Socializing Tourism. Handbook extended by CEFAL

WP5 â&#x20AC;&#x201C; Finalization of the training model and certification system

HANDBOOK To promote and disseminate the training activity

Coordinated by: Pestalozzi Foundation

Members of the Leonardo SOCIALISING TOURISM (So.To.) Partnership CEFAL – Emilia Romagna, vocational training centre (ITALY) - www.cefal.it

KEK Z-Invest, vocational training centre (GREECE) http://www.zinvest.gr Municipality of Rhodes, public administration (GREECE) http://www.rhodes.gr Observatorio (OeS), economy

Economia

Association

Solidaria solidarity

(SPAIN)

http://www.oesolidaria.org Fare Comunità soc. coop, social economy organization (ITALY) http://www.farecomunita.com University of Malta, Institute for Tourism, Travel and Culture (MALTA) http://www.um.edu.mt DOT – Lower Silesia, public agency of tourism (POLAND) http://www.dot.org.pl Fundatia Pestalozzi, vocational training centre (ROMANIA) http://www.pestalozzi.ro

Associated partners: Scuola Centrale Formazione, National Association of VET centres PA Group, field of local sustainable development and local governance http://www.pagroup.it

About projet: Website: www.socialtourism.eu Email: leonardo.soto@cefal.it

DISCLAIMER: The content of this Final Report does not reflect the official opinion of the European Union. Responsibility for the information and views expressed in the publication lies entirely with the authors.

TABLE OF CONTENT Summary

Foreword: Social Toursim ... Tourism for All

Fabrizio Pozzoli Vice-President of ISTO 窶的nternational Social Tourism Organization CHAPTER 1 - Project presentation

CHAPTER 2 - State of Art

2.1. Social Tourism: Prerequisites

Background Investigation of the field (state of the art) and innovative character Origins of Social Tourism Benefits for whom: Tourists, Hosts and Community 2.2. Methodology

2.3. Focus Groups

Contested Definition of Social Tourism Perception of Benefits 2.4. Best Practice Case Studies

2.5 Training and Professional Qualifications in Social Tourism

Public Funding, Commercial or Social Enterprise Designing the Training Programme 2.6. Chapter Conclusion

2.7. Chapter References

CHAPTER 3 - Training of Competencies in Social Tourism

3.1. Certification System

3.2. Content and methodology of the training programme Introduction

General Information about de programme 3.3. Piloting training courses’ results

Methodological aspects |4

The Trainees’ and Trainers’ Profiles Quantitative indicators for trainees and trainers Qualitative indicators for trainees and trainers Conclusions after piloting traing courses 3.4. Example of experimentation 4. Conclusions and Recommendations 4.1. Conclusions

80 96 96

4.2. Recommendations to improve de training program in the future

Appendix

102

SUMMARY This Handbook is a comprehensive presentation of LLP project SoTo - “Integrated Training Courses for Social Tourism” () project outputs in their succession, as consecutive steps to fulfil its objectives. The work’s foreword representing the message addressed by Fabrizio Pozzoli, the vice-president of ISTO –“International Social Tourism Organization” is followed | 5 by First Chapter of the Handbook describing the SoTo project. It starts from the background of the project and continue with the project’s description and its beneficiaries, the project’s objectives and the actions pursued in order to meet these objectives: (1) researches in area of social tourism; (2) design a training path and certiﬁcation system for social tourism operators; (3) implement training activities in each partner’s country (4) dissemination of results of this action and involvement of other organizations. Also, it is presented the innovative character of the project which create a passage from marketing to societing, quoting professor Bernard Cova, where societing stands for the study of the new productive function of consumers, with their capacity to produce social and symbolic connections, around goods and to make this contribute to value generation for enterprises, but also to promote a collective and participated vision of local development. The Second Chapter of the handbook describe the research made in area of the social tourism in Europa with documentation on national frameworks provided also by project’s partners The research, performed Malta University experts combines theoretical analysis with qualitative research and hands-on activities, based on a participative and bottom-up approach. This include a series of 6 focus groups run by partners in their own country, totalising 90 European stakeholders and a review of Best Practice Indicators collected through documentation that was gathered from all the partners. These results were analysed together with twenty five case studies collected by the partners and integrated with other case studies on social tourism practices which are accessible through academic literature. Another important component of the research data concerns a collection of information on the training which is provided on Social Tourism and its derivatives at institutional and professional level. The information gathered from the State of the Art research form the basis of training programme design and course development for the next stages of SoTo project. The Third Chapter is dedicated approach the “Training of Competencies in Social Tourism” as complete process, presenting the certification system (1), content and methodology of the training programme (2), piloting training course’s results in SoTo project (2), and example of experimentation (4). The certification system was prepared by Malta University and reviews the validation system of Malta University. This is recognised and endorsed by the Bologna Process and, connected with this; all courses developed by the University of Malta are internationally recognised and in correspondence with level rated according to the European Qualifications Framework. The content and the methodology of the training programme were developed by KEK ZInvest (Greece) with support of all VET organizations in the consortium and provide a

detailed description of training curricula, content and methodology. The general Information about de programme present general structure of both training modules (Strategic business design of a tourism enterprise and Managing a Social Tourism enterprise) by units and hours. In the Appendix Section it is presented, the complete training programme. Here, for very training unit the interested reader can find information about every unit duration, target group, aim, training method and proposed assessment (including | 6 description and time frame), language and training content. The developing of the training course and the results are presented in “Piloting training courses’ results”. For a coherent approach of the training development, Observatorio Economia Solidaria (OeS) (Spain) produced a set of tools for the evaluation of the training programme in order to improve the finalization of the methodology. This sub-chapter present all the documents and information about course programme, organization’s details, participants time sheets, course evaluation as expressed by participants, suggestions and feedback of each partner in order to arrange the course for the finalisation of the model. Here are presented results from Italy with CEFAL, from Greece with KEK Z-Invest, from Poland with DOT Lower Silesia, from Romania with Pestalozzi Foundation and from Spain with OES. Also, here is presented the overall analysis of the path, made at the end of every training course, concerning trainees’ satisfaction regarding the course, testing the acquisition of competences and knowledge, their capacity of transferring what they have learned in their everyday activities, Also, here can be found a self-evaluation analysis of the trainees after the training course through the use of dossiers, reflective agendas or through the creation of an experience community for the comparison/exchange/ discussion on solutions adopted, good practices, new procedures, etc. Every VET partner used the same methodology prepared in pervious phase of the project but training experiences as well as their national context were unique. For an in depth approach, there are presented some of the most insightful experiences and information provided by VET partners during the training course performing in terms of training program, the target group and the selection system, the content and most useful didactic tools, the learning objectives and added value of the training/ lessons learned. The last chapter of the Handbook with conclusions and recommendations describe the strongest and weakest aspects of the training programme, the adaptation made and the recommendations made in order to improve the training programme.

FOREWORD Social tourism ... Tourism for All Someone - more influential than me - wrote that in Italy, “we are born with two careers already in our pockets”. Being football fans, we are all born coaches, and travelling a lot, we are all tourism experts... And on these topics, we are all prepared to give a master class. Speaking of "particular types of tourism", things may then get complicated, because so many actually do attempt to give master classes. In the end, does it really take all that much to talk about Social Tourism, tourism for All, Responsible, Sustainable, Naturalistic Tourism and so on? The merit of a project like So.To. is also to make it clear that Tourism - and I am using the capital T - is really a vocation: it has rules, it presupposes a knowledge of the "tourismmachine" and also a deep understanding of the human aspect of tourism – of the traveller and the host, whether an individual or a community. The European Union, not surprisingly, is well aware of that, having acknowledged the importance of tourism in many occasions since the Treaty of Lisbon (art. 195) and recognising Europe as "the first tourism destination in the world", contributing to Europe's GDP for more than 10% of its total. European policies on tourism have seen in recent years significant progress: Project Calypso, Accessible Tourism, Sustainable, Responsible, Quality Tourism, Seniors' Tourism... and we could carry on listing innumerable formulas as reflected in the Union's programmes, calls, and policy development documents. Today, to consider the tourism sector of one European Nation as purely a domestic factor means not being aware of the direction that European history has been taking, towards ever increasing synergy and interdependence. Making no reference to European Calls and their transnational nature means to locate oneself off the future's tracks. Even Social Tourism or, to use a more European term, Tourism for All, has made its way into the European landscape, and national actors cannot disregard that. In thinking back, when in 1996 the ISTO (then called BITS), in the Declaration of Montreal, spoke of a type of Tourism concerned with the traveller, the host community and the workers of the tourism sector, drawing attention on how local communities can be sustained only by a harmonious and synergetic development of the local territory, I cannot help noticing how “prophetic” those statements were. When thinking about the long, solid and consistent tradition of Social Tourism, not only in Italy, I can still see today several actors striving to ensure that there are concrete instances of social tourism in our Continent. Such instances often imply to be part of a network, from the local level all the way to a European dimension and beyond.

Also in Italy, the primary “test bench” - as well as a close horizon – cannot be but the European dimension. Our context cannot be but European, and in our policy design, as well as in the definition of business objectives within our own local realities, we cannot but have Europe as a reference – that same Europe which as early as 2007 issued a Communication titled “Agenda for a Sustainable and Competitive European Tourism”. I am quoting such communication because, even though it is mostly focused on the environmental | 8 sustainability aspect, it mentions terms and expressions such as: economic prosperity, social equity and cohesion, protection of culture and the environment. Such concepts are not new to us, and should actually inject us with an enormous proactive and entrepreneurial impulse. Our difficulty probably lies in our inadequate attitude when it comes to locating our business choices within a transnational framework. It would suffice to focus our attention on the 2014-2020 European Programming, on the merging of Programmes once separate, on the request – emphasised in the calls – for greater partnerships than in the past, to understand which path the future is taking. This is Europe's policy, this is the direction that we have collectively taken – and I could refer to several supporting documents – in terms of the characteristics of European tourism and of the tools required to implement such policy. To ourselves, actors with different roles in the landscape of Tourism for All, I would say: consistent reference – albeit critical – to European policy on the subject of Tourism, greater effort to be in a network – with other subjects within the sector and with institutions – greater preparation, more copious and trenchant project design. These, in my opinion, are the development tracks that we must take into account for the future. Tourism in general and Tourism for All in particular can and must be an engine for the development of Europe as well as a great employment opportunity: this will be even more possible if the level of professionalism and the capacity to be and build a network are enhanced.

Fabrizio Pozzoli Vice-President of ISTO –International Social Tourism Organization

CHAPTER 1 SO.TO. Project’s Presentation Manila Declaration of the World Tourism Organisation in 1980: “[…] to make tourist leisure accessible to the majority, including youth, families and elderly people, by providing an exceptional economic opportunity”. SoTo is a project funded by the European Commission’s Lifelong Learning within the Leonardo da Vinci Programme and is the Acronym for “Socializing Tourism” as main goal of the project, accordingly with Manila Declaration of the World Tourism Organisation in 1980 The aim is achieved by preparing integrated training course for social touristic operators and increase the knowledge on social tourism across actors involved in the action. The project pays particular attention to the cooperation between different actors from this sector and develops potential networks at local level, between touristic operators and social economy entrepreneurs. The ﬁnal beneﬁciaries are all tourists, those traditionally reexcluded by the touristic movement. SoTo is a transnational project and is implemented by a consortium composed by private and public entities, including 4 vocational training centres, one University, two Public Authorities and a consortium of social cooperatives. These entities represent Italy, Malta, Spain, Greece, Poland and Romania. Background of the project. Social tourism, in its operative definition suggested by professor Louis Jolin (University of Quebec, Montreal), concerns the programs, achievements and actions aiming at rendering effective the right for holidays and the touristic accessibility for all the groups of population, including young people, families, retired, people with low income, physically disabled persons, but aiming also to enhance the quality of relations between visitors and the receiving community. Also, it is important to notice that there are various definitions of social tourism and approaches across different countries, but also within each single State or Region. The SoTo project answered to the growing interests of different actors for the theme of social tourism, but also tried to implement the general principle of the right of tourism for all, as stated in the 1996 Declaration of Montreal on Social Tourism. This project intendss to reply the general lack of training and education about social tourism, concerning different types of actors, starting from entrepreneurs such as incoming agencies, touristic and social enterprises. The role that social tourism could play in European economic and social life is linked with the actual urgent crisis; the risk emerging from the increasing economic

constraints is that tourism, as conceived today, could become a luxury for the majority of the European populations. One particular aspect, taken in consideration, was the general lack of touristic services addressed to categories of users typically considered as disadvantaged users, such as disabled persons, seniors, young people and large families. Some data produced by the | 10 European Commission assess that, after appropriate adjustments of tourism infrastructures, 70% of disabled people could travel under favourable conditions and this is quite relevant in a European society ageing more and more. Considering, moreover, other sources, like OSSATE (One-Stop-Shop for Accessible Tourism in Europe) and OITS (International Organization on Social Tourism), the potential catchment area could be constituted by 134 million people, between people with a physical and mental disability and the elderly. Other interesting consideration, consisting as a prerequisite for this project, was the statistic data of Eurostat considering rate of poverty and unemployment, which have grown in the last few months and have reached for EU-27 23.4% (November 2011) and 9.8% (2010) respectively. These indicators are strongly negative for the traditional way of doing tourism, because, as said before, vacations are becoming a luxury, also for young people experiencing a global unemployment rate in Europe equal to 11.5% in July 2014. In the European scenario, can be found some training courses on social tourism, but they are not facing this aspect of transformation of touristic needs in a changing society and do not consider this type of doing tourism as improving the value of local community and its territorial brand. Furthermore, the lack of â&#x20AC;&#x153;personalizedâ&#x20AC;? services is due to an absence of cooperation between the various actors operating in a territory, especially between touristic operators and social economy entrepreneurs, which are generally more aware of special needs expressed by the above mentioned categories. This situation is partly due to the historical organization of social tourism within or at armâ&#x20AC;&#x2122;s length by the public authority and the demission of this sector by the public has created in some cases competition and in other States has brought to the establishment of market niches, excluded by the private touristic sector. EU2020 Strategy fixed different goals to be reached by Europe, concerning a smart, sustainable and inclusive growth. The main purpose is to train and educate different operators in relation to the social and touristic inclusion of everyone, contributing to an inclusive growth.

Project description

So.To. develops a training path which will develop and enhance the skills of tourism operators (not just hotels and SME) and is focusing on social tourism, not just for disable people and elderly, so as to allow higher access to this population, but more widely on all the target, for a more sustainable social dimension of tourism, so as to allow everyone to benefit from social tourism proposals. So.To. furthermore has trained operators to offer social tourism in line with the new vision of social and touristic approach. Project beneficiaries. This training model is addressed to a particular target group: touristic operator from profit and non-profit sector and to people working in public and private incoming/ touristic agencies. These, of course, are the direct beneficiaries of the action. The final beneficiaries are all tourists, also those traditionally excluded by the touristic movement. Disabled people, elderly, large families, youngsters, unemployed, low-income people can usually not afford a holiday or a simple visit, because of different hindrances, from economic to physic point of view. The project’s objectives were: (1) to increase the level of knowledge on social tourism through the actors who work within the project; (2) to develop networks at local level between tour operators and entrepreneurs in the social economy; (3) to find a new way to promote tourism in an economic downturn, like the one we are experiencing. These objectives in particular were achieved by following the described actions like: 1. Researches in area of social tourism. Firstly focused on “desk researches” of general picture of social tourism across Europe, and collecting of good practices and experiences to the partners, then through study tours visits these good examples. Finally, with focus groups organised in each country of this consortium exchanging knowledge on social tourism area between different actors. 2. Design a training path and certification system for social tourism operators. The basis for the designing is also the collection of information on the training needs and the analysis of indications and proposals coming from the touristic and social actors of every territory involved in the action. The certification system includes some tools, like the criteria for certification, guidelines, the assessment of skills, and a practical example for the completion of the assessment in order to have the acquired competencies by the trainees. 3. Implement training activities in each partner’s country. 92 trainees from the target group have been trained with worked out common training model path. The course covers 100 hours of class lessons and project work/job shadowing. Trainees were also involved in the creation of social touristic packages. All the touristic packages proposed by trainees were exchanged inside the consortium in order to enrich the welcoming touristic offers catalogue. After the end of the course, an overall analysis of the path was carried out through a survey

| 11

among the trainees. Also, it includes a self-evaluation of the trainees after the training course. The process of integration of the participants to the courses was facilitated by the fact the trainings were addressed to different actors. This diversity made possible the exchange of different points of view and helped to develop integrated training packages, which have | 12 highlighted the different approaches to tourism. Above all this generated the possibility of creating a tourist offer that embodies the concept of global sustainability (social, economic, environmental), in clear connection with what was held by the EU 2020 Strategy for smart, sustainable and inclusive growth. 4. Dissemination of results of this action and involvement of other organizations through: - Workshops, with representatives of local actors (related to tourism and social activities); - Transnational events, like an international seminar to disseminate the achieved results; - Mainstreaming actions, â&#x20AC;&#x153;round tablesâ&#x20AC;? in each participating countries, involving on a local level main actors, policy makers of the three areas (education, tourism and social sector), local decision makers, the community associations related to social and tourism matters; - Letters of agreement, signed by European VET organization with will of belonging to the network of the consortium, with will to implement the training paths; - Local dissemination seminars with involvement of stakeholders, trainers, public administrations, representatives of public and private touristic agencies and associations etc.; - A multilingual project website available in 7 languages; - Newsletter; , - Media events. The innovative character of the project. At European level many studies and researches have been done, focusing on the phenomenon and its impacts on economic and social fields, but few actions took place concerning the education and training on social tourism, especially for those who run touristic activities everyday and for those social entrepreneurs working with groups of people, that social tourism wants to involve. For this reason SoTo build a training model including different aspects, from the technical competences, to the more relational ones. The training courses were addressed to diverse type of entrepreneurial and social actors, one of the innovative aspects of the action. The Integrated Training Courses for Social Tourism SoTo invested in the development of competences on personalized planning of services, matching the expressed needs of visitors, trying to intercept all those groups excluded by traditional tourism. The new and innovative actions for welcoming and receiving, inspired to social tourism, offer to local community an additional tool for the valorisation of territorial brand,

especially in this moment of crisis in which local territory and community are experiencing a decrease in touristic incomes, besides strong economic and occupational losses. Another aspect to be considered is the passage from marketing to societing, quoting professor Bernard Cova, where societing stands for the study of the new productive function of consumers, with their capacity to produce social and symbolic connections, | 13 around goods and to make this contribute to value generation for enterprises, but also to promote a collective and participated vision of local development.

CHAPTER 2 State of art: education in social tourism, competences and training needs1 2.1. Social Tourism: Prerequisites | 14

Background Social tourism is an established part of the tourism sector in many European countries however great variations exist across Europe in the scale, emphasis and direction of social tourism practice (McCabe, Minnaert and Diekmann (2012:1). This has been the main challenge of this research as it aims to create the basis on which to develop a training path. This training path will develop and enhance the skills of tourism operators who participate in social tourism for disabled persons and the elderly, but will also aim for a wider and sustainable social dimension of tourism that will allow everyone to benefit. This action answers to the growing interests of different actors for the theme of social tourism, but also tries to implement the general principle of the right of tourism for all, as stated in the 1996 Declaration of Montreal on Social Tourism. At the heart of the action is the response to the general lack of training and education about social tourism amongst different types of actors, ranging from entrepreneurs such as incoming agencies, to touristic and social enterprises. The “Integrated Training Courses for Social Tourism” LLP Project aims to take into consideration the role that social tourism could play in European economic and social life when linked to the current economic crisis. The risk emanating from the increasing economic constraints is that tourism, as conceived today, could become a luxury for the majority of European populations. The key innovative element of this project is the generation of the foundations of the needed European framework and to promote this as an integral part of future vocational training. In this respect, the project aims to develop integrated competences, matching technical skills with relational/ social capacities, so as to offer welcome services appropriate to different types of customers/guests, while at the same time shaping, throughout the course of the training activity, package vacations through the collaboration between touristic operators and organizations of social economy. During these training courses, a favored role being assigned to the development of competences on personalized planning, concerning the actual needs of different customers. These services – spanning from the “simple” removal of architectural boundaries, to accompaniment, tour guides, health care, transport and mobility, creation and fruition of events – should be supplied, in a subsidiary way, as much from the market as from civil society and should serve to amplify and enhance the touristic product offer inside a territory.

Chapter prepared by University of Malta, Institute for Tourism, Travel and Culture (MALTA) as a result of the Working Package 2 in SoTo Project.

Accordingly with its objectives SoTo Project expects to create a favourable environment for social tourism in all regions involved in the project, especially by creating a network of operators, public/private/for profit/ non profit, having transversal competences and skills, but who are, most of all, capable of cooperating so as to valorize their territorial brand and local community. | 15

This particular aspect is at the core of the courses: there is indeed, a general shortage of touristic services specifically designed for categories of persons who are typically considered as disadvantaged users, such as disabled persons, seniors, young people and large families. Data indicates that, after appropriate adjustments of tourism infrastructures, 70 per cent of disabled people could travel under favorable conditions and this is quite relevant in a progressively ageing European society. Considering, moreover, other sources like OSSATE (One-Stop-Shop for Accessible Tourism in Europe) and ISTO (International Social Tourism Organization); the potential catchment area could comprise 134 million people, between people with a physical and mental disability and the elderly. Another interesting consideration is the of Eurostat statistical data regarding the rate of poverty (EU-27 23.3 per cent in 2011) and unemployment, which for EU-27 has grown from 7.1 per cent (2008) to 10.5 per cent (2012). In 2011, 24.2 per cent of the EU27 population is at risk of poverty or social exclusion, in the case of children aged less than 18, 27 percent were at risk of poverty or social exclusion in EU 27: one in three has a migrant background. These persons fall into at least of the following three brackets: â&#x2C6;&#x2019;

People at-risk-of-poverty live in a household with an equalized disposable income below the risk-of-poverty threshold, which is set at 60 per cent of the national median equalized disposable income (after social transfers). The equalized income is calculated by dividing the total household income by its size determined using the following weights: 1.0 for the first adult, 0.5 for each other household member aged 14 or over and 0.3 for each household member aged under 14. â&#x2C6;&#x2019; Severely materially deprived persons have living conditions constrained by a lack of resources and experience at least 4 out of the 9 following deprivation items: cannot afford 1) to pay rent/mortgage or utility bills on time, 2) to keep home adequately warm, 3) to face unexpected expenses, 4) to eat meat, fish or a protein equivalent every second day, 5) a one week holiday away from home, 6) a car, 7) a washing machine, 8) a colour TV, or 9) a telephone (including mobile phone). â&#x2C6;&#x2019; People living in households with very low work intensity are those aged 0-59 who live in households where the adults aged 18-59 on average worked less than 20 per cent of their total work potential during the past year. Students are excluded.(EUROSTAT) These indicators send a strong negative message to the travel industry and for the traditional way of doing tourism, because these statistics could be an indicator that holidays may become a luxury for an increasing portion of the EU population. In the European scenario, one can be find some training courses on social tourism, but these are not generally accepted as a tool to address the transformation of touristic needs in a changing society and are not considered as a way of doing tourism through the

improvement and societing2 of the value of the local community and its territorial brand. Furthermore, the lack of “personalized” services is due to an absence of cooperation between the various actors operating in a territory, especially between touristic operators and social economy entrepreneurs, who are generally more aware of special needs. This situation is partly due to the historical organization of social tourism: in some | 16 member states, it has become the remit of the public sector and therefore for economic rationality, there is a tendency to go for a ‘one size fits all’ approach. In other States it falls under the remit of the private sector which tends to focus on the establishment of niche markets which are ring-fenced in such a way that ‘the client’ is taken care of completely by the tour operator in an ‘all-inclusive’ holiday resort catering specifically for special guests with a very similar profile. Concerning the reference to political strategies and priorities, the theme of social tourism has been mentioned at European level a number of times. For example, the European Economic and Social Committee voiced its opinion on “Socially sustainable tourism for everyone” in 2003 and in 2006 on “Social tourism in Europe” (2006/C 318/2). The European Commission has taken different steps in this direction, the most important being the creation of the Calypso project, linking social tourism to the sustainability agenda and the general competitiveness of European tourism, underlining also the potential economic contribution of this kind of activity through job creation and enhanced visitors’ spending multipliers. This action falls within the general objectives set by Calypso, which aims to combat fluctuating seasonal touristic patterns, through the function of social policy of tourism, development of economic activity and growth. Furthermore it hopes to increase the sense of European citizenship, as well as giving importance to the demand-side and the social perspective of tourism. For this reason – so as to be in line with the EU2020 Strategy, where Europe is to reach different and predetermined goals such as a smart, sustainable and inclusive growth, the main purpose of SoTo project is to train and educate different operators in relation to the social and touristic inclusion of every person, thus, contributing to an inclusive growth. This is reflected in the Calypso philosophy: “In promoting access for groups for which going on holiday has progressively become more difficult, social tourism strengthens the tourism industry's revenue generation potential. Social tourism aids mobility and enables off-season tourism to be developed, particularly in regions where tourism is highly seasonal. Accordingly, social tourism encourages the creation of longer-lasting employment opportunities in the tourism sector, in line with the Lisbon Strategy, by making it possible to extend such jobs beyond the respective peak season.” (McCabe n.d) 2

Societing is the modern colloquial term for societal marketing. Andreasen (1995) defines it as ‘“the application of commercial marketing technologies to the analysis, planning, execution, and evaluation of programs designed to influence the voluntary behaviour of target audiences in order to improve their personal welfare and that of their society.” The difference between social marketing and societing is that the former is associated with corporations while the latter concerns the third sector: public agencies and nonprofit organisations

Investigation of the field (state of the art) and innovative character The first consideration is towards the various definitions of social tourism and the diverse approaches across different countries, as well as within each single State or Region. At European level various studies have been produced, especially in the last decade or so, focusing on this phenomenon and its impacts on economic and social fields, but few | 17 actions have been implemented concerning education and training on social tourism, especially for those who run touristic activities on an everyday basis and for those social entrepreneurs working with groups of people that social tourism wants to involve. For this reason SoTo project intends to provide a training model which incorporates a number of aspects, from the technical, to the more relational competences. The training course caters for a wide selection of entrepreneurial and social actors - one of the innovative aspects of the action. In this context, SoTo invests in the development of competences for personalized planning of services matching the expressed needs of visitors, in an effort to intercept all those groups excluded by traditional tourism. The new and innovative actions for welcoming and receiving, features which are inspired by social tourism, will offer an additional tool to the local community for the valorization of the territorial brand, especially in this moment of crisis when local territory and community are experiencing a decrease in touristic incomes, besides strong economic and occupational deficits. Another aspect to be considered is the passage from marketing to societing. Quoting Professor Bernard Cova (2002, 2013), where societing stands for the study of the new productive function of consumers, with their capacity to produce social and symbolic connections around goods and to make this contribute to value generation for enterprises, but also to promote a collective and participative vision of local development. Origins of Social Tourism Tourism with a social aspect has existed for centuries with examples ranging from tourism for educational purposes, holiday camps for disadvantaged children to medical travel and pilgrimage trips funded by community members. In Europe, up to the 19th century, tourism was only accessible to the privileged classes of society. Probably due to industrialisation, in the period between the end of the 19 th century and the early years of the 20th century, youth hostels, holiday camp sites and bed and breakfast accommodation appeared in different parts of Europe. These were mostly attributed to the private or for-profit sector, although there were also religious or socio-educational voluntary groups that organised summer camps for children and youths. However after the 1936 Convention on ‘Holiday with Pay’ of the International Labour Organisation, and the subsequent 1948 Universal Declaration of Human Rights declared that “everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay”, social tourism was ‘born out of an ethical demand’ (www.bitint.org). The ILO convention was, in fact, the impetus for workers after the Second World War to

benefit from ‘holidays with pay’ to the extent that ‘the holiday’ started to become part of the national lifestyle (Minnaert, Diekmann and McCabe, 2012:25). Chauvin (2002 in Minnaert, Diekmann and McCabe, 2012:25) confirms that this period was also the time when “public authorities started subsidising social tourism, which was, and still is, in many countries controlled by associations, workers’ councils, popular educational movements and collectives”. | 18 Western Europe passed through its Golden Age or ‘les trente glorieuses’3 as it was known in France, ‘Wirtschaftswunder’ in Germany and ‘miracolo economico’ in Italy: the thirty years from 1945 following the end of the Second World War to the mid-seventies when the economic downturn was triggered by the oil crisis of 1973. Traditional social tourism flourished with the advent of the holiday camp and the holiday centres as a new affordable way of taking a holiday. In mainland Western Europe, many holiday centres offered full board with activities and entertainment included (Caire in Minnaert, Diekmann and McCabe, 2012:73-87,) and were run by charities or unions (Minnaert, Diekmann and McCabe, 2012:26). In the UK, Butlins Holiday Camps offered 'a week's holiday for a week's pay' (Brookman, 2009). However according to Minnaert et al, the competitive rate was still beyond the means of the lowest paid or unemployed (Hardy, 1990:55) as many of the camps were run on a commercial basis, while camps built by education authorities, trade unions or charities although they did exist, were however far less common. During this period, society witnessed the launch of a number of International organisations and conferences that supported the concept of Social Tourism. These included the International Federation of Popular Travel Organisations (IFPTO) in 1950, the Federation of International Youth Travel Organisations (FIYTO) in 1956, and the Bureau International du Tourism Social (BITS) in 1963. By 1972, the Vienna Charter could declare that ‘social tourism is a fundamental social fact of our times’. Both the Vienna Charter as well as the later 1999 UNWTO Global Code of Ethics for Tourism proposed that social tourism ‘should be developed with the support of the public authorities’ (UNWTO Article 7:3). Notwithstanding this, the economic downturn of the 1980s and the more recent economic crisis, has resulted in extensive and deep cuts in public spending and rationalisation of resources, with the result that there is less funding for social tourism whilst at the same time the persons that fall into the ‘social tourists potential market’ or ‘poverty gap’ are on the increase. This phenomenon has created a reaction, which has shifted the emphasis from the public sector towards the private and third sector4 initiatives as supporters of social tourism. This is confirmed by the Montreal Declaration of 1996, re-amended a decade later 3

Jean Fourastié coined the term in 1979 with the publication of his book Les Trente Glorieuses, ou la révolution invisible de 1946 à 1975 4 The third sector here is used as described by Cardoso(2000): “The concept of ‘Third Sector’ itself, its profile and its shapes are not that clear yet, not even for most actors involved in its formation. There are several terms that we have been using to characterize this space, which is nor State nor market and which actions aim at public interest: non-profitable, philanthropic, volunteer interests. [. . .] I am convinced that the concept of ‘Third Sector’ describes a space for experiments of new ways of thinking and acting upon the social reality. Its assurance has the great merit of interrupting the dichotomy between public and private, in which public was a synonym for state-owned and private companies. We are witnessing the appearance of a public sphere that is not state-owned and which private initiatives present public sense. This makes social dynamics richer and more complex”. (Cardoso, 2000, pp. 7–8)

with the Addendum where the shift has now placed a ‘greater emphasis on the role of (host-related) solidarity tourism as a fundamental aspect of social tourism’ (Minnaert, Diekmann and McCabe, 2012:28). Benefits for whom: Tourists or Hosts | 19

The Calypso project aims to promote off-season tourism, particularly in established tourism destinations, which are highly seasonal, or relatively unknown, small or emerging destinations, to promote their offer amongst a wider spectrum of the European population. However, this is a skewed way of looking at social tourism. To be holistic and include a wider benefits to disadvantaged persons, the resident population must also be included especially the deprived section of the population. Therefore, for the benefits to be felt by both the tourists’ and hosts’ population, that is disadvantaged in some way, the concept and therefore the definition of social tourism must be changed. Just as society, changes according to new realities then even our definition of Social Tourism must change. Social Tourism is not the centre or focus – it should be the driver that enables the benefits of tourism to be accessible to all members of society. The benefits must not be short-lived. They must be of a long duration. Responsible and sustainable tourism is the key. It is imperative that they are not used as a form of green washing or to further purely commercial gains but must be integrated into what is known as the triple Bottom Line (TBL). The precursor to the triple Bottom Line was based on a phrase coined by John Elkingtonin 1995, “people, planet, and profit”. This captures the values and criteria for measuring success in the social, environmental and social spheres. This approach will ensure that everyone benefits from social tourism – not just by providing accessible tourism for disadvantaged potential tourists, but by also making the benefits of tourism accessible to all, regardless of the differences. ‘Different’ or ‘novel’ experiences are what tourists are seeking (Avellino 2012:53, Seppo Iso-Ahola, 1982 in Middleton et al, 2009:80, Jang et al 2009, 51-73). It may be a different climate, an exotic landscape or an encounter with persons of different cultures, backgrounds or ethnicity. There is, besides, the educational dimension, the building of social and cultural capital from the tourist encounter. This can occur when persons enjoy the experience of meeting others with similar disabilities or challenges and learn from each other how each addresses these needs in their home and holiday environment. Speaking to persons who have a shared memory, shared challenges and diverse backgrounds can lead to better understanding, cooperation and appreciation – leading to the creation of social and cultural capital. Community Benefits Traditionally regional tourism development focused on the tangible aspects such as job creation, tourist arrivals and increasing land values, but this approach ignores the community aspect of tourism development (Avellino 2009). Innovation and sustainability need to factor in the social and cultural capital (Avellino 2005). Macbeth et al (2004) argued that regional tourism development has much to gain from having a strong SPCC (Social, Political, Cultural Capital) foundation as both SPCC and Tourism relies each other and contribute to each other. They also list a number of benefits that SPCC can contribute to tourism development. Thus there is:

− An increase in SPCC can improve a community’s sense of well-being, which in turn increases the community’s receptiveness to tourism, which is then returned to the community as a benefit. − A benefit for the communication flow within the community itself and between the community and the industry – thus providing for an enhanced decision-making process in the course of tourism development, as the community would have | 20 contributed to the same process. − Facilitation of the transaction process, with the inherent reduction of costs due to increased productivity when social networks are tapped, or when cooperation and coordination between these same networks is implemented especially when the knowledge (cultural capital) is accessed through these networks. − Participating in the generation of cultural activities that also attract visitors and which gives the local community a sense of character that in return fosters ‘return visits’. In rural regions, SPCC can add to what some theorists refer to as ‘countryside capital’, that is, the unique environmental, economic, cultural and social characteristics of regional communities that make them attractive as ‘countryside’ destinations (Slee, 2003 in Macbeth et al, 2004).

2.2. Methodology This chapter aims to provide a scientific literature review and documental review of the state of the art of adult education in Europe on social tourism, research and good practices, with documentation on national frameworks provided also by projectâ&#x20AC;&#x2122;s partners. It reaches | 21 these objectives by utilising an integrated working methodology that combines theoretical analysis with qualitative research and hands-on activities, based on a participative and bottom-up approach, which means active involvement - at all stages, of all the relevant actors, either project partners or external stakeholders. It does so by listening to the opinions and requests of those that on a daily basis, experience on the ground, the reality of working on this specific area of tourism and social issues. To this aim, a series of 6 focus groups run by partners in their own country and coordinated by the University of Malta provided the primary data for analysis. In all, approximately 90 European stakeholders participated in the focus groups which provided rich insights into the issues on social tourism as well as clear indications on the type of training that is needed at grassroots as well as at institutional level. A second source of data was collected by means of Best Practice Indicators. These were collected through documentation that was gathered from all the partners, and analysed together with case studies that are indicated in the academic literature available in the English Language. During the study visits, the partners and researchers were also exposed to the workings and intricacies of Social Tourism and its variations through a selection of case studies. There was the opportunity of interviewing and talking directly to the persons that manage the enterprises and as well as frontline persons that benefit from Social Tourism enterprises. In all twenty five case studies were collected by the partners and these were integrated with other case studies on social tourism practices which are accessible through academic literature. The third component of the research data is that related to the collection of information on the training which is provided on Social Tourism and its derivatives at institutional and professional level. The primary data was collected from the partners as well as from other institutions that agreed to participate. Here we must draw attention to the fact that this study is not exhaustive due to various restrictions; however the material we have gathered allows us to have an overview of the situation in salient European countries. We carried out a training needs analysis (TNA) of the social tourism stakeholders as well as potential participants, which would include an understanding of the skills, competencies and resources which are at the disposal of the operators. We also needed to understand what is needed by the social tourist, so that through training we will be able to address the skill/competency gaps. The information gathered from the State of the Art research will form the basis of training programme design and course development, however we suggest that it can also be used to form the basis of a review and training measurement system which to date has not been envisaged in the project. This could allow us to measure the impact that our training will be making on the product offer as well as the tourist experience, both during and after participating in social tourism.

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The research is limited in that the desk research component focused primarily on English Language literature. This research report is just one component of the whole project. The Methodology which is being followed is action research which is defined broadly as an approach in which the action researcher and the members of a social setting collaborate in the diagnosis of a problem and in the development of a solution based on the diagnosis (Bryman, 2008:382). In this report, we aimed to identify the problems and issues, which could be addressed. The report will be used to design and develop a model training programme. This will be Pilot tested by the Partners in their respective countries, and evaluation and feedback will be given. Based on the results, we will finalise the training package which will be disseminated with the support of a handbook, guidelines and didactic tool kit

2.3. Focus Groups For this state of the art study, it was decided that besides desk-top research, we would also include examples of best practice which were collected from our partners’ home countries. Many of them were visited and/or interviewed either by the host partners or in | 23 some cases by all the partners in the course of the study visits. We also referred to documented case studies, which were included in recent academic works so as to obtain as broad a picture as possible of the Social Tourism scenario in Europe. McCabe et al used a similar methodology as they also included a case study collection which aimed to represent as wide a spectrum as possible ranging from International to locally based organisations involved in Social Tourism as well as a representation of diverse geographical locations. They asserted that this method allowed them to initiate ‘a dialogue between academic researchers and practitioners ‘a dialogue that has hitherto been largely non-existent’ (2012:10). Figure: Study Visit to Rural Tourism. Example f collaboration through female networks

Cognizant of this fact, we decided to go one-step further by actually ‘talking’ directly to the people on the ground and at the forefront as a way of starting this two-way dialogue with the persons involved in Social Tourism. We visited a number of case studies, toured their enterprises, or else invited them to give us a face-to–face presentation of their product offer. We were able to ask questions so as to gain a deep understanding of what is at stake and what is involved. We were able to gather information which is not readily available on websites or brochures. We were able to see how people go about their normal routine at their workplace so that we could evaluate the challenges and opportunities, which they face. We could also understand how these opportunities were taken up and how in some cases, they were lost because of too much bureaucracy, no legal frameworks or lack of knowledge, competencies and skills which would have allowed these persons and organisations to take up opportunities which presented themselves. The next stage of the two-way dialogue process was supported by a series of focus groups. Each partner country invited 15 stakeholders to participate in focus groups to discuss their perception on Social Tourism as well as to contribute their ideas on what is needed to support this specialist market.

In all, just over 90 persons participated from six localities. The participants included stakeholders from the tourism industry such as tour operators, guides, and hoteliers. Institutions also participated and these came from the private sector, the third sector as well as from public authorities including National Tourism Organisations. From the demand side we included persons (or their representatives) who travel but who also have | 24 disadvantages such as physical limitations, financial, social and educational limitations.

Most published research does not include feedback and reactions from the end-users, however we felt that one needs to become sensitised to the limitations that are imposed by physical and social boundaries built around these disadvantaged groups. We also included persons from the third sector who are involved either through paid or voluntary work. Rural tourism is increasingly important to the economy of rural areas to meet the challenge of “declining incomes from traditional sources, ... market failure, market imperfection, and social need” (Cawley and Gillmor, 2008:316). Contested Definition of Social Tourism Literature research indicates that although there are contested definitions of Social Tourism, two main elements are generally present. The first element relates to the ‘social’ aspect in that tourism should be accessed by all, even by persons that have economic, social, legal, cultural, technological, physical, and mental limitations. The second element relates to the definition of tourism itself, in that it is travel away from one’s usual place of residence, for a temporary period. This therefore denotes a movement or mobility of persons with different motivations amongst which is leisure and recreation. These two aspects emerged from Hunzicker (1951:1) definition of social tourism as ‘‘the relationships and phenomena in the field of tourism resulting from participation in travel by economically weak or otherwise disadvantaged elements in society”. This leads us to establish interpretations which are apparent in Social Tourism in Europe today. These interpretations, based on the work by Minnaert, Maitland and Miller (2011) formed the basis of the focus group questionnaire. In the document entitled ‘What is Social Tourism? (2011) four different definitions are given for Social Tourism and these are based on different scenarios linked to the types of persons that are encouraged to participate in tourism, the product offered and the type of initiatives used to attract participants.

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Interpretations of Social Tourism ( Minnaert, Maitland and Miller, 2011) Respondents generally agreed that the different models are complimentary. There is a general acceptance that the Participation model and the Inclusion models are the most widely accepted, although they do not always function well. For example in the case of Greece, social tourism is embedded in society even from a legal perspective in the sense that there are voucher schemes which actively specifically support the participation and promotion of tourism for people who are economically weak or otherwise disadvantaged. Paid holidays were thereby one of the most powerful weapons in the development of the tourism sector. The Greek National Tourism Organization (GNTO) implements the programme "Tourism for all" which concerns sub programs of holiday within the period from 03.08.2012 to 31.05.2013. The programme involves the following categories of beneficiaries: retired officials and employees of Public Sector and Public Entities, employees or retirees with private law and public law entity, active members of OAEE (which insures freelancers or entrepreneurs), pensioners of OAEE, the insured persons of the NAT, the TAPOTE retirees, individuals who are welfare insured or who receive disability welfare even if it is insured by another insurer as dependents and individuals who are self- insured at the IKA, disabled persons with over 67 per cent disability regardless of income, families with four children and more, divorced beneficiaries with children of whom they have the legal custody, estranged parents who submit a separate tax report, newlyweds who have not a common tax report. In Greece, Social Tourism is perceived to be responsible for providing a great holiday, which in turn, brings social equilibrium. Greeks recognise the need that disabled or economically weak people have for a holiday which improves their quality of life. On the other hand, some countries which offer a voucher system, report that the system does not always work

there, mainly because the end recipients of vouchers or funds, the social tourism operators, have to wait for a long time to receive the refunds. In some cases, they do not receive anything at all with the result that they either have to find another way to raise funds, or else go bankrupt. “Visit England and the Family Holiday Association” of UK take a three-dimensional | 26 approach to defining social tourism so as to include both the demand side as well as the supply side of the concept. The win-win-win (Family Holidays Association) approach encompasses ‘providing holidays to those who don’t normally have access to them, utilising spare capacity in the tourism sector, and exploring the social benefits and positive role that leisure holidays have on society’. Focus groups respondents continuously raised the issue of who should be the beneficiaries of Social Tourism, which is a circular discussion that brings us back to what would be a suitable definition of social tourism. Literature research provides another possible definition, which is more inclusive: tourism with added moral value whereas both – host and visitor are aiming for tourism interaction and exchange (Minnaert, Maitland and Miller 2007, 2009). The same authors also define social tourism as a wide variety of holiday types, destinations and target groups and say that social tourism initiatives are also many, such as commercial, non-commercial, governmental and private. These are charities, government plans for improving tourism facilities and services as well as accessibility and even private tour operators. The main aim is to provide tourism for those people who are normally excluded from it due to the financial situation or because of health reasons. To support this definition, Minnaert et al. (2007) speak of a variety of initiatives, such as holidays for children from low income families or disabled people, providing more accessible hotels and offering ecological holidays. Vinklere (2011) also says that it is a type of tourism which is organized by cooperatives, associations and unions to support people with low income, youth, pensioners and disabled people. Hunziker (in Goeldner and Brent 2009) define social tourism as a type of tourism practised by low income groups and easily accessible and recognizable services for them. McCabe (2011) citing Haulot (1982, p.208) asserts that tourism is the enjoyment of life and should be accessible to everybody. Minnaert et al. (2009) assert that Social Tourism is ‘a type of tourism that encourages participation of the social groups that are economically weak or otherwise disadvantaged. This can be done through offering standard product for children or elderly people with disabilities or health problems. By providing subsided schemes such as holiday vouchers, families with low incomes, children and the elderly can be supported to participate in social tourism. Also, there could be specially designed, accessible accommodations for persons with limited mobility. By offering reduced prices and holiday vouchers, host localities and destinations in decline can be given a new boost as these would be supported economically in the low and the shoulder seasons, which would mean that seasonality is avoided. Tourism related organisations define social tourism as the participation of people from disadvantaged layers of society or people who are unable to participate in tourism for

whatever reasons. Social Tourism is making it possible for these types of people through policies and clear social measures (International Social Tourism Organisation, 2010). UNWTO (2011) defines social tourism as tourism with widespread access to leisure, travel and holidays with the support of the public authorities. UNWTO also says that it is important to make tourism available for the majority, including youth and elderly people and it is done by providing social tourism which is economically available to everybody. | 27 European Economic and Social Committee (EESC) (2006) points out that it is tourism for those whom it is totally or partly impossible due to the economic situation, physical or mental disability, personal or family isolation, reduced mobility or even geographical difficulties. EESC says that in Social Tourism, participation means that a public/private institution, company or organisation that takes an action to overcome or reduce these obstacles and helps these social groups to participate in tourism in a sustainable, accessible and solid way. A much wider definition says that social tourism is for everybody â&#x20AC;&#x201C; workers, families and associations. Companies may support their workers with paid holidays or discounted vouchers for personal development, education and leisure purposes. As everybody has right for qualitative leisure time, this could be an alternative. Social tourism in this case would also promote socialisation and integration with host communities and in addition, support economically the localities (EESC, 2006 and Hotel Mule, 2013). In fact during one focus group session, it was pointed out that there does not seem to be a business model for social tourism which traditionally utilises government grants or other initiatives, but in the current economic scenario, could be taken up by other enterprises so that families on low incomes could have access to travel opportunities.

Social Tourism is not only about supporting people with a low income or any kind of disadvantage; it is also about supporting destinations in their decline stage or low season. These are well developed destinations with high seasonality, less known and/or small destinations. By promoting social tourism in these destinations, it is possible to decrease seasonality and support employment all year round as well as sustain the economy (European Commission, 2010). To complement this statement, Hotel Industry (2011) says that social tourism is about supporting people who are not able to travel to be able to do so and to support trade and society. Especially in the Mediterranean area, people rely on tourism as a main source of income, so by promoting social tourism it is possible to fill empty beds, boost employment opportunities and support local and international businesses. Overall this can be seen as the improvement of better life quality. The Focus groups also raised other issues: in order to have efficient social tourism and effective programmes on social tourism initiated and promoted by government, it is important: − “To have a better involvement of the governmental agencies”; − “To have reimbursements made in time”; − “The amount of money allocated must be reflected in actual spending for every beneficiary of the social tourism program beneficiaries.”

The Calypso programme supports 4 groups for social tourism (European Commission, 2010) Families: - Family holidays have obviously changed over the last few decades | 28 because of the evolution of the family structure, mainly characterized by the smaller size of families, and the increase in the number of single parent families.

Young people: - Today, young travellers (15-25 years old) make up for more than 20% of international tourist arrivals.

Seniors: - The demographic evolution over the last few years has been characterized by a rapid growth rate of the over 60 year olds. This reality, which can be explained by both the increase in life expectancy and the decrease in the number of births, will only become more marked in the future.

Disabled people or people with reduced mobility: - The obstacles that disabled people come across when organizing and enjoying tourist trips are not only architectonic obstacles, but also obstacles connected to negative attitudes and behaviours.

Even more than in other fields, it is fundamental to train the tourism industry staff to increase its awareness of special needs of disabled people, of adaptation measures needed for accessibility, and of the way to provide appropriate services

WHAT CONSTITUTES SOCIAL TOURISM

Some partner countries suggested that it would make more sense had there been a system whereby the beneficiaries are given funds in advance.

An activity constitutes social tourism whenever six conditions are met:

1. Social tourism is open to everyone, without restrictions. It aims at mingling cultures, opening up to others and stimulating social integration.

2. The aim of social tourism is to act fairly towards: Employed staff - correct wages, respect for the working conditions, collective working agreements and contracts of employment Local suppliers - the contribution at the development of the local economy

3. Durability: the engagement to construct an economically viable social tourism, and respectful to other cultures and the environment.

4. The members, active in social tourism, are mainly linked to the associative, cooperative, and trade union sectors.

5. The first objective of social tourism is to help those less favoured and fragile to go on holiday: the young, the seniors, the low-income families and the disabled.

6. Social tourism primarily aims at a tourism of proximity with its main objective being the (re) discovery of the land, the natural, historical and cultural heritage, together with encountering the local population.

The reason given is as funds are only reimbursed after a long time and in some cases not at all, with the result that there is a double dose of hardship on the wouldbe beneficiaries. In some cases, social tourism agencies are run as a business, with the result that they end up losing money or even worse, going bankrupt.

On the other hand it was also pointed out that there is some reluctance concerning effective involvement of governmental agencies due to the overzealous bureaucracy.

Despite all previously discussed definitions, the focus groups and the discussions in the partnersâ&#x20AC;&#x2122; meetings, converge on the idea that Social Tourism is not just tourism for poor people, for disabled or disadvantaged people. The offer should be based on individual needs and demand. It is about being together and socializing (Tava.gov., 2011).

To reach a general consensus on a more refined definition of social tourism, we must first try to understand what is meant by the term â&#x20AC;&#x2DC;socialâ&#x20AC;&#x2122; in social tourism. Again we turn to the Calypso project for a better understanding (see insert on left).

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Perception of Benefits SOCIAL BENEFITS OF SoTo PROJECT

Provision of hospitality to those less likely to otherwise travel.

Professional and social mobility.

Contact between people from different countries.

Multiculturalism.

Exchange of intercultural knowledge

Fosters communication between people

Enhances the spirit of the disadvantaged and economically weak

Benefits of development of the culture of the region

Importance of training as people who are not trained cannot give a good service. Ultimately locals with disabilities also get a good service thanks to the extra training.

Inclusion important in terms of education using specific frameworks to help cope in specific situations. Fosters and encourages a more tolerant society

The focus group respondents discussed the benefits of Social Tourism. The main social benefits which were identified were the development of social sensitivity towards social disadvantaged persons and the generation of the social wellbeing of both the visitor and the visited. Social wellbeing can be generated through the economic activity at the destination especially during the low season which could encourage local population to remain in their home region as they would not need to leave to seek employment elsewhere. It also gives the locals a sense of pride as well as a market for their locally produced goods and services to different social groups or through the provision of hospitality to those less likely to otherwise travel. Other social benefits are listed in the left sidebar. One of the most important needs of a tourist before the visit is having accurate information about the facilities and services provided for the holiday, whether this is for transport, hospitality or attractions and other places of interest. It was also pointed out that tour operators need to train staff specifically for dealing with disadvantaged persons, not just those that have mobility issues, but also for those that are economically challenged. This information should also be easily available when travel plans are being made. A standardisation of information symbols is also required.

These services should also be available at the destination so that the whole travel experience can be as smooth as possible. It is degrading for physically and financially challenged visitors to have to share personal information about themselves such as the type of disability they may have or the fact that they need to find the cheapest offer.

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After the visit, these tourists would also like to be able to network with the new friends they made on holiday or with other social tourists. This has many benefits as this allows them to re-create their happy memories back home. It can also entice some groups such as the long- term unemployed who are demotivated when seeking employment. A good holiday with family members can serve as a motivator to actively seek work, so as to improve the familyâ&#x20AC;&#x2122;s financial situation to the extent that the â&#x20AC;&#x2DC;holidayâ&#x20AC;&#x2122; is no longer a dream | 31 but can actually become a reality for that family. Providing a means of communication and networking after the trip will also be beneficial to the tourism service providers as they can be informed about what problems were faced by their past guests, with the option to address any problems encountered during the trip, or improve on an already good product or service. The focus group participants were asked if they felt that as tourists, that the tourism providers are trained to support social tourism visitors. The response was quite neutral: the main response was that the management is not sure how physically impaired persons should be addressed and are unsure about what is needed at a psychological level. In hotels that catered specifically for senior citizens, the hotel management and staff felt that they were well prepared, however once the tourists went outside the hotel grounds, they then faced problems such as lack of trained personnel. When focus group participants that offer services in the tourism sector were asked whether they felt that as providers, management and /or staff are trained to support social tourism visitors and what is lacking as regards resources, training, education about the subject, or other skills, there is a general consensus that basic communication skills and awareness about the needs of the disadvantaged tourist are lacking in most service providers. Because of the general lack of knowledge about the requirements of these guests, ancillary services and products are also scarce: activities and events were mentioned as a case in point. In some cases even resources are needed, however the main requirement is training for handling of social tourism visitors. It was also suggested that during the training there should be some form of cooperation between social tourism stakeholders and tourism regions to exchange experiences and programmes.

2.4. Best Practice Case Studies Twenty five case studies of best practice were proposed by the six partner countries. The study also considered case studies from the recent academic literature : nine case studies out of the ten case studies5 from the publication entitled Social Tourism in Europe: | 32 Theory and Practice (McCabe et al 2012), and twenty two National Case Studies from â&#x20AC;&#x2DC;Best Practice in Accessible Tourism: Inclusion, Disability, Ageing Population and Tourism. (Buhalis et al 2012). Four clusters emerged. The first three are the large; the fourth one is in a minority. One cluster is composed of public funded enterprises or official entities that support travel for the local population through a subsidy mechanism. In most cases the assistance or funding programme is restricted to qualified persons (e.g. physically disabled, low income families), or through a lottery system for eligible persons only. The second cluster is funded through initiatives such as fund-raising activities, donations, sponsorships, and self-funding with the proceeds of the hotel business, catering, and other related activities. The third cluster consists of a mix of the other two funding initiatives â&#x20AC;&#x201C; self funding together with subsidies or another type of capital injection from public entities. One case in point is the Hostel of Bagnacavallo in Italy, where economic and financial resources have been invested by the cooperatives that are part of the bodies managing the hostel. The ownership of the property belongs to the Municipality that regularly tenders out the management of the Ancient Convent of St. Francis for the portion relating to the accommodation. The Hostel of Bagnacavallo works closely with several organizations in the area, such as museums, restaurants, and shops, so as to promote food, wine and culture of the area. In addition, it also works with the local authority to organize events and to cater for the maintenance and stewardship of the whole of the Ancient Convent of St. Francis. The Hostel of Bagnacavallo is part of the Le Mat network, a development agency, whose members are composed of cooperatives operating in the tourism and hospitality associations as well as social cooperatives and development agencies who are interested in supporting larger and more skilled activities of social enterprises in tourism. Tourism is practised in a sustainable way to the extent that it is open to all and is also responsibly involved in local development and tourist accommodation activities and initiatives. Many of the cooperative members are people with an experience of disability and other issues such as risk of social exclusion and the exclusion from the freedom to move and travel. For Le Mat this experience is a great resource of professionalism. In addition Le Mat also involves or employs working experts in tourism and local development, architects, hoteliers, restaurateurs, artists, communicators - all members of cooperatives or associations. The fourth cluster is the smallest. It includes businesses that are privately funded and run as normal business enterprises. It may consider itself a proponent of social tourism 5

One case study was common to both our study and the McCabe et al, 2012 research

because it provides services to tourists that fall within the categories mentioned earlier, such as senior citizens and physically disabled tourists. A case in point is of a diving organisation based in Gozo, Malta: Nautic Team Gozo Ltd. This organisation offers a unique diving experience especially for people with disabilities as their philosophy is that diving as a sport, holds an immense potential for positive influences - both physiologically and psychologically. Nautic Team Gozo operates purely on a commercial basis, although it does | 33 lobby for improvement in access facilities which could be availed of by their clients.

2.5. Training and Professional Qualifications in Social Tourism The third part of the research focused on collecting data from the partners so as to obtain a bird’s eye view of the type and quality of training and education provision that it available. COIN (Consorzio Sociale) provides training, information, and consultancy services to the tourism industry as well as providing information for disabled people (McCabe, Minnaert, and Diekmann 2012:12). For example it embarked on a project entitled ‘Italy for All’ aimed at creating better tourism conditions for people with disabilities. They approached this by providing information facilities for persons with reduced mobility in the Rome and Lazio region. They also provide free online training for tourism operators (http://www.presidiolazio.it). It also operates a numero verde (free help line) for enquiries as well as offering a free online handbook for tourism operators who provide services to disabled clients. In 2010 ISTO (International Social Tourism Organisation 2010:15) launched an Alliance for Training and Research in the field of social tourism. ‘One of the aims of the Alliance is to constitute a platform for researchers active in the field of social tourism and to foster exchange and scientific collaborations amongst the researchers’6. The number of undergraduate hospitality, tourism and leisure programmes (HTLPs) has risen rapidly around the world (Horng, Teng and Baum, 2009), however, according to our research (in English Language literature) specialised qualifications in the form of Social Degrees are not available to date. This is not to say that the subject is not given importance – it is, to the extent that it normally forms part and parcel of the tourism degrees, however it is not mentioned specifically using the terminology ‘Social Tourism’. One of the major limitations inherent in this research concerned the identification of the terminology that is used to describe course material that refers to our understanding of Social Tourism. One of the global leaders in Tourism Education is the United Kingdom. According to the World Bank, tourist arrivals in the UK in the year 2011 reached 29,306,000 making it the 7th most sought after tourist destination behind Turkey, Italy, Spain, China, US and France. This fact alone puts a lot of weight and responsibility on the tourism education institutions in the UK. Undergraduate tourism courses in the UK started in 1986 (Busby and Fiedel, 2001), but by 2009 there were no fewer than 117 institutions offering hospitality education (Walmsley 2012). As of 2011, there were 221 hospitality courses comprising of degrees, Higher National Diploma and Foundation Degrees (Walmsley 2011) and in 2009, 9,630 student applications were accepted for courses on hospitality, tourism and leisure. Tourism education has grown substantially in a very short space of time, but the fast-paced growth of this new and thriving educational sector has left some critical problems not yet tackled. Until this very day, there is no core tourism curriculum in place meaning that 6

http://www.bits-int.org/en/index.php?menu=16&submenu=540&newsid=49

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accreditation and institutional rankings in tourism and hospitality education might not be strongly defined or universal. On the other hand, there are others who claim that a core curriculum is not practical and desirable due to the widely diverse needs of the industry and as it may reduce flexibility (Busby and Fiedel, 2001). The tourism industry in the US and EU seems to be following a growing trend (Ernst and | 35 Young 2012) meaning that tourism education has the potential to grow and even achieve higher levels of quality. Improving quality and standards in tourism education might be difficult due to the lack of a core curriculum. Independent academic initiatives to create a core curriculum are currently ongoing and the development of a new social tourism education model is just one aspect which could improve the quality of tourism education. Without a core curriculum in place, so as to have examples of current tourism education on social tourism, one has to look at each institution and university on a case by case basis. Having asked around a dozen of UK universities and institutes whether they provide such training, no results were forthcoming. Some institutions have never even heard about the subject and other institutions which did offer some basic training on integrating clients with a physical and mental disability have refused to provide information on their coursework saying that documents and coursework are only available to registered students. The lack of collaboration of institutes and universities with independent researchers could be perceived as a symptom of a post-secondary privatized education system. Interviewees have commented that the hospitality industry is not very responsive to academic research meaning that research and industry are not yet fully in synch. Some academics who agree with this point of view have also claimed that hospitality research must not stand on its own, but must be connected with other disciplines (Inenson et al, 2011). When taking in consideration these premises one can conclude that a social tourism model of education should be developed through a holistic process involving various academic approaches and different aspects of the industry. This is why our study included focus groups which involve different stakeholders of the hospitality industry to discuss social tourism. The core principles of social tourism education emerged as a result of these focus groups: an educational model which is produced in consultation with a wide cross-section of stakeholders involved in the tourism industry including hoteliers, tourist operators, restaurant owners, NGOs, academics, government officials amongst others. Eventually, when a social tourism education model is finally implemented especially with regards to management courses, the potential to diversify the client base would increase drastically. According to Fabio Zagonari (quoting Amoah and Baum, 1997): â&#x20AC;&#x2DC;the tourism industry is dependent for survival on good quality personnel to deliver, operate and manage the tourist productâ&#x20AC;&#x2122; (2009:1). Tourism education impacts the industry - the World Tourism Organisation has recognised the fact that higher education has the potential to achieve customer satisfaction and increase competitiveness (Ayikou , 2004). This applies even more to Small Island States (SIS) which is highly dependent on their tourist industry which is influenced by their colonial past, and in effect are sensitive to tourism education (Lewis, 2004). Thus, one can only look at the prospect of the introduction of

social tourism education with optimism. Training in Social Tourism will produce employees who would facilitate the integration of disadvantaged clients, further enable the creation of new forms of alternative tourism and diversify the client base. In the long run the industry has much to gain. Coincidentally, aspects of Social Tourism are being discussed elsewhere and different terms | 36 are being used to describe the same thing. In last year's annual conference of the Tourism Education Futures Institute, various speakers such as Roberto Daniele and Rafiq Ahmad Piraza were of the same conviction that tourism education should uphold social and ethical values7. However, most probably Canada is the frontrunner in social tourism education even though the Canadians do not call it social tourism. A study which looked for the common cores outcomes of tourism education in Canada listed one of the core outcomes as follows: Strive to ensure quality of products and services: i. ii. iii. iv.

Follow corporate and house standards of professionalism and service delivery Be aware of a range of special needs, and be proactive to address these needs Identify and describe ethical behaviour in relation to client satisfaction Adapt products or services to meet customer needs and expectations, with regard to changing trends.

Taking Malta as a case study on training and professional courses for Inclusive tourism, we refer to the Institute of Tourism Studies (ITS), a vocational college which offers homegrown courses that are built on the demands of the local industry. Foreign training is also provided, but most of the courses and education relating to social tourism have been built in coordination with the National Commission of Persons with Disability (KNDP): an official and public body which works for the integration of persons with disability in mainstream society. ITS places emphasis on customer care and the services customization throughout all of its courses, at every level of study, from the initial trainee and apprenticeship level to supervisory level and then to junior manager. However, there are three particular learning modules which are specifically designed for clients with disadvantages and these are the “Disability in Sports and Recreation” module in the Diploma in Sports Tourism and Active Leisure, and the modules “Guiding people with Disabilities” and “Special Interest Tours” in the Higher National Diploma for Tourist Guides. The module Disability in Sports and Recreation focuses on training students to understand disability sports and puts an emphasis on the importance of sports as a means to integrate persons with disability in tourism and social activities. One of the learning outcomes reads: “It is important to note that this is a theoretical module where students understand that using sport is important to foster inclusion and wellbeing of persons with disabilities.”

Conference Proceedings , Tourism Education Futures Institute , 6th Annual Conference , Editors: Christian Schott and Margaret Fesenmaier , June 28 – 30, 2012 ,Milan, Ital

The other two modules which fall under the Higher National Diploma for Tourist Guides seem to be producing positive results. During one of the focus groups, a representative of Malta's tourist guides showed strong awareness on issues relating to people with disabilities. She complained about the fact that while tourist guides give their best to offer an excellent service to person with physical disabilities, the service is hindered with problems of transport and a lack of accessibility at historical sites. | 37 In “Special interest tours” students are taught to create tours and activities which are not necessarily part of mass tourism activities. They are trained to plan specialised tours and visits which cater for the personal needs of particular clients such as people with disability, old people and children. The concept that clients might have special interests is emphasised. In “Guiding people with special needs” students are educated about different types of disability and to understand the need of various tourists with disabilities. In order for the tourism industry to start implementing social tourism, such a module needs to be thought to all of the students who are undergoing training in the hospitality and entertainment sector. ITS is also integrating persons with a physical and/or mental disability in the workplace. Currently it is receiving students with disability and these are being successfully integrated in the workplace. Some of these students are currently working as apprentices in the ITS restaurant, “Pembroke Wine and Dine”. Much of this training and education relates to people with disability and no training and education which relates to clients with a low income seems to be on offer. Another different model comes from our Partner in Greece. The Organisation of Tourism Education and Training (O.T.E.K). O.T.E.K operates as a legal entity of Public Law, under the supervision of the Ministry of Tourism. Since its founding in 1937,it has supplied the tourism market with over 200,000 professionals. O.T.E.K includes the former Schools of Tourism Professions and the Schools for Tour Guides. The new form of O.T.E.K signals its role in the reorganization and modernization of tourism education and training in Greece, and in the creation of a modern system for the accreditation of professional qualifications in the tourism sector. It provides HEI studies, secondary education and schools for tourist guides, institutes of vocational training, a vocational training center and continuing vocational training. The practice was established in 1937 and has now taken over old tourist schools like the one for guides, with the aim to provide modern training and education in the tourism sector. Some courses are free for the participants and funded by the Greek state through scholarships. Depending on which course is followed, students can find relative work. Usually they are required to do further seminars (job-related) once in a job position (as required by the employer). O.T.E.K runs 5 Career Offices in Athens, Anavyssos, Thessaloniki, Rhodes, and Heraklion, directly linked to the job market, in order to promote its graduates' employment, offering the following services: -

Information concerning opportunities for employment or self–employment, training

programmes, specialization programmes and seminars in Greece or abroad, exchange programmes. Whatever the preference, the Career Office will give the best advice for each individual student. -

Links between graduates and the job market, through the systematic communication and the creation of a mechanism of mutual information, regarding the demand and | 38 offer of employment, in order to respond to the needs of the tourism industry for specialized personnel. (http://www.otek.edu.gr/)

This is further supported by other initiatives such as the recent funding scheme offered by the Greek Ministry of Labour. The scheme targets young unemployed up to 29 years of age, graduates of HEI, higher technical institutions, or secondary vocational education, and provides 100 per cent funded employment organisations active in tourism for a period of 5 months. The scheme includes theoretical and practical training. Social tourism is about social responsibility, a case study from the Catalunya region of Spain, promotes responsible commerce through an e-platform. It offers poor families a completely free set of measures for them to enjoy a holiday close to their family home or in nearby territories so as to promote proximity tourism, whilst also ensuring that it incorporates Social Responsibility Indicators in all its components. It has set up a website to fund its holiday vouchers through crowd funding. This campaign allows patrons to buy a leisure, adventure, cultural or tourism activity, whilst at the same time helping another family in need, when purchasing the activity through a recognized source. The source (an activity provider) will also be listed on the website together with an easily identifiable logo that promotes social responsibility.

Figure: Social Responsibility Indicators for Turismoâ&#x20AC;&#x2122; Social, Catalunya, Spain

Public Funding, Commercial or Social Enterprise Social Tourism is supported by public funding in countries such as France, Belgium, Portugal and Spain (Minnaert, Maitland and Miller, 2013:1). The tourism industry has become highly professional and prefers to engage professionally qualified personnel, | 39 especially at managerial level. Traditionally it would employ front liners with little or no experience and educational attainment and the person would rise through the ranks gaining experience in the industry and moving on to a higher level of responsibility and/or income. This change in recruitment has also crossed over to social tourism, as the management skills required for both the commercial sector and the third sector are quite similar. Chauvin (2002:122) argues that in the pricing structures that operate in social tourism facilities, a ‘social management yield’ still prevails as ‘economic relevance and management are compatible with accessibility to a majority of people’. Social Tourism organisations now recruit managers who have had training and/or qualifications in hotel business or management. However this perspective tends to focus on the ‘hard’ management part of the enterprise. The basic ‘soft’ skills are similar at the ground level, however in the case of social tourism there is the need for a specialisation when it comes to being ‘customer-centric’. The Europe for People with Disabilities (European Disability Forum, 2001: 4) highlights the issue that there is a need to ‘improve training to develop skills within the tourism industry to cope with disabled tourists’. This issue was repeatedly highlighted in the focus groups when representatives of disadvantaged groups lamented that tourism facility providers such as hotels, restaurants and even transport providers lack the basic skills when dealing with disadvantaged groups, not necessarily disabled persons but also the elderly and families. In our discussions with the partner members, it was evident that although the term ‘social enterprise’ can be applied for profit making organisations, we would concentrate our training model on the social enterprise practices that pertain to non-profit organisations. 'A Social Enterprise is a business with primarily social objectives whose surplus is principally reinvested for that purpose in the business or in the community, rather than being driven by the need to maximise profit for shareholders and owners.' (Progress report on Social Enterprise - A Strategy for Success, DTI, 2003:8). The tourism social enterprise we are envisaging is one that will have social objectives with an entrepreneurial orientation and that has a social dimension within its ownership profile. This perspective is not new: ‘Political decision-makers consider entrepreneurship in tourism to be a means of local business development on the fringes, for instance in the European Union’ (Rita, 2000; Pearce, 1992; Cotrell, 2001; Crouch and Ritchies, 1999; Callahan, 1995 in Tetzschner and Herlau, 2003). Social Enterprises are ‘by nature part of the stakeholder economy, where enterprises are created by and for those with common needs and accountable to those they are meant to serve’ (EU, 2005 in Thomas and Augustyn 2007: 79 ). In their research on social enterprises in the tourism sector in the UK, they identified that one of the problems, was skill shortages, even though anyone wishing to start their own business can access free training.

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Figure: Issues which will be addressed by the SoTo Training Programme Designing the Training Programme Research carried out by TCI Research concluded that 43 per cent of International tourists with special needs have at least one negative experience, with the areas of complaint focussing mostly on accommodation and transportation at the destination8. TCI Research CEO Olivier Henry-Biabaud commented that: “Many destinations and hotels promote “tourism for all” as part of their social responsibility agenda; however the challenge for improving experience on the ground remains difficult to take up. Yet gaining competitiveness on this demanding segment is worth being encouraged since travellers with special needs can be very loyal, high spenders and influencers for shaping destinations and tourism industries’ social responsibility reputation.” Leisure can be a tool that supports social integration and builds confidence and selfesteem: this can be fostered through a strong leisure policy and its effective dissemination. (Bull, Hoose and Weed, 2003: 105). This can only come about by developing an increased level of sensitivity (ibid.) which can be enhanced by training and awareness building, so that barriers, which are put up by structures, institutions and / or individuals in society (ibid.), can start to be dismantled. Added to this is the empowerment to affect changes, which again can be fostered through training, education and capacity building. Our research also concluded that although there is awareness about accessible tourism, social tourism, and other associated issues, these do not form part of tertiary level studies per se. They are integrated into specific study units such as Interpretation for special needs 8

http://aboutourism.wordpress.com/2012/10/ last accessed 28th May 2013

at visitor sites or catering for special needs in the hospitality industry. At universities across Europe, one can also find special departments which offer units in Disability studies. Buhalis, Darcy and Ambrose (2012: 365-367 and 369) lament the fact, that employees who are currently working in the sector, as well as university students should also be trained. So as to achieve homogeneity and as well as a transfer of skills and competences, it is suggested that the training courses are to be regulated and approved by an official body. | 41 Although we conclude that the accessible tourism training is to be made available across the board not just to employees or entrepreneurs in the industry, but also transversally by including other disciplines such as architecture, engineering, communication, marketing and digital professionals. However the remit of this study is to design a training programme for end users and therefore we are aiming at stakeholders in the tourism industry, with a special focus on the third sector which operates at community levels. ‘Tourism has a great diversity and range of activities, which will be different when training future sector professionals’ (Sancho et al., 1995:45IN Buhalis et al 2012:369). With this is mind and also knowing that we cannot provide training for specific sectors such as hotel managers, curators, or airport staff, it is recommended to include generic class based training for different services, with the additional work experience so as to be able to see firsthand what the disadvantaged tourist requires. Once the trainee ‘walks in the shoes’ of the tourist, he will be able to pre-empt the requirements and needs that these guests may have. There are also challenges that have to be taken into consideration when designing the training programme. The first is the sustainability challenge: the training programme has to have the sustainable concepts at its core. As the overall concept of accessible tourism for all means more travellers, this may also equate into more tourism for the masses. Mass tourism is perceived as the opposite of sustainable tourism, which tends to promise an alternative to mass tourism. However research indicates that ‘sustainable development (and by extension, sustainable tourism) as a result, can mean just about anything to anyone (Romeril, 1994 in Weaver 2006:19). There is evidence of strong and weak interpretations of sustainable tourism which we must be aware of when designing the training programme. There is no ideal type of sustainable tourism, although Weaver (2006:25) suggests a spectrum ranging from a minimalist to a comprehensive approach. Nonetheless, the approach will depend on the context as well as financial sustainability. If a tourism project is not financially viable it will not survive. ‘The Government acknowledges that, at present, too many social enterprises appear to have underdeveloped financial management and business planning skills.’ Social Enterprise: a strategy for success (2002)

The training project must have a two-pronged approach: Social Entrepreneurial skills for Tourism and Hospitality and Tourism Management Skills for Social Tourism. This is a Suggested Course Programme:

Objective

Week One: Social Entrepreneurial skills for Tourism

Week Two: Hospitality and Tourism Management Skills for Social Tourism

To create, develop and manage a social enterprise

To provide customer centric skills for Hospitality and Tourism To learn a range of skills that will allow the student to sensibiliser himself to the needs and expectations of the disadvantaged guest.

Learning Outcomes

To learn a range of skills that will allow the student to set up a successful tourism social enterprise To be able to create a feasible business plan

To develop a range of technical, personal, interpersonal, organizational and generic skills that can be applied in the tourism and hospitality industry. These include effective communication skills, customer service skills, information processing skills, critical thinking skills, creativity, problem-solving skills, etc; and To able to apply appropriate knowledge and skills in a wide range of industry-related situations in the context of â&#x20AC;&#x2DC;tourism for allâ&#x20AC;&#x2122;

Understanding the legal and business environment of Social entrepreneurship Course Content

Marketing the Tourism Social Enterprise Finance and Business Planning for Tourism Social Enterprise

Before the trip: Communication for accessible tourism, Marketing, Creative thinking (new product development, improved services for disabled guests, etc) During the Holiday: Reception services, communicating with the guest, After the trip: networking skills,

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keeping in touch, designing and collecting customer questionnaires. During the discussions about the results of the research, it was agreed that 20 percent of the training is to be country-specific, so as to address the fact that in every member state there are economic, political, legal, social, cultural and environmental differences that need to be addressed. There are also specific situations that are found at community level and which must also be addressed by the training.

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2.6. Chapter Conclusion

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Figure: Seminar presenting the results of the SoTo State of the Art Research. Mrs Marie Avellino from the University of Malta and the Hon. Karmenu Vella, Minister of Tourism, Malta. This report started out by trying to find a suitable definition of social tourism: a definition that is still elusive, mainly because it is open to debate due to the large number of stakeholders that are engaged in touristic activity and which use the terms ‘social tourism’ ‘tourism for all’, ‘accessible tourism’ and other variations on the same theme interchangeably, and also because of the myriad of stakeholders who are actually engaged in social tourism, but do not identify it as such. A suggested definition that would serve to guide the training programme is being proposed here. ‘Social tourism is a driver for Tourism with a social dimension to provide value to all: tourists, support centres and communities based on the premise of sustainability and responsibility’. Social tourism, although not a new concept, has only recently been propagated and discussed widely by different entities. The private industry is still trying to adapt to the emerging demands of disadvantaged clients. On the other hand tourism education has always traditionally been focused on producing employees who can form part of a profitable system and with an increasing number of graduates and students competing with each other for the best jobs. Working in the Social tourism sector might not be seen as a good career choice because of the perception that it is low paid or for the unskilled. Instilling ethical values in tourism education would help, but it would not be enough. A successful social tourism education model will materialise, only if a balance is found between the demands of the industry and those of the client base. Social tourism is not just about creating an opportunity for persons to access destinations that they would not normally be able to visit. It must be more than that: during the study visit in Malta, the partners and other stakeholders were taken to two sites: a museum and a rural experience. At first the visitors thought that the visits were all about seeing facilities for the physically impaired, such as a wheelchair lift and the Braille cards:

but visiting places equipped for the disadvantages is a fundamental right. Social Tourism must mean more than that: social tourism has to include everybody. The visitor can be exposed to the host â&#x20AC;&#x201C; together they come to a shared understanding, a shared responsibility, a respect that gives valorisation to the touristic as well as the everyday life of a place. | 45

The â&#x20AC;&#x2DC;Egaliteâ&#x20AC;&#x2122; Museum visit showed how the Maltese workers struggled to achieve social justice in their country: this is a lesson we can all learn from. During the rural farm visit, were we walked in a secluded area, off the beaten tourist track, we were able to meet four Maltese women from different generations, who produce local products such as honey, bread and olive oil. Together with their families, they have formed a rural network to provide locally grown agricultural products for a niche market. Amongst the Maltese population social tourism is practiced differently: it is not called social tourism as that tends to carry a social stigma9. To date, disadvantaged Maltese persons rely on their own means or else resort to charity to travel: this means that persons that come from socially deprived backgrounds such as long term unemployed due to illiteracy or low skills, are left out. People may feel proud to ask for help or may not know that there is help for them. They may not be financially poor but they may be poor in other aspects such as social skills. The training that we are proposing will be addressing these and other aspects: we have to Include the supply, the demand and the intermediary.

Malta is a recipient of Social tourists. One of the first ventures in the field was through the collaboration of the General Workers Union and the Dansk FolkeFerie. As a result of this collaboration, workers from Denmark would come to Malta and stay at the Danish Village for one or two weeks

2.7. Chapter References Acolla, L., “Rationalising a Tourism Curriculum for Sustainable Tourism Development in Small Island States: A Stakeholder Perspective ” in Critical Issues in Tourism Education | 46 Proceedings of the 2004 Conference of the Association for Tourism in Higher Education, Missenden Abbey, Buckinghamshire UK 1-3 December, 2004. Andreasen, A. R., (1995) Marketing social change: Changing behavior to promote health, social development, and the environment. Jossey-Bass, San Francisco Avellino, M, 2009 Socio-Anthropomorphic Strategies for Competitive Advantage.In International Conference on Applied Business Research http://www.icabr.com/fullpapers/Avellino%20Marie.pdf Avellino Stewart, M, (2012) Britain in Aspic: Tourist Visits to Malta (pp. 53-64). In Matthews, J. and Travers, D., (eds.) Islands and Britishness: A Global Perspective, Cambridge Scholars Publishing Ayikou, M., (2004) “A Discoursive Semiotic Analysis of Tourism Higher Education Texts” in Critical Issues in Tourism Education Proceedings of the 2004 Conference of the Association for Tourism in Higher Education, Missenden Abbey, Buckinghamshire UK 13 December, 2004. BITS. (1972). Vienna Charter. Brussels BITS. (1996). Montreal Declaration, ‘Pour une vision humaniste et sociale du tourisme’. Brussels Brookman,G., (2009) Holiday camps revisited. Tourism Insights, http://www.insights.org.uk/articleitem.aspx?title=Holiday+Camps+Revisited#References Bryman, A. (2008), 3rd Edit., Social Research Methods, Oxford Buhalis, D., Darcy, S., and Ambrose I., (2012) Best Practice in Accessible Tourism Inclusion, Disability, Ageing Population and Tourism, Channel View Publications Buhalis, D., Darcy, S., (2010) Accessible Tourism Concepts and Issues, Channel View Publications Bull, C, Hoose, J and Weed, M (2003). An introduction to leisure studies. Harlow: Pearson Education Busby, G. and Fiedel, D., (2001) “A Contemporary Review of Tourism Degrees in the United Kingdom”, Journal of Vocational Education and Training (54, 4) Canadian Tourism Human Resource Council (CTHRC), and the Association of Canadian

Community Colleges (ACCC), November, 2003, Common Core Outcomes for Tourism & Hospitality Programs in Canada. Last accessed 10/06/2013 Coleman, J. (1998) Social Capital in the Creation of Human Capital. The American Journal of Sociology 94:95–120. | 47

Cawley, M., Gillmor, D. (2008). Integrated rural tourism, Concepts and Practice. Annals of Tourism Research, 35(2), 316-327 Eurostat newsrelease http://europa.eu/rapid/press-release_STAT-13-28_en.htm, last accessed European Economic and Social Committee (EESC) 2006, Opinion on social tourism in Europe Official Journal of the European Union (2006/C 318/12) Ernst and Young, (2013) Global Hospitality Insights, Top Thoughts for 2012. Henry-Biabaud, O. (2005), TCI, http://aboutourism.wordpress.com/2012/10/ last accessed 28th May 2013 Higgins-Desbiolle, F., (2006), More than an ‘‘industry’’: The forgotten power of tourism as a social force. Tourism Management 27 (2006) 1192-1208 Horng, Teng and Baum, (2009), Evaluating the quality of undergraduate hospitality, tourism and leisure programmes, Journal of Hospitality, Leisure, Sport and Tourism Education, Vol.8, No. 1 Hunziker, W., (1951), Social Tourism: Its Nature and Problems. No Place: International Tourists Alliance Scientific Commission. Ineson, E. M., Miller, A R. and Mitchell, C.., (2001) Assessing Hospitality Research Futures, CHME. Food and Tourism Management Department, Manchester Metropolitan University McCabe, S. (2009). Who needs a holiday? Evaluating social tourism. Annals of Tourism Research, 36(4), 667–688. McCabe, S., (N.D) “The future for tourism after the crisis: does social tourism offer a route to sustainability?” http://www.exeter.ac.uk/media/universityofexeter/centreforsportleisureandtourism/docu ments/Scott_McCabe_presentation.ppt. McCabe, S., Minnaert, L., Diekmann, A., 2011 Social Tourism in Europe Theory and Practice, Channel View Publications Minnaert, L., Maitland, R., & Miller, G. (2007). Social tourism and its ethical foundations. Tourism Culture and Communication, 7, 7–17

Minnaert, L., Maitland, R., & Miller, G. (2009). Tourism and social policy: The value of social tourism. Annals of Tourism Research, 36(2), 316–334. Minnaert, L., Maitland, R. & Miller, G. (2011). Editorial: What is social tourism? Current Issues in Tourism, 14(5), 403 -415. OITS, http://www.bits-int.org/en/index.php?menu=16&submenu=540&newsid=49 last accessed 02/05/2013 OITS, http://www.bits-int.org/en/index.php?menu=1&submenu=1, last accessed: 02/05/2013 Putnam, R. (2000), Bowling Alone. New York: Simon & Chuster. Schott, C. and Fesenmaier, M., (eds.) Conference Proceedings , Tourism Education Futures Institute , 6th Annual Conference , June 28 – 30, 2012 ,Milan, Italy Smith, V., and Hughes, H., 1999 Disadvantages Families and the Meaning of the Holiday. International Journal of Tourism Research 1:123–133. Walmsley, Andreas, (2011), CHME Report on Hospitality Higher Education in the UK, 2011, Institute of Hospitality pg 14. Walmsley, Andreas, (2012), “Pathways into tourism higher education”, Journal of Hospitality, Leisure, Sport and Tourism Education (11). World Tourism Organization (1980) Manila Declaration on the Social Impacts of Tourism. United Nations World Tourism Organization, Madrid. World Tourism Organization (1999), Global Code of Ethics for Tourism, United Nations World Tourism Organization, Madrid. Zagonari, F. (2009), “Balancing tourism education and training”, International Journal of Hospitality Management (28)

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CHAPTER 3. Training of competencies in social tourism

3.1.

Process of Certification for SoTo Project | 49

The University of Malta has its own validation system that is recognised and endorsed by the Bologna Process. All courses developed by the University of Malta are internationally recognised and are given an equivalence that is level rated according to the European Qualifications Framework.

The Governing Body10 New courses, programmes and study units by teaching departments or Institutes at the University of Malta are validated by the Programme Validation Committee (PVC). The PVC is a standing committee of the University of Malta Senate11. The main functions of the PVC, which is composed of academic members of staff nominated for this purpose by the Rector, are as follows:

• • • • •

To provide quality assurance mechanisms acceptable to Senate and appropriate for internal and external audit purposes To ensure that academic programmes are of appropriate standard To ascertain the validity of the programmes on offer To ensure optimal use of available resources The PVC is assisted in its task by the Academic Programmes Quality and Resources Unit (APQRU) which also provides on-site and off-site assistance to departments and faculties, institutes and centres with regard to validation procedures.

The Purpose of the Programme Validation Process

All new taught programmes must be validated, using the validation process set out by the University. This is a key mechanism by which the University establishes academic standards, ensuring that:

The information contained in this document is sourced from the website of the Programme Validation of the University of Malta which can be sourced from http://www.um.edu.mt/apqru/programmevalidationcommittee 11

The Senate is one of the governing bodies of the University. It largely responsible for the academic matters of the University primarily regulating studies, research, documentation and examinations at the University. The Senate also establishes the entry regulations.. The members of the Senate include the Rector, Pro Rectors, Deans of Faculties, Representatives of Institutes, student representatives and the Registrar. All new courses and programmes have to be approved by Senate.

• • •

The academic rationale for new programmes is fully exposed and understood The requirements for students to achieve the intended learning outcomes are clear Resources can be provided to deliver the programme to standards acceptable to the University | 50

In addition to this, the validation process aims to ascertain that proposed programmes are in line with the University of Malta’s overall vision and strategy, are responsive to market demands, and that the quality of our programmes is comparable to that of our European and international partners. The procedure for the approval and validation of new programmes is designed to be rigorous and effective, whilst also encouraging appropriate innovation.

Roles of the Bodies Involved in the Programme Validation Process of the SoTo training Programme The bodies involved in the SoTo training programme validation process are as follows:

•

Programme Originators: SoTo training programme was developed by the SoTo partnership in particular by KEA based on the State of the Art report prepared by the University of Malta (Institute for Tourism, Travel and Culture ITTC) who developed the 100 hour programme. The Programme originators (KEA and ITTC) on behalf of the SOTO partnership worked on the Stage 1 and Stage 2 (See Section on Stage 2 Approval on Page 4 for an explanation of the Structure of Stage 1 and Stage 2 Forms) forms that are required by the University of Malta when validating its courses and programmes.

•

Institute for Tourism Travel and Culture Board: responsible for considering 'Inprinciple' Stage 1 approval of a programme and making a recommendation to the Programme Validation Committee (PVC) and responsible for considering Stage 2 approval of a programme by making a recommendation to Senate, through the Programme Validation (PVC)

•

Academic Programmes Quality and Resources Unit (APQRU): responsible for helping to ensure that programmes of study offered by the University are in line with regulations, bye-laws and University policies, whilst also considering their viability in relation to available resources and market demands

•

Programme Validation Committee (PVC): responsible for recommending decisions for Senate approval after analysing the documentation submitted at both stages of approval

•

External Reviewers: If deemed necessary the University will appoint an external reviewer. (Please see Appendix 1 for further information on the role of the External Reviewer)

•

Senate: responsible for approving academic programmes offered by the University

Overview of the Process

There are two main stages in academic programme planning. Stage 1 concentrates on the practicality and feasibility of the idea generated within the overall vision and strategy of the University. Stage 2 focuses on the design and detailing of the programme

Stage 1 Approval

KEA and ITTC prepared the Stage 1 Proposal Form, which is intended to provide preliminary details of the proposed programme.

The following areas of the form were prepared. •

• • •

•

The Rational of the programme, giving the justification that the training programme addresses a major need in the area of tourism development and that it is being introduced in response to the changing needs of the traveller within the wider context of making tourism more accessible. The programme also contributes to a growing area of training sand research in the field of tourism and hospitality personnel. Training Programme objectives and their alignment to the vision of the ITTC and the University. The programme is also an original programme and no other course as yet exists at the University, or other European Institution. The need for this programme and its unique, distinctive and innovative features. The target group of course participants ‘ in this case tourism practitioners interested in acquiring insights into the management of social enterprise and the management of social tourism within their organisation. In our case pre qualifications were not necessary since we wanted to attract a wide audience, however persons already with knowledge of a tourism degree can do this programme as it will give them an added value. This requirement may be added, as it will give a further claim to the EQF level rating. The structure, objectives, and intended learning outcomes of the proposed programme. Including reasons for this training programme mainly that this programme is stemming from a market demand, research conducted for the SoTo project and it meets the need expressed by UNWTO and ISTO as well the basic fundamental right that tourism needs to be accessible to all. Moreover, the piloting

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•

phase of the course in the Soto Partner countries has also illustrated that such training programmes are also required by the respective tourism industries. Career prospects for course participants are good since persons doing this programme and obtaining the relevant qualification will have an added specialisation. Resources required. The pilot phase was supported by the Life Long Learning Programme however workings in terms of resources for teaching hours, lecture | 52 room space and visits need to be calculated. The staff chosen to train on the pilot phase proved to be adequate and persons involved from ITTC will continue to support the course where required through their own expertise. Financial Viability of the programme, Is the proposed programme financially viable? The programme initiator should take into account all resources required to implement the programme of study, as well as the expected number of students to be admitted in considering the financial viability of the programme.

Stage 2 Approval • KEA and ITTC on behalf of SoTo Partnership prepared Stage 2 Forms. These were modified again after the piloting of the training programme. • Stage 2 Proposal Forms will be subsequently forwarded to APQRU • If all documentation is submitted in line with requirements, APQRU forwards the Stage 2 Proposal to the P VC for recommendation • Subject to receipt of a positive recommendation from the external reviewer (if deemed applicable) PVC submits its recommendation to Senate for confirmation of final approval The Structure of Stage 2 Forms which needed to be applied for each of the fours areas of the SoTo training programmes were based on the following areas.

SECTION A – General

A1. Study-unit code: Recommend to the Office of the Registrar a unique code comprising 3 letters indicating the department, division or programme and 4 digits. In our case the code of the units is TTC. Since the training course is a certificate at EQF level 4 we are proposing each unit starts with the digit 4 indicting the level rating and two other numbers given by ITTC. The level rating is something that we are still awaiting feedback on. A2. Study-unit title as per each of the areas developed through the SOTO training programme A3. Level: We are indicting that the level is at post qualification (since strictly speaking we are expecting to attract persons who are already employed in the industry BUT who may not have had any formal training as yet).

A4. ECTS credits: The Total programme is of 100 hours and therefore it has an ECTS equivalence of 4 ECTS A5. Study-unit type: The type of delivery for each study-unit lecture, visit A6. Period of study: NOT APPLICABLE since study programme will be delivered at any given | 53 time outside the curriculum of the university. A7. Number of occurrences: NOT APPLICABLE A8. Department offering unit: NOT APPLICABLE A9. Faculty responsible: ITTC A10. Availability to visiting students: NOT applicable A11. Estimated student numbers: How many students are expected to register for and follow this study-unit? A12. Maximum class size: What is the upper limit on the number of students who can register for and follow this study-unit?

SECTION B – Rationale

B1. Indicate whether this approval form is being submitted for the purpose of proposing a new study-unit B2. Rationale for new unit - Part of the SoTo Training programme B3. From which academic year will this unit become available – 2014 B4. Withdrawals (new study-units only): NOT APPLICABLE B5. By which Departmental or Faculty Committee has this study-unit been approved? ITTC in its Board Meetings of April 2014

SECTION C – Study-unit details

C1. Name and status of Coordinating Lecturer: Names, status of respective tutors for each area were included including their CVs C2. Is this study-unit compulsory for any programme of study? YES all units are compulsory for the SoTo training programme. C3. Pre-requisite qualifications (if any): NOT APPLICABLE , although a note stating that knowledge of the tourism industry is required.

C4. Pre-requisite study-units (if any): NOT APPLICABLE C5. Co-requisite study-units (if any): NOT APPLICABLE C6. Description of this study-unit: A brief statement of the general content of the study-unit was to be provided here. This statement will be used for any publication purposes related | 54 to the programme C7. Study-unit aims: A brief, but clear, overall impression of the educational purposes of the unit, ensuring that they are consistent with, and contribute to, the aims of the programme(s) of which the unit is a part C8. Learning Outcomes: Statements that specify what learners will know or be able to do as a result of following the study-unit. In this section, the skills and knowledge which students will acquire or develop during the study-unit were listed briefly, ensuring that these learning outcomes contribute to the learning outcomes of the overall programme(s) of which the unit forms part. C9. Teaching and learning methods: Details of the teaching and learning methods that will be used for the delivery of each study-unit, which could include the number of sessions which will make use of each method, as well as the duration of each C10. Method of assessment: Indicate which method of assessment C11. Recommended reading and references: Provide a list of the main text and any supplementary readings for this study-unit.

The Role of The External Reviewer on University of Malta teaching Programmes

The aim of external review is to obtain expert feedback on a proposed programme by objective, respected peers. The external reviewer should be a recognized expert in the proposed area of study.It is the responsibility of the programme proposer/s to provide the names and contact details of three potential external reviewers when submitting a proposal for a new programme. External reviewers should be well-respected, unbiased peers who are academics or recognized experts in the field and who are not affiliated to the University of Malta in any way. The external reviewer is required to evaluate the course content and provide comprehensive feedback on various aspects of the proposed programme such as the programme description/goals, the rationale for the proposed programme, the study-unit descriptions, the intended learning outcomes, the sequence of the content, the reading lists provided and the proposed teaching and assessment methods. In particular, the external reviewer is asked to consider whether: (a) The programme appears to include study-units that address core issues as relevant to the area of study;

(b) The learning outcomes as articulated are sufficient and appropriate to the area of study; (c) There is evidence that the course is similar to related courses offered by reputable institutions; (d) The course is pitched at a level that is typical of a qualification (i.e. postgraduate diploma/certificate, postgraduate degree) in the area especially as evidenced from the | 55 reading lists.

The material provided to the external reviewer for the purpose of this review consists of the Stage 1 and Stage 2 proposal forms, as well the study-unit approval forms for all study-units comprising the programme. Following consideration of this material, the external reviewer submits an evaluation of the programme content in the form of a short report addressing the main strengths and weaknesses of the proposed programme.

Following this, a copy of the external reviewerâ&#x20AC;&#x2122;s report is made available to the programme proposer/s. In addition, the proposed programme is discussed in light of the external reviewerâ&#x20AC;&#x2122;s comments at a meeting of the Programme Validation Committee (PVC). Recommendations are then made with respect to any required amendments to the proposed programme as highlighted by the external reviewerâ&#x20AC;&#x2122;s report. These recommendations are communicated in turn to the programme proposer/s, whose responsibility it is to ensure that the required amendments are effected before the programme is approved or otherwise.

3.2. Content and methodology of the training programme12

Introduction The results highlighted on the previous stage were taken a further step forward in the | 56 process of the designing the training programme, based on the results of the previous stage including information on the training needs and the analysis of indications and proposals coming from the touristic and social actors of every territory involved in the action. Teachers/trainers are the key role at this point, because with their competences they can translate the needs, indications and proposals in a training program. The final objective of was to develop a common model for the training course. In this respect, during the project, the exchanges between the participating vocational training organizations helped to compare their methodologies and contents. Furthermore, the trainers developed all the didactic tools for the implementation of these courses. The general aspects taken into account in the implementation of the training activities, which are the background in the development of the common training model, are: -

Shared and comprehensive definitions of social tourism â&#x20AC;&#x201C; tourism for all: accessible, social, sustainable; The dimension of the phenomenon: diffusion of social tourism across Europe and on the single territories; Approach shift: from undifferentiated / mass tourism to personalized and local tourism. The new dynamics of tourism after the crisis; From marketing to â&#x20AC;&#x153;societingâ&#x20AC;?: how the way of doing brand changes also in tourism; Network manager approach: how to develop territorial networks supporting social tourism; How to plan integrated touristic services: not just a place, but a community.

Training content was developed by KEK Z- Invest with support of all VET organizations in the consortium 12

General information about the programme

Title/ description

Theory/ classroom

Course

Socialising Tourism

Range

European

Location

European

Total trainees

Duration in hours

Developed with all partners

Project work

Educational background | 57

Country specific

Lyceum, HEI, Vocational training

Yes

− The training programme is called «So.To Socialising Tourism – Integrated training course for Social Tourism», and was elaborated on a European scale by European trainers. − The training programme is divided into two modules namely: M1: Strategic Business Design of a Tourism Enterprise M2: Managing a Social Tourism Enterprise. − The SO-TO training programme has been developed based on the previously conducted training needs analysis on a European scale, targeting the target group of the project namely, tour operators, people working in the tourism industry and people who wish to start up a social tourism enterprise or expand the activities of an existing one. − The programme has to be delivered following traditional training methods in a classroom by presentations, discussions, case studies and collaborative work. − The duration of the training programme is a total of 100 hours divided as follows: 40 hours generic training 20 hours national content training 40 hours project work. − The complete training material with suggestions for the training process can be found as the Appendix of the Handbook.

MODULE 1. : Strategic business design of a tourism enterprise Units

Operations of a touristic company

18hours

Welcome and ice breaking session

Unit: 1.1.1:

The notion of a tourism enterprise / social enterprise

Unit: 1.1.2:

Functionalities of a tourism company (social enterprise)

Unit: 1.1.3:

The activities of a tourism company

Unit: 1.1.4:

The tourism market and competition

Unit: 1.1.5:

e-marketing (overall strategy)

Unit: 1.1.6N: National content

Social company legislation â&#x20AC;&#x201C; to be developed by the national trainers. 1. Legislation 2. Processes involved in setting up of a social enterprise (individual or in groups) 3. Processes involved â&#x20AC;&#x201C; possible case study identification 4. Presentation to group

Units

Strategic business plan

Unit: 1.2.1:

Strategic business planning

Unit: 1.2.2:

Strategic step by step business design and organisation in tourism companies

Unit: 1.2.3N:

National case studies Select 2 social enterprises in your region and discuss their business plan set up. Analyse its features (group or individual), and present.

16 hours

MODULE 2. : Managing a Social Tourism enterprise (30 Hours) Units

E-tourism applications

12hours

Unit: 2.1.1:

Definition and characteristics of e-tourism

Unit: 2.1.2:

The impact of e-tourism in tourism demand

Unit: 2.1.3:

Profile of the Manager (skills/competences)

Unit: 2.1.4:

Sensitisation - target group

Unit: 2.1.5N:

National content :suggestions Identify 2 social tourism enterprises (or use previous ones) and

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a. Identifythemanagerialstructure b. Identify the local environment i.e. where they operate and what the advantages of the area are c. Identify the clientele they are targeting d. Identify the products and services they offer (if possible conduct an interview with them through telephone or F2F), and how they are set up to compete in the market.

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Units

E-marketing applications

Unit: 2.2.1:

e-marketing and online marketing

Unit: 2.2.2:

Social Media

Unit: 2.2.3:

Performance e-marketing and public relations

Unit: 2.2.4:

Electronic distribution intermediaries and the tourism product

Unit: 2.2.5:

Tourism marketing blog / promoting services and products

Unit: 2.2.6N:

14 hours

Health & safety: norms of health and safety applied to tourism enterprises to protect clients and staff.

Use the previous 2 social tourism enterprises you have selected and identify the marketing features of their marketing plan. Discuss advantages and disadvantage for this.

3.3 Piloting Training Course’ Results13

Methodological aspects Six training courses for target groups have been implemented in different countries At least | 60 15 participants from every country have been selected to attend a total of 100 hours. The training activity took place in each partners’ country, in Italy with CEFAL, in Greece with KEK Z-Invest, in Malta with the local University, in Poland with DOT Lower Silesia, in Romania with Pestalozzi Foundation and In Spain with OES. Some tools were produced specially for the evaluation of the training programme, for trainers and trainees, and also for a final group discussion, in order to improve the finalization of the methodology. This sub-chapter present all the documents and information about course programme, organization’s details, participants time sheets, course evaluation as expressed by participants, suggestions and feedback of each partner in order to arrange the course for the finalisation of the model. After the end of the course was made an overall analysis of the path, through a survey among the trainees, testing their satisfaction regarding the course, testing the acquisition of competences and knowledge, their capacity of transferring what they have learned in their everyday activities, but also analyzing the change in their position on the theme, beliefs and meanings. This was done using and tools package developed in the previous stage of the project. Also, was foreseen a self-evaluation of the trainees after the training course through the use of dossiers, reflective agendas or through the creation of an experience community for the comparison/exchange/ discussion on solutions adopted, good practices, new procedures, etc. The trainees evaluated the satisfaction regarding the training activity; about the usefulness, portability and applicability of what has been learned during the course; about the didactics, competences and efficacy of the trainer and of the organizational aspects of the course. The main aspects of interest were: − Know how the training program has been developed in each country − Evaluate student satisfaction, regarding the training path − What the trainers think and their suggestions about the training program

Material developed by Observatorio Economia Solidaria (OeS), Association of solidarity economy, Spain

The tools used in the evaluation phase, regarding the course main control, the trainees, the trainers and also the group, addresses to different aspect of the evaluation process: The participants’ selection and needs assessment of the trainees Appedix_A1_INTERWIEW_GUIDLINES | 61

The training course’ monitoring activity including the detailed description concerning the training course’s organization including trainers’ and tutors’ opinions: Appendix_A2_SELF_ASSESSMENT GRID TRAINEES Appendix_A3_WEEKLY GRID TRAINERS Appendix_A4_GUIDELINES FOR CONDUCTOR The course This form represents the tool used by all the partners. Every aspect concerning the training program, the trainers and the trainees was included in this document in order to communicate /facilitate us important aspects that are the basis for the training development. This tool was updated and shared with other project partners at different times: before starting the course, during the course and also at the end of the course completely fulfilled. The trainees: This part contains all the information about the evaluation of the trainees, concerning the duties of the WP Leader and also the Partners. There was planned two modalities to collect qualitative and quantitative the info, as follows: PERSONAL INTERVIEWS

SELF-ASSESSMENT 1 at the end of the 1st week

Before the training After the training

1 at the end of the 2nd week (before/after the group discussion)

Each Partner

Objectives

Know the motivations, skills, competences and expectative of the trainee.

To know the trainee impressions about the course in real time, a picture with their qualitative descriptions in his own learning path.

What

10 minutes interview face to face with the trainee, before

An easy grid to be filled up by the trainees and handed

When

Who

PERSONAL INTERVIEWS

SELF-ASSESSMENT

and after the training course. by the partners to them at the final of each week. Both grids will be collected by each partner at the end of the course

Suggestions

Informal interview face to face (or by phone if itâ&#x20AC;&#x2122;s not possible), one week before the start of the course, to know motivations to follow the course, expectative about the course and possible inconveniences or problems.

Explain to the trainees how to complete the grid and the importance to be honest with the answers, that IS NOT an evaluation

Annex related

A1 Interview Guidelines

A2 Self-Assessment for Trainees (W1 & W2)

The trainers: This part of the work is designed to collect the impressions of the trainers about the training program: qualitative aspects and also practical aspects about the training path. WEEKLY PLAN GRIDS 1 at the end of the 1st week When 1 at the end of the 2nd week Who

Each Partner

Objectives

To know if the course is adequate to the standardized time and the planning of contents suggested in the design of training. Both weekly plan checks will be collected by each partner at the end of the course

What

10 minutes interview face to face with the trainee, before and after the training course.

Suggestions

Explain how to check the plan and the importance to be

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WEEKLY PLAN GRIDS honest in this grid, that IS NOT an evaluation A3: Weekly Plan Grid Trainers

Annex related

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The group A final 30’ session will be very important to know about the group feelings and impressions about the training path and also about SoTo project motivation degree. This is proposed as an informal conversation between the TRAINEES, the TRAINERS and EACH PARTNER in order to get the qualitative information that couldn’t be asked individually by online survey. 30 MINUTES DISCUSSION When

At the end of the last session

Who

A conductor from Each Partner

Objectives

Get qualitative group impressions about the training path and the objectives of the SoTo project

What

30 minutes chattering session trough the participants involved on the training, using some guidelines suggested by the WP Leader to facilitate the conductor manage the session

Annex related

A4 Guidelines for conductor

Course

Nº days

Total

Italy

Poland

Hours per day

Malta

Greece

Romania

Spain

4.29

7.69

4.36

Language

6 different languages

Italian

Polish

English

Greek

Romania n

Spanis h

Visits

The Trainees’ and Trainers’ Profiles The Trainees Trainees Total

Italy

Poland

Malta

Greece

Romania Spain

Nº

102

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Composition of the group – Statistics Gender

Total

Italy

Poland

Malta

Greece

Romania Spain

Male

36,28

Female

62,5

Age

Total

Italy

Poland

Malta

Greece

Romania Spain

16 – 25 y

8,65

26 – 35 y

34,61

36 – 45 y

22,11

46 – 55 y

16,35

56 + y

11.54

Status

Total

Italy

Poland Malta

Greece Romania Spain

Employed

61,76

Unemployed 38

37,25

No answer

0,98

Educational Level

Total

Italy

Poland Malta

Greece Romania Spain

Degree

38,23

Diplomat

21,57

High School

24,5

Professional 10 Education

9,8

Other

1,96

No answer

3,92

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Experience Total in sector

Italy

Poland Malta

Greece Romania Spain

1–3y

31,37

3–5y

19,6

5 – 10 y

15,69

+10 y

18,63

No answer 15

14,7

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Type of Organization

Total

Italy

Poland Malta

Profit

7,84

Non-Profit

5,88

Private Enterprise

17,65

Public 6 Administration

5,88

Tourist Operator

6,86

Entrepreneur

7,84

Other

36,27

No answer

11,76

Greece Romania Spain

Organizations Total size

Italy

Poland Malta

Greece Romania Spain

1 – 10 p

20,58

11 – 20 p

2,94

21 – 50 p

5,88

+50 p

11,76

No answer

58,82

| 67

The Trainers Trainers Total Nยบ

Italy

Poland

Malta

Greece

Romania Spain

| 68

Profile of the Trainers Organization Total

University

18,9

Educational Training Centre

18,9

Non Formal Education

2,7

Other

54,05

No answer

5,4

Italy

Poland Malta

Greece Romania Spain

5 1

2 2

1 18

Field of Expertise

Total

Italy

Communication 5

13,51

Tourism

24,3

Marketing

18,9

Management

21,62

No answer

21,62

Poland

Malta

Greece Romania

Spain 1

1 | 69

1 6

Quantitative indicators for trainees and trainers Trainees: The results are based on the Self-Assessment for Trainees (A2), one per trainee per week. | 70

Module 1 Subjects / Comprehension

Total

Notions, functionalities and activities of a touristic Company

2,73

Touristic Market competition

2,42

Strategy development on tourism sector

2,25

Business Plan design

2,18

Business plan implementation

2,13

2,28

Subjects / Comprehension

Total

E-tourism characteristics and impacts

2,49

National Market on e-tourism

2,36

Skills and Job profiles for Social Tourism

2,43

Target Groups for Social Tourism

2,33

Social enterprises: work frame, legal

Module 2

Communication of social tourism initiatives by social media tools Synergies and partnership among agents involved on Social Tourism development

2,07

2,42 | 71

Trainers: The results are based on the Weekly Plan Grid Trainers (A3), one per teacherâ&#x20AC;&#x2122;s participation in the training programme. For a complete evaluation, all the grids concerning each module in spite of the answer relate about just a lesson were putted together: Module 1 Structure, contents and other issues Clearness of the contents: the contents are clear and easy to understand Applicability of the subjects: the contents of UNITS/ MODULES are focused on applicability in social enterprises Lessons: the contents are useful for preparing classroom sessions Extension: the extension of the contents of UNITS / MODULES is appropriate for the course Distribution of hours: the distribution of hours per subject is appropriate Activities and case studies are practical to develop and explain the course content

Total

2,38

2,35

2,31

2,19

1,69

2,75

Module 2

Structure, contents and other issues

Clearness of the contents: the contents are clear and easy to understand

Total

2,47

Applicability of the subjects: the contents of UNITS/ MODULES are focused on applicability in social enterprises

1,95

Lessons: the contents are useful for preparing classroom sessions

2,33

2,53

1,87

2,67

Extension: the extension of the contents of UNITS / MODULES is appropriate for the course Distribution of hours: the distribution of hours per subject is appropriate Activities and case studies are practical to develop and explain the course content

Qualitative indicators for trainees and trainers Trainees: Motivation Interview ASPECT BEFORE What were the main Gain predisposition to motivations to enrol in interpersonal this training relationships.

AFTER Gave gained useful academic knowledge.

Self-employment Obtain an innovative vision empowerment. of the job and create a network of relationships Have gained confidence also good for the territory. and tools. Meet other people that

The interchange with

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ASPECT

BEFORE work in the same sector. Deepen in the subject of a project Iâ&#x20AC;&#x2122;m planning. Integrate social and pedagogical background with the tourism economy.

AFTER colleagues has been very productive. Feeling prepared to run a business and looking forward to the opportunity to do something related with the wine touring.

Become more competitive; Have learned how to make Improve knowledge on a business plan social tourism. Input and promotion for my territory. Dream to work in this sector. Get to know the social enterprise market. Know how to approach a business concept. Increasing knowledge in area of social tourism especially for creating programs and products in this area. Improve knowledge for projecting and consultancy works, learning more about social tourism, and to have wider competences in tourism. Get information about social tourism experiences from other countries. Increasing knowledge in

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ASPECT

BEFORE the area of social tourism especially for creating products in the area.

AFTER

What are the expectations regarding training? Expects to improve in your work? Learning more about social tourism? Be more competitive? Be a social tourism entrepreneur?

Learn how to create a social-touristic package.

Have learned how to create a social-tourism package.

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Verify the viability of my project. Meet interesting trainers to improve my knowledge in the sector and improve new projectsImprove my possibilities of work. Trying to improve the occupancy by working on the communication message of “Social Tourism” Interest in knowing how to promote social tourism (in Public Administration). -Gain knowledge in social tourism especially for functioning market and special needs of this group.

Have meet interesting and useful trainers who have improve my knowledge in the sector and offer me the possibilities of new projects and work. Gained communication skills and online tourism management knowledge and some support in emarketing actions. Now we are more competitive in our region and we’ll work to increasing the mid-week occupation by better communication. The module that contains lessons about business plan and entrepreneurship was very interesting and useful. Confidence: I do feel that I have skills that can help me start a business. I’ll follow an additional seminar on entrepreneurship. Learned on social media and how this can be used.

ASPECT

BEFORE

AFTER Have found examples on social tourism by third parties ie. Not government. The meaning and objectives of social tourism. Improve qualifications.

How you will manage this training with your work schedule?

I work shifts and I asked to my colleague to replace me. No problem in managing my working time. Priority to the work but I can organize myself easily Freelancer.

Missed few classes, but I was able to recover it.

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Trainers: The comments and suggestions from the Teacherâ&#x20AC;&#x2122;s grid, separated by Modules Module 1 Structure, contents and other issues Clearness of the contents: the contents are clear and easy to understand Applicability of the subjects: the contents of UNITS/ MODULES are focused on applicability in social enterprises Lessons: the contents are useful for preparing classroom sessions Extension: the extension of the contents of UNITS / MODULES is appropriate for the course Distribution of hours: the distribution of hours per subject is appropriate Activities and case studies are practical to develop and explain the course content

Comments, specifications, Suggestion and other

The contents were clear and easy to understand.

The content is too generic. Most of the examples provided are not related to the social area, just business or marketing generic content.

Yes, it was very useful, short but useful. The extension was quite short; we had to add many topics of our background knowledge to fit the expected time. The distribution of hours was quite random, 60 minute for discussion and 120 for an exercise. We had to re-arrange the timings. Yes, they were practical, but not much related to the social area, and more focused in general business or marketing. Yes, but more national content needed.

Module 2 Structure, contents and other issues

Clearness of the contents: the contents are clear and easy to understand

Comments, specifications, Suggestion and other The contents were very useful for preparing classroom sessions, and e-marketing was familiar to them.

Very easy and convenient to have all the training material collected into one document with examples and case studies. Applicability of the subjects: the No, they focus on travel and tourism enterprises, but we cut extrapolate applications and contents of UNITS/ MODULES are focused on applicability in conclusions. social enterprises

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Structure, contents and other issues

Comments, specifications, Suggestion and other

More general for business but can be applied to social enterprises since they are also business. During the planning process for the classroom, the contents guide lines were clear and useful on Lessons: the contents are useful instructors to develop interesting sessions. for preparing classroom sessions Yes, however, some exercises need to be refocused i.e. time frames, discussion exercises because the target group didnâ&#x20AC;&#x2122;t have experience. The contents were enough to let us know that the Extension: the extension of the e-marketing and new technologies trends are contents of UNITS / MODULES constantly evolving, allowing us to continually is appropriate for the course reinvent ourselves and keep updated to this technology. Yes, the distribution was acceptable. Distribution of hours: the distribution of hours per subject In future, we recommend more hours to the is appropriate course over more days. For students, compare different approaches or strategies and make group discussion it was very educational. Activities and case studies are practical to develop and explain the course content

Perhaps add the case study (introduce it) in the beginning and they participants can select to work on their own. Some of the subjects were chosen by the trainers and some by the trainees themselves

Group The comments and impressions from trainers and trainees shared in the group session at the end of the training program Concerning

Contents

Comments Group work to be prepared in the beginning or integrated within the course. More time for discussion and experts invitation to explain good practice examples. Too extensive in some respects. Some of the contents were already known by the participants and they didn't consider necessary to insist on them, other were completely new.

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Concerning

Synergies

Divergent opinion

Projects

New perspectives

Common perspective

Necessary skills

Comments The suggestion of the trainers: to change the number of hours allocated to each subject depending of the targetgroup. The participants realised the synergies between the concept of social tourism) or, better, socialising tourism) and the opportunities their region offers. Also, being all part of a professional association, this was the first opportunity to participate, all of the members of the association in a project that aims at developing a shared perspective on social tourism. The trainees realised that, sometimes, the interest of the person offering tourism differs from the consumer's interest. They stated that they never realised that, in some perspectives, they did not follow the interest of the client but the interest of the business. The trainees stated that they would prefer the training has a part about the opportunities for touristic projects in Romania. Every participant left with some new ideas, if not as strategies, at least on the level of new activities and new packages to be developed in his/her business. The trainees indicated that it would be interesting that everybody working in the touristic sector fulfils a training course on social issues and how can they be addressed through tourism, in order to have a better perspective on clients' needs. Listening, comprehension and collaboration were the three most stated skills by the participants. As well, they realised that, in training, the part of "Communication skills" is focused on selling and persuading skills, not on listening to the other's needs and collaboration (trying to comply).

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Conclusions after piloting traing courses

It can be concluded that this pilot course has been very useful to determine aspects as contents and methodology that should be improved in order to develop a training path of greater quality and useful in this field of social tourism. The training was appreciated not | 79 only necessary, but there is a real demand for the sector of tourism, the social sector and for entrepreneurs. Both trainees and trainers were very motivated and had high expectations. The trainees hoped to obtain new possibilities for professional development within the sector and get to know other professionals, who, like them, have social concerns within the tourism sector. The main points highlighted as new knowledge acquired were: − Social work and disadvantaged groups. − Management on social enterprise, marketing and social media. − Who to create a tourist package and how to create a business plan. Finally, has been detected that some contents were very generic and teachers have had to adapt them or to extend them to meet the expectations of the course. In the same way, the distribution of hours has been another fact to consider, for a better academic progress it would be required to do less daily hours and fewer days per week, broadening the duration of the course, trainers agree with trainees that should be modified. Another remarkable fact is the experiences that the students have shared, since they worked as a meeting point, sharing knowledge, concerns, problems and solutions. As we said before, the teachers had to adapt materials and case studies to meet the expectations of the course and motivate students. After the training, trainees emphasized that: − They have improved professional skills, and they’re ready to work in the social tourism sector. − They feel confidence to set up a business or activity in this field. Another highlight is the difficulty of the professionals of the sector to attend classes on a regular basis, for this reason it should be considered the option of a blended course. The theoretical part could be online and in the classroom could perform case studies, visits and application of theory. This would facilitate a better use of time; this would allow more professionals who work to undertake the course. In summary, this pilot course has been a very enriching experience for trainees, trainers and organizers, which allowed reaching very useful conclusions for improvement for the continuity of the training and the promotion of social tourism.

3.4. Examples of experimentation The training activity took place in each partners’ country, in Italy with CEFAL, in Greece with KEK Z-Invest, in Malta with the local University, in Poland with DOT Lower Silesia, in Romania with Pestalozzi Foundation and in Spain with OES. These courses were addressed to local touristic operators from profit and non-profit origins, traditional operators and | 80 social entrepreneurs (those leading social cooperatives, associations, social enterprises), but also including employees in public and private touristic agencies, local organization for touristic information and promotion. Every VET partner used the same methodology prepared in pervious phase of the project but training experiences as well as their national context were unique. After the experimentation of the pilot training course, the partners were asked to share their experiences and methodology of the training. The information offered about the training program, the learning objectives, the number of participants and the selection system, the most useful didactic tools and the added value of the training (lessons learned) gave specifics of each course performed during the project. Training Program. Every partner delivered the training programme accordingly with the SoTo training programme proposal but with slightly modifications “to depict target group needs and enforced with case studies from Greece” (Vocational Training Centre KEK ZINVEST – Athens, Greece) or to adjust trainers expertise in Pestalozzi Foundation case, were “the three trainers who delivered the course had different backgrounds, to cover all the aspects of the training programme: one was a specialist in Tourism, the second was specialist in Social Work and Marketing and the third, a specialist in Social Field (Intercultural Education, Disability)”. The training programme implemented in Malta by University of Malta, Institute for Tourism, Travel and Culture was conducted as part of the second piloting of the project. Since the first testing of the pilot course was deemed too long on the participants in the partner countries. Moreover, in some of the partner countries, partners commented that more small group – project work is conducted. In conducting the training the Maltese partner devised a revised programme totaling 100 hours but divided as follows: • 25 hours for in-class training based on lectures, small group discussions and one to one training • 6 hours for on-site visit • 70 hours of practical group work – with tutorials given by respective tutors and a presentation of a group-based project (groups of three persons each) The target group consisted in “people already working in the touristic field in a region with seasonal tourism that needed new ideas for the off-season and how new services can be created” (Pestalozzi Foundation, Romania), people “interested in opening social enterprises or active as members in social enterprises wishing to learn about social tourism and how new services can be created” (Vocational Training Centre KEK ZINVEST, Greece), with a heterogeneous structure, “coming from various branches of the touristic sector” (CEFAL

Emilia Romagna, Italy). In Malta “the course was aimed at people who had at least school leaving certificate, background in the hospitality industry or tourism and or related area, and were also keen on venturing into new initiatives within the tourism sector” (University of Malta, Institute for Tourism, Travel and Culture). Content. In terms of content, the SoTo programme was perfectly compatible with a training | 81 programme in tourism accredited by the Romanian Authority for Qualification so that it was well received by the participants (Pestalozzi Foundation, Romania). Also, in Greece case, the SoTo programme’s two modules relate to the setting up of a social enterprise in the tourism sector, its management, skills and competences of manager as well as business plan aspects and marketing integrated with social media (Vocational Training Centre KEK ZINVEST, Greece). Learning objectives. The main learning objective was to test the SoTo Training programme and evaluate its efficiency and usefulness for the particular target group (Vocational Training Centre KEK ZINVEST, Greece). Supplementary, in Romania the objectives were formulated at cognitive level (acquaintance with the concept of social tourism; (what it is, its functions and forms), action level (elaborating a business plan for a social touristic company) and attitude/personality level (raising awareness and sensitisation on social diversity and the needs of different disadvantaged groups form touristic point of view). Similar, Italian partner formulated the general objective (“the participants of the training course will learn how to build a social-touristic integrated product, based on knowledge of the tourism market and tourism products of the land and their usefulness to the needs of particular target groups”) and the four specific ones addressed to specific content and competencies (market research, construction of the social-touristic product, business plan, promotion plan). The selection system. Training programme was delivered to people who had registered their interest to participate in trainings related to social enterprise start up and management (Vocational Training Centre KEK ZINVEST, Greece). In Romania the training programme was promoted in various meetings with stakeholders in the field of tourism and the candidates were selected “mainly in accordance with their motivation and disponibilty to participate to the classes” (Pestalozzi Foundation, Romania). In Malta, the selection system was focused on reaching people within geographical areas of the Maltese Islands, were new tourism initiatives are being developed. One such area is the Three Cities (Cottonera Area) and Grand Harbour area which is an area that will be actively involved in the European Capital of Culture Initiative in 2018 and also an area which is in need of social and economic development. The area is also one where tourism and culture are earmarked by the Maltese government as a means for development. In this respect, a call for applications, with a brief outline on the SoTo project and course objectives were circulated via email to the following networks: Database of the Malta Hotels and Restaurants Association; University of Malta website and Network of the Cottonera Resource Centre University of Malta, Institute for Tourism, Travel and Culture).

Most useful didactic tools used. One of the most appreciated didactical tools used were slides provided by the trainers (CEFAL Emilia Romagna, Italy). In Greece, those are following the â&#x20AC;&#x153;processes established in the KEK ZINVEST vocational training centre: integrating discussions, case studies, reflection processes as well as theory integrated with practiceâ&#x20AC;? (Vocational Training Centre KEK ZINVEST, Greece). In Malta the PowerPoint presentations prepared by the lecturers were available via Google drive set up on purpose for course | 82 participants and tutors (University of Malta, Institute for Tourism, Travel and Culture). Also, another tool was the â&#x20AC;&#x153;student's notebook for project works", elaborated by the trainers and filled in by the participants and the role plays provided by the trainers used for (a) raising the awareness on the difficulties some people have in finding adequate conditions when travelling and (b) the exercises and simulations on communication with different/difficult clients (Pestalozzi Foundation, Romania). Group projects are a useful tool to feature and elaborate the knowledge and insights obtained from on-site visits at organisations running initiatives using social entrepreneurship principles (University of Malta, Institute for Tourism, Travel and Culture). The trainers investigated and analysed the SoTo training programme and as experienced trainers, integrated their own pedagogical and delivery methods and tools, to the proposed delivery established in SoTo (both in Romania and Greece). Added value of the training. Lessons learned: It is important to combine training, innovation and creation of networking, approaching the main stakeholders of the tourism sector and creating useful synergies for the territorial development and the communities, which share the same goals and the same sensitivity on social tourism. It is more useful to participants to participate at trainings with an enhanced practical component. In this respect it is important to combine class room delivered lectures and one to one interaction with tutors. These help participants to understand better the material presented and to apply it to the practical ideas they were working on. Also, visits enabled the participants to see in operations in practice, to meet the managers and discuss albeit briefly the challenges and merits of running a social enterprise. The conformation of the heterogeneous group of participants, coming from various branches of the touristic sector, has allowed the comparison between different points of view and different approaches on social tourism, creating the possibility to build a broad and motivated debate in the classroom; Since target groups differ and training needs vary, the SoTo programme has to be generic in order to be modifiable by the VET trainers to target specific and individual training needs at time of training; The VET trainers need to be subject matter experts and provide valuable examples relating to national content and reality and market;

The final project deliverable needs to be initiated from the beginning so that participants work on this in stages throughout the training programme duration; Duration needs to vary according to target groups, i.e. from 2 weeks to 2 months since the | 83 participants are working people and cannot easily leave their work; Integration with existing training programmes can be done in order to enhance SoTo training programme and hence, provide added value to the participants; Cooperation with two or more trainers (not more than 3) is optimal since discussions are fruitful and can enhance experience for the participants; The raising awareness on the potential of social tourism in a region with a history of isolated social touristic initiatives. People realised that they can create a network for the promotion of the social tourism, taking in account that the region has a dramatic landscape that could be exploited in winter as well; Never underestimate the potential of people and places. Sometimes is necessary only a little impulse coming from outside to wake the dormant energy. Other comments The certification aspect is very strong and provides a competitive advantage to the SoTo programme. It is a feature well sought in Greece and possible partnerships with stakeholders in the field of social enterprises and tourism can be created In Romania the training was interesting mainly for the people new in the field. They discovered the broadness and the potential of the social tourism. People working in the field for many years (10-20) are most interested in courses accredited by the Ministry of Tourism and found very difficult to find the time to attend to such a long training (100 hours). In Malta the tutors who assisted the participants in the preparation of the project commended highly the work conducted by the students. In fact two of the ideas were deemed to be feasible for market launch. The project presentation was opened for the public, and the personnel at the Institute for Tourism Travel and Culture was invited to attend. In terms of content, the SoTo programme was perfectly compatible with a training programme in tourism accredited by the Romanian Authority for Qualification so that it was well received by the participants. Next pages illustrate, in details, specific approach of various VET partners on Pilot training.

Piloting course "SOCIAL TOURISM = NEW TARGET, NEW OPPORTUNITIES" â&#x20AC;&#x201C; Project Work CEFAL Emilia Romagna Italy

The participants of the training course will learn how to build a social-touristic integrated product, based on knowledge of the tourism market and tourism products of the land and their usefulness to the needs of particular target groups. Description of specific project work Objective 1 Duration: 10 hours Market researches: market researches aim at discovering what already exists, the active competition in the field of social tourism enterprises. The focus should be on identifying competitive products and services offered, focusing on the type of customer. The research will focus on both the domestic market and the international market. Based on the results of market research participants will proceed to the second stage: the social construction of the touristic product. Objective 2 Duration: 16 hours Construction of the social-touristic product: identification of the target audience, to identify the needs and the current demand, the existing supply, but also the projections for developments in the broader economic context. At the end of this phase, a real tourist product will be made available to, defined as: vacation package;

place to visit; | 84 activities to be performed during a stay. Objective 3 Duration: 8 hours Business plan: To determine business goals and develop an operative plan, which starts from the costs of the product/service provided, it is necessary to determine the selling price (compared to competitors) and the breakeven point. To gather information relating to any investment or existing and usable infrastructure, indicating possible sources of funding (PSR, GAL, etc.). Objective 4 Duration: 6 hours Promotion plan: to determine, according to the business plan, promotional policies and strategies of communication and advertising, identifying the target groups, defining actions to increase awareness of the product and inform the potential customer, convincing people to buy the product, taking into account all the tools and media available because of the cost and the segment of the market. Note: Participants could be divided into groups and each group can work on specific topics for analysis and synthesis with the help of the trainer.

Training Programme CEFAL Emilia Romagna, Italy | 85

MODULE 1. : Strategic business design of a tourism enterprise (30 hours) Units

Operations of a touristic company (15-18 h)

Welcome and ice breaking session

15 hours 1

Unit: 1.1.1:

The notion of a tourism enterprise / social enterprise

Unit: 1.1.2:

Functionalities of a tourism company (social enterprise)

Unit: 1.1.3:

The activities of a tourism company

Unit: 1.1.4:

The tourism market and competition

Unit: 1.1.5:

e-marketing (overall strategy)

Unit: 1.1.6N: National content

Social company legislation 1. Legislation 2. Processes involved in setting up of a social enterprise (individual or in groups) 3. Processes involved â&#x20AC;&#x201C; possible case study identification 4. Presentation to group

Units

Strategic business plan (15-16h)

Unit: 1.2.1:

Strategic business planning

Unit: 1.2.2:

Strategic step by step business design and organisation in tourism companies

Unit: 1.2.3N:

National case studies

15 hours

MODULE 2. : Managing a Social Tourism enterprise (30 Hours) Units

Communication and management of a social touristic enterprise

Unit: 2.1.1:

Definition and characteristics of e-tourism

Unit: 2.1.2:

The impact of e-tourism in tourism demand

Unit: 2.1.3:

Profile of the Manager (skills/competences)

Unit: 2.1.4:

Sensitisation - target group

Unit: 2.1.5N:

National content : suggestions

Units

Promotion and development of touristic packages in a social

12 hours

18 hours

perspective (14-18 h) Unit: 2.2.1 + Unit: 2.2.2:

e-marketing and online marketing AND Social Media

2-4 h

Unit: 2.2.3:

Promotion tools

1-2 h

Unit: 2.2.4N:

Construction of participated touristic packages (SOCIETING)

Unit: 2.2.5N:

Unit: 2.2.6N:

Tourism marketing / promoting services and products and their sustainability C. Health & safety: norms of health and safety applied to tourism enterprises to protect clients and staff. D. Use the previous 2 social tourism enterprises you have selected and identify the marketing features of their marketing plan. Discuss advantages and disadvantages for this.

2-6 4 2

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Added value of the training. Lessons learned KEK Z-Invest, vocational training centre, Greece KEK ZINVEST proposes the following after the piloting of the SoTo programme in Greece:

The final project deliverable needs to be | 87 initiated from the beginning so that participants work on this in stages throughout the training programme duration, Duration needs to vary according to target groups, i.e. from 2 weeks to 2 months since the participants are working people and cannot easily leave their work,

Since target groups differ and training needs vary, the SoTo programme has to be generic in order to be modifiable by the VET trainers to target specific and individual training needs at time of training. Integration with existing training programmes can be done in order to enhance SoTo training programme and hence, provide added value to the participants.

In addition, VET trainers need to be subject matter experts and provide valuable examples relating to national content and reality and market,

Cooperation with two or more trainers (not more than 3) is optimal since discussions are fruitful and can enhance experience for the participants.

Module 2 Unit: 2.1.4: Sensitisation - target group Pestalozzi Foundation, Romania | 88

Aims: To sensitize people working in tourism (front desk) to meeting a group of hearing impaired people. To realise how important is to communicate correctly and accurately, attentive to the needs of the tourist, even if he/she does not mention explicitly his/her need. Resources: 2 participants Duration: 10 minutes Participantsâ&#x20AC;&#x2122; tasks: To develop a dialogue Trainerâ&#x20AC;&#x2122;s task: The trainer instruct one of the participants (the person sitting at the front desk) to talk, during the next dialogue, with very low voice (or no voice at all). During the dialogue, in which he/she gives information to the tourist, he/she looks down, writes and turns. The other participant does not know that the receptionist won't use his voice.

the other a worker at the front desk in a hotel. The hearing impaired person approaches the front desk where the worker is looking down and writing, and asks a question (for example, how to access some information or services). The person behind the desk answers without looking up. The tourist tries to understand. The staff member looks up and repeats but speaks very quickly (with no voice). The hearing impaired person doesn't follow, frowns and asks them to repeat. The staff member speaks again with hand in front of mouth (for example, scratching their nose) and gives long and complicated instructions.

Description of the activity

Two people take part in the activity. One person is the "hearing impaired" tourist,

If the hearing impaired person looks baffled and asks if the instructions can be written down, or if someone could show them where to go, the staff member becomes irritated, impatient and says they don't have time to help. After the short dialogue, the tourist is asked how he felt and his statement is written down.

After that, the staff member is asked the same question. Debriefing What went wrong in this communication and what could the staff member do to improve the situation? Discussion should bring out: −

−

staff member didn't look up when answering (no eye contact, speech not visible and no indication of a response). speaks too quickly

−

shows exasperation, impatience (hearing impaired person feels humiliated, devalued) covers mouth and commits other mistakes | 89

Participants may also suggest that communication could be improved if hearing impaired person mentions their hearing loss. However, many people with an acquired hearing loss will not do so. Extrapolation: The tourist is not hearing impaired, but does not understand the language used by the staff member.

Module 2 Unit: 2.2.5: Tourism Marketing/Promoting Services and Products Aims: To help the participants to experiment different ways to relate with difficult clients. To realise how important is to communicate in a manner adequate to every customer's personality

representative). Every temperament is | 90 assigned a colour: red for the choleric, green for the phlegmatic, yellow for the sanguine and blue for melancholic. Each participant receives four balloons (one of each colour) and then has to blow the balloons according with the test results.

Resources: all the participants; balloons in four colours

Duration: 60 minutes Participantsâ&#x20AC;&#x2122; tasks: To fill in the form: My temperament To develop a dialogue/To correct a dialogue. Trainerâ&#x20AC;&#x2122;s task: The trainer offers to the participants hand-outs with the characteristics of the four temperaments. The trainer then moderates the dialogue between the two volunteers. Description of the activity. All the participants fill in a form that reflects their own way of reaction in communicating with other people: sanguine, choleric, phlegmatic or melancholic. Then they have to list the four temperaments in descending order (from the most representative for them to the less

After that, two volunteers with the biggest balloon of different colours are asked to come in front of the classroom and to do a role play. They are given a hat having the same colour with the balloon inflated the most and are asked to create a dialogue between the manager of a hotel and an unhappy customer. In the first part of the dialogue, the participants are allowed to behave in their own way and to create the dialogue according with their representative colour. In the next phase of the role play, they are asked to exchange the hats and to try to behave in accordance with the personality of the other (in a non specific way for them). Debriefing: After the short dialogue, the participants are asked how they felt

behaving different than their specific way of behaving. How hard/easy was for them "to walk in somebody else's shoes". Discuss: The benefits of knowing different ways to relate with others. The benefits for the marketing of the business and for the services and products promotion.

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The training programme delivered by Malta University, Institute for Tourism, Travel and Culture MODULE 1. :

Introduction to Social Tourism (3 hours) 1. Appreciate the benefits of social tourism

Learning Objectives

MODULE 2

Learning Objectives

2. Instigate creative ideas on how one can come up with an appropriate innovative concept that will allow us to accommodate the needs of the tourist, the mediator or agent, and the host community which also includes â&#x20AC;&#x2DC;deprived or disadvantagedâ&#x20AC;&#x2122; persons? 3. Appreciate that Social Tourism can provide strategic support for sustainable local business development Leadership, Team Building and Delegation for Social Tourism (2 Hours) This lecture focuses on leadership and change practice, and has considerable potential to support employability. Its strong work-based and reflective enquiry component will help the participants explore how to initiate and carry through improvements and projects in your current work from an early stage. You will also develop skills to enable you to manage your learning in new work contexts. 1. understand processes of leadership, influence and change within the day-day operations of organisations or other work contexts 2. draw upon different, and often conflicting, academic ideas in order to develop the participants own skills and practice of leading and initiating change within the scope of the participants potential to do so

MODULE 3

3. use robust, practical and scholarly processes of research and reflection so as to evaluate the contribution of new ideas and practices to success within the work context Tourism Marketing (3 hours)

Rationale

Basic principles of marketing 1. To introduce participants to the basic principles of marketing and expose them to the potential being offered by e-marketing applications within the social tourism environment

Learning Objectives

2. To apply a strategic marketing matrix tools to facilitate decision making 3. The potential offered by electronic (e) marketing and how to

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successfully use some e-marketing applications that are currently available within a social tourism context.

MODULE 4:

Rationale

Understanding the Legal and Business Environment of Social Entrepreneurship (2 Hours) This module provides the necessary knowledge and managerial skills required by managers of social tourism organizations to perform their duties effectively when acting for the needs and expectations of disadvantaged guests. The module also provides the participants with an understanding of the legal and business environment of social entrepreneurship particularly providing a background of local organizations ownership structures. 1. Assess a managerâ&#x20AC;&#x2122;s effectiveness 2. Describe the basic managerial skills 3. Discuss ways how to manage stress

Learning Objectives

4. Describe the legal and business environment of a country. 5. Analyse local organizations of different types and identify their main features. 6. Explain the advantages and disadvantages of each type of organization identified.

MODULE 5.

Rationale

Communication and Interpersonal Skills ( 3 hours) The session shall focus upon discussing the importance of effective and efficient communication, improving interpersonal skills, the relevance of sensitisation and dealing with culturally sensitive situations, and shall be discussing the role of motivation on individual behaviour. 1. To improve their communicate skills through the development of interpersonal skills

Learning Objectives

2. To develop sensitivity skills and awareness of cultural diversity 3. To develop an awareness of the psychological process of motivation

MODULE 6

Rationale

Business and Finance ( 3 hours) In the current volatile and complex business environment, the challenges society is facing are growing. We need to do things differently. We need social enterprises that do the right kind of business that could fulfil a REAL human, social, or community need, and in the process aim to: â&#x2C6;&#x2019; return value to the community rather than push off expenses on

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it; − elevate employees rather than extract from them; − replenish environmental resources not deplete them; − consider profit not as the point of business, but the means by which the point of a better world would be achieved. | 94

The overall aim of this session is to explain how Tourism Social Enterprise (TSE) might go about its strategic business planning process, and finance choices and implementation; and exercise professional judgment in assessing and implementing strategic action within financial and other resource constraints, through a series of questions and issues that should be considered when thinking about starting a business – or expanding an existing business. In the spirit of the Manila Declaration on world tourism, TSE could do more to provide citizens “the best, effective and non-discriminatory access to travel and tourism activity” (WTO, 1980). In view of the problems facing this declaration, TSE could contribute to the establishment of opportunities that will help to make tourist leisure more accessible to youth, families and elderly people. Aware that Tourism Social Enterprise can only flourish if based on sound business planning and finance, this session lays the foundation for an understanding of what is needed to run TSE successfully: sound business planning and finance - which is what we intend to explain in this session. 1. Understand the role of Tourism Social Enterprise (TSE) in solving social problems 2. Understand the importance of strategy, innovation and competitive advantage; Learning Objectives

MODULE 7 Rationale Learning Objectives

3. Evaluate the strategic choices available to a TSE, taking account of stakeholders’ financial expectations; 4. Understand the Business Planning Process: Mission and Vision, SWOT Analysis, PESTEL Framework, Porter’s 5 Forces Model, Industry Life Cycle, The Team, Evaluating and Choosing Strategies, Executing the Plan . Source Funding and Volunteering and Assignment Session ( 6 hours) What drives volunteers and motivates them to be social entrepreneurs Raising funds for non-profit enterprise 1. For profit or non for profit entity 2. The principles of good leadership in social entrepreneurship

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SoTo Lecturing and SoTo Workshop SoTo Group Photo Project Support Team STUDY VISITS To organizations practicing aspects of social tourism. Dar Nazarethâ&#x20AC;&#x201C; http://www.fondazzjoninazareth.org/about-us/ a Foundation located in Zejtun, which houses a number of disabled persons and which practices the concept of social entrepreneurship though a workshop which they operate. The participants had the opportunity to meet staff and residents of this organization and to discuss with them the manner in which the Foundation enables its residents to earn a living through an economic operation run by the residents themselves Frate Jacobe https://www.facebook.com/darfrate.jacoba â&#x20AC;&#x201C; this is an organisation run on sustainability principles and practicing local trade and slow food concept. The participants were able to meet with the founding members and to discuss with them their operation.

CHAPTER 4. Conclusion and recommendation 4.1 Conclusions After the piloting activities in the different national contexts, the main conclusion formulated was that it is important and necessary to have a common training program on | 96 social tourism, in order to develop similar competencies in different European countries and /or regions. But, at the other hand, it is mandatory to adjust this program at the national specific of each country.

It is important to underline that speaking about the same training format (curricula and design) delivered in 6 various countries by 6 different vocational training providers, it is inevitably to have both similar approaches in some cases and completely different in others. The strongest points of the training program were described in terms of: The content was appreciated because was „adaptable to existing training programmes and allows the VET trainer the freedom to use it with other training material” based on the manual which “is a good starting point” and a “good range of case studies used to illustrate theoretical aspects of program”. Specifically, was appreciated focus on “marketing aspects and especially e-marketing” (Poland) and on “social enterprise” (Greece). The program was appreciated for its “innovative character” and for the fact that “offers an opening to new ways to do tourism and to new categories of clients”. Also it was appreciated as “highly focused teaching program” and because it was “scheduled over a four week period which was attractive to trainees”. Also, another strong point consists in the flexibility of the training program, because those who are interested can “choose the subjects/the number of hours/the organism that gives the accreditation/the trainers/the schedule of the training to make it work in your specific conditions”. These make the training “very complete, comprehensive and generous”. Another strong point of the program was “the certification availability through the University of Malta” (Certification System). The quality of the program was increased by “the trainers with different backgrounds” (social, economic, tourism, etc). The project work was appreciated as a strong point because create the opportunity for the trainees „to work on own project”, „on topics that is of interest to the trainees”. Also, „working time and business plan creating” was considerate as “really strong point” because “allows common work with new ideas between unemployed”, was helping them “to improve their skills”. It was a good experience which both trainers and trainees enjoyed during “practical group work in class”. This established “good working relationships between trainers and trainees” and generated “excellent project/assignment outcomes”. Study visits were appreciated as a good “experience of social tourism, in particular tourism of community”, helping trainees “to look at practical applications of social tourism” and

“making links and establishing synergies between existing tourism stake holders and social enterprises/organizations”. Trainees. The Polish group was “very interesting” because its diversity on their work experience “professional and beginners” or their health condition. This made the working process together “very inspiring for all of them to think and planning touristic product”. | 97 Malta, pointed a “high request of participation” and a “good range of mature participants with varied professional backgrounds”. The weakest points of the training, accordingly with VET providers, concerns: The content, some topics require improvements, especially: -

Modules are not so close to social enterprises, some points are too general or not connected with characteristics of country (Poland); Description of Tourism Market is too general and it could be also more focused on general marketing, marketing – mix and emarketing; it is too general for the professional but suits for the beginners (Poland, Italy); Raise awareness on target group: how to approach to and accommodate physically/psychologically the various targets (Italy); Curriculum was too theoretical and need to have more ‘hands on practical elements and more site visits (Malta).

The structure of the training program: -

The training programme was too long and, because of the pilot and project, could not be split up in different time periods (Greece), also, because of the deadlines “we were forced to have 8 hours daily” (PL) The participants stressed that two meetings a week, on so many different topics, are too many; the course must be diluted in more meetings (Italy); Trainees would like to see more interactive teaching methods eg use of videos practical case studies (Malta)

The participants’ attendance: -

It was difficult to convince the target group to attend for so many hours (Greece)

It was difficult to get appropriate trainees to participate and commit to the four week training program (Malta)

Adaptations made in order to meet the trainees’ needs -

Project work. Allowed the trainees to work on their own project work (GR, IT) and integrated the training with an existing training program on starting up a social enterprise (GR). Started the date of the project work after the end of the first module | 98 instead of the end of the course (IT). The trainees had the possibility to contact the trainers in order to have a support in the realization of the project work (IT); Training content. Contents of the national part were adapted to the needs of the operators of an area in which social tourism is already partly developed. More elements of "societing" were introduced in the program (legal framework of social enterprises, community tourism, socialresponsible-sustainable tourism’s concepts, and sensitization on accessibility) (IT). Some modules were re-worked in order to be connected with particular contexts, experiences and/or cases (PL). Content was focused esspecialy on the trainees subjects’ of interest (RO). Training methods. Allowed bilateral meetings with the target group and individual presentations of the training material (GR). Each participant received a sheet in which they could mark the hours and the activities that were carried out (IT) or a "Student's notebook for project works elaborated by the trainers and filled in by the participants” (RO). Active learning methods were based on the heterogenic working groups, so that everyone, specialist in his/her field, could bring their contribution to the exercises, in order to share experiences and points of view (RO).

Because Malta University scheduled the training after the trainings performed by others VET partners of the project, they applied in their training some of the lessons learned in previous trainings: -

Shortened the length of the program. Consolidated the curriculum into 7 key topics which combined the existing units into more focused learning and teaching outcomes. These were delivered on a Friday evening/ Saturday morning over a four week period. Introduced more practical and case study – site visit inputs Reduced the formal teaching hours to a more tutor supported self-learning delivery mode based on the assignment/ project outcomes.

4.2 Recommendations to improve de training program in the future The main recommendations made by VET partners concernced the content of the program and its leght. Content of the program -

Focus the curriculum and make it more practically orientated (MA), adapting “the 100 hour curriculum to a practical delivery mode/timetable for teaching” (MA) and chose the themes depending on the group's background (RO); More study visits (GR, IT, MA) and, in addition, “to use in program the experiences from study tours” performed in SoTo project in order to “enriches our program” (PL) More partners to work on the training program, in order to add a European dimension (GR) Fewer trainers in order to focus on some specific issues (IT) and with social tourism /social enterprises backgrounds (MA); Structure the course starting from the realization of the project work: according to the guidelines for the implementation of the project work, to conceive the lessons and interventions based on this schema. In this way, each participant would have a chance to develop more concrete in its proposal, having useful feedback for every single meeting (IT) and “base the teaching curriculum around the project /assignment which should be the final outcome of the training program” (MA) Allow online training (GR, IT)

Length of the program: - “Shorten the curriculum” (MA) because “the training could use less than 100 hours ” (RO), especially “decrease the hours of in-house training” (GR, IT) - Spread the time of training into more days – evenings (GR, IT), “it should be divided on 5 months, and fewer hours daily” (PL).

So, based on recommendation made by VET partners of the project in order to improve the training offer, bellow are higlithed the significant aspects to be taken in consideration: 1. The added value of this piloting course is to combine training, innovation and creation of networking, approaching the main stakeholders of the tourism sector and creating useful synergies for the territorial development and the communities, which share the same goals and the same sensitivity on social tourism. The trainees, from different working backgrounds (travel agencies, cooperatives, social enterprises, hotels and catering companies etc.), illustrate their skills and management methods for their own services, aspects that allow the trainers to best define the

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training program aimed at developing integrated "tourist" and "social" competences. The training classroom becomes an environment where the creation of a network is simulated, where tourism and social economy operators work together, learning from each other and sharing contents and working methods to be replicated in their own territory and in their own organisational environment. 2. The training, as it is, is welcome in different touristic environments, being regions with experience in social tourism or regions that have developed recently, and social tourism is a new idea for them. 3. Since target groups differ and training needs vary, the SoTo programme has to be generic in order to be modifiable by the trainers to target specific and individual training needs at time of training. The strengths of having a generic program are flexibility and adaptability. The weaknesses are the difficulty of developing similar skills in different countries and/European regions due to the lack of common â&#x20AC;&#x153;basic" content. The SoTo program identifies the basic elements for developing â&#x20AC;?integrated" skills and then leaves the flexibility to adapt them in regard to the specific training needs of each national and / or regional context. 4. The most important question asked by the participants on the training was: is the training accredited? Because a training of 100 hours should be. So the most critical issue, before starting the training program is to be accredited within the system of each country. Nevertheless, the certification methodology developed should facilitate the process of the training program accreditation in line with the current system of each country. 5. Its duration needs to vary according to target groups, i.e. from 2 weeks to 2 months since the participants are working people and cannot easily leave their work. The longer the timescale for carrying out the training, the greater the need to make the course "involving" and "stimulating" in order to avoid significant dropout rates. This means constantly involving the trainee even in periods in which classroom activities are not scheduled, simply by giving them reading material or cases to solve relating to their own business environment, materials that will then be discussed during classroom training sessions. 6. Another aspect that must be taken in account is the period of the year for delivering the course, because in tourism (at least in some countries or in some regions) there are no "out of season" periods. So a good point would be the training should be organized less intensive, distributed on a longer period of time, during the week, because the weekends are busy for the people working in tourism business. However, as mentioned above, the SoTo program aims to facilitate the carrying out of the training program in relation to the job-time of the trainees.

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7. There are advantages and disadvantages in the homogeneity of the group. A homogeneous group of participants allows focusing on the subjects of interest for all. A heterogeneous group of participants, coming from various branches of the touristic sector, allows the comparison of different points of view and different approaches on social tourism, giving the possibility to build a broad and motivated debate in the | 101 classroom. The SoTo program can be used in both homogeneous classroom contexts if it is decided to create and/or develop skills on specific contents, and in the context of heterogeneous classrooms when the specific content does not represent the central element of the course, but the starting point for sharing approaches, management methods of a service and the bringing together of skills between the tourist and the social economy operators involved in the training. 8. Last but not least, it is important to have an interdisciplinary team of trainers. Cooperation with two or more trainers (not more than 3) is optimal since discussions are fruitful and can enhance experience for the participants. The trainers should have different backgrounds covering at least three fields of activity: tourism, marketing and social work. The last specialty is important in order to make the sensitization towards vulnerable groups. The trainers need to be subject matter experts and provide valuable examples relating to national content and reality of the market. The two/three trainers with different professional backgrounds present in the classroom take on the role of facilitators during the discussion and comparison between trainees and promote the exchange and sharing of knowledge as well as the integration of skills.

APPENDIX Chapter 3.2 - TRAINING CONTENT Chapter 3.3 – A1INTERVIEW GUIDELINES Chaprter 3.3 – A2 SELF ASSESSMENT GRID TRAINEES Chaprter 3.3 – A3 WEEKLY GRID TRAINERS Chaprter 3.3 – A4 GUIDELINES FOR CONDUCTOR

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