International Journal of Information Technology and Business

International Journal of Information Technology and Business Management

29 th May 2013. Vol.13 No.1

© 2012 JITBM & ARF. All rights reserved

ISSN 2304-0777 www.jitbm.com

THE COMPLIANCE ANALYSIS ON TOURS AND TRAVEL

DIPLOMA CURRICULUM AGAINST NATIONAL QUALIFICATION

FRAMEWORK

Parlagutan Silitonga, Eriyatno, Dadang Sukandar & Nurmala Panjaitan

Doctoral Program of Management and Business, Bogor Agricultural

University-Indonesia

Email:paksil1952@gmail.com

ABSTRACT

The existing curriculum of diploma program in tours and travel has been applied since the year of 2000 by tourism college in Indonesia. The rapid change and innovation in information technology brought a lot of conveniences on tours and travel business. Those manual procedures, are no longer applicable. As such, the core competencies curriculum in this program has been continuously at no change. Moreover, the trend in tourism has been changed too. It is now the era of green tourism that also change demand and consumption preference of tourists. On the other hand, Indonesian qualification framework is aimed to promote better quality of human resources development prior to free flow of people within the region. The main objective of this study is to analyse the curriculum compliance and to find out the solution that could be taken to meet the requirement of the fifth level in the qualification-framework. The focus group discussion is held to figureout the suitable competencies in level five and its the demand. The secondary data were collected from seven private college out of the 26 private colleges throughout the country. Afteward the analysis between secondary and the primary data from end-users was taken. The results showed that the compliance on regulation are in place in terms of total of credits. However the curriculum and syllabus are not high enough to obtain level five. It is therefore suggested that curriculum must be reviewed and adjusted to formulate the fifth level including the need to follow tourism trend of green tourism curriculum

Key words : compliance, curriculum, review, adjustment, green tourism

1. INTODUCTION

The national curriculum in tours and travel diploma program has been stipulated by ministry of education (2000). The core curriculum consist of six components. One of them that this study focused on is core competencies curriculum. There are five subjects in this core competencies, such as tariff and ticketing, tour planning and operation, guiding, ground handling and tours & travel management. The total credits for the above five subjects are twenty units. To my surprise there are six to fourteen units on tariff & ticketing only.

While on guiding subjects only four up to eight units. Each college preferred to have their own authority to decide the sum of units. This authority is unregulated and therefore, each college management has a freedom to decide the unit for the five subjects and other related subjects. The accumulation of unit for these five subjets range from 20 up to 48 units, by seven colleges. Yet they are not sufficient to form fifth level nor to follow the green tourism trend. This is the main reason to attract the researcher attention to conduct this study by analyzing the existing curriculum.

It is the right time to implement this qualification.

The right time means the action prior to free flow of labour within the countries of

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Association of South East Asian Nations

(ASEAN). A part of free trade agreement is free labour movement for mode four that will be implemented by 2015, as stated in

ASEAN blue print (2008).

2. LITERATURE REVIEW

2 .1. Indonesian Qualification Framework

Descriptor on Level Five

The descriptor of level five covering the competencies that he/she must able to accomplish broad tasks, to choose appropriate available standard and non standard method by analizing data, and perform the quality and measurable quantity of works. To cope with theoretical concept in certain field of knowledge and able to formulate procedural problem solving. Able to manage team work and arrange working progress and result written report, comprehensively and is responsible on his own work/tasks and can be assigned on team work achievement. The target of level five is equal to analysts or technicians with a number of competencies. They are able to lead a team, based on task assignment. It is stipulated in President

Regulation Number 8 in the year of 2012 on National Qualification Framework

(NQF) of Indonesia (Menhukam 2012).

The NQF is an instrument of development, classification and recognition of professional workers in Indonesia. The competency in qualification is the tool to differentiate people at work place that able to stimulate them to a highly productive level (Shermon 2011). The implementation of NQF in a country is a revolutionaery actions in education system (Young 2005).

International Labour Organization (ILO) has issued its recommendation Number 195 to all nations to adapt and to apply NQF

(1999). Young (2005) stressed that it must taken based on public policy approach. The paradigm must be changed. To avoid the unnecessary debates among all, this research is by purpose to choose at level five. Moreover, the study also done in tourism sector that has been long time to adopt vocational training. It means that this level is a bridge model to the lower and the higher level as well. This is done to avoid any possible risks (Allais et.al

. 2009). ILO has induced governments to implement

NQF as the basis for education and training system (2005). Unfortunately, many governments did not adjust the existing regulations that hindering the NQF implementation. ILO also declared that this is a revolution and not evolution. In this particular case, it is easry to understand, the time spent, prior to the issuance of

Indonesian Qualification Framework (IQF).

The room for NQF has been stipulated in

Government Regulations Number 31 in the year of 2006 in Article number five. It means, there are plenty of years taken since then. It is very surprise that the NQF is also regarded as a top priority, recently. The beauty of NQF in Indonesia, the law of higher education Number 12 in the year of

2012 has placed NQF as the quality reference. It is explicitly stipulated in

Article Number 29 (Menhukam 2012).

2.2 National Education Standard (NES)

There are eight pilar of NES as stipulated in Government Regulation

Number 19 in the Year of 2005 (Menhukam

2005). One of them is the content standard.

This standard provide guidelines on curriculum frame and structure, learning subjects, breakdown of subject into lesson plan, and academic schedule. The delegation of this curriculum standard is guided under ministry of education letter of decision nmber 232 in the year of 2000.

There are five mandatory subjects to be implemented in tours and travel diploma program, as described in the table below.

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Table 1 The core competencies curriculum in tours and travel

The group subject

The subjects of learning

Tariff and ticketing

Core competencies curriculum

Tour planning and operation

Guiding

Tours and travel management

Ground handling

Total credit unit

Source : Ministry of education

The ministry provided the freedom to college or its association to develop this core competencies. Based on this delegation each of individual college conducted the curriculum with their own discretion.

2.3 The Impact of Information

Technology on Travel Industry

Air tariff and ticketing was the most complicated calculation and procedures in the past. A lot of training provided to staff, supervisor and manager in this particular subject in travel industry and airlines distribution services. Almost all steps in manual. To obtain flight schedule for instance, the tick- heavy ABC-guide manual with tiny letter font shall be opened page by page. The negligence to pick precise schedules may lead to a fatal journey, as it is written in ticket manually.

The tariff construction even more delicated.

The mileage of journey shall be sum to check, whether the total mileage is still within maximum allocation. The mileage excess must be charged in accordance with the rules. These things are no longer needed, as computer has produced it automatically. The adavent of computer reservation system (CRS) and internet abolish these problem. At the present

Credit unit

6

6

4

2

2

20 moment, the revolution in air transportation is happening (ILO 2001). One of the CRS provide is Abacuss corporation holds a cheaper training cost for 3 days. On the other hand Amadeus provide free software but levied certification fee. The airlines policies to disseminate this valuable program to travel agents and tourism colleges diminishing all hassle and puzzles in the past. Things can be learned faster through competency based training (CAAP

2009). People can fly, people can produce tariff and ticket easily.

2.4 Green Tourism

While the advent of information technology has affected travel industry, the new trend in tourism is also emerged. The global warning and climate change have encouraged tourist to prefer green products including green tourism. Green tourism definition is a term refer to any tourism activities. Those activities that able to maintain and preserve social, economy, environment sustainability for the long run.

According to United Nations Environment

Programme and World Tourism

Organization (UNEPWTO) green tourism is the action to take into account the impact

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on social, economy and environment for the present and future time. UNEPWTO hence stated that green tourism activities are all kind of activities including tour package, tour operation, tour planning and tour promotion (2012). The optimalization of maintenance and prevention on social, economy and environment for the long run covering all tangible and intangible asset of resources. Secondly is to appreciate all traditional values, history, inheritage and mutual understanding that lead to understanding and tolerance among tourists and local people. UNEPWTO also inducing all stakeholders to participate in sustainable green tourism. Yooon (2002) put accentuation on stakeholders role in managing touris destination both private and governments services. Nugroho (2011) specify some steps of cooperation among the players such as tours and travel companies, local people, tour leaders and tour operators, otherwise, sooner or later these stakeholders will be affected too.

The declining in tourist destination affected local people directl.y. On the other hand, tour operator and tours and travel will start to create a new product and loose the market share on the decaying product. Why green tourism shall be included in the curriculum of tours and travel?. Why this new trend must be anticipated? What are the background of green tourism?. Chon

(2012) has mentioned that the conciousness of consumers to prefer what they want and what they need to consume The second motivator is the emerge of corporate social responsibility (CSR). It is therefore the innovation in entrepreneurship and education is the key success factor. Since tours and travel companies are decision makers in what products to be sold, it is properly to start this green tourism from the upstream which is education to students.

Gracan (2010) stated that even for the promotion of meetings this green tourism is a mandatory to be applied. He has mentioned the range of green meeting from bruchures, banner, tourist-bus, glass used during the meeting, promotional material, napkins, bags, mineral-bottle and all kind of consumption must be environment oriented by using recycled materials. Sitarz (2008) mention that in convention and meeting, the usage of low emission device, soft detergent in laundry machine are the action to support green tourism. Singapore ranked number one among top ten Meeting tourism (AIA

2012). Indonesia has started this MICE business in a small scale. For the long run the competitive advantage can be put on go green in its Meeting business. The essence of green tourism to Indonesian people and tourism business entity is the address of

Indonesian philosophy, soial justice. Pratt

(2011) mentioned that there are three pillars in green tourism. The first is social justice.

The second is economic development. The third is environment integrity. Finally, the commitment of all stakeolders are invited to make green tourism happened (Meler &

Ham 2012). The locomotive is tour product promotion by tours and travel companies and tour operators.

3. RESEARCH METHOD

This study is conducted in two stages research to obtain the solution for the objective. At the first stage the focus group discussion (FGD) is held with 14 persons of end-user from tours and travel, tour guide, and tour leader association. The purpose of this FGD are to findout the demand for associate degree in tours and travel, the number of mandatory competency units and the possibility to earn level five in line with NQF. The group divided into two team. Each team led by enumerator to have a directive and comprehensive discussion. Afterward, each team presented the results of discussion.

Those discrepancy were discussed to find the mutual agreement. The second stage is to findout secondary data needed from seven tourism college. The sampling technique to determine seven private

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college out of the 26 private colleges throughout the country is based on purposive. The curriculum and syllabus were collected. These secondary data presented in table. The analysis between the result of FGD and secondary data presentation by comparing these data. Both of sampling techinique are purposively chosen either for end-user and for seven private college out of the 26 private colleges throughout the country. This is done due time and resources limitation.

4. RESULTS AND DISCUSSION

4.1. The core competencies curriculum

.

The finding in seven college that tariff and ticketing is still regarded as traditional procedures in modul, training and assessment tending to spend a lot of resources. One college separate reservation comply

All colleges have fullilled the duty to with government regulation to implement 20 credit units for five subjects. Six colleges overriding the allocation as suggested by ministry of education. There three category of implementation. The first categoru have applied 55% up to 67% practices. The second from ticketing and tariff. The revolution call for simplification. Tariff and ticketing in only one procedures. This procedures applied repeteadly to simple single one way, return, and circle trip.

All trainers has to do is to prepare modul, pattern of journey and key of performances.

Student shall do individual practice to earn skill, knoeledge and attitude in precision and accuracy. The absence of modul, tools and CRS program will retain the revolution move forward. This infrastructes might be neglected by assessors while taking accreditation process. The hadware it self is not enough. Moreover, the quality and quantity of these soft and hardware are not available during the visitation during the time of this research in 5 colleges. The limited CRS with 2 computers were shown in travel counter of college. The credit unit allocation of core competencies group are shown on the table below. the third category only 40 to 50%. Exploration of the main reason to appy such credit distribution were made up to syllabus of guiding in particular. As presentd below, the reason to explore guiding subject is to measure how is the qualification matched and met. category applied 40% up to 54% practices. And

Table 2 The core competencies group with diffrent unit implementation

Allocation by

Ministr of

Education

Name of subjets and total units

Tariff

Ticketing

&

(6)

Tour Plannig and

Operation ( 6 )

Guiding (4)

Ground handling

(2)

Tour and Travel

Management (2)

A1

3:6

5:5

4:9

BB1

2:4

2:2

2:4

Ratio of theory versus practice

BB2 BB3

2:6

2:2

4:2

6:8

4:3

4::4

BB4

4:10

4:10

4:12

C1

4:4

4:2

2:2

BT1

2:3

4:2

4:3

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Jumlah 20

2:1

2:1

16:22

42:58

2:2

2

2:2

2

2

2

10:12 12:12 18:15

45:55 50:50 54:46

2

2

16:32

33:67 Total theory practice (%)

Ratio and

Source : Adapted from secondary data from each college where the name are

Codified as A1, BB1, BB2,BB3,BB4, C1 and BT1

2:2

0

0

2

12:10 12:8

55:45 60:40

Table 3 Guding subject description and topic of learning

Subject

Guiding I

Credit unit

Description

2

The subject focus on guiding presentation and tourist handling

The purpose of learning enable participant to:

Topic subjects

1.

Do presentation

2.

Searching information

3.

To execute guiding

4.

Handling complaint

1.

How to make resentation

2.

Practicing presentation ethics

3.

Body langguage

4.

Techniques in preparing information

5.

How to handle complaint

Equipment and range of varibales Not specified

Facilitator requirement Competency not specified

Source : Adapted and presented from secondary data from college

During one semester with 14 meetings and each meeting consist of 100 minutes, only thoses topics are delivered.

When we compare to national standard competency unit, the gap can be seen vividly. The content topic among the first, second and the third semester are exactly the same. This is the major different between the existing standar and the curriculum standard. The monitoring from national standard body is limited.

2.2. Situational Analysis in Indonesia and the result of focus group discussion

Curriculum definition is a set of plan and arrangement. The set of arrangement including content, learning material, process, method, delivery schedule and assessment. There are five core curriculum groups. The first group is personality, the second is knowledge and skill. The third is core competencies. The fourth is behavior

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to work and the fifth is social life. The total units for these five groups decided by ministry of education are 48 units only.

While the freedom is allowed up to 80% of the total 110 to 120 credit units for diploma three. This is equal to 88 up to 96 units maximumly. There are plenty of room to build level five when the related subjects are arranged in line with certification scheme to achieve level fife. Plan in

Tabel 3 Unit kompetensi di bidang travel consultant advance of how many competency unit to reach level five and how to distribute the subjects are the main root of the problem found(BNSP 2006). In doing so, Shimer

(2007) has established a rule of thumb that it takes a close relationship with end-users.

This is also the main reason to hold FGD with those representatives from tours and travel, guide and tour leader association.

No Competencty Units

Respondent (%)

Mandatory

100.00

Not

Mandatory

0.00 1

2

3

4

Receiving and processing flight reservation by

CRS

Recording and coordinating vendors supply

Issuing air ticket and sea transportation

Calculating air fare and ticketing.

100.00

71.43

100.00

0.00

28.57

0.00

5

6

7

8

10

Calculating domestic air fare and ticketing

Calculating international air fare and ticketing

Calculating international promotional air fare and ticketing

Calculating international optional air fare and ticketing

Preparing and presenting tourist informations

100.00

100.00

100.00

92.86

92.86

0.00

0.00

0.00

7.14

7.14

Source: FGD with respondents from end-users representatives

The group discussion are fruitfull. The participant have a strong argumentation for mandatory. Finally agreed that in a particular form of organization and agency, critical issues. On the other hand, they also come to an agreement and conclusion on the objective tasks that must be performed this is might not be so. This is optional to a certain degree. Other units are agreed as the competencies of a staf in travel counter to at the work place. The following tables prepared to give the pictures competencies for travel consultant. of

Debate on issuing air ticket and sea transportation taken as about 28.57% of participants were not agree that this is provide consultancy with passenger or client. In Australia, these units delivered in one semester as the benchmark. In the following table it is also presented the competencies of tour planner.

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Tabel 4 Competencies Unit for tour planner

No Competency Units

Responden (%)

Mandatory

100.00

Not

Mandatory

0.00 1

Preparing and presenting tourist destination information

2 Collecting and interpreting product information

3

Selling tour product and services

4

5

6

7

8

Receiving and processing flight reservation by CRS

Issuing air ticket and sea transportation

Recording and maintaining information data base


Preparing tour

9

Coordinating itineraries of tour package

10 Developing tourist destination knowledge

100.00

85.71

92.86

78.57

100.00

92.86

92.86

100.00

100.00

0.00

14.29

7.14

21.43

0.00

7.14

7.14

0.00

0.00

Source: FGD with respondents from end-users representatives

There are six units of competencies that overlapping between tour planner and travel consultant. This is a valuable input for training and education college. To planner. The same things are also exist between tour guide and tour leader. In accordance with tough discussion made during FGD, finally agreed tha tour guide is provide skills for these two part of tasks, the six units are prerequisite for tour

Tabel 4 Competencies Unit for tour guide the basic and prerequisite for tour leader.

As presented here in.

No Competency Units

Respondent (%)

Mandatory

Not mandatory

1

2

3

4

5

6

7

Preparing and presenting tourist destination information

Collecting and interpreting product information

Selling tour product and services

Receiving and processing flight reservation by

CRS


Developing local knowledge

Conducting tour as tour guide and its ethics

100.00

100.00

78.57

78.57

85.71

100.00

100.00

0.00

0.00

21.43

21.43

14.29

0.00

0.00

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Continued:

No Unit Kompetensi

Responden (%)

Wajib

Tidak

Wajib

8

9

Arranging check in or check out

Arranging tourist during guiding practice

100.00

100.00

0.00

0.00

10

11

12

13

Arranging optional tours

Arranging transfer of mode transportation

Handling emergency

Handling complaint during tour

14 Preparing and issuing tour report

15

16

17

Preparing tour departure

Arranging transfer in transit place

Arranging tour arrival

18 Arranging optional tour

Source: FGD with end-users representatives

The above 18 units are the competencies for tour guide. In fact, there are six units have been done in travel consultant. This is an usefull information to determine travel consultant training and education as the initial steps for students prior to further learning of tour planner and tour guide. The problem that may arise if the student did not suitable for tour guide and tour leader. The optional units of competencies shall be rendered. To be a tour leader, there are 8 more units to be taken. The distribute on of units can be started from first semester up to fourth one, prior to on the job training program. Or else, on the job training can be offered in two terms, between semester three and four and between semester five and six. On the job training is needed to accumulate skills, knowledge, attitude and experiences prior to final assessement.

Based on the primary, secondary data analysis, discrepancies are found on

92.86

85.71

100.00

100.00

7.14

14.29

0.00

0.00

93.86 6.14

100.00 00.00

92.86 00.00

100.00 00.00

92.86 6.14 some units of competencies. The nonconpliance are as follows : Recording and coordinating vendors supply, Preparing and presenting tourist information, Selling tour product and services, Issuing air ticket and sea transportation, Developing tourist destionation knowledge, Developing interpretation for ecotourism activities,

Managing optional tour, Arranging transfer of transportation mode, Managing emergency , Managing tourist complaint during tour operation, Managing tour activities report.The government has decided 20 credit unit while experts suggest

38 units.The discrepanciesa are 11 units

(11/38).In addition to thes competencies, sales and marketing management must be included. These units are complementary to fifth level as the job description of analyst or supevervisor.

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Green tourism

The application fo green tourism in all possible subjects are all activities that can be related to sustainability (UNEPWTO

2012). The mindset of student in preparing product, brochures, marketing campaign are induced to protect people, traditional values, and environment. The protection can lead to the efforts taken to participation of local people, to create economic activities that earn social justice and welfare. This is one of the Indonesian state filosophy. Meler & Ham(2012) propose to redifine green tourism definition. In doing this redefiniton, the small enterprise in

Tabel 14 The existing core competencies tourist destination are encouraged to take part in every aspect of tourist activities.

Tour package must include social ciulture and economic activities of local people at every destination. The green tourism must be included in tour planning operation and marketing aiming to increase multiplier effects. Based on the analysis the proposal for green tourism of tours and travel core is designed in the following table. The total units can be extended up to 60 credit units.

This allocation is still comply with ministry regulation. The credit allocation has been also in lined with competence based training by using ratio of 30% theory and

70% practices.

No .

1

2

3

4

Subject

Tariff and ticketing

Tour planning and operation

Guiding

Tours and Travel management

Ground handling

Total credit

6

4

6

2

The proposed subjects

Tarif and ticketing

Green tour planning and operation

Green guiding

Ground handling

5

6

7

8

9

10

NA

NA

NA

NA

NA

2

0

0

0

0

0

Green meeting management

Incentive tour management

Green sales and marketing mangement

On the job training

(Guiding)

Green tour package design

On the job training

(Guiding)

Total 10 Total 0

Sumber: Diadaptasi dari SK Menteri Pendidikan dan UNEPWTO

Total credit

8

8

12

4

4

4

4

4

4

60

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5. CONCLUSION

It is found that the content of the existing core curriculum are not compliance with fifth level of National qualification framework. According to end-users, the tour leader is one of the alternative that able to achieve fifth level provided that all units are delivered. The total of 38 unit of competencies are regarded as the competencies that expected by end-user for tour leader. The units including sales and marketing and supervisor to coordinate activities with vendors. In delivering all services as mentioned in all units, the green activities can be also included to anticipate the trend of green tourism. This trend due to global warming and the consciousness of people to protect society, tradional values, and environment are those area to be changed. It takes a revolution in time and methods.

6. IMPLICATION

The study is limited the compliance of curriculum and the alternative for green tourism, level five.. The further study on the next level on green tourism is highly appreciated. In accordance with the above results, the tours and travel diploma program must adapt the current development and trend. The advanced technology, the green tourism trend, the procedures in curriculum delivery and all infrastructures needed.

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DIPLOMA CURRICULUM AGAINST NATIONAL QUALIFICATION

FRAMEWORK

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FRAMEWORK

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