security and control procedures Interacting with hotel guests
Priority skills: Servicing guestrooms and
bathrooms Basic communication Hygiene understanding Personal presentation
The framework and example provided in Annex 6 is helpful for this exercise.
Finally we need to develop an understanding of the learner and the most appropriate environment for the learning to take place. This ensures that the most appropriate trainings are developed for the target audience. This is a critical step as it is the foundation for constructing the training. This step should be carried out by analysing characteristics and constraints of the targeted audience and it should neither be lengthy nor diffi cult to conduct. The following questions must be answered during a learner analysis:
Who are the learners and what are their characteristics? What is the learner’s existing knowledge and skills level? Are there any socio-cultural factors to factor into the planning of training? What types of learning constraints exist? What are the learners’ needs and any other relevant characteristics – e.g. literacy and
language are important for selecting training materials and delivery options. Is the training to improve skills in their current situation or to enable future
employment? What is their availability for training, based on their working hours, the employment
status, etc?
Annex 7 will provide you with guidelines on the data to collect in a learner analysis. Using focus groups may help to determine learner profi les, as well as identify a wide range of potential learners and employers (especially for availability constraints).
Now you are ready to move on to the stage of designing and implementing curriculum strategies targeting the gaps in vocational skills of the selected occupations, through applied curriculum design methodologies. This is the next phase in the HIT approach and is described in: The learning and curriculum development methodology, which you will fi nd on the HITT website (http://www.hitt-initiative.org/), alongside other relevant methodologies, tools, reports and training materials concerning the HITT experience.
Table
2: Learner/benefi cia
ry a
naly
sis
in G
hana
Hou
seke
epin
g
F&B
- w
aite
r
Mos
tly fe
mal
e b
oth
yout
h (<
24),
and
old
er
than
24
Yout
h on
ly
Mal
e an
d fe
mal
e
Yout
h –
unem
plo
yed
Info
rmal
em
plo
ymen
t as
ro
om a
tten
dan
ts
Une
mp
loye
d
Info
rmal
em
plo
ymen
t in
loca
l re
stau
rant
s
Sp
eak
Eng
lish
Hav
e at
leas
t 6
year
s sc
hool
ing
Usu
ally
hav
e 13
ye
ars
of s
choo
l –
ther
efor
e lit
erat
e an
d s
pea
k E
nglis
h
Wor
k is
usu
ally
in
the
mor
ning
, can
p
ossi
bly
acc
ess
trai
ning
in t
he
afte
rnoo
ns
Res
taur
ants
op
en
bus
ines
s ho
urs,
so
sta
ff a
vaila
ble
at
nig
hts
and
on
wee
kend
s
3 –
4 ho
urs
trai
ning
in
the
aft
erno
on –
su
its b
oth
emp
loye
d
and
une
mp
loye
d
ben
efi c
iarie
s
Par
t tim
e in
eve
ning
s or
wee
kend
s or
full
time
for
unem
plo
yed
Not
es:
Bot
h o
ccup
atio
ns r
equi
re fu
nctio
nal l
itera
cy t
o b
e ab
le t
o p
erfo
rm t
he t
asks
req
uire
d in
the
job.
The
fi nal
col
umn
mak
es a
rec
omm
end
atio
n on
the
tra
inin
g st
rate
gy b
ased
on
the
lear
ner
char
acte
ristic
s p
rese
nted
in t
he t
able
.
Gen
der
& a
geO
ccup
atio
nE
mp
loym
ent
Ava
ilab
ility
an
d c
onst
rain
tsS
ugge
sted
tr
aini
ng s
trat
egy
Lite
racy
&
scho
olin
g
28 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 29
ANNEXES
30 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 31
Annex 1 Quick scan - tourism situational analysis
1. INTRODUCTION
2. MACRO ENVIRONMENT
2.1 Economic factors2.2 Demographics and poverty2.3 Employment2.3.1 Tourism employment2.3.2 Informal workforce2.3.3 Salaries and wages2.3.4 Labour union situation2.4 Political and legal environment2.4.1 Tourism legislation and regulatory practices2.4.2 Tourism policy framework2.4.3 SME regulations, taxes and policies2.4.4 Public institutions2.5 Business environment2.6 Economic growth trends and potentials
3. SUPPLY – PRIVATE SECTOR ENVIRONMENT
3.1 Tourist areas / destinations3.2 Structure of the tourism industry3.2.1 Accommodation providers3.2.2 Food & beverage providers3.2.3 Tour agencies & guides3.2.4 Transportation providers3.3 Tourism business associations3.4 Tourism investment climate3.4.1 Foreign direct investment 3.5 Current challenges in service supply3.6 Supply growth trends and potentials
4. TRENDS IN TOURISM DEMAND AT COUNTRY LEVEL
4.1 Tourism source markets4.1.1 Nationalities4.1.2 Seasonal and growth trends4.1.3 Length of stay4.1.4 Daily expenditure4.2 Market segmentation4.2.1 Adventure travellers4.2.2 Pilgrimage4.2.3 Cultural tourists4.2.4 Offi cial and business visitors4.3 Market growth trends and potential
5. CONCLUSIONS
ReferencesAppendices (e.g. maps, tables, pictures)
Annex 2 Short-listing matrix
This tool helps the team to identify those areas in which tourism may have higher potential to impact informal livelihoods.
STEPS to complete the table:
1. The fi rst step is to facilitate agreement upon two principle criteria for selecting destinations. To ensure that you select a geographical area that will have growth in the future, and ultimately lead to more impact for the target population in the informal workforce, it is advised to use at least one competitiveness criterion (e.g. market demand, potential of growth, availability of tourism industry enterprises in the area, etc) in selecting geographical areas. Likewise, to ensure that the target population is being positively impacted it is advisable to use at least one targeting criterion (e.g. number of targeted benefi ciaries, poverty rates, etc) for selecting the areas for programme intervention.
2. Before beginning discussions to place the geographical areas in the matrix, the team should use note cards to share the data gathered from steps 1 and 2 with key private sector informants. The note cards can then be placed on the walls around the room under the appropriate geographical area and criteria headings for the entire Team to see.
3. To embark on ranking each geographical area, the note cards or table should then be read aloud and shared among the group, facilitating the ease of decision-making regarding the ranking of each geographical are in turn. The Team should engage the key informants in active discussions in order to determine the score (high, medium, or low) that each area will receive for each criterion.
4. Using the short-listing matrix the team should plot each geographical area on the matrix according to the group’s ranking (high, medium or low). Geographical areas scoring high for both criteria will be the ones selected for programme interventions.
Growth potential
HIGH
HIGH
MEDIUM
MEDIUM
LOW
LOW
Area 2 Area 3
Area 5
Number of end benefi ciaries impacted
Area 4
Area 1
32 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 33
Annex 3 TVET landscape quick scan
National frameworkCentralized or decentralized structures and TVET: how, who is responsible?
What is mentioned in the (TVET) policies / strategies about human resources in the tourism sector?
Who is in charge of accreditation and registration of training providers in the selected sectors?
Existing of a (National) quality assurance authority?
Curriculum requirements?
Describe certifi cation procedures
TVET strategy / policy
TVET strategy / policy
Education sector policy
Subsectors strategy papers
National (regional) Development Plan / Poverty reduction Paper
National Qualifi cation Framework
TVET authority, Ministry of Education / Labour
Ministry of Education / Employment/ Labour
TVET Board
National Employment Agency
Workforce Development Authority
Tourism Boards
Ministry of Education / Employment/ Labour
TVET Board
National Qualifi cation Framework committee
Examination councilAccreditation Committee
List main actors and role
Describe shortly TVET policies + Human resources Management focus on selected subsectors
List main actors and role + answer questions
List main actors and role + answer questions
TVET funding mechanisms
What funding mechanisms are in place?
To what extent are there existing national funds for skills training?
Any training levies for enterprises (or tax reductions?)
Skills Development Funds
Ministry of Education / Employment/ Labour
TVET Board
National Employment Agency
Private sector (unions)
Annex 4 TVET providers/ institutional level1
Name of institutionContact personPhone
1. What tourism and business courses do you currently offer? Specify if you offer continuous trainings
2. Provide information about the modules and content of the courses?
3. Please can you tell what tourism-related modules you are still missing? (Use module list as trigger)
4. Explain module teaching structure Method of teaching Method of assessment Industry placement arrangements? How is material developed
7. Do your current courses meet market demand from tourism private sector? If not, what changes are needed?
8. What constraints do you face in design of new modules/ courses?
9. If applicable: are courses accredited/ reviewed / registered ? With whom?
10. Where do you select your trainers currently?
11. Are they well informed about the tourism industry practice?
12. What level of prior learning do they have?
13. How do they keep updated on recent developments: in tourism ? in vocational training?
14. How are your courses paid for?
15. How do you cooperate with private sector in design and delivery of courses?
16. How do you keep track of your trainees? what kinfd of statistics can you use to show the success of your courses?
17. Could you recommend any trainers experienced with active learning techniques, training material designers, training material developers?
1 This tool is adapted from Spenceley and Rozga, 2007, International Finance Corporation, Tourism Training Network Market Research Report, Global Business School Network
Questions Possible document on this topic
Possible actors Describe
[1] To be identifi ed by SNV expert
34 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 35
Aim to interview a sample of private sector informants (entrepreneurs, managers) that represent the various tourism sub-sectors and who are leaders in their type of business; infl uential heavyweights who have a nose for business. This way, they can provide you with information beyond their company and provide a sector-wide opinion.
In advance of the interview, scan company website for main products/markets, nr of years of operation, and other basic company information.
IntroductionIntroduce yourself, the HITT programme and the main objectives of this interview and estimate amount of time the interview will take.
Tourism industry questions With a fast growing tourism
industry, which trends do you see rising with regards to destinations / activities / markets in the country?
What are your predictions for the tourism industry over the next 3-5 years?
What may be the main constraints to growth you foresee?
Workforce development questions When searching for new staff, is it
diffi cult to fi nd suitable candidates for certain positions? Which position(s) and why may this be?
What do you consider most important when hiring a new staff member? (e.g. educational background, work experience, language skills, motivation, work attitude, etc)
Is it as easy to hire a woman as it is to hire a man?
Occ
upat
ion
Annex 6
Occupatio
ns a
nd d
escrip
tio
n o
f com
petencie
s
Whe
n th
e p
oten
tial o
ccup
atio
ns a
re id
entifi
ed
, it
is n
eed
ed t
o d
eter
min
e th
e sk
ills
requ
ired
for
thes
e o
ccup
atio
ns in
the
giv
en c
onte
xt. D
iscu
ss t
hese
o
ccup
atio
ns in
sho
rt w
ith t
he in
dus
try
ente
rpris
e ow
ners
and
fi r
st t
ry t
o id
entif
y m
ain
com
pet
ence
s (c
omb
inat
ion
of k
now
led
ge,
skill
s an
d a
ttitu
de)
re
quire
d.
The
next
ste
p is
to
des
crib
e th
e ‘le
arni
ng n
eed
s’ r
elat
ed t
o th
e in
form
al la
bou
r w
orkf
orce
.
1. W
rite
dow
n w
hat
job
titl
e /
pro
fi les
are
nee
ded
. Ad
d
new
titl
es if
rel
evan
t /
rem
ove
occ
upat
ions
1. p
rofi l
e
1. A
ccom
mo
dat
ion
and
re
stau
rant
s
Foo
d s
tall
oper
ator
s
Ser
ving
mea
ls t
o to
uris
ts
(hom
e st
ays)
i. D
escr
iptio
n (s
hort
): R
eque
st o
r ta
ke o
rder
s fr
om a
nd
serv
e fo
od
and
bev
erag
es t
o gu
ests
, ch
eck
on g
uest
sat
isfa
ctio
n an
d
hand
le t
he p
aym
ent
and
com
pla
ints
/co
ncer
ns o
f cus
tom
ers.
The
y ar
e em
plo
yed
in r
esta
uran
ts, h
otel
s or
lo
cal p
lace
s (h
ome
stay
s). T
hey
have
kn
owle
dge
of s
ervi
ce t
echn
ique
s,
foo
d a
nd b
ever
age
pro
duc
t.
2. E
ach
job
title
con
tain
s of
a jo
b p
rofi l
e –
i. d
escr
iptio
n, ii
. res
pon
sib
ilitie
s, ii
i. co
mp
eten
ces.
The
se jo
b p
rofi l
es a
re in
man
y ca
ses
alre
ady
know
n (IS
CO
, ILO
).2 D
iscu
ss w
heth
er t
hese
pro
fi les
are
rel
evan
t
ii. R
esp
onsi
bili
ties:
Take
and
rel
ay fo
od
and
b
ever
age
ord
ers
Ser
ve fo
od
and
bev
erag
es t
o gu
ests
Che
ck o
n gu
est
satis
fact
ion
iii. C
omp
eten
ces
(gen
eral
and
sp
ecifi
c) +
lang
uage
nee
ds
Gen
eral
(ab
ility
to.
.)
Pro
fess
iona
l ap
pea
ranc
e an
d a
ttitu
de
Com
mun
icat
ion
with
tou
rists
Exc
elle
nt c
usto
mer
se
rvic
e sk
ills
2 Pro
fi les
fro
m IL
O 2
011
http
://w
ww
.ilo.
org/
pub
lic/e
nglis
h/b
urea
u/st
at/is
co/is
co88
/alp
ha.h
tm, h
ttp
://w
ww
.was
eant
ouris
m.c
om
Annex 5 Outline for interview with key informants private sector
What is/are the position(s) you need most staff for? And which position(s) are most fl uctuating in your company? What key skills are required for these jobs? Are there skills missing or diffi cult to fi nd?
How is your staff trained? Do you provide on-the-job training? Do you also support staff to take external training courses? Do you use any other training methods for your staff?
Do you know of any good quality training providers / institutes that provide or could potentially provide training to your staff?
If the HITT programme and our partners would develop training for the occupation(s) you identify, would you be interested to have your staff (and free lancers) trained?
In what way would you be able to support them in the training? (making time available, fi nancial support, offer in-house training facilities, etc.) Do you have a budget available for human resource development?
Forward / backward linkages questions Your company likely makes use of
the services of other companies (e.g. ICT company, electrician, garbage collector, transportation, etc). Are there any services your company requires that are diffi cult to fi nd or diffi cult to fi nd good quality service? What skills are missing?
SummarySummarize the major comments and key facts heard in the interview and ask the informant if you have covered all his/her major points. Is there anything else they would like to share? Finally, thank them for their time.
36 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 37
Hou
seke
epin
g ro
om a
tten
dan
ts
pro
vid
e fo
r th
e co
mfo
rt o
f gue
sts
in h
otel
s, lo
dge
s an
d g
uest
hous
es
by e
nsur
ing
that
gue
st r
oom
s an
d
pub
lic a
reas
are
cle
an a
nd p
rop
erly
p
rese
nted
. A h
ouse
keep
ing
room
at
tend
ant
pro
mot
es a
pos
itive
imag
e of
the
pro
per
ty t
o gu
ests
, and
mus
t b
e p
leas
ant,
frie
ndly
and
ab
le t
o ad
dre
ss p
rob
lem
s or
sp
ecia
l req
uest
s.
Wai
ter
in r
esta
uran
ts
Ser
vant
s Fo
od
and
bev
erag
e se
rver
s O
ther
job
pro
fi les
?
Hou
seke
eper
s, c
lean
ers,
ro
om a
tten
dan
ts
Han
dle
com
pla
ints
and
co
ncer
ns o
f cus
tom
ers
Pro
vid
e fo
od
and
bev
erag
e p
rod
uct
know
led
ge
Take
foo
d o
rder
s
Use
pro
per
ser
ving
tec
hniq
ues
Cas
h ou
t an
d r
econ
cile
cas
h w
ith t
otal
sal
es
Pre
par
e a
tab
le
Etc
.
Sto
ck a
nd s
ort
sup
plie
s
Vacu
um, c
lean
, dus
t an
d
pol
ish
gues
t ro
oms
Mak
e b
eds,
cha
nge
shee
ts,
rem
ove
and
rep
lace
use
d t
owel
s an
d t
oile
trie
s
Del
iver
and
ret
rieve
item
s on
lo
an t
o gu
ests
e.g
. iro
n an
d
ironi
ng b
oard
s
Cas
h ha
ndlin
g
Tim
e m
anag
emen
t
Sp
ecifi
c (a
bili
ty t
o…)
Kno
wle
dge
of h
ealth
and
saf
ety
regu
latio
ns is
req
uire
d
Kno
wle
dge
of t
he p
rod
ucts
, fac
ility
, se
ctor
and
ind
ustr
y
Foo
d s
afe
regu
latio
ns
Etc
.
Lang
uage
nee
ds
Gen
eral
(ab
ility
to.
.)
Pro
fess
iona
l ap
pea
ranc
e an
d
attit
ude
Ab
ility
to
follo
w in
stru
ctio
n
Det
ail-
orie
nted
Pro
vid
es s
ervi
ce t
o gu
ests
at
the
mai
n d
oor
or lo
bby
of a
n ac
com
mo
dat
ion
pro
per
ty. T
hey
help
with
lugg
age,
offe
r in
form
atio
n, a
nd g
ener
ally
end
eavo
r to
mak
e ea
ch a
nd e
very
per
son’
s st
ay a
ple
asan
t on
e. W
ork
can
be
very
fast
-pac
ed, e
spec
ially
dur
ing
the
high
sea
son,
but
ext
ra e
ffort
m
ay b
e re
war
ded
with
gra
tuiti
es.
Gue
st s
ervi
ces
atte
ndan
ts a
re o
ften
th
e ey
es a
nd e
ars
of a
pro
per
ty, a
s th
ey a
re c
onst
antly
mov
ing
arou
nd
it, a
nd o
ften
not
ice
issu
es t
hat
need
at
tend
ing
to.
Hom
esta
y op
erat
ors
Cam
psi
te o
wne
r
A g
uest
ser
vice
s at
tend
ant
Ens
ure
secu
rity
of g
uest
roo
ms
and
p
rivac
y of
gue
sts
Per
form
rot
atio
n cl
eani
ng d
utie
s (e
.g.
stea
m c
lean
car
pet
s) a
s re
quire
d
Pro
vid
e gu
ests
with
ver
bal
or
wri
tten
in
form
atio
n ab
out
the
faci
litie
s,
serv
ices
, roo
m c
hoic
es a
nd r
ates
, an
d a
rea
attr
actio
ns
Mak
e ro
om r
eser
vatio
ns fo
llow
ing
esta
blis
hed
pro
ced
ures
, usi
ng
com
put
eriz
ed o
r m
anua
l sys
tem
s
Han
dle
gue
st a
rriv
als
and
dep
artu
res
Han
dle
gue
st k
eys,
mai
l and
faxe
s
Com
pile
rec
ord
she
ets
or lo
g b
ooks
, gu
est
acco
unts
and
vou
cher
s
Pro
fess
iona
l att
itud
e is
req
uire
d
Ab
ility
to
wor
k in
dep
end
ently
Exc
elle
nt t
ime
man
agem
ent
skill
s
Bon
dab
le is
gen
eral
ly r
equi
red
Cus
tom
er s
ervi
ce s
kills
Goo
d c
omm
unic
atio
n sk
ills
are
an
asse
t
Lang
uage
nee
ds?
Gen
eral
(ab
ility
to.
.)
Pro
fess
iona
l att
itud
e
Goo
d c
omm
unic
atio
n sk
ills
Cus
tom
er s
ervi
ce s
kills
Enj
oy w
orki
ng w
ith p
eop
le
38 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 39
Cle
ans
and
san
itize
s ki
tche
n eq
uip
men
t, a
ssis
ts in
bas
ic fo
od
p
rep
arat
ion,
and
with
rec
eivi
ng
and
sto
ring
pro
duc
ts in
kitc
hens
, re
stau
rant
s. T
hey
have
kno
wle
dge
of
gen
eral
kitc
hen
oper
atio
ns a
nd o
f ge
nera
l foo
d s
tora
ge g
uid
elin
es. T
his
pos
ition
giv
es k
itche
n he
lper
s th
e op
por
tuni
ty t
o le
arn
abou
t ki
tche
n an
d r
esta
uran
t op
erat
ions
and
the
op
por
tuni
ty t
o w
ork
with
and
lear
n fr
om c
hefs
.
A k
itche
n he
lper
Pre
par
e b
ills
and
pro
cess
pay
men
ts
Com
mun
icat
e on
tel
epho
ne
Ass
ist
in b
asic
foo
d p
rep
arat
ion
Cle
an k
itche
n eq
uip
men
t
Load
and
unl
oad
dis
hwas
her
Scr
ub p
ots
and
pan
s
Cle
an fo
od
pre
par
atio
n an
d s
tora
ge a
reas
Rec
eive
and
sto
re g
ood
s
Phy
sica
l ab
ility
to
lift
and
car
ry h
eavy
su
itcas
es a
nd o
ther
item
s
Goo
d t
ime
man
agem
ent
skill
s m
ay
be
requ
ired
Lang
uage
nee
ds?
Gen
eral
(ab
ility
to.
.)
Ab
ility
to
lift
and
car
ry h
eavy
item
s p
rop
erly
Dem
onst
rate
d in
tere
st in
foo
d
pre
par
atio
n an
d k
itche
n op
erat
ions
Tim
e m
anag
emen
t sk
ills
Sp
ecifi
c
Bas
ic fo
od
pre
par
atio
n sk
ills
Bas
ic c
lean
ing
and
m
aint
enan
ce s
kills
Kno
wle
dge
of t
he p
rod
ucts
, coo
king
, se
ctor
and
ind
ustr
y in
gen
eral
.
Cou
rses
in fi
rst
aid
, Foo
dsa
fe a
nd
hand
ling
of w
orkp
lace
haz
ard
ous
mat
eria
ls a
re a
sset
s
cert
ifi ca
tion
whe
re a
vaila
ble
) is
an
asse
t
Lang
uage
nee
ds
Coo
ks p
rep
are
and
coo
k a
wid
e va
riety
of f
ood
. Coo
ks m
ay
be
resp
onsi
ble
for
bas
ic fo
od
p
rep
arat
ion.
The
y ar
e em
plo
yed
in
rest
aura
nts,
hot
els
or s
elf-
emp
loye
d.
Gen
eric
des
crip
tion
(e
.g. a
per
son
who
inte
ract
s w
ith
tour
ists
in o
rder
to
sell
a p
rod
uct
or
serv
ice.
He
/she
is r
esp
onsi
ble
for
own
inco
me
and
man
agem
ent.
Ab
le
to m
ake
a b
usin
ess
pla
n /
regi
stra
ted
-
if ne
eded
). S
ee a
lso
des
crip
tions
fr
om a
bov
e
Coo
ks (b
asic
coo
king
ski
lls)
Coo
k as
sist
ant
Frui
t /
jam
mak
er
Che
ese
mak
er
Oth
er
2. B
usin
ess
skill
s fo
r in
form
al t
rad
ers
Mar
ket
hand
icra
ft s
elle
rs
Foo
d/b
ever
age
stal
l op
erat
ors
Gue
stho
use
or h
omes
tay
oper
ator
s P
oten
tial m
icro
-ent
rep
rene
urs
Bas
ic fo
od
pre
par
atio
n
Pre
par
e an
d c
ook
ind
ivid
ual d
ishe
s or
ent
ire m
eals
Ens
ure
sani
tary
coo
king
con
diti
ons
and
saf
e fo
od
han
dlin
g
May
ass
ist
in m
enu
dev
elop
men
t
May
ass
ist
in c
ost
cont
rol,
mon
itorin
g an
d o
rder
ing
of s
upp
lies
Man
agem
ent
of t
he s
ervi
ce/
pro
duc
t
Sal
es o
f the
ser
vice
/
pro
duc
t (m
arke
ting)
Cal
cula
te p
rices
Dev
elop
s ne
w p
rod
ucts
/ se
rvic
es
Pre
par
e an
d m
onito
r b
udge
t M
ake
a b
usin
ess
pla
n
Gen
eral
Sp
ecifi
c
Bas
ic fo
od
pre
par
atio
n
Dev
elop
ing
know
led
ge o
f co
okin
g /
cutt
ing
Ab
ility
to
dea
l with
hig
h p
ress
ure
envi
ronm
ents
Lang
uage
nee
ds
Gen
eral
(ab
ility
to.
.)
Cus
tom
er c
are
Neg
otia
tion
skill
s
Pro
fess
iona
l att
itud
e
Inno
vativ
e id
eas
for
dev
elop
ing
new
pro
duc
ts
Mai
ntai
n qu
ality
Goo
d c
omm
unic
atio
n sk
ills
(mar
ketin
g sk
ills)
40 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 41
Han
dic
raft
wor
kers
in w
ood
and
re
late
d m
ater
ials
ap
ply
tra
diti
onal
te
chni
ques
to
pre
par
e w
ood
, str
aw,
ratt
an, r
eed
s, s
tone
, cla
y, s
hells
, and
ot
her
mat
eria
ls, a
nd c
arve
, mou
ld,
asse
mb
le, w
eave
, or
pai
nt a
nd
dec
orat
e va
rious
art
icle
s fo
r p
erso
nal
or h
ouse
hold
use
, or
for
dec
orat
ive
pur
pos
es.
Frui
t p
ress
er
Frui
t se
ller
Oth
er
3. H
and
icra
ft P
rod
uctio
n an
d S
ales
Han
dic
raft
sel
lers
, wor
kers
, st
one,
woo
d, l
eath
er, w
ool i
n st
all o
r m
arke
t, o
n th
e st
reet
Han
dic
raft
pro
duc
ers,
sto
ne,
woo
d, l
eath
er
Reg
istr
ate
bus
ines
s
Mai
ntai
n a
bus
ines
s re
latio
nshi
p
Coo
rdin
ate
staf
f
a) p
rep
arin
g w
ood
, str
aw, r
atta
n,
reed
s, s
tone
, she
lls, o
r si
mila
r m
ater
ials
;
(b) c
arvi
ng, a
ssem
blin
g, w
eavi
ng,
pai
ntin
g an
d d
ecor
atin
g va
rious
ar
ticle
s fo
r p
erso
nal o
r ho
useh
old
us
e su
ch a
s sa
lad
bow
ls, s
ervi
ng-
spoo
ns, c
uttin
g-b
oard
s, t
rays
, vas
es,
jugs
, bas
kets
, str
aw h
ats,
str
aw m
ats
and
sim
ilar
obje
cts;
(c) c
arvi
ng, a
ssem
blin
g, w
eavi
ng a
nd
pai
ntin
g va
rious
dec
orat
ive
artic
les
such
as
stat
ues
and
oth
er s
culp
ture
s,
ches
s p
iece
s, je
wel
lery
, and
sim
ilar
obje
cts;
(d) s
ellin
g ha
ndic
raft
s (n
egot
iatio
n, p
ricin
g)
Cro
ss-c
ultu
ral c
omm
unic
atio
n
Sp
ecifi
c
Fina
nce,
ICT
Lang
uage
nee
ds
Tech
nica
l ski
lls t
o p
rod
uce
hand
icra
ft
Eye
for
Qua
lity
and
pric
e
Can
sel
l han
dic
raft
s to
tou
rists
(c
ross
-cul
tura
l com
mun
icat
ion)
Inno
vativ
e id
eas
for
dev
elop
ing
new
han
dic
raft
s
Out
doo
r gu
ides
org
aniz
e an
d c
ond
uct
exp
editi
ons
for
spor
ts e
nthu
sias
ts,
adve
ntur
ers,
tou
rists
or
reso
rt g
uest
s.
They
wor
k fo
r ad
vent
ure
tour
ism
co
mp
anie
s, r
esor
ts, p
arks
, lo
dge
s or
cam
pgr
ound
s, o
r th
ey o
per
ate
thei
r ow
n sm
all b
usin
esse
s. T
hey
mig
ht t
ake
clie
nts
whi
te w
ater
raf
ting,
fi s
hing
, hun
ting,
or
mou
ntai
n cl
imb
ing,
d
epen
din
g on
the
sea
son
and
on
thei
r sk
ills.
Oft
en t
he w
ork
is s
easo
nal,
and
, d
epen
din
g on
the
typ
e of
gui
din
g, t
he
hour
s ca
n b
e irr
egul
ar. A
lso
a gu
ide
can
be
pro
vid
e se
rvic
es fo
r cu
ltura
l ev
ents
(vill
age
tour
s, r
ural
tou
rs).
Oth
er
4. E
xcur
sion
/gui
din
g-re
late
d
emp
loym
ent
Vill
age/
rura
l gui
des
Free
lanc
e gu
ides
Ad
vent
ure
guid
es (h
ikin
g)
Cul
ture
gui
de
Ass
ista
nt g
uid
e
Vill
age
tour
s
Gui
de
ind
ivid
uals
or
grou
ps
Hos
t co
mm
unity
aw
aren
ess
Sus
tain
abili
ty /
eco
tou
rism
aw
aren
ess
Cre
ate
pos
itive
cus
tom
er r
elat
ions
Ass
emb
le n
eces
sary
equ
ipm
ent
and
su
pp
lies
Set
up
and
bre
ak c
amp
Pre
par
e an
d/o
r se
rve
mea
ls
Inst
ruct
and
dem
onst
rate
rel
ated
sk
ills
and
tec
hniq
ues
Res
pec
t an
d m
aint
ain
natu
ral
reso
urce
s
Man
age
an it
iner
y
Man
agem
ent
of t
he s
ervi
ce/
pro
duc
t
Und
erst
and
ing
wha
t to
uris
ts li
ke
Neg
otia
tion
with
tou
rists
or
tour
ism
en
terp
rises
(hot
els)
Lang
uage
nee
ds
Ab
lity
to...
Che
ck o
n gu
est
satis
fact
ion
Saf
e to
urin
g co
nditi
ons
Loca
l mar
ketin
g st
rate
gies
Ab
ility
to
dea
l with
phy
sica
l d
eman
ds
of t
he p
ositi
on
Ad
diti
onal
hea
lth a
nd s
afet
y tr
aini
ng is
an
asse
t
Pre
viou
s ex
per
ienc
e in
the
re
leva
nt s
por
t or
act
ivity
is r
equi
red
Ab
ility
to
wor
k in
tea
ms
Exc
elle
nt c
omm
unic
atio
n sk
ills
Exc
elle
nt in
stru
ctio
nal s
kills
is
requ
ired
Goo
d o
rgan
izat
iona
l ski
lls
Lead
ersh
ip s
kills
42 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 43
Car
ries
goo
ds
(ass
ists
gui
des
/ t
ouris
ts)
Tran
spor
t p
asse
nger
s, m
ail o
r go
od
s
Per
form
s fo
r to
uris
ts
Por
ter
Car
, tax
i, m
otor
bik
e an
d
van
driv
ers
Trad
ition
al d
ance
r
Cul
tura
l sho
w
Oth
er
Car
ries
goo
ds
(a) d
rivin
g an
d t
end
ing
pas
seng
er
cars
or
taxi
s ;
(b) d
rivin
g an
d t
end
ing
cars
, van
s or
sm
all t
ruck
s to
del
iver
mai
l or
goo
ds;
(c) p
erfo
rmin
g re
late
d t
asks
;
d) a
bili
ty t
o ea
rn m
ore
from
tra
nsp
ort
serv
ice
only
a. c
ultu
ral p
erfo
rman
ce
b. in
tera
ctio
n w
ith t
ouris
ts
Wor
king
kno
wle
dge
of t
erra
in,
envi
ronm
ent
and
loca
l are
a
Goo
d c
usto
mer
rel
atio
ns s
kills
Wor
king
kno
wle
dge
of
rele
vant
legi
slat
ion
Lang
uage
nee
ds?
(lo
cal,
engl
ish,
fre
nch)
Phy
sica
l ab
ility
to
lift
and
car
ry h
eavy
su
itcas
es a
nd o
ther
item
s
Inte
ract
with
tou
rists
Inte
ract
with
tou
rists
, set
rig
ht
pric
es -
neg
otia
tion
skill
s, t
ouris
t p
rod
uct
know
led
ge, c
ross
-cul
tura
l un
der
stan
din
g of
tou
rists
, lan
guag
e ne
eded
, cus
tom
er r
elat
ions
Is a
ble
to
per
form
a c
ultu
ral d
ance
Und
erst
and
ing
tour
ists
like
Before you get too far along the path of determining learning objectives, and designing a work-based learning programme to address the gaps that you have identifi ed, it is important to have a very good understanding of the learners with whom you will be working. Using this learner profi le tool will help you get a better grip on your intended target audience, and help ensure that the programme you design is appropriate for this audience.
Use a selection of relevant questions from the list below to develop a learner profi le.
Background of Learners What are the age, gender, location,
ethnicity, language, disability, level of education, literacy, etc. backgrounds of your potential benefi ciaries?
What types of learning constraints exist?
What is their availability for training, based on their working hours, the employment status, etc.?
Prior Experience What prior knowledge, skills,
experience will they have that is relevant?
How will past experience infl uence their cognition and development?
How can this experience be drawn out and integrated into the learning?
What is the learner’s existing knowledge and skills level?
Gender What roles do men and women
typically play in the community? Who cares for children and covers
other family work (‘reproductive work’)?
How many hours a day are spent on home and family care?
Which specifi c hours in a day are spent on home and family care?
How many households in the community are headed by women?
Who owns property and homes? Are women paid different wages
than men for their work? Who controls household income?
Learners’ Objectives What do you think the learners’
objectives will be for attending skills training?
Is the training to improve skills in their current situation or to enable future employment?
Learners’ Motivation What will make the program most
relevant to the learners? What will prove meaningful, and
provide motivation to learn?
Success Factors What factors might affect learner
success or failure in the program What training model will suit them
best?
Technology Do the learners have access
to learning technologies (e.g. computer, CD-ROM, Internet, video, etc.)?
Are they pre-disposed to using these?
Support What kinds of support will be
needed (peer, supervisor, technical, etc.) to help ensure learner success?
Annex 7 Learner profi le
44 INCEPTION ANALYSIS GUIDELINES INCEPTION ANALYSIS GUIDELINES 45
Literature list
Ashley, Mitchell and Spenceley, 2009, The tourism-led poverty reduction programme, Opportunity Studies Guidelines, International Trade Centre (ITC)
Spenceley and Rozga, 2007, Tourism Training Network Market Research Report, International Finance Corporation, Global Business School Network
Websites used:
ILO 2011 http://www.ilo.org/public/english/bureau/stat/isco/isco88/alpha.htm
ASEAN STANDARDS in Tourism : http://www.waseantourism.com/ft/guest.php
(Username is guest, and password is guest1).
HITT website http://www.hitt-initiative.org/
46 INCEPTION ANALYSIS GUIDELINES