quality assurance methodology of nature guide training
TRANSCRIPT
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Quality Assurance Methodology of
Nature Guide Training Programme
Diana Šaparnienė, Oksana Mejerė, Zita Gasiūnaitė, Rasa Rupulevičienė,
Daumantas Bočkus, Mindaugas Brazauskas
2020
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This methodology was developed as part of a project supporting sustainable nature tourism in
transboundary coastal areas in the SB Region via establishing a common education scheme for
Local Guides No STHB.04.01.00-LT-0108/17 according to 2017- 2020 Programme Priority Axis 4
– Boosting human resource capacities for the area’s blue and green economy implementation with
Specific Objective 4 – Increase the share of skilled labour force working in blue and green economy
sectors of the South Baltic area through joint cross-border actions. The project is financed from the
European Union funds and the state budget of the Republic of Lithuania.
The methodology was developed by the leading partner – Klaipeda University (Lithuania) team,
with the discussions of project partners from Environmental Action Germany/DUH (Germany),
Directorate of Kursiu Nerija National Park (Lithuania), Transnational Network Oder Delta/HOP
(Germany), Association of Friends of the Ina and the Gowienica Rivers/TPRIiG (Poland), Northern
Chamber of Commerce/NCC (Poland).
The methodology was evaluated by reviewers:
Prof. dr. Ramūnas Povilanskas, Klaipeda University, Health Sciences Faculty
Assoc. prof. dr Jurate Valuckiene, Siauliai University, Institute of Regional Development
© Diana Šaparniene, 2020
© Oksana Mejerė, 2020
© Zita Gasiėnaitė, 2020
© Rasa Rupulevičienė, 2020
© Daumantas Bočkus, 2020
© Mindaugas Brazauskas, 2020
ISBN 978-609-481-073-2
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Content
Introduction ......................................................................................................................................... 4
1. Standards for Nature Guide ............................................................................................................. 5
1.1. Overview of nature guide’s training practices ...................................................................... 5
1.2. The guide competences according to European Norm EN
15565:2008: Standard for the Training and Qualification of
Tourist Guides in Europe. ............................................................................................................ 11
1.3. Recommendations for learning outcomes of Nature
Guide’s training and job profile in project partner’s countries. .................................................. 13
2. Dimensions of Quality Assurance ................................................................................................. 13
2.1. Participants of the training: requirements and validation
of non-formal or informal learning competencies ....................................................................... 13
2.2. Career opportunities ............................................................................................................ 15
2.3. Training composition and methodology ............................................................................. 16
2.4. Learning / training environment ......................................................................................... 20
2.5. Teacher’s competence and qualifications ........................................................................... 20
2.6. Certification ........................................................................................................................ 21
3. Quality management and control ................................................................................................... 22
3.1. Internal quality management bodies ..................................................................................... 22
3.2. Quality management and control at course level .................................................................. 24
3.3. Programme Management Committee composition and job
organisation ................................................................................................................................. 26
3.4. External quality assessment of the training courses ............................................................. 27
3.5. Procedures and principles of training’s quality
improvement ................................................................................................................................ 27
4. The Assessment of the Quality of Nature Guide Services ............................................................ 28
5. Quality Performance Indicators ..................................................................................................... 31
References ......................................................................................................................................... 35
Annexes ............................................................................................................................................. 36
Annex 1: Terms and definitions ............................................................................................ 37
Annex 2: Course Description Form ........................................................................................ 40
Annex 3: Syllabus Form ........................................................................................................ 41
Annex 4: Course Evaluation: Student‘s Survey ..................................................................... 47
Annex 5: Course Evaluation: Teacher’s Survey ..................................................................... 51
Annex 6: Training Programme Evaluation: Qualitative Survey ............................................. 53
Annex 7: Guidelines for Teacher‘s Self-Reflection ............................................................... 54
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Introduction
Quality Assurance Methodology of Nature Guide Training Programme is a part of SB Nature Guides
Network project. The goal of this methodology is to provide the main requirements and
recommendations how to best develop and implement the Nature Guide training programme and to
ensure the quality of services provided by National Guides.
The methodology is focused on the assessment of training organisation in accordance with
training standards and additional quality indicators. Thus it is essential to begin from the
overview of the guiding standards, existing in different countries. While guiding standards can
potentially be achieved through a number of different mechanisms (e.g. support from professional
associations, codes of conduct, awards for excellence, licensing and professional certification, etc.),
the main focus remains on the formal training programme. This document consists of essential
dimensions in training quality assurance (participants, teaching/learning scope, structure, methods,
certification, etc.) as well as the questions on quality management and control. The methodology also
is presenting some issues to the assessment of the quality of nature guide‘s services.
Quality Assurance is based on a formative review and evaluation process that involves the regular
monitoring of Nature Guides Training performance according to key Quality Performance
Indicators. In the last part of the methodology there are presented Quality Performance Indicators.
The evaluation has three components: a) programme development and upgrading, b) programme
implementation and c) evaluation of Nature guide services. The monitoring of Nature Guide
Training Programme Quality ensures the high quality of project outcomes and will guarantee the
compliance of the project results with the project objectives.
The methodology presents data collection tools – questionnaires for quantitative and qualitative
surveys. A combination of qualitative and quantitative information will be collected, as required by
the different questions being addressed. There is no a priori preference for one type of data over
another, and both quantitative and qualitative data have standards of quality.
All project partners play a significant role in Nature Guide Training Programme Quality Assurance
Methodology development and implementation process by taking responsibility for outputs and tasks
they provide, by giving feedback on project activities and proposing improvements. The leading
position in the quality assurance methodology belongs to Klaipeda University (Lithuania), with
participation project partners: Environmental Action Germany/DUH
(Germany), Directorate of Kursiu Nerija National Park (Lithuania), Transnational Network Oder
Delta/HOP (Germany), Association of Friends of the Ina and the Gowienica Rivers/TPRIiG (Poland),
Northern Chamber of Commerce/NCC (Poland).
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1. Standards for Nature Guide
1.1. Overview of nature guide’s training practices
The term nature guide is not widely used in academic texts or strategical documents worldwide.
Usually it is synonymously applied to the terms ‘ecotour’, ‘outdoor’ or ‘nature-based’ guide.
Generally speaking, a nature guide is a person expected to guide in a manner consistent with the
principles of tourism sustainability, in respect to local nature and culture. According to Black
(2002), this includes interpretation of the natural and cultural environment, using minimal impact
practices, and ensuring sustainability of the natural and cultural environment. One of the nature
guide interests should be to ensure that the visitors minimize their negative impacts on the visited
area, whilst maximizing their positive returns.
The analysis of nature guide trainings revealed that geographical and cultural variety made the
process of nature guide trainings‘ standardization very challengeable. Thus it is recommended to
have a general strategy for the trainings of nature guides, with the delegated power to the training
institution to develop or update trainings in a way which is in response to local conditions.
This part of the methodology provides a brief overview of the existing standards and practices of
guide trainings and guiding regulations. It should be emphasized that there are different
perspectives on standardization and certification of guiding issues: mainly these practices are
orientated toward the set of specific standards and requirements for certification of park territories,
protected nature areas
(e.g. Europarc‘s basic standards) or guide tour operator itself (e.g. Nature‘s Best 6 Basic Principles,
Wild Poland), while there are few cases of standards for nature guide trainings and competences
recognition (EcoGuide Certification Program, Savannah Guide training, Arctic Nature guide
programme, etc.). Despite the differences, the main common idea, combining nature area
management, nature tour operators’ certification or labelling and nature guide‘s trainings is
environmental sustainability, i.e. the goal and ability to minimize the environmental impact and to
take responsibility of nature conservation.
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Examples of park’s and eco tour operator’s standards and labels
Europe: EUROPARC federation has developed basic standards for the evaluation of
transboundary cooperation of Europe‘s protected areas and certification of national
parks. The standards consist of some quality criteria orientated towards fostering
ecosystem perspective, the establishment of green corridors between habitats, promoting
cross-cultural interaction, supporting the social and economic well-being of local
communities, and encouraging parks to raise political support and to promote peace.
EUROPARC also initiated the European Charter for Sustainable Tourism in Protected
Areas as a practical management tool that enables Protected Areas to develop tourism
sustainably.
Poland: Wild Poland - wildlife watching tours company – emphasizes its goal to show
wildlife close in their natural habitat with minimum disturbance and high regard of
ecotourism and to teach others how to do it in the most respectable way.
Sweden: Nature‘s Best is an eco-label in Sweden that assures the quality of eco-certified
tour operators around the country. The label guarantees that Nature‘s Best tour operators
adhere to a strict code of conduct, covering 6 basic principles (e.g. minimize the
negative impacts on local nature and culture, support the local economy, all the
operator‘s activities are environmentally sustainable, contribute actively to nature and
cultural conservation, etc.). The services provided by tour operators, labelled with
Nature‘s Best, make a positive contribution to the environment where the tour or activity
is taking place.
One of the core elements of ecotourism development and conservation of nature park and protected
areasis a well-trained and qualified nature guide (Weiler et al., 1992; Roggenbuck and
Williams, 1993; Black, 1999; Weiler and Ham, 2001).Weiler et al. (1992:233) note, that ‘tour
leaders as role models for visitors must exhibit environmentally responsible behaviour, hold
environmentally responsible attitudes, and most importantly, must have skills and abilities to
promote these attitudes in visitors’(from Black, R. & Crabtree (ed.); Quality assurance and
certification in ecotourism. Ecotourism Series No.5. 2007: 325). This can be guaranteed through
mechanisms such as training or professional certification of individual tour guides. Two different
ways of nature guide trainings could be identified:
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a) the training programme, provided by higher education institutions, and requiring assessment and
examinations (e.g. Arctic Nature Guide – see Table 1);
b) guides’ field schools as a part of Tour Guide accreditation process; the schools provide
professional development workshops, held at various locations of the territory (e.g. Savannah
Guides Field School).
Table 1. Examples of nature guide trainings
Arctic Nature Guide (Norway)
Goal This international study programme will provide candidates with the opportunity to
experience Svalbard‘s nature and culture at close hand by combining arctic
knowledge with a practical program in tourism and guiding
Target
Group
People who work, or who wish to educate themselves to work as nature guides, on
Svalbard, in the Arctic region, or on the mainland of Norway. In addition, the
study program is suitable for students who want to acquire such expertise for their
Bachelor‘s degree, teacher training, etc.
Duration 60 ECTS – 1 year
Admission
requirements
- Higher Education Entrance Qualification; -Certified language requirements
in English.
- a driving license, category B (passenger car, etc.) or category S
(snowmobile) valid in Norway.
- Work experience as a nature guide, equivalent to a minimum 6 months full
time/100 % or
- Work experience as an officer, outdoor leader or teacher, equivalent to a minimum 6 months full time/100 %
Courses - Safe Guiding in the Arctic (20 ECTS)
- Value-Based Guiding and Teaching Arctic Nature (20 ECTS)
- Arctic safety and field leadership (14 ECTS)
- The History of Svalbard (6 ECTS)
Learning
outcomes
Knowledge:
Have broad theoretical knowledge of topics related to safe travel and stay in the Arctic nature.
Have theoretical knowledge about the leadership and hostmanship of groups
in nature based on relevant research.
Have theoretical knowledge essential in nature-based tourism, experience
production and eco-philosophy.
Understand the nature, culture, history and the geopolitical conditions in the
polar region.
Skills:
Have skills, methods and routines for safe travel and stay in the Arctic
nature. Have learned methods and through practice and guidance have
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achieved personal development aimed at being a host, mediator and leader
of groups in nature Be able to identify methods to facilitate and impart
knowledge, values and good nature experiences.
Have acquired adequate skills to be able to convey arctic nature and culture to their guests.
Competence:
Be aware of the requirements concerning the skills and competence they must possess as a nature guide in order to lead groups in a varied Arctic nature.
Be aware of the responsibility nature guides have when leading groups in a demanding arctic nature.
Have reflected on their own values in relation to experiencing nature, nature
guide role and commercial tourism.
Be aware of what role nature guides can play as ambassadors and friends of
the vulnerable Arctic nature with regard to interaction with the guest.
Source: https://uit.no/utdanning/program/345066/arctic_nature_guide_-_one_year_programme
Savannah Guides Field School (Australia)
The Savannah Guides ’Field School’ is not a course with assessment or a qualification. It‘s
simply our name for professional development workshops, held at various locations across
Northern Australia at least twice each year. Field Schools are a part of our Tour Guide accreditation
process, although most participants come for the open knowledge and skill sharing, networking
with ecotourism and community leaders and enjoying a fascinating part of the country in more
detail. The majority of Field School activities are held outdoors, in the field.
Field Schools are a great opportunity for any Tour Guide, tourism industry member, government
or community representative or nature lover to gain a real insight into quality tourism operation.
Our participants will include tourism businesses and organizations, tour guides, environmental
specialists, traditional owners, local government representatives and land managers.
The content of the school reflects its regional basis. The schools feature experts in different
fields, including Aboriginal culture, ecology, land management and tourism.
Duration is around 5 days.
Source: Black, R. & Crabtree, A. (ed.), 2007. Quality assurance and certification in ecotourism. Ecotourism Series
No.5.)
The development of a nature guide training should start with the identification of his/her role in the
working area (park, protected area, mountains, etc.) and the existing nature based tourism. It will
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enable training providers to develop the training content and learning outcomes, which meet the
needs of the tourism.
The roles that a guide plays in tourism depend on a number of factors, including the setting and
purpose of the tour, the motivations and experiences of the tourists, the characteristics and
motivations of the guides themselves and the expectations of the tour operators. Weller et al. (1992)
suggest to organize the development of the guides‘role in the nature-based tourism industry within
integration and balancing of three dimensions: tour management (focus on group), experience
management (focus on individual) and resource management (focus on environment), and outer or
inner directions (see Table 2.)
Table 2. Roles played by the tour guide/leader in nature based tourism (Weller et al., 1992,
cited in Black & Crabtree, 2007:323)
Outer-directed {resourced
from outside the group}
Inner-directed
{resourced from
inside the group}
Tour management (focus on
group)
‘Organizer‘ ‘Entertainer‘
Experience management
(focus on individual)
‘Group leader‘ ‘Teacher‘
Resource management (focus
on environment)
‘Motivator‘ ‘Environmental interpreter‘
Despite the fact, that the professional guides have to be able to perform a wide range of duties and
functions simultaneously, it is widely agreed that nowadays the role of nature guides has been
expanded to organizer, teacher and group leader including motivator, ‘which involves influencing
the tourists‘ behaviour and impacts on the site’, and the environmental interpreter, which
‘involves increasing the tourist‘s appreciation and understanding of the environment to facilitate
responsible tourism behaviour in the long term‖. […] Pivotal to the interpreter‘s role is the art of
storytelling…there is a shift away from didactic legislator who instructs tourists to look, what to
look for, and when to look, towards an encouragement to look with interest at an enormous
diversity of artefacts, cultures and systems of meaning. […] The role of a guide as an interpreter is
crucial for a successful visitor experiences. […] In order to successfully develop as an ‘interpreter‘,
a guide needs to be encouraged to think of themselves as a ‘bridge‘ between the visitors‘ world and
the visited world‖ (Black & Crabtree, 2007:322, 389, 394).
One of the good examples of interpretative guide training can be named Interpret Europe
Certified Interpretive Guide (IECIG) course resulted from the EU-funded Leonardo Transfer of
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Innovation project, ‘HeriQ - Quality in Heritage Interpretation‘, which ran from 2013 to 2015. The
course targeted participants who had some basic experience in guiding and want to make their
guiding more interpretive. While the training does not include any nature dimension, it can be a
useful tool for the development of nature guides as environmental interpreter‘s trainings.
What other skills and competences are essential for nature guides?
The analysis of different standards and practices of guide trainings and certification showed that at
least two groups of competences can be identified (see Picture 1).
Picture 1. Competencies of Nature Guides
It is noticed, that a nature guide also should play the role of a risk manager or a provider of safety
and first aid. For instance, in Australia first aid certification is a national standard and is a widely
accepted and utilized form of quality assurance and professional certification.
Moreover, to be a nature guide requires more than mastering natural and cultural history, practicing
environmental interpretation, navigating confusing trails, speaking multiple languages. To be a
nature guide is to carry ‘the flying colours of ecotourism’, promoting conservation of natural and
cultural heritage through tourism. Thus, any development of nature guide training must incorporate
the consideration of environmental sustainability values.
The best way to ensure the nature guide training quality is to organize it according to the widely
acknowledged standards. While there are no special standards for Nature Guide training neither in
project partners‘ countries, nor in Europe, the EN 15565:2008 Standard for the Training and
Qualification of Tourist Guides in Europe with some adjustments to nature guide idea should be
taken into account.
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1.2. The guide competences according to European Norm EN 15565:2008: Standard for the
Training and Qualification of Tourist Guides in Europe.
This European Standard (further called: the Standard) supports European Union efforts to facilitate
free movement of provision of services within its member states but also emphasizes the importance
of area-specific tourist guides to high quality provision of tourism services. The Standard gives
freedom to countries, regions and cities to decide the level, extent and main areas of their training
programmes, providing these programmes meet these minimum standards and requirements for
tourist guide training which is a prerequisite for a quality tourist guide service in all member
countries.
This part of the Quality Assessment Methodology provides brief overview of the Standard, mainly
from guide competence training perspective. Other aspects of the Standard, including the
requirements to training composition, duration, courses and learning methods will be presented in
the next part (part 3) of the methodology.
According to the Standard, the training programme shall be designed to enable tourist guides within
their area of qualification to:
• represent the area (site, city, region and/or country);
• guide groups or individual visitors (including those with special needs) around natural and
man- made attractions of an area;
• research and develop information in order to provide accurate and relevant comments;
• interpret for visitors the cultural and natural heritage as well as the environment;
• help visitors to experience and understand what they are viewing and/or visiting;
• inform visitors on all the relevant aspects of life in the area;
• create and/or develop guided tours in their area;
• use the appropriate language;
• assess their audience;
• adjust to their respective interests and requirements by selecting relevant information;
• present the appropriate information in a comprehensive and communicative way.
The training programme shall be designed to enable tourist guides to be knowledgeable about:
• tourism industry and the profile of visitors in their area;
• relevant rules and regulations, including health and safety;
• taxation and insurance requirements;
• marketing and running a tourist guide business.
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Table 3. European Norm EN 15565:2008: guides abilities and skills
According to the European Norm EN 15565:2008, the training shall enable the guide to
demonstrate the following abilities and skills:
Presentation techniques - voice projection, diction, microphone use,
breathing techniques;
- eye contact, stance, body language, posture;
- personal appearance and behaviour;
- style and vocabulary.
Communications techniques - adaptation to audience requirements and environmental
conditions;
- interpersonal skills;
- selection, structuring and linking of information;
- handling and use of questions;
- stress management;
- time management;
- clear explanation and description of the top visual
priorities.
Group management - positioning of a guide and the group;
- neutral approach and politeness;
- group dynamics;
- risk assessment;
- crisis and conflict management.
Guiding for persons with
special needs
- awareness of potential special needs of tourists (e.g.
accessibility and design for all);
- adaptation of guided tours which allow access for those
disabled or aged;
- adaptation of guided tours taking child safety into
account.
Business knowledge and skills - fundamentals of economics;
- tourism industry worldwide, its importance and
development;
- tourist guide profession; the position of the profession in
the tourism industry;
- sustainable tourism;
- commercial aspects of the tourist guide profession;
- legal aspects of the tourist guide profession;
- research, planning, developing and updating guided
tours;
- health and safety regulations, management of emergency
situations;
- debriefing and quality control.
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1.3. Recommendations for learning outcomes of Nature Guide’s training and job profile in
project partner’s countries.
Geographical and cultural variety of Europe implies the idea to have general strategy for the
trainings of nature guides, with delegated power to the training institution to develop or update
trainings in the way which is relevant to local conditions. However, it is important to prepare the
nature guides to be able to understand where, as guides, they fit into in the overall tourism
system and to provide a level of knowledge that enables to better cope with the demands of the
role.
Generally speaking, a nature guide may be employed by national and protected area parks,
biosphere reserves, wilderness areas, tourism operators (e.g. adventure travel companies), natural
resource management agencies (rangers), non-governmental organizations (NGO‘s), voluntary
conservation organizations and educational institutions. They also may work self-employed or
rather as independent small, even one-woman /one-man companies.
Nature guides shall be able to offer and provide high quality and safe nature-based tourism services
in compliance with legal and protective regulations of a certain area; understand and interpret the
nature, culture and history of certain nature areas and be able to influence the tourists‘ behaviour
and increase their understanding of the environment to facilitate responsible tourism behaviour.
He/she shall be able to demonstrate presentation and communication techniques, business
knowledge and skills, group management and interpreter skills as well to be acknowledged with
guiding for persons with special needs and first aid provision.
2. Dimensions of Quality Assurance
Dimensions of quality assurance cover both aspects of the nature guide‘s trainings: the quality
criteria for the curriculum and the service delivery process. Dimensions were extracted according to
Standard for the Training and Qualification of Tourist Guides in Europe and from the analysis of
existing practices of SB Nature Guides Network project countries (Germany, Poland, Lithuania).
2.1. Participants of the training: requirements and validation of non-formal or informal
learning competencies
In order to start nature guide studies it is recommended to formulate the following admission
requirements:
• The participant of the training has to be completed at least secondary education and be at
minimum 18 years old.
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• The applicant must know at least one foreign language at B2 level and recommended – be
ICT literate person (must be able to use MS Office, Internet). The applicant‘s level of
foreign language and ICT literacy is determined in accordance with the procedures adopted
in the nature guide‘s training institution. Mostly the foreign language proficiency can be
verified by a certification from an academic institution or the Foreign Language Company.
• It is mandatory for applicants to obtain first aid certificate before the graduation of the
training. Usually first aid training is not included in the nature guides programme
curriculum. So, it is recommended to pass a special first aid outdoor course, if available.
• Work experience as a guide or nature guide, volunteer experience from active outdoor life is
an advantage.
The procedure of registration to the training and selection of the applicants is organized according to
the regulations of the training providing institution.
15 participants are recommended as the maximum number of the group and all the following
considerations in terms of time and material should be based on that number. The minimum number
of the participants for a cost effective running of the training is 10.
Validation of non-formal or informal learning competencies
The validation of non-formal or informal learning competencies is based on the European guidelines
for validating non-formal and informal learning and national standards or regulations. Learning
frequently takes place outside formal education and training (at home, in the workplace, in
seminars, conferences, etc.). Validation helps to convert the reached learning outcomes through
non-formal and informal learning to reachable at this moment formal learning outcomes. The
process must generate trust, notably by demonstrating that requirements of reliability, validity and
meet quality assurance requirements (European guidelines for validating non-formal and informal
learning, 2015). The evaluation methods and assessment tools are determined on the basis of
achievement and competencies described in the standards or regulations.
The different national approaches recommend using the following procedure:
1. Identification and systemising of all competences (CV);
2. Identification and systemising of guides competences (CV);
3. Presenting a portfolio that confirms achievements and verified documents competences in
the field;
4. Providing letters from former employers confirming that during a certain period the
employee was involved in a specific activity (documented experience).
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On the basis of each country‘s practice, based on validation of non-formal or informal learning
competencies standards, up to 30 % of the programme could be validated.
Existing practice. Validation of non-formal or informal learning competencies
Germany: Due to Germany‘s federal structure, there is no common legal framework and
standardised system for the validation of non-formal and informal learning; it means there
are no general quality assurance instruments in this case. Each of the crediting and
recognition systems has quality assurance procedures and instruments as described in the
relevant laws and ordinances.
Poland: Since 2012 Poland started a new system of qualifications – Polish Qualifications
Framework (PQF) that transforms the education system into a learning outcome-based
system. There are various certificates offered by educational institutions. But there also
third sector organisations (e.g. in voluntary work), which provide certification; however,
they are not official and thus not recognised by the state. An example of such a certificate
is Certified NGO trainers.
Lithuania: Lithuania does not have a national strategy for validation as a separate
comprehensive policy document; however several laws were amended in recent years to
pave the way for validation of non-formal and informal learning on a more mainstream
basis. The Law on non-formal adult education and continuing training, provides 3 cases of
validation: competences can be recognised as a part of finalised formal education
programme, as a competence to perform a regulated job or function, and as a qualification,
corresponding to a certain Lithuanian Qualifications Framework level.
2.2. Career opportunities
Nature guides may be employed by tourism operators, adventure travel companies, natural
resource management agencies, non-governmental organizations (NGO‘s), voluntary conservation
organizations and educational institutions. Nature guides could work in national and regional parks,
biosphere reserves, nature parks and wilderness areas, manage own business. They also may work
self-employed as independent small, even one-woman / one-man companies.
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2.3. Training composition and methodology
Structure and scope. The optimal scope of training in order to achieve the learning outcomes is 30
ECTS, 810 hours (1 study semester). The volume of nature guide training‘s courses in hours
corresponds to the European norm (EN 15565:2008), where the minimum scope for tourist guides
training is 600 hours. The trainings shall comprise the general and specific area courses and
practical training (see Table 4).
Table 4. Recommended Training programme Structure: European Norm EN 15565:2008
The minimum duration 600 hour
Courses Examples of courses
General courses for the
development of
business and legal
knowledge and skills,
and interpretative
guiding techniques
and skills.
- theoretical knowledge 54 hours;
- guiding techniques and skills
108 hours;
- business knowledge and
skills
- 18 hours
- -
- -
- -
- -
Route planning and trip
organizing
Risk prevention and safe guiding
Marketing and Communication;
Legislation, and ethics;
Environmental interpretation
techniques;
Interpretive strategies and tools;
Didactics and methodology of
running tourist groups;
Design and evaluation of
interpretive routes;
- Interpretive strategies and tools;
- Didactics and methodology of
running tourist groups;
- Design and evaluation of interpretive
routes;
- etc.
Area-specific courses
the development of
specific knowledge
- theoretical knowledge 162 hours;
- working conditions 18
hours
-
-
-
Geography and geology;
Natural heritage;
Flora and fauna;
Ecology;
Environmental impacts of
industry and agriculture;
Weather and climate;
Cultural landscape;
Etc.
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Practical training
comprised of
internship and
practical assignments
during the courses.
The practical training
shall require trainees
to practice the skills
during field trips and
apply the knowledge
acquired.
-
-
40 % of the total duration of
the training programme;
240 hours.
-
-
-
Field trips (e.g. walking in the denes
or mountains)
Demonstration tours (e.g.
bird observation);
Etc.
Content. Analysis of European standards and practices showing such trends in the Content of
Nature Guides Training:
- The trainings should cover comprehensive and holistic education in nature knowledge:
geography and geology; natural heritage; flora and fauna; ecology; environmental impacts
of industry and agriculture; weather and climate, didactics, methodology, management, law
and marketing.
- According to the goal of training to educate the professional nature guide as interpreter, the
training should be based on courses and form participants‘ knowledge and abilities in
general aspects of nature, culture and history, as well as main issues of legislation and
ethics. The interpretative and didactic competences or ‘the art of story-telling’, e.g.
ability ‘to provide the framework for meaning’, ‘to encourage the tourists to look with the
interest at an enormous diversity of flora, fauna and nature in general’ are more or less
equally scheduled as natural and cultural issues.
- A large part of the study program should take place in nature. Practical experience in nature
is obtained through practical exercises and trainings during different courses andduring
outdoor practice/internship, which last for a longer period (for example – 150 hours).
Practice outdoor (or internship) could be organized in national and regional parks, biosphere
reserves, nature parks and other wilderness areas. The practises shall comprise
demonstration tours and field trips to places, which include all the major heritage sites of the
area of qualification. The field trips should include related visits to natural heritage areas.
The practical training shall require trainees to practice the skills during field trips and apply
the acquired knowledge.
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In Picture 2 it is presented Example of Nature Guides Programme Curriculum (by study modules1)
and Structure, 30 ECTS.
I module
Nature/culture/history (8 ECTS, 216
hours, 27 % of programme)
III module
Management/Legislation/Ethics (4
ECTS, 108 hours, 13% of programme)
II module
Interpretation/didactics/methodology
(10 ECTS, 270 hours, 33% of programme)
IV module
Outdoor Practice/Internship (8 ECTS,
216 hours, 27 % of programme)
Picture 2. Example of Nature Guides Programme Curriculum (by study modules) and
Structure
Credit allocation is based on the study load for the student, according to the ECTS. Credits are used
to define the extent of a given course. One credit comprises 28 hours of participating in education,
including interim examinations and studying. Lectures, seminars, consultations and other forms of
instructions (writing of essays, preparation for examination, etc.) are taken into consideration when
the number of credits for each course is being calculated. Please note, that a credit does not refer to
the duration of a course, but to the estimated amount of work required.
Study courses consist of different topics. Before the study starts, descriptions of each study
courseshould be prepared, where the main information should be presented: name of the course,
volume in hours, the objectives of a study course, main competencies, content of a study course in
topics and its short description, methods of teaching/learning and assessment, literature for
studying, etc. (see Annex 2).
It is highly recommended that each course has a written syllabus (see Annex 3), which has been
prepared by course teachers in their field, and designed with the consideration of the study needs of
students. It has to be designed to give a student the basic information that he/she needs in order to
organize the study of the course, including:
• learning outcomes of the course;
1 The term module has different meanings in different educational systems. In some it means a course, in other – a
group of courses. In this methodology a module is defined as a combination of close in content courses.
19
• format and procedures of course studies, including course attendance policy;
• an methodology discussion of the main syllabus topics and readings;
• learning activities and assignments to encourage students to engage critically with the course.
Assessment. For assessment of the learning outcomes, the system of cumulative assessment should
be projected. The criteria for the total and separate assignment assessment within a study module
(or course) have to-be-presented during introductory lectures. Module/course may include such
methods of assessment: projects, oral presentations, tests, papers essays, written reports of research
works, reflections, assessment of self and peers, etc. Studies of each module/course are finished
with an exam or test, or an assessment of independent work (e.g. project). In cases when the
cumulative system is applied, interim assessment grades can form part of the final mark. It is
recommended, that a final work, which can be prepared during the outdoor practice, should be
assessed by a joint defence board (3-5 persons) from a study institution and practitioners. The final
work should be prepared as an excursion (written and oral),a report or a project and presented, if
wished, in public. It is recommended to present clear assessment criteria.
Learning and teaching strategies and methods. Learning and teaching strategies need to be
directed towards interpretative approach. Teaching is based on service-learning methods, project
work, and group work, practical and methodical work along with lectures, practical works, and
discussions. Practical works will be indoors and outdoors. A large part of the study program takes
place in nature.
The programme should focus on:
integration of studies and practice;
development of abilities to act in professional field;
development of social responsibility and sustainability;
development of lifelong learning competence;
implementation of collaboration and cooperation.
The programme should anticipate application of cognitive, professional and transferable abilities,
strategies that holistically develop teaching/learning strategies: learning through communication
and collaboration, service-learning 2 . Service-learning is based on a partnership between the
academy and stakeholders in the study process. The development and running of the trainings for
nature guides should be based on a partnership approach, i.e. partnership between universities,
training institutions and national parks, local municipalities, local guides, etc.
2Service-learning is a method of teaching, learning and reflecting that combines the academic classroom activities with meaningful service throughout the practical field.
20
Modules/courses may include such methods of teaching/learning: lectures, tutorials, projects,
conception map, modelling of situations, individual and group works, etc. It is recommended that
part of the programme is organised using e-learning tools. Application of these strategies, methods
and tools can expand abilities to know the world of performance, future professional field, and help
to purposefully develop professional and transferable competences and lifelong learning attitude.
2.4. Learning / training environment
Learning/training facilities and resources should consist of learning institution and stakeholders
facilities and learning resources ensuring high quality physical environment of training in order to
achieve the training aims. The training environment should integrate nature and culture as well as
indoor and outdoor facilities; the venues should ideally allow quick and easy transfers between
indoor and outdoor training facilities. The season and location should be chosen to allow for longer
talks outdoors without discomfort.
Learning resources as training material should be prepared or suggested by those who develop the
course, tested in a pilot training, approved and confirmed according to the regulations of trainings
institutions. Training material needs to be accessible in library or on-line or be presented during
trainings.
Equipment. Classes with ICT, software and other for nature guides training process needed
equipment should be covered during studies. The trainees must have their own personal equipment
in accordance with the individual equipment list.
2.5. Teacher’s competence and qualifications
Teachers working in the programme should be selected on the ground of academic competency
and practical-expertise experience. At least 50 per cent of the volume of the programme must be
delivered by those holding a Master degree. At least 30 per cent of teaching staff should be
practitioners-experts.
Each course could be provided and estimated by two teachers – one from the academic field and one
from a practical field. Emphasising the multidisciplinary of the programme and its practical
orientation, it can be stated that experience of teaching staff working in different subdivisions will
provide favourable conditions implementing the training aims.
Teachers should constantly raise their professional qualification by taking part in seminars,
conferences and projects, themes of which are related to the programme issues. Improvement of
21
teachers’ qualification, it is one of the major priorities of the strategic development of the
programme.
The guides learn best when they perceive that their training and the teachers’ competencies meet
their needs. The staff needs to understand the context and importance of guide‘s vision in
motivating and directing the learning process. The staff cannot just import the expert knowledge,
but need to learn together to develop it; team learning and system thinking is required.
2.6. Certification
Requirements for certification. The certification of the training indicates the achievement in the
study process quality and has to play an important part in raising the standards of tourism.
In order to receive a certificate, graduates need to satisfactorily pass all study modules/courses,
fulfil practical assignments, successfully implement outdoor/internship goalsin practice, prepare the
final practical work for defence, fully complete the requirements of the training programme and
achieved the study results.
The certification could be provided in accordance with the existing practice in individual countries.
If there is no existing practice, certificates could be provided by the joint committee (for example,
forming a committee of representatives from a protected area parkdirectorate together with
representatives from an academic institution and a guides association). This joined committee could
be also responsible for the training quality assurance and the quality assessment coordination.
The certification has no expiry time limit, if there are any other legal requirements in the country,
where a certificate of a nature guide was provided. However, it is highly recommended for the
control of quality assurance to update the gained nature guide‘s competences by attending new
courses, suggested by the nature guide trainings’ provider at least once per two years and by
organising at least one nature tour or excursion behind the committee from training’s provider each
5 years after the nature guide certification.
22
3. Quality management and control
This part of the methodology describes Nature Guides training quality management and control
mechanisms.
The Nature Guides Training Programme is seen as an open system that works with partners who are
interested in the activities of nature guides. Those are institutions, responsible and / or participating
in the development and implementation of tourism policy in the national and local level (e.g.
representatives of tourism departments at municipalities and ministry, tourism information centres,
tour operators, guide associations, directorates of protected areas, etc.).
3.1. Internal quality management bodies
The Programme Management Committee/Chair of Programme Management Committee,
Programme Coordinator and Teachers are responsible for the Programme implementation
process and the Quality assurance. The final decisions related to the Quality assurance of the
training programme are made by the Programme Management Committee.
The Programme Management Committee is responsible for the constant supervision, monitoring
and perfection of the nature guides training programme. The Program Management Committee
provides guidance in determining requirements for admission, organizes the student selection
process, is responsible for nature guide programme content, structure, scope, teaching staff,
learning/training environment, programme implementation, nature guides certification, cooperates
with business and other stakeholders in nature guide activities. The Program Management
Existing practice
Who provide s the certificates?
Germany : Usually by federal state office for environment in case of ZNL; or possibly by
chamber of industry and commer ce (IHK) in future or by a committee of experts.
Lithuania : There is no nature guides certification system.
Poland : There is no nature guides certification system.
23
Committee can make suggestions regarding validation of non-formal or informal validation of
applicants‘ competencies.
Certificates of nature guides are awarded after the completion of the Nature guide training
programme. This does not include the quality control of the training of nature guides. Executing
their work activities, guides will be invited to share good practice; data on their activities will be
gathered from partners (tour operators, natural areas directories) and, taking into account the
insights received, the programme can be adjusted or supplemented by other courses.
The organization of the training process is carried out through the Programme coordinator, who
supervises the implementation of the programme process, contacts with teachers and students. It is
suggested to have feedback after all courses and to complete monitoring of the programme when it
is carried out. It is done by filling the questionnaires for students and teachers; the examples of
questionnaires are provided in the appendixes of this methodology. The Programme coordinator is
responsible for the arrangement of the feedback.
The Teachers of the training programme are responsible for the quality of the delivery of the study
courses and the correspondence of course content to the intended requirements, course-related
consulting of students, and submission of suggestions for training programme improvement. The
content of the training courses can be changed by a teacher who has prepared the description of the
course (responsible for the content) or another person, who is appointed by the decision of the
Programme Management Committee.
Students are provided with possibilities to participate in the process of assessment and
improvement of the nature guide training programme by expressing their opinion during surveys or
directly addressing the Programme Management Committee/ Chair of Programme
Management Committee.
The provided quality assurance system is based on the actual situation in all partner countries. The
development of the quality requires the use of feedback and monitoring systems and refinement of
the indicators. The annexes of this methodology contain recommended questionnaires for students
and teachers that enable to create preconditions for improvement of the training programme.
The example of a Quality monitoring scheme is presented in the Picture 3, which explains the
participation of different internal (e.g. Programme Management Committee, Programme
coordinator, Teachers and Students) and external actors (e.g. Nature park directorates) in the quality
assurance.
However, it is important for the Program management committee to be in mutual cooperation with
business/stakeholders in order to identify the essential aspects of the study content and its
24
improvement issues, to solve recruitments questions, determining the main requirements for
admission and students selection.
Picture 3.Example of Nature Guides Training Quality Assurance
3.2. Quality management and control at a course level
In each country a Nature guide training programme has to be organized by the institution, where
teaching experience is gained (universities, colleges, tourism information centres, nature parks
directorates, etc.). The training provider is responsible for effectiveness of the course level which
25
depends on the suitable infrastructure and the methodology basis. The training provider usually is
responsible for the quality assurance of training.
Existing practice
Germany: quality of training is controlled by the responsible institution for
environmental education in each federal state (which is mostly organized by the
state office for environment); additionally a guides association (ZNL association) is
involved in the content development and provision of experienced educators;
The evaluation is rendered by questionnaires and the feedback-time during and after
the training course. The gained certificate has to be refreshed every year by a 1- day-
course.
Lithuania: the study quality is guaranteed by the procedures held in the higher education
institutions. There is no Nature guide training program in Lithuania.
Poland: Training provided by high schools has typical quality ensuring study mechanism
/ exams, time of participation limits etc.
Specialist study or training courses are conducted mainly at the regional or local level,
mainly in the areas around national parks and well-known tourist centres, e.g.
Białowieża (Wild Poland main area), Biebrza river Valley, Tatra Mountains, Pieniny,
Sudety Mountains, and include knowledge about the region. In the mountains, the
guides also take exams with the skills of providing safety, survival, etc. There are
several levels of exams depending of the level of the trip difficulty the guides plan to
offer.
The quality of the courses and training provision in the context of a training institution is mainly
under the responsibility of the Teaching staff and Programme Management Committee. The
quality of the course should be ensured in accordance with training providers‘ regulations and
requirements.
Quality content is made up of:
(1) Programme content, which is guaranteed by its accreditation at a higher education
institution, or another accredited institution (like administration offices),
26
(2) Teachers performing the programme (experts of their field),
(3) Education infrastructure,
(4) Analysis and evaluation of the training process.
The content of the guide courses is outlined in the topics covered by the programme goals. The
courses are prepared by selected qualified specialists/teachers, whose competence is ensured by
their educational documents, professional and expert experience, scientific publications, etc.
Accepting that each developed course is new and original, it contains an outline of the material that
makes it possible for a person who has followed the natural guide programme to interpret the
natural environment independently. The developed course is to be judged on the aspects of
copyright protection.
It is suggested that in order to update the programme content and training organization process, the
Nature guide training provider will conduct surveys of graduates and persons, who have been using
the guide services, at least every two years,. It can be assumed that various research methods can be
used for this feedback, both the interview and the questionnaire. In consideration of the complexity
of conducting such research in any natural area, this type of feedback is expected to be carried out
and organized in the National Parks and Regional Park Visitor Centres or another accredited
institution.
3.3. Programme Management Committee composition and job organisation
The Programme Management Committee consists of 3-5 persons (for example, 2 delegates from
protected areas, 2 representatives from training institution, 1 representative from social partners/
partners such as tour operators or guides association). Representatives from students,
representatives from non-governmental organization also could be invited to the Committee. If
necessary, the number of Committee members can be expanded. It is highly recommended to invite
to the Management committee the persons, whose primarily job or position functions are to take
responsibility of tourism‘s services development in the country or at a local level and who are
interested and acknowledge the importance and demand of the nature guide trainings.
The composition of the Programme Management Committee includes a leader who is appointed for
2 years as a Chair of the Committee. Requirements for the Chair of Committee are: (1) higher
education qualification; (2) formal cooperation experience with scientists and educators; (3)
management or administrative experience. Priority is given to individuals who are familiar with the
methodology of nature guides training and curriculum.
27
The Committee assembles at least twice per year, or more often if necessary. The meetings are
organised by the Chair of the Programme management committee. Proposals of suggestions should
be supported by more than half of the members.
3.4. External quality assessment of the training courses
The external evaluation of the prepared courses is recommended. The main objective of external
evaluation is to ensure a balance between the topics taught, teaching/learning and assessment
methods, balance between theory and practice. To achieve this goal, it is recommended for each
course to have external anonymous evaluation at least by one expert, who presents comments
and suggestions for improvement of the course. The person who has prepared the course has the
right to accept the comments or discus with the external experts, presenting opposite arguments.
Course evaluation remarks of experts also should be presented to the Programme Management
Committee, in order to have this information for theapproval of the version of the course
description.
3.5. Procedures and principles of training quality improvement
Quality improvement is a permanent process, including different stakeholders‘ reviews and
comments. Graduates, participants of the training, clients of nature guide services, representatives
of guide associations could take active part in it. To remain up-to date and relevant is one of the
main principles the process of the training upgrade should be based on.
Quality of the training is ensured through the internal system for quality managementof the
training provider. It is recommended, that students anonymously evaluate all courses of the
programme upon its completion by filling the course evaluation questionnaire in a written form or
in the virtual learning environment Moodle. During the survey they have the possibility to provide
recommendations, identify advantages and disadvantages of the training process. The results of the
surveys are the main information for the further development and optimization of the courses and
the whole programme.
28
4. The Assessment of the Quality of Nature Guide Services
The assessment of the quality of nature guide services can be based on two different approaches: a)
external quality assessment; b) self- evaluation perspective. The external quality assessment might
be organized in several ways: firstly, one of the most popular and probably useful example of
external evaluation of nature guide‘s services is the comments and reviews of visitors and
customers in popular websites of guides. Thus, for external quality assurance it is recommended to
activate the reviewing and commenting function in the website, which was created during the
project with the purpose to make a network of nature guides. Secondly, the procedures and tools for
external evaluation could be described and organized by the institution providing nature guide
training or/ and the institution engaging the nature guides.
However, while there are no unique occupational standards for nature guides‘ services, its quality is
mainly a guide‘s responsibility. However, the self-evaluation perspective means that a nature guide
should be able to evaluate the provided interpretation at a natural heritage site or in protected nature
areas by himself/herself. The main resources of evaluation of information are the visitors or clients
of the services.
The quality of nature guide‘s services assessment process requires a certain level of critical
thinking, lifelong learning attitudes and knowledge in using appropriate tools and ways for
collecting the feedback from visitors.
In the Picture 4 we provide some recommendations for a qualified way to assess the quality of
nature guide‘s services by oneself. In this case the quality of provided services assessment becomes
self-assessment, which should start from the question: WHY do you, as nature guide, evaluate your
interpretation activities and services? The answers enable a nature guide to identify and set the main
goal of the evaluation process.
After the goals are clarified, a nature guide should think about aspects and outcomes he/she wants to
look for during the evaluation – WHAT? Visitors can assess the nature guide services physically
[e.g. provide visual or audio aids so that visitors with sensory disabilities can follow the story
telling; choose the route accessible for families with kids in strollers, etc.]; intellectually [e.g.
provided information meets the age and needs of the visitors] and emotionally [emotional response
can mean a variety of things, from an increase in knowledge about the course of the interpretation,
to a change in behaviour]. Since one of the main competences of nature guides is the ability to
influence the tourists‘ behaviour and facilitate responsible tourism behaviour, the assessment of the
services‘ quality must include the information (questions) on environmental sustainability and
visitors‘ desire to protect and conserve the natural areas. Nature guides should also ensure safety of
the tour that means the guide is fully aware of all potential risks in the location.
29
Picture 4. The assessment of the quality of nature guide services: self-evaluation perspective
30
After the list of questions is set and the questions are prioritized, the next step of nature guide‘s self
–assessment is to ask HOW to collect the necessary data. All evaluation comes down to asking
questions to get the right information, in whatever format these questions are raised. It is highly
recommended to organize the evaluation involving the visitors themselves in light, motivating and
even fun way. On the other hand, it remains important to think about what evidence (indicators)
makes it clear whether the provided nature guide services are of high quality. Some ideas how to
collect the evidence are provided in the picture below.
The information collected during the self-evaluation of the provided nature guide services should be
used to implement the goals, set at the beginning of this process. Nature guides should remember
that the economic principles of demand and supply and self-regulating market function in the
provision of nature guide services as well. Thus, the qualitative indicators of the quality of nature
guide services are the numbers of offers requested and ordered tours, etc. These indicators can be
collected by the tour operators or Nature Park or protected area directorates and might influence the
working conditions of nature guides.
31
5. Quality Performance Indicators
Quality Performance Indicators (QPIs) below are based on the project aims and objectives.
Programme Management Committee is the main institution, responsible for measurement of QPIs.
Quality
Assurance Area
QPIs Quality assessment
tools
Data
collection
time
Check
list
Programme
development
and upgrading
Learning
outcomes of
training
programme
Analysis of Standards,
Documents, Existing
practices
Every three
years
Training
structure and
scope
Analysis of Standards,
National Regulations
Surveys of students,
teachers, stakeholders
Every two
years
Course
description/Sylla
bus
Programme
Management
Committee/Independen
t Expert
Self-reflection of
Teacher’s
Every three
years
Training material
Quantitative Survey of
Student’s and
Teacher’s
After each
course
Teaching/Learni
ng Methods
Student’s Quantitative
Survey
After each
course
Courses
workload/
intensiveness
Student’s Qualitative
Survey
After each
course
Cost-
effectiveness of
the programme
Programme
Management
Committee/
Department of
Finances
Every year
32
Requirements for
Participants of
the training
Analysis of Standards,
National Regulations
Every year
Validation of
non-formal
competencies
Analysis of Standards,
National Regulations
Every two
years
Teaching Staff
Qualification
Programme
Management
Committee
Every two
years/ After
change of
lecturer
Programme
implementation
Teaching Staff
Competence
Student’s Quantitative
Survey
Student’s Qualitative
Survey
After each
course
After
programme
Learning
resources
Student’s Quantitative
Survey
After each
course
Infrastructure
Student’s Quantitative
Survey
Teacher’s Quantitative
Survey
After each
course
Study methods
Student’s Quantitative
Survey
Teacher’s Self-
Reflection
After each
course
Admission
requirements
Programme
Management
Committee
Every year
Assessment of
learning
outcomes
Student’s Quantitative
Survey
Teacher’s Quantitative
Survey
Student’s Qualitative
Surve
After each
course
After each
course
After
programme
33
The balance
between theory
and practice
Student’s Quantitative
Survey
Teacher’s Quantitative
Survey
Student’s Qualitative
Survey
Teacher’s Self-
Reflection
After each
course
After each
course
After
programme
Programme
Administration
Student’s Quantitative
Survey
Teacher’s Quantitative
Survey
Student’s Qualitative
Survey
After each
course
After each
course
After
programme
Graduates Career Programme
Management
Committee
Every year
Collaboration
with local nature
areas authorities
and
organizations in
order to keep the
quality and
balance between
theory and
practice
Teacher’s Quantitative
Survey
Teacher’s Self-
Reflection
Programme
Management
Committee
After each
course
Drop-outs Programme
Management
Committee. Statistical
analysis
Student’s Quantitate
and Qualitative Survey
Every year
Nature guide
services
Physical
accessibility of
the tour to all
visitors
Questionnaire/
interview/observation
During each
tour
Intellectually
adequate
Questionnaire/
interview/quiz, etc.
During each
tour
34
information
Safety of the
visitors
Questionnaire/
interview/observation
During each
tour
Visitors’
environmental
sustainability
Observation of visitors’
behaviour,
Survey/Reflection of
visitors
During each
tour
It is highly recommended to prepare Nature Guide Training Guidelines, written in a guide‘s
native language and presenting general information about the course organization, assignment,
evaluation criteria, etc. The Guidelines shall outline the policies and procedures of nature guide
training organisation, starting from the application procedure, presenting overview of the training
curriculum and finishing with certification and continued studies issues. It has to be designed to
give students the basic academic guidance and practical information that they need as students of
the training programme. The Guidelines can also be used as a marketing tool at different fairs with
the purpose to attract applicants and spread the information about nature guide training.
35
References
1. Arctic Nature Guide - one year
programme.
[https://uit.no/utdanning/program/345066/arctic_nature_guide_-_one_year_programme]
2. Black, R.S. (2002) Toward a model of tour guide certification: an analysis of the Australian
Ecoguide Program. Unpublished doctoral thesis, Department of Management, Monash
University, Melbourne,
3. Black, R. & Crabtree, A. (ed.), (2007). Quality assurance and certification in ecotourism.
Ecotourism Series No.5.
4. Black, R.S. (1999) Ecotour guides: performing a vital role in the ecotourism experience.
Paper presented at the World Ecotourism Conference, Malaysia.
5. Europarc Federation -https://www.europarc.org/
6. European Charter for Sustainable Tourism in Protected
Areas
[https://www.europarc.org/sustainable-tourism/become-a-
sustainabledestination/?utm_source=ep&utm_medium=search&utm_campaign=linktrack&u
tm_content
=results]
7. European guidelines for validating non-formal and informal learning, 2015.
https://ec.europa.eu/epale/sites/epale/files/3073_en_1_0.pdf
8. European Norm EN 15565:2008: Standard for the Training and Qualification of Tourist
Guides in Europe [https://shop.bsigroup.com/ProductDetail/?pid=000000000030155714]
9. Interpret Europe Certified Interpretive Guide (IEC1G)
[http://www.interpreteurope.net/feet/home/]
10. Nature‘s Best Sweden https://naturesbestsweden.com/en/home/
11. Roggenbuck, J. and Williams, D.R. (1993) Commercial tour guides‘ effectiveness as nature
educators. In Cuschman, G. and Veal, T. (eds.) Leisure and Tourism: Social and
Environmental Change. Papers from the World Leisure and Recreation Association
Congress, Sydney, Australia, 16-19 July 1991.
12. Spring, M., McQuater,R., Swift,K., Dale,B., Booker, J. (1998). The use of quality tools and
techniques in product introduction: an assessment methodology. The TQM
Magazine[https://www.emerald.com/insight/content/doi/10.1108/09544789810197855/full/h
tml?fullS c=1&mbSc=1&fullSc=1]
13. Weiler, B. and Ham, S.H. (2001) Tour guides and interpretation. In Weaver, D. (ed.)
TheEncyclopedia of Ecotourism. CAB International, Wallingford, UK, pp. 549-563
14. Weiler, B., Johnson, T. and Davis, D. (1992). Roles of the tour leader in environmentally
responsible tourism. In Weiler, B. (ed.) Ecotourism Incorporating the Global Classroom.
University of Queensland, Brisbane, Queensland, pp. 228-233.
36
Annexes
37
Annex 1
Terms and definitions
Nature guide is a ‘nature-based guide who is working for a tourism operator and is therefore
expected to guide in a manner consistent with the principles of ecotourism. This includes
interpretation of the natural and cultural environment, using minimal impact practices, and ensuring
sustainability of the natural and cultural environment’. In the contrast, a nature-based guide is ‘a
person who guides tours which are primarily orientated toward providing an experience that is
depended upon the natural (but may include cultural) environment‘ (Black, 2002).
Assessment.A process of measuring and analysing a performance to provide quality, timely
feedback for improvement.The process of examining, measuring, testing and otherwise determining
conformity with requirements specified in an applicable standard (Cambridge Dictionary).
Assessment is a referencing process, the process to compare the individual learning outcomes to
specific reference levels or standards. These can be educational/training or occupational standards,
preferably not based on teaching input factors (e.g. time & curriculum) but on output factors
(learning outcomes) (Cambridge Dictionary).
Assessment Methodology is a tool to help one better understand the steps needed to do a quality
assessment (Spring,McQuater,Swift,Dale,Booker, 1998).
Accreditation – a procedure by which an authoritative body formally recognizes that certifier or
certification programme is competent to carry out specific tasks (i.e. it certifies the certifier or
demonstrates they are doing the job properly). This procedure can be qualifying, endorsing and
licensing entities tar perform certification of business, products, processes or services. In some
countries accreditation has been used synonymously with certification (Honey, 2002).
Occupational standards: following the logic of employment, these standards focus on what people
need to do, how they do it and how well they do it in an occupational context (Fryer, 1992).
Education/training standards: following the logic of education and training, these standards focus
on what people need to learn, how they learn it and how the quality and content of the learning are
assessed. They are formulated in terms of input (course, syllabus, teaching methods, process and
assessment) (Ashton, Norman,Green, Francis, 1996).
Best practice. An standard of the most advanced practice in respect of particular criteria such as
effective interpretation techniques. Best practice is often used as a standard against which
benchmarking is undertaken (Mohamed, 2010).
38
Certification. A voluntary procedure that sets, assesses, monitors and gives written assurance that a
product, process, service or management system conforms to specified requirements and norms. A
certification/awarding body gives written assurance to the consumer and the industry in general.
The outcome of certification is a certificate and usually the use of ecolabel (Honey, 2002).
Certification programme. A complete system containing all the requirements needed to obtain the
certification award or ecolabel. A certification programme will be managed by a certification body,
but the programme is larger than the certification body or an individual certifier (Honey, 2002).
Criteria. Set of principles used as a means of judging (Honey, 2002).
Indicator. In the context of certification, an indicator is a measurable element of the criteria that the
verification process will assess (Honey, 2002).
Interpretation. A means of communicating ideas and feelings that help people enrich their
understanding and appreciation of their world and their role within it (Honey, 2002).
Licence.A certificate or document giving official permission to undertake an activity on public land
or to drive a vehicle (Honey, 2002).
Monitoring in certification programmes usually refers to the process of ensuring that the applicant
meets the criteria throughout the period of validity of the certificate/ecolabel (Honey, 2002)..
Quality Assurance System relies on a variety of measures, seeks the views of all relevant
stakeholders, shares evidence widely with both internal and external audiences, and uses results to
improve policies and practices. The quality assurance system is comprised of multiple measures
that can monitor candidate progress, completer achievements, and provider operational
effectiveness. Evidence demonstrates that the provider satisfies all set standards (Honey, 2002).
Quality assurance/quality controlmeasures are those activities you undertake to demonstrate the
accuracy (how close to the real result you are) and precision (how reproducible your results are) of
your monitoring. Quality Assurance generally refers to a broad plan for maintaining quality in all
aspects of a program. This plan should describe how you will undertake your monitoring effort:
proper documentation of all your procedures, training of volunteers, study design, data management
and analysis, and specific quality control measures. Quality Control consists of the steps you will
take to determine the validity of specific sampling and analytical procedures. Quality assessment is
your assessment of the overall precision and accuracy of your data, after you've run the
analyses (Honey, 2002).
Quality Assessment.Quality assessment activities are implemented to quantify the effectiveness of
the quality control procedures (Pipino, Lee, Wang, 2002).
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Quality system. A formal set of internationality recognized procedures and standards that indicates
conformity to industry best practice (Yahya,Goh, 2001).
Standard. A document approved by a recognized body that provides for common and repeated use
of a prescribed set of rules, conditions or requirements (Honey, 2002)
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Annex 2
The course/module description form
The course form provides a detailed description of the course content and organisation, including assessment and teaching methods. It should be
available for the students and be presented to them at the beginning of the course.
Module / Course Name
Volume in hours
(including, theoretical, practical, self-study)
Pre-requisites .
Objectives of the course
Key Competencies
Contents (max 10 topics) 1.Topic (short description)
Methods of teaching/learning
Assessment
Main Sources (max 5)
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Annex 3
SYLLABUS
Course Title
Interesting quote, motivating information. Add a quotation that inspires and is relevant to the course material.
Instructor‘s Name
Instructor‘s Contact Information:
Office: [office location]
Phone: [phone number]
Email: [email address]
Course Information:
X ECTS
[Semester, Year]
Office Hours: [office hours]
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I. Rationale:
Why does this course exist? How does it fit in with the rest of the field/area‘s curriculum? Think of this section
as ‗’marketing‘ the course to someone considering taking it.
II. Course Description: Aims and Outcomes
Aims
Thinking from the prospective students‘ point of view, what general outcomes the course is designed to
achieve? How will it contribute to them professionally?
Learning Outcomes
By the end of this course, students will be able to
(1)
(2)
(3)
(4)
(5)
(Please copy the learning outcomes from the course description)
III. Prerequisites
If applicable, list any prerequisite skills, courses, etc. Also, indicate what students should do if they want to
appeal or test out of a prerequisite.
IV. Format and Procedures
How is the course structured and how will classes be carried out? What behavioural expectations does the
instructor have for the students in class? This is where specifications for attendance, participation, respect for
others, etc. should be spelled out to act as a behavioural guide. If the course has multiple formats (like lecture &
recitation, lab and discussion, group learning projects and/or presentations) these should be explained clearly.
In almost all settings it is best to establish expectations up front. Below are some examples of the expectations
regarding behaviour and performance. Please choose and update some according to your course:
1. Attendance – Our Discussion classes meet only once a week over 14-15 weeks, and we have conceptual,
personal and behavioural learning to accomplish, framed in large part by classroom discussion and
exercises. It is important, therefore, that you attend every class; our expectation is 100% attendance. Come
prepared, having read all advance readings, and be engaged in class activities.
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2. Participation - Thorough preparation and participation in class discussions are vital to your and everyone's
learning. We value diverse, thoughtful comments and insights from all class members. When speaking in
class, your primary emphasis should be on quality versus quantity.
3. Punctuality - Classes will begin on time, and faculty will make every effort to end them on time. As in all
business situations, arrive on time and be ready to go.
4. Professional Conduct - This class may engender active dialogue. Be passionate, but also be professional.
Open debate is expected and welcomed, but we must be respectful of the positions of others. Let‘s work
together to create a positive, professional – and challenging – atmosphere.
5. The Written and Spoken Word - As administrators, the ability to write and speak well will set you apart
from others in the business world. Faculty will look for quality, clarity, and depth in your work; avoid
generalizations and jargon. Be organized, and use specific examples to back up your points.
6. Timelines - Prepare and submit your work on time. Build in slack time in your work processes to
accommodate the unexpected. Late work will be harshly penalized.
7. Communication - Talk with programme supervisor and share your concerns with him/her during the
semester. Programme supervisor cannot act upon things of which she/he is unaware. Go to office hours, set
up appointments, or communicate by e-mail if you have any questions or open issues.
8. Good Humour - Despite all of the ‘rules’ above, there is still plenty of room for creativity and laughter. It
is possible to work hard, learn and have fun. You are encouraged to be creative and enjoy yourself in the
exercises and coursework of this semester. Have some fun too.
V. Academic Integrity. Example (feel free to use this or modify it as
you see fit):
The work you do in this course must be your own. This means that you must be aware when you are building
on someone else's ideas—including the ideas of your classmates, your professor, and the authors you read
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—and explicitly acknowledge that you do so. Feel free to build on, react to, criticize, and analyse the ideas of
others but, when you do, make it known whose ideas you are working with. If you are at all uncertain about the
definition of misconduct, plagiarism, ‘cheating’ or ‘academic dishonesty’ please refer to the university website
for a full description. Please be aware that this issue is extremely serious and any confirmed incidents will be
referred to the appropriate university administrator for additional disciplinary action, including the possibility of
dismissal from the university.
Should copying occur, both the student who copied work from another student and the student who gave
material to be copied will both automatically receive a zero for the assignment.
During examinations, you must do your own work. Talking or discussion is not permitted during the
examinations, nor may you compare papers, copy from others, or collaborate in any way. Any collaborative
behaviour during the examinations will result in failure of the exam, and may lead to failure of the course and
University disciplinary action.
VI. Course Requirements
1. Attendance policy: What are acceptable/unacceptable reasons for missing
class? What should a student do if they have to miss class? What are the
consequences of an unexcused absence?
2. Course readings:
(a) Required texts
(b) Additional readings
3. Assignments:
Whatever tasks and assignments you include in your course they should be aligned with the specified learning
outcomes (final learning state, skills, knowledge, attitudes and values the students leave the course with) you
have defined and specified earlier.
Choose assignments (a) that map up with the course objectives; (b) that will require students to learn the kinds of things you want
them to learn and do the kinds of things you want them to do; (c) that will both teach and test; (d) that are appropriately demanding;
and (e) that foster active learning.
First, explain any non-graded assignments, e.g. reading assignments, daily response papers, etc.
Second, fill the table below for the assignments, which will be graded, along with their relative weight. Give
details about each assignment, including a brief explanation of why you are having students do this particular
exercise. That is, aim to connect the assignment to the course objectives. Please, provide the specifications for
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the assignment, give a detailed description. If you want students to write a research paper, explain up front
what it means in your discipline, and what you expect to see in one.
Ideally, you should include grading criteria or a rubric for grading. Give detailed information on what you
expect from students and how they will be evaluated. Clarify what grade system you will use. If you use a point
system, explain the grade equivalents. Explain the weight of the course components, or if competency-based,
explain the level at which each competency must be mastered to complete the course. If participation is part of
the grade, explain why and describe how you will grade it.
Please, note, that here you have to indicate all assignments, including those, which might be used in e-learning
environment!
Assignment 1 Description % weighting
Grading criteria / rubric for grading
Assignment 2 Description % weighting
.
Grading criteria / rubric for grading
If you are concerned about a Pass/Fail student skipping assignments and still passing, it is recommended that
you add the following statement: Each assignment in the course must be completed for a student to receive
a passing grade.
Statement on late papers, missed exams: What should a student do if a paper will be late or if an exam will be
missed? What are the consequences?
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VII. Schedule of the course
Please fill the table below, give an outline of the content of the course, with dates for reading assignments,
midterms, quizzes, papers, etc. Indicate when assignments will be handed out, when they are due, when exams
will occur, etc.
Date / week Topic Recourses
(preparation necessary
for students)
Assignments
(includes non-
graded and graded
assignments)
VIII. Student‘s input for course evaluation
Example (feel free to use this or modify it as you see fit)
At the end of the course the students are asked to fill the course evaluation questionnaire. Students are
encouraged to provide the instructor with regular input on how they are experiencing the course throughout the
semester.
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Annex 4
Course Evaluation: Student’s Survey
Dear Student,
In order to improve the quality of the training course your opinion is needed. Your participation is anonymous
and confidential.
Thank you in advance for taking the time in this questionnaire!
Instruction: There are different types of the questions in questionnaire – close type and open type. The latter
opens possibility to express your opinion and suggestions. IN CLOSE TYPE
QUESTIONS, PLEASE, CROSS THE RESPONSE THAT REPRESENTS YOUR OPINION
The title of the course __________________________________________
The name of lecturer __________________________________________
The date of filling of the questionnaire________________________________
1. What overall rating would you give to the course?
Excellent
Very god
Good
Fair
Poor
2. Please, evaluate the course structure.
Statements Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The course
workload is
appropriate for
achieving learning
outcomes
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The course
syllabus is
relevant for study
programme
The study volume
was appropriate for
gaining the
theoretical
knowledge
The study volume
was appropriate
for practical works
The balance
between theory and
practice was
adequate
The lectures
covered course
goals
Other (write):
3. Please, evaluate the course organization and resources.
Statements Strongly Agree Agree Neutral Disagree Strongly
Disagree
The schedule of
the course was
suitable
The course
syllabus was
presented at the
beginning of the
course
The assessment
criteria of course
assignments were
presented clearly
The lecturer was
prepared for every
class
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The lecturer
demonstrated
indepth knowledge
of the course
The lecturer used
a variety of study
methods to reach
the course
objectives
The lecturer
stimulated
cooperation and
collaboration
The course was
supported by the
adequate
infrastructure
The course was
supported by the
adequate material
for studies
E-learning tools
were used
appropriately
During the course
studies ethical
norms were
ensured
Other (write):
4. Please, evaluate course content and methods.
Statements Strongly Agree Agree Neutral Disagree Strongly
Disagree
During the course
different teaching
and learning
methods were
used.
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The used methods
were helpful to
get knowledge
and develop
skills.
Much attention
was given to the
development of
abilities to act in
professional field.
Social
responsibilityand
sustainability
issues were clearly
expressed during
the lectures.
Learning
activities and
assignments
encouraged to
engage critically
with the course.
Other (write):
5. How many hours did you spend per week on preparation/homework for this course? (write) _______________________hours (approx.)
6. Please indicate the strengths of the course:
7. Please indicate the weaknesses of the course:
THANK YOU FOR YOUR TIME AND VALUABLE FEEDBACK!
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Annex 5
Course Evaluation: Teacher‘s Survey
Dear Teacher,
In order to improve the quality of the training course the teacher‘s evaluation is necessary. Your participation is
anonymous and confidential.
Thank you in advance for taking the time in this questionnaire!
Instruction: Depending upon the nature of the questions, there are different types of the questions in
questionnaire – close type and open type. The latter opens possibility to express your opinion and suggestions.
IN CLOSE TYPE QUESTIONS, PLEASE, CROSS THE RESPONSE THAT REPRESENTS YOUR
OPINION
The title of the course __________________________________________
The date of filling of the questionnaire________________________________
1. Please, evaluate the course organization.
Statements Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The course workload is appropriate
for achieving the learning
outcomes
The balance between theory and
practice was adequate
The schedule of the course was
suitable
The assessment criteria of
assignment were presented at the
beginning
Used study methods helped to
achieve the learning outcomes of the
course
The course was supported by
adequate infrastructure
The course was supported by
adequate material for studies
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E-learning tools were used
Communication with the course co-
author was efficient
Communication with the
programme management
(Programme
Management Committee,
Supervisor, etc.) was relevant
Other (write):
2. Please, provide recommendations for the improvement of the course.
THANK YOU FOR YOUR TIME AND VALUABLE FEEDBACK!
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Annex 6
Training Programme Evaluation: Qualitative Survey
QUALITATIVE SURVEY
AFTER COMPLETION OF THE NATURE GUIDE TRAINING PROGRAMME
In order to evaluate the quality of Nature Guides Training programme and identify ways of improvement,
please, reflect on the overall study process answering the three questions below. Your participation is
anonymous and confidential.
Thank you in advance for taking the time in this survey!
In the Nature Guides Training study programme:
1. What positive aspects should be continued?
2. What should be improved?
3. What should be STOPPED (most negative aspects)?
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Annex 7
Guidelines for Teacher’s Self-Reflection
Dear Teacher,
In order to improve the quality of the training course the teacher‘s self-reflection is necessary. This self-
reflection is designed on these guidelines:
• Were the needs of students met?
• Was the structure of the course appropriate for achieving the learning outcomes?
• Was the course organization successful and without interference?
• Were the teaching and learning methods fully implemented?
• What aspects of the course could be strengthened?
• What moments of the course organization can be eliminated?