Name: Dr. Ouk vibol Institution: Accreditation Committee of Cambodia

Title: Deputy Director of Standard Department

United Nations Educational, Scientific and

Cultural Organization សមា�គម្រគឹះសា�� នឧត�មសិក្សោកម� �ជ‌ Cambodian Higher Education Association

1st Cambodia Education Research Forum (CERF) 14-15 February 2014

National Institute of Education, Phnom Penh

Topic on Tourism Professional Specialized Training Higher Education in Cambodia for the beginning of 21st Century

Research Methodology

1. Qualitative Research Method

2. Quantitative Research Method

3. Comparison Research Method

4. deductive and inductive Research method)

The extent of this research is on the analysis of the process of the Tourism Training Program in public and private under graduate level, responding to the need of tourism market in Cambodia, but the study does not examine the training upon associate and post graduate levels. This research focuses on two factors. The first one is the research on the process of Tourism Training Program in Universities focusing on the development or reconstruction of the educational program, the management structure and the responsibility of staffs, teachers, educational materials, the mechanism and training activity inductive and deductive approach.

policy, student recruitment and tuition fee by relating to the theory of Tourism Training Program and the analysis of the report on the evaluation done by the Accreditation Committee of Cambodia. This work also includes the development of the Tourism Training Program curriculum, the comparison between tourism curricula of one university or institution to another university or institution in Cambodia. Then it can be determined which is a better tourism curriculum so that it can be compared with the educational program in other countries in order to find good curriculum elements to implement in Cambodia. There is also survey on

student’s opinion and management team, questioning about the curriculum, teachers’ quality, study materials, school service, major selecting, and student’s perspective on finding a job and the requirement from employers. The second factor focuses on the study upon employers’ requirement on knowledge, ability and characteristic of the student by means of interview and inductive and deductive approach.

Significances of the Study The research on Topic “Tourism Training program in Cambodia in the 21st century” is very important for the development of the tourism sector in Cambodia. This research aims at finding good points in the tourism framework in Cambodia and other regional countries that have Tourism Training Program. It intends to strengthen and develop the educational quality in Tourism Training Program in Cambodia to be consistent with the development of technology and Cambodia Government Policy on the tourism sector in the 21st century.

The Result of Tourism Curriculum Comparison in Cambodia with other

Countries

no Cambodian Tourism Curriculum

Foreign Curriculum

1. Foundation Year Course in First Year

No Foundation Year Course in First Year

2. 57 Subjects 45 Subjects

3. 129 Credits 134 Credits

4. No Practicum Practicum Course 5. No Internship Internship for 6 months 6. No Seminar Seminar Course 3 credits 7. One Foreign Language 3 Foreign Languages 8. No Methodology

Research Methodology Research

9. One Specialization: Bachelor of Science in Tourism and Hospitality Management

6 Specializations : Bachelor of Science in Heritage , Restaurant, Hotel, Tourism Event, Tourism Retail and Marketing Management

10. Operation Research No Operation Research 11. No Practice and

Tutorial Teaching Practice and Tutorial Teaching

12. Associate And Bachelor Degrees

Training by Degree: Diploma, Advance Diploma and Bachelor Degrees

13. Non-Validated Textbooks

Validated Textbooks

14. Students must signup the Opening of specific course

Bachelor of Science in Tourism Business Management

Bachelor of Science in Heritage Management

Bachelor of Science in Hotel Management

Bachelor of Science in Tourism Event Management

Bachelor of Science in Tourism Retail and Marketing Management

4th Supplementary

Year

4th Supplementary

Year

4th

Supplementary Year

4th

Supplementary Year

4th Supplementary

Year

Higher Diploma in Tourism Business Management

Higher Diploma in Heritage Management

Higher Diploma in Hotel Management

Higher Diploma in Tourism Event Management

Higher Diploma in Tourism Retail and Marketing Management

3th year 3th year 3th year 3th year 3th year

2nd year

2nd year 2nd year 2nd year 2nd year

1st year Common Year

Tourism Business Management

Heritage Management

Hotel

Management

Tourism Event Management

Tourism Retail and Marketing

Management 11

12

First Year Semester I Semester II

Course Name Hours/week

Credits Course Name Hours/week

Credits

English-Intermediate I 3 3 English-Intermediate II 3 3

Japanese I ឬ Korean I ឬ chines I

3 3 Japanese II ឬ Korean II ឬ Chines II

3 3

Accounting I 3 3 Accounting II 3 3

Business Mathematics 3 3 Economics 3 3 Computer Applications I 3 3 Computer Applications

II

Introduction to Tourism and Hospitality

3 3 Organizational Behavior

3 3

Principles of Management 3 3 Tourism Destinations 3 3 Khmer History 3 3 Khmer civilization 3 3 Practicum I** Practicum I**

Semester I Semester II Course Name Hours

/week

Credits Course Name Hours/ week

Credits

English-Communications I 3 3 English-Communication II 3 3

Japanese III ឬ Korean III ឬ chines III

3 3 Japanese IV ឬ Korean IV ឬ Chines IV

3 3

Introduction to Food and Beverage

3 3 Food and Beverage Management

3 3

Club Management 3 3 Vine Studies 3 3

Lodging Management 3 3 Management Information System for Tourism and Hospitality

3 3

Financial Management 3 3 Statistics 3 3

Tourism and Hospitality Marketing

3 3 Socio-cultural Issue in Tourism

3 3

World Culture Tourism Government and policy

Total 24 24 Total 24 24

2nd Year ៖ មុខជំនាញ្រគញ្្រគង សណ

13

3 th Year

Semester I Semester II

Course Name Hours/week

Credits Course Name 6 Hours/ day

Credits

English for Tourism

3 3 Internship** 6 months

Japanese V ឬ Korean V ឬ chines V

3 3

Hotel Operations 3 3

Facilities and Properties Management

3 3

Food and Beverage Cost Control 3 3

Tourism and Hospitality Legislation

3 3

Event Management 3 3

Human Resources Management 3 3

Total 24 24 14

4th Supplementary Year

Semester I Semester II Course Name Hours/

week

Credits Course Name 6 Hours/ day

Credits

Quantitative Methods for the Service Sector

3 3 Tourism Economics 3 3

Research Methods 3 3 Marketing Management 3 3

Service Quality Management 3 3 Tourism Product Management

3 3

Special Topics in Human Resource Management

3

3 Strategic Management 3 3

Tourism Research Project 3 3 OR 3 3

Consumer Behavior 3 3 Seminar on Tourism and Hospitality

3 3

Total 18 18 Total 18 18 15

4th Supplementary Year

Semester I Semester II Course Name Hours

/week

Credits Course Name Hours/ week

Credits

Museum Management 3 3 Economics of Heritage Conservation

3 3

Intangible Heritage 3 3 Contemporary Issues in Heritage Studies

3 3

Quantitative Methods for the Service Sector

3 3 Tourism Product Management

3 3

Research Methods 3

3 Strategic Management 3 3

Heritage Research Project OR

Service Quality Management 3 3 Seminar on Heritage Management

3 3

Total 15 15 Total 15 15

16

Main challenges in Public Institution

12.74% 14.70%

26.47%

22.54% 23.52%

3.92%

0% 0%

5%

10%

15%

20%

25%

30%

FoundationYear

Management

DevelopmentSrategies Plan

Curriculum Teacher EducationMaterialization

StudentRegister

Anothers

17

2. Main challenges in Private Institution

11.97%

14.76%

23.95%

19.49%

24.79%

5.01%

០.០០% 0%

5%

10%

15%

20%

25%

30%

FoundationYear

Management

DevelopmentStrategy Plan

Curriculum Teacher EducationMaterialization

StudentRegister

Another

18

Main challenges in Foundation Year Management

6.71%

2.44%

9.76%

7.93% 6.71%

3.66%

0%

5%

10%

15%

20%

25%

30%

Principle and ProcessRegister Staffs

Qualification anExperience of Staffs

Structure management Staff's Duties Implementation Duties Others

Main challenges in Development and Implementation Strategy Plan

10.11%

31.46%

25.84%

8.99%

19.10%

4.49%

0%

5%

10%

15%

20%

25%

30%

35%

Limitation Mission, Gaoland Objective

Development action Plan Implementation ActionPlan

Iimplementation ActionPlan Result

Dissemination ActionPlan

Others

Main challenges in Curriculum Development

12.50%

31.70%

3.30%

29.20%

7.50%

10.80%

5.00%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Committee ofCurriculum

Development

ImplementationCurriculum

Hour of Subjects TeachingMethodology

DisseminationCurriculum

Seminar Others

Main challenges in Teacher Resource

7.37%

3.16%

0.00%

11.58%

6.32%

14.74%

9.47%

25.26%

18.95%

9.09%

0%

5%

10%

15%

20%

25%

30%

13.00

57.00

4.00

14.00

65.00

10.00

0

10

20

30

40

50

60

70

Bachelor Degree Master Degree Doctor/PhD Full Time Teccher Part Time Teccher Pedagogic Teaching

Main challenges in Physical Facilities

0.77%

6.92% 7.60%

17.69%

1.54%

12.92%

23.08% 25.25%

11.54%

1.54%

0%

5%

10%

15%

20%

25%

30%

ClassroomSizes

Teachingequipment

and facilities

ComputerLab service

InternetService

Laboratory LanguageLab

Textbook Documentsin Library

ServiceLabrary

Others

Main challenges in Student admission

3.91%

16.27%

58.75%

2.94%

18.00%

90.45%

9.55%

2.23%

97.77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Conclusion and Recommendation According to the issue of the research, the literature review will be in the first chapter. In chapter 2, the evaluation on the data received from the interview with educational staff and tourism students through written and oral questions, the comparative study of the tourism curriculum locally and internationally, the evaluation of the result of the training program in foundation year in academic year 2009-2010, and the comparative study between contemporary higher education and education in Socialism Period will be covered. Solutions on the Tourism Training Program in universities at the beginning

of the 21st century will be discussed in chapter 3. Therefore, it can be assumed that the tourism training program at undergraduate level at the beginning of the 21st century responds to the market needs and the development of tourism sector in Cambodia, higher education institutions that specialized in tourism sector shall train according to the result below: Universities shall establish or amend their curriculum for the Tourism Training Program on 6 majors namely; Bachelor of Science in Hotel Management, Bachelor of Science in Tourism Business Management, Bachelor of Science in Heritage Management, Bachelor of Science in Tourism Event Management, Bachelor of

Science in Restaurant Management and Bachelor of Science in Tourism Retail and Marketing Management. The design of each major curriculum has to include foreign languages. Accounting for 30 credits, foreign language is divided into two parts: one is English worth for 15 credits, and another 15 are taught in Chinese, Korean or Japanese lasting from the first to the third year in the first semester. There are four subjects within Mathematics, Science, and Computer fields accounting for 12 credits. Among these 12 credits, Business Mathematic accounts for 3 credits, Computer accounts for 6 credits in the first semester, and Statistics accounts for 3 credits in the second semester of the second academic year. There are also three subjects in Arts

and Anthropology accounting for 9 credits including Khmer History for 3 credits, Khmer Civilization for 3 credits in the first semester, and World Culture for another 3 credits in the second academic year. There is one subject in Social Science accounting for 3 credits which is Organizational Behavior and six-month internship – six hours per day. There are 12 core subjects accounting for 36 credits designed based on each major within the curriculum (see the comparison of Tourism curriculum on pages 141-150). There are 20 compulsory and elective subjects accounting for 60 credits designed based on each skill within the curriculum (see the comparison of Tourism curriculum on pages 141-150). The Tourism training on the six

majors for Bachelor Degree requires four years of study. In the first academic year, there is a mutual curriculum for the six specialties in Tourism training. However, from the second to fourth academic year, the institution has to develop separate training curriculums based on each area of interests. By the end of the third academic year, students from all majors have to take the Higher Diploma exam before being able to pursue another one-year study and attain Bachelor degree. Management structure and roles in regulating the Tourism training have to ensure that the Bachelor degree study will meet the job market in Cambodia, which is why every higher education institution should have a separate University of Tourism,

specializing in Tourism. In the University of Tourism, there must be one dean holding Doctoral Degree in Tourism, who is in charge of major training carried out within the university. The university also needs to have the Committee for Development and Curriculum Evaluation, having the dean as the chairman, department director and lecturers of the taught subjects as the members based on the determined roles stated in Chapter 3, pages 182-184. In addition, the University of Tourism should have a department working on the market research and career opportunities for the students under the supervision of a director who holds Master degree in Marketing, and has five-year experience in market management and job advising, as well as two vice-

directors and some staff based on the actual workload. One vice-director is responsible for market research while another vice-director is responsible for job opportunity recommendation, and there should be an Internal Evaluation Committee to assess on the management and the process of training of each major in every academic year. It is a need to have 80% of the total amount of full-time lecturers for teaching the subjects in the higher education institutions of Tourism. All the lecturers are required to have master degree or doctoral degree. For the lecturers who hold master degree,

they must have at least 5-year teaching experience in higher education, which their Bachelor degree and Master degree’s major must be in line with the subject taught in a university. Furthermore, they should also have undertaken a recognized pedagogical training. More than that, they are also required to have a comprehensive understanding of computer and are able to plan an understandable and clear lecture through a proper ICT teaching methodology. Higher Education Institutions of Tourism or Universities of Tourism has to have

sufficient course materials for Tourism training; for instance, there should have three types of teaching room. The first type has capacity to accommodate 25 students to practice, the second type can fit 50 to 100 students to learn about theory, and the third type must be a study hall which is adequate for 125 to 200 students to organize Tourism Conferences. In the first type, the room should have one white mirror-board with 1,20m x 2m in size, one LCD with 1024 x 768 in resolution, one desktop for the trainer, one bookshelf for keeping documents and other learning materials, and desks for writing and putting learning materials. The second type room has to have a mobile whiteboard with 1,20m x 2m in size, one LCD with 1920 x 1080 in resolution, a

desktop for a lecturer, and a bookshelf for keeping documents and other learning materials. What is more, this type of room is arranged in a way that is suitable for a discussion group of 5 or 6 students. The third type room is a study hall with a mobile white board with 1,20m x 2m in size, one LCD with 1920 x 1080 in resolution, a desktop for the trainer, a bookshelf for keeping documents and other learning materials, and all chairs are arranged in three rows. The Higher Education Institutions or Universities of Tourism needs to have sample rooms equipped with sufficient equipment to enable the students to practice a room preparation based on the standard requirements by hotels in Cambodia. There is also

a need for sample rooms used for cooking equipped with sufficient cooking equipment to enable the students to practice cooking skills. Moreover, Higher Education Institutions of Tourism or Universities of Tourism should have at least one library with a high-commitment librarian who has been working in the institution more than 10-year along with at least 5-year working experience in library. The librarian should possess a comprehensive understanding of computer and how to place books as well as other related documents orderly and accurately; what is more, he/she should be friendly and know well about the books in the library. The library itself must have enough space for storing books and other related documents, internet port, and

separate reading space. The reading space must be in proportion to the amount of students, meaning 1 meter square is enough for 12 readers. Each subject textbook available in the library must be in proportion to the number of students in each particular major meaning one subject textbook is for 50 students. If any textbooks are used in the same major, the total number of books can be found by divided the number of students by 50. Regarding each major’s references, in every 30 students must have one textbook. If any textbooks are used in the same major, the total amount of books is equal to the total number of students divided by 50. Furthermore, the institution should have an E-library which textbooks or other documents related to

each major’s training in the institution can be found by providing the computers in proportion to the number of students from the first year to the final year. It means in every 50 students should have at least a computer connected with internet, a list of books, and how to find those books enabling them to do research. Especially, there should also be a wireless internet connection to make the searching easier for the students. The speed of the internet should be in proportion to the amount of students, meaning 1G is for 200 students, whereas the internet connection for desktop computers should also be in proportion to the amount of students too, meaning 1 desktop computer is for 50 students.

Higher Education Institutions of Tourism or university has to have strategies and action plans to provide a good training around tourism area. In strategy plan, it shall determine visions, missions, goals, objectives, tactics, activities and financial resources in order to enhance and strengthen the quality of education. In each annual action plan, the school needs to includes important angles as have promise, strategies, action plans, a schedule for arranging draft law, the disbursement list, the following up process, an evaluation and a conclusion. For promise section, it shall clarify of explanation of policy, circumstance and main problem; additionally, in action plan, the summary of the effectiveness of activity and work plan should be stated.

For student intake to study in tourism areas, higher education institutions or university should allow only students who have finished their secondary level with grade A, B, C or D to apply and take entrance examinations before taking the course in tourism. For enrolling in this tourism field at higher education level, students must take a test with three subjects: 1. English: It composes of writing and oral interview. For writing, student must do their examination at level of English Intermediate which centers on two parts: grammar and descriptive writing. In oral interview, there also have two parts:

speaking and listening. In speaking test, students are asked to describe Khmer culture and civilization in English, whereas in listening test, students will get to listen about of Khmer history in English. 1. Mathematics: Higher education institution must

prepare math examination paper for testing student at a continuous level at tertiary level.

2. History: This examination is relevant to history subject that students have acquired at primary and high school. Furthermore, student must have appropriate attitude and appearance.

Based on the content of tourism course, structural management, material resource and enrollment method above, higher education must enable students to pay their academic fee at least 2,000$ per year for training with quality, efficiency and continuity. Out of the money 2,000$, 1,200$ will be spent on lecturers, 300$ for study tour and 500$ for utilities (building, water, electricity and administrative salary). For this amount of academic fee, it is subject to change, depending on the Cambodian economic growth Training in tourism academy is designed to fit to tourism-employment market in Cambodia in this 21st century. Students and involving institutions (Cambodia Royal

Government, Ministry of Education, Youth and Sport and Ministry of Tourism) must use necessary measure to better the quality of education, by establishing institution to work out on developing, editing necessarily academic course books in order to make the uniformity in all higher education institutions, having appropriate goals stated in curriculum, and determining clear objectives in each chapter and lesson to make it easy for student to understand every important aspect of the lesson. Cambodia Royal Government should have its evaluating system to recognize curriculum of higher education institution through the creation of the standard for acknowledging the quality of education with regional and international standard,

producing good quality of education. Definitely, there should have a particular standard to evaluate the tourism curriculum. Higher education institution should also train students in all fields with research skill. Moreover, to gain knowledge, know-how and appropriate working attitude, student is obliged to study hard in every subject in order to get good results, be punctual, listen to teachers, and do research as well as regularly self-study. After graduation from higher education institution, students should be able to use English, Chinese, Korean and computer well. Moreover, student should seek real working experience through internship, volunteer or part-time job, especially

possessing working morality and patience with hard work so as to attain the objective. In the process of teaching tourism field to students, employers also have to contribute to higher education institutions, by sharing information about their company and ease students to do their internship to get experience from the company. Besides, employers should cooperate with higher education institution such as offering perspectives on how tourism curriculum should be operated in order to align the study with the real work demand from the company.

Thank You !