Flexibility in Learning It is important to note that flexibility in training and assessment strategies is required to meet the of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole. Catering for Participant Diversity Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should: Consider individuals’ experiences, learning styles and interests Develop questions and activities that are aimed at different levels of ability Modify the expectations for some participants Provide opportunities for a variety of of participation, such as individual, pair and small group activities Assess participants based on individual progress and outcomes. The diversity participants also provides a good reason for building up a learning community in which participants support each other’s learning. Participant Centred Learning This involves taking into account structuring training and assessment that: Builds on strengths – Training environments need to demonstrate the many positive features of participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured Acknowledges knowledge and experience – The learning activities should be planned with participants’ prior knowledge and experience in mind Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for own learning Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants Makes effective use of resources – A variety of teaching resources can be employed as tools for learning Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching
Appendix – ASEAN acronyms AADCP ASEAN – Development Cooperation Program. ACCSTP ASEAN Common Competency Standards for Tourism Professionals. AEC Economic Community. AMS ASEAN Member States. ASEAN Association of Southeast Asian Nations. ASEC ASEAN Secretariat. ATM ASEAN Tourism Ministers. ATPMC ASEAN Tourism Professionals Monitoring Committee. ATPRS Tourism Professional Registration System. ATFTMD ASEAN Task Force on Tourism Manpower Development. CATC Common ASEAN Tourism Curriculum. MRA Mutual Recognition Arrangement. MTCO Mekong Tourism Coordinating office. NTO National Tourism Organisation. NTPB National Tourism Professional Board. RQFSRS Regional Qualifications Framework and Skills Recognition System. TPCB Tourism Professional Certification Board.