a

Philippine Tourism
Human Capital
Development Plan
2021 - 2025
Table of Contents

Table of Contents .................................................................................................. 2

List of Figures ....................................................................................................... 3
List of Tables......................................................................................................... 4
Acronyms and Abbreviations ................................................................................ 6
Glossary ................................................................................................................ 9
Executive Summary ............................................................................................ 17
I. Vision of the Philippine Tourism Human Capital Development Plan ............ 19
II. Situational Analysis ...................................................................................... 20
A. Global Trends for Human Capital Development ........................................ 20
B. The Tourism Industry in the Philippines .................................................... 29
C. Tourism Employment in the Philippines .................................................... 31
D. Job Creation and Economic Development ................................................ 37
E. Tourism Education and Training in the Philippines ................................... 40
F. Institutions Offering Tourism Management and Hospitality Management
Programs.................................................................................................. 44
G. Accreditation of Hotel and Restaurant Management and Tourism
Programs.................................................................................................. 45
H. Impact of ASEAN Mutual Recognition Arrangement on Tourism
Professionals ............................................................................................ 77
I. Public Sector Human Capital Development ............................................. 78
III. Review of Strategic Actions of 2015-2020 .................................................... 91
IV. Tourism Human Resource Development SWOT Analysis .......................... 112
V. Strategic Actions 2021-2025 ...................................................................... 115
A. Implementation, Monitoring and Coordination ......................................... 115
B. Detailed Action Plan ................................................................................ 116
VI. Next Steps and Way Forward ..................................................................... 126
List of References ............................................................................................. 128
Annex 1: Focus Group Discussion Participants ............................................... 130
A. List of Focus Group Discussion Facilitators ............................................ 130
B. List of Focus Group Discussion Presenters ............................................ 130
C. List of Focus Group Discussion Attendees ............................................. 131

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List of Figures

Figure 1: United Nations Sustainable Development Goals..................................... 23

Figure 2: UNWTO SDG 4 ....................................................................................... 25
Figure 3: UNWTO SDG 8 ....................................................................................... 26
Figure 4: UNWTO SDG 12 ..................................................................................... 28
Figure 5: Employment in Tourism Industries, Percent Share: 2019 ....................... 34
Figure 6: The Philippines Qualifications Framework .............................................. 42
Figure 7: 32 Job Titles and 6 Common Labor Divisions ......................................... 68
Figure 8: Breakdown of Hospitality & Tourism Courses Offered by Technical
Education and Skills Development Authority Institutes ............................ 73
Figure 9: Philippine Tourism Product Portfolio ....................................................... 78
Figure 10: Tourism Product Portfolio Ranking ........................................................ 78
Figure 11: MICE Expenditure 2019 ........................................................................ 81

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List of Tables

Table 1: World Economic Forum (WEF) Travel & Tourism Competitiveness

Index 2019 ............................................................................................... 20
Table 2: Tourism Indicators and Targets 2016-2022 .............................................. 29
Table 3: DOT 2019 Comparative Tourism Indicators ............................................. 30
Table 4: Total Employment in the Philippines and Employment in Tourism
Industries, 2015-2019, (in thousand persons) ......................................... 33
Table 5: Employment in Tourism Industries, 2019 (in thousand persons) .............. 33
Table 6: Results from the October 2020 Labor Force Survey (LFS) ...................... 36
Table 7: Estimated Tourism Workers Affected by Enhanced Community
Quarantine, 2020 (in thousand persons) ................................................. 36
Table 8: Sample Table - Prospective Jobs in Major Occupation by Size of
Enterprise ................................................................................................ 37
Table 9: Sample Table - Business Challenges....................................................... 38
Table 10: Philippine Education and Training System ............................................. 40
Table 11: HEI Institutions Offering Tourism Management and/or Hospitality
Management Programs AY 2018-2019 ................................................... 44
Table 12: Higher Education Enrollment in Hotel and Restaurant Management &
Tourism, Academic Years 2018/2019 & 2019/2020 ................................ 45
Table 13: Higher Education Graduates in Hotel and Restaurant Management &
Tourism, Academic Year 2018/2019 ....................................................... 45
Table 14: Number of Accredited HEIs offering HM/TM Programs per Region ....... 46
Table 15: Number of Accredited HM/TM Programs................................................ 46
Table 16: Tourism and Hospitality Related Qualifications in the PHQuar .............. 48
Table 17: Enrolled and Graduates of Tourism (Hotel and Restaurant) by Sector by
Qualifications and Sex: January - December 2020 ................................. 64
Table 18: Number of Assessed and Certified by Qualifications and Sex for Tourism
(Hotel and Restaurant) from January - December 2020 .......................... 66
Table 19: Number of Training Providers with Accommodation & Food Service
Qualifications, 2011 ................................................................................. 68
Table 20: Number of Currently and Newly Registered Programs by Sector: As of
December 2020 ....................................................................................... 69
Table 21: Number of Currently and Newly Registered TVET Provider Offering

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 Tourism as of February 28, 2021 ............................................................ 72
Table 22: Number of NTTC holders by Qualification FY 2020 ............................... 73
Table 23: Number of Assessed and Certified by Qualification and Sex for Tourism
(Hotel and Restaurant): January – December 2020 ................................ 74
Table 24: Scholarships Availment in Tourism (Hotel and Restaurant) ................... 76
Table 25: Competencies by Type of Training ......................................................... 85
Table 26: Competencies Ranked by Importance ................................................... 85
Table 27: Competencies Ranked by Proficiency .................................................... 87
Table 28: Competencies Ranked by Gap ............................................................... 88
Table 29: Review of Strategic Action Plan (2015-2020) ......................................... 92

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Acronyms and Abbreviations

ACRONYM DEFINITION
ABM Accounting, Business and Management
ACCSTP ASEAN Common Competency Standards for Tourism
Professionals
ADB Asian Development Bank
AHRM Association of Human Resource Managers in the Hospitality
Industry
AIM Asian Institute of Management
AMS ASEAN Member States
ARMM Autonomous Region in Muslim Mindanao
ASEAN Association of Southeast Asian Nations
ASEAN MRA ASEAN Mutual Recognition Arrangement on Tourism
Professionals
AQRF ASEAN Qualifications Reference Framework
ATPRS ASEAN Tourism Professional Registration System
ATPMC ASEAN Tourism Professional Monitoring Committee
AVR Augmented and Virtual Reality
BCP Business Continuity Plan
BOI Board of Investments
CAAP Civil Aviation Authority of the Philippines
CAR Cordillera Administrative Region
CATC Common ASEAN Tourism Curriculum
CBD Central Business Districts
CBHRS Competency Based Human Resource System
CGAP Career Guidance Advocacy Program
CHED Commission on Higher Education
CHED- Commission on Higher Education - Unified Student
UniFAST Financial Assistance System for Tertiary Education
COVID-19 Coronavirus Disease
CSC Civil Service Commission
DBM Department of Budget and Management
DepEd Department of Education
DILG Department of the Interior & Local Government
DOH Department of Health
DOLE Department of Labor and Employment
DOT Department of Tourism
DOTr Department of Transportation
DSWD Department of Social Welfare & Development
DTI Department of Trade & Industry
EGACE Enrollment, Graduates, Assessed & Certified, &
Employment Rate of TVET Graduates
ESL English as a Second Language
ETEEAP The Expanded Tertiary Education Equivalency and
Accreditation Program
FAAP Federation of Accrediting Agencies in the Philippines
FLO Flexible Learning Options
GASTPE Government Assistance to Students and Teachers in Private
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ACRONYM DEFINITION
Education
GDP Gross Domestic Product
GTS Graduate Tracer Study
HEI Higher Education Institution
HR Human Resources
HRIS Human Resource Information System
HRM Hotel and Restaurant Management
HRMIS Human Resource Management Information System
HUMSS Humanities and Social Sciences
ICT Information and Communications Technology
IDS Information Distribution System
IOM International Organization of Migration under the United
Nations
ISDC Informal Sector Development Council
JWG Joint Working Group/s
LGU Local Government Unit
LNA Learning Needs Analysis / Assessment
LUC Local Universities and Colleges
MARINA Maritime Industry Authority
MICE Meetings, Incentives, Conferences and Exhibitions
NC National Certificate (issued by TESDA)
NCR National Capital Region
NEDA National Economic and Development Authority
NGO Non-government Organization
NRCO National Reintegration Center of OFWs
NTDP National Tourism Development Plan
NTPB National Tourism Professional Board
NUWHRAIN National Union of Workers in Hotels, Restaurants and Allied
Industries
OFW Overseas Filipino Worker
DOT-OIMD Department of Tourism- Office of Industry Manpower
Development
OJT On-The-Job Training
OWWA Overseas Workers Welfare Administration
PACEOS Philippine Association of Convention/Exhibition Organizers
and Suppliers, Inc.
PADI Professional Association of Diving Instructors
PCSSD The Philippine Commission on Sports SCUBA Diving
PESFA Private Education Student Financial Assistance
PhQuaR Philippine Qualifications Register
POEA Philippine Overseas Employment Administration
PQF Philippine Qualifications Framework
PRAISE Program on Awards and Incentives for Service Excellence
PRC Professional Regulation Commission
PSA Philippine Statistics Authority
PSG Policy Standards & Guidelines
PTCACS Philippine TVET Competency Assessment and Certification
System
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 ACRONYM DEFINITION
PTGQualEx Philippine Tour Guides Qualification Exam
PTHCD Philippine Tourism Human Capital Development Strategy &
Action Plan
PTHRD Philippine Tourism Human Resources Development
Strategy & Action Plan
RSBSA Registry System for Basic Sector in Agriculture
SAP Special Amelioration Program
SCD Strategic Cluster Destination
SCP Sustainable Consumption and Production
SDG Sustainable Development Goals
SEED Strategic Engagement for Enabling Development
STEP Special Training for Employment Program
STVI State-run Technical-Vocational Institutions
SUC State Universities and Colleges
TESDA Technical Education and Skills Development Authority
TIBFI Tourism Industry Board Foundation, Inc.
TPB Tourism Promotions Board
TPCB Tourism Professional Certification Board
TR Training Regulations
TVET Technical Vocational Education Training
TWSP Training for Work Scholarship Program
TTI TESDA Technology Institutions
TVI Technical/Vocational Institute
UAQTEA Universal Access to Quality Tertiary Education Act
UN United Nations
UNWTO United Nations World Tourism Organization
UTPRAS Unified TVET Programs Registration and Accreditation
System
WEF World Economic Forum
WTTC World Travel and Tourism Council

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Glossary

The glossary section is carried forward from the original Philippine Tourism Human
Resource Development Plan 2015-2020 developed by the Asian Development
Bank (ADB), the Government of Canada and the Philippine Department of Tourism
(DOT).

Term Definition
Accreditation Accreditation is a process in which certification of
competency, authority, or credibility is presented.
Establishments certified through a relevant authority in
the Philippines are accredited to offer a particular
service or training /education program. In the case of
Tourism enterprises, through the Department of
Tourism (DOT), while in the case of Training providers,
through either the Commission on Higher Education
(CHED) or the Technical Education and Skills
Development Authority (TESDA).

ASEAN Common The competency standards for tourism professionals

Competency listed in the ACCSTP Framework are the minimum
Standards for acceptable common competency standards required
Tourism by industry and employers to enable the standard of a
Professionals qualified person’s skills to be recognized and assessed
(ACCSTP) equitably in ASEAN countries. This is an essential
mechanism required for the effective operation of a
Mutual Recognition Arrangement. In the ACCSTP
Framework, the Competencies are graded into three
related groups of skills: Core, Generic and Functional
Competencies.

ASEAN Mutual The ASEAN MRA provides a mechanism for

Recognition agreement on the equivalence of tourism certification
Arrangement on procedures and qualifications across ASEAN. In order
Tourism for a Foreign Tourism Professional to be recognized by
Professionals other ASEAN Member States and to be eligible to work
(ASEAN MRA) in a host country, they will need to possess a valid
tourism competency certificate in a specific tourism job
title as specified in the Common ASEAN Tourism
Curriculum, issued by the Tourism Professional
Certification Board (TPCB) in an ASEAN Member
State.

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ASEAN Regional The ASEAN Regional Qualifications Framework will
Qualifications function as a device to enable comparisons of
Framework qualifications across ASEAN Member States while at
the same time support and enhance each country’s
national qualifications framework or qualifications
systems that are currently at varying levels of
development, scope and implementation. The ASEAN
Regional Qualifications Framework could also be used
as a reference of possible linkage with other regional
and international qualifications systems in future.

Career Guidance A national program from the Department of Labor and

Advocacy Program Employment/ Bureau of Local Employment which aims
(CGAP) to immerse parents and students on the realities of the
labor market and convince the Career Guidance
Counselors and Career Advocates to use career
guidance as an effective tool in addressing job skills
mismatch.

The Common ASEAN Tourism Curriculum is the

approved common curriculum for ASEAN Tourism
Common ASEAN Professionals as mutually agreed upon by the ASEAN
Tourism Curriculum Tourism Ministers upon recommendation by the
ASEAN National Tourism Organizations.

In 2019, the Pioneer Professional Academy of Asia in

collaboration with the Department of Tourism – Office
of Industry Manpower Development conducted a study
on the Learning Needs Assessment (LNA) of the
Learning Needs
Tourism Professionals in the Tourism Value Chain. As
Assessment
part of the study, respondents from each region were
asked to rank 45 competencies on their importance
and proficiency. The Learning Needs Assessment was
targeted for implementation in 2020-2021.

TESDA regularly monitors and releases data series on

enrolment and graduates of technical vocational
education and training (TVET). EGACE contains
Enrollment, historical data on TVET outputs specifically on
Graduates, Assessed enrollment, graduates and assessment and
& Certified, & certification.
Employment Rate of
TVET Graduates
(EGACE)

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The Expanded A CHED program instituted to bring full-time and
Tertiary Education adjunct faculty members from industry into academia to
Equivalency and help them gain the required academic qualifications to
Accreditation be able to teach their discipline effectively in a Higher
Program Education Institution (HEI).
(EETEAP)
That part of the economy which encompasses
government regulated businesses and jobs with normal
Formal sector hours and regular wages and are recognized as
income sources on which taxes must be paid.

Graduate Tracer Studies are used by universities to

track graduate employment and understand the future
needs of tourism professionals. GTS are used to
monitor the quality of programs offered in HEIs. GTS
Graduate Tracer
tries to determine the employability of graduates based
Study (GTS)
on their respective disciplines, assess the issues
concerning employability and the relevance of higher
education programs and expectations of employers.

Vacancies which are proving difficult-to-fill, whether this

be the result of poor supply (e.g., insufficient qualified
Hard-to-fill vacancies or experienced candidates) or demand reasons (e.g.,
uncompetitive wages).

The Philippines has a range of HEIs – both public and

private. State universities and colleges are public
higher education institutions established by law,
administered and financially
subsidized by the government. Local universities and
colleges are established and financially supported by
the local government units (LGUs) through resolutions
or ordinances. Public secondary and post-secondary
technical-vocational education institutions that offer
Higher Education
higher education programs are also classified as HEIs.
Institution
Private HEIs are established under the Corporation
(HEI)
Code and are governed by the special laws and
general provisions of this Code. Non-sectarian private
HEIs are incorporated, owned and operated by private
entities that are not affiliated to any religious
organization; while sectarian private HEIs are usually
non-stock, non-profit, duly incorporated, owned and
operated by a religious organization. (Private HEIs
accounts for 71.47% of the higher education system).

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 Human capital management is an approach to
employee staffing that perceives people as assets
Human Capital (human capital) whose current value can be measured
Management and whose future value can be enhanced through
investment.

A human resource information system or human

resource management system is an intersection
Human Resource of human resources and information technology
Management through HR software that allows HR activities and
Information processes to occur electronically. This report specifies
System (HRMIS) a combined Human
Resource Management Information System (HRMIS).

The Asian Development Bank/Government of Canada/

Department of Tourism ‘Improving Competitiveness in
Improving
Tourism’ program,focuses a range of funded tourism
Competitiveness
industry initiatives such as regulatory impact
in Tourism
assessment, Industry Skills Grants and employment
Program
and skills development.

ADB/Government of Canada/DOT Industry Skills Grant

Scheme provided skills training grants for tourism
Industry Skills Grant enterprises, civil society organizations, non-
Scheme government organizations directly involved in tourism
activities.

The informal sector is that part of an economy that is

Informal sector not taxed or regulated by any form of government.

The K to 12 Program covers Kindergarten and 12

years of basic education (six years of primary
education, four years of Junior High School, and two
years of Senior High School [SHS]) to provide sufficient
K to 12 Program time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and
entrepreneurship (DepEd).

Labor demand is defined as total employment plus

unfilled vacancies.
Labor demand

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 The harmonization of all education and training
mechanisms that allow students and workers to
progress between technical-vocational and higher
education programs, or vice-versa. It opens
Ladderized opportunities for career and educational advancement
Education to students and workers and creates a seamless and
Program borderless education and training system that will allow
transfers in terms of flexible entry and exit between
technical-vocational and higher education programs in
the post-secondary school educational system.

A final document issued to a trainer who is a holder of

National TVET a National Certificate and a Trainer Methodology
Trainer Certificate Certificate.

This NTDP is the national plan for Philippine tourism

and provides the framework to guide both public and
private sector managers on the coordinated
National Tourism
implementation of key tourism development programs
Development
and activities between 2011 and 2016 directed at
Plan (NTDP)
contributing to the achievement of the government
targets for economic growth.

The National Tourism Professional Board is

responsible for identifying and monitoring conformity
assessment bodies. A conformity assessment body is
a body whose activities
and expertise include performance of all, or any stage
National Tourism
of the conformity assessment process, except for
Professional
accreditation. The NTPB in Philippines is the Tourism
Board (NTPB)
Industry Board Foundation Inc. (TIBFI) and is
composed of representatives from the public and
private sectors (including academia and other relevant
tourism stakeholders).

The National Tourism Program Coordination and

Management Unit was established to manage the
implementation of the NTDP and the human resource
National Tourism
development strategy at regional level through
Program
Regional Tourism Project Coordination Committees.
Coordination and
The DOT Regional Offices established the Regional
Management Unit
Tourism Project Coordination Management Units
(RTPCMUs) to manage local implementation.

Definitions of occupations used in this report are

derived from the Philippine Standard Occupational
Occupations
Classification.

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 Part of the HEI curriculum offering students the
opportunity for real work exposure in a hospitality or
On-the-job Training tourism workplace (private, government or non-
(OJT) government organization) with credits awarded.

A quality assurance national system for the

development, recognition and award of qualifications
Philippine
based on standards of knowledge, skills and values
Qualifications
acquired in different ways and methods by learners
Framework
and workers in the Philippines; and mapped to the
(PQF)
ASEAN Regional Qualifications Framework.

The Philippine Qualifications Register is the national

database of quality assured qualifications which
provides information to employers, education and
training providers and students. This information
includes qualification title, descriptors and scope, the
Philippine
PQF level, the qualification code, the authorization
Qualifications
granted and the corresponding authorized institution. It
Register (PQR)
includes information on the quality assurance system
and procedures applied to the awarding/ conferment of
the qualifications, and the agencies mandated to
authorize/ issue such qualifications.

The Philippine TVET Trainer Qualification Framework

has four levels: Trainer Qualification Level I for
Philippine TVET Trainer/Assessors; Trainer Qualification Level II for
Trainer Qualification Training Designers/ Developers; Trainer Qualification
Framework Level III for Training Supervisors and Mentors; and
Training Level IV for Master Trainer.

A formal certification that a person has successfully

achieved specific learning outcomes relevant to the
Qualifications identified academic, industry or community
requirements.

Recognition of Prior Learning is one of a number of

processes for establishing credit or advanced standing.
RPL broadens access into formal learning by enabling
Recognition of Prior
credit to be given
Learning (RPL)
for student achievement though other formal, non-
formal or informal learning

See ASEAN Regional Qualifications Framework

Regional
Qualifications
Framework

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 Tourism sectors defined in this report are:
accommodation; restaurants; travel services; visitor
attractions, niche tourism areas (such as Meetings,
Sector
Incentives, Conferences and Exhibitions, Spa &
Wellness) and other tourism related services.

A ‘skills gap’ is where an employee is not fully

proficient, i.e., is not able to do their job to the required
Skills gaps
level.

The SPMS seeks to link individual performance with

the agency’s organizational vision, mission, and
Strategic strategic goals. With some adjustments, it also makes
Performance use of existing performance evaluation and
Management System management systems, and links performance
(SPMS) management with other human resource (HR)
systems.

A training program organized by DOT as part of the

agency’s program to train policemen to serve as
Tourism Oriented
Tourist Police. Topics included are: Tourist Behavior
Police for
Patterns and Market Profiles, Local Tourist Products
Community Order
and Services, Child Safe Tourism, add Managing
and Protection
Police Operations and Customized First-aid based on
(TOP COP)
Location

A Tourism Professional Certification Board will be set

up under the ASEAN MRA. The TPCB will apply
national competency standards and assess and certify
tourism professionals with an accredited qualification in
Tourism Professional
order that they can be registered on the ASEAN
Certification Board
Tourism Profession Registry System. In the
(TPCB)
Philippines, TESDA is the responsible TPCB.

Program registration in UTPRAS is the mandatory

registration of Technical Vocational Education and
Training (TVET) programs with TESDA. It is the system
that ensures compliance of Technical Vocational
Unified TVET Institutions (TVIs) with the minimum requirements as
Programs prescribed under the training regulation to include
Registration and among others curricular programs, faculty and staff
Accreditation System qualifications, physical sites and facilities, tools,
(UTPRAS) equipment, supplies and materials, and similar
requirements prior to the issuance of the government
authority to offer or undertake technical vocational
education programs.

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 UNWTO is responsible for the promotion of
responsible, sustainable and universally accessible
tourism geared towards the achievement of the
United Nations World
Sustainable Development Goals (SDGs).
Tourism
Organization
The Sustainable Development Goals or Global Goals
(UNWTO)
are a collection of 17 interlinked global goals designed
Sustainable
to be a "blueprint to achieve a better and more
Development Goals
sustainable future for all". The SDGs were set in 2015
(SDG)
by the United Nations General Assembly and are
intended to be achieved by the year 2030.

Page 16 of 144
Executive Summary

This Philippine Tourism Human Capital Development Strategy and Action Plan
(2021-2025) is the continuation of the Philippine Tourism Human Resource
Development Strategy and Action Plan (2015-2020).

It builds upon past achievements of the plan as well as forges new strategies and
action items, keeping in mind that as human capital, there is a trigger to constantly
ensure that the tourism professionals are always valuable assets throughout their
work life cycle.

Similar to the past PTHRD, it highlights key issues in the NTDP especially on the
upgrading of capacity of human resources, as well as the projected employment
needs of the industry.

This document also mimics the format of the original PTHRD so that it would be
easier to look at the documents individually and together. The major difference of
the two documents is the expansion of the situation analysis that includes more
global developments and movements affecting the tourism professionals and the
tourism industry.

Another is the articulation of the vision and mission statement for the Philippine
tourism human capital and framing the strategic actions around it.

This document includes the Five-Year Action Plan (2021-2025) including the
implementation schedule which is based on the consultation with different
stakeholders held in February 2021. It also indicates the actions and activities, the
responsible parties, the ideal recurrence of certain tasks and responsibilities, and
suggested time frames.

As part of the process of creating the Action Plan, stakeholders and industry
experts were consulted through online Focus Group Discussions (FGD) held for
Luzon, Visayas, Mindanao and National Capital Region. Attendees of the Focus
Group Discussions were grouped into six clusters to cover specific topics related to
human resource development. Following the FGDs, each cluster presented a
summary of their discussions in an online meeting held two weeks later. The FGDs
were attended by over 450 people, while the Presentation of the FGDs findings
were attended by over 300 people. Taking the output of the FGDs into
consideration, the Action Plan was then drafted and presented in an online National
Consultation attended by 126 stakeholders comprised of representatives of
government agencies and local government units, associations, academe and the
private sector.

The main challenge of completing this document is capturing the plan at a still point
in time while there are several moving parts. Though this shows good momentum, it
is quite difficult to find the best moment to capture that, especially considering there
is the convergence already of the Department of Tourism, Department of
Education, Technical Education and Skills Development Authority, Commission on
Higher Education and Tourism Industry Board Foundation Inc. that is progressing
Page 17 of 144
along.

The final intention of this plan is to ensure the amalgamation of the individual plans
related to tourism human capital to make it more cohesive and harmonized.
Incidentally, the users of this plan includes all government units that deal with
tourism industry human capital, including but not limited to the DOT, DOLE, the tri-
focal education system, as well as the private sector.

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I. Vision of the Philippine Tourism Human Capital Development Plan

Given the appropriate change of this strategy and action plan, from Philippine
Tourism Human Resource Development to Philippine Tourism Human Capital
Development, it is just fitting to articulate the vision as Harnessing Competent
World-Class Filipino Tourism Professionals.

And this will be accomplished through a harmonized education system and

strong tourism industry linkages and collaboration—working towards a
sustainable and inclusive national socio-economic development.

The original ideas of the human resource development strategy will continue to
be carried out in this PTHCD including the following revisions:

• Strengthen tourism education and training institutions to ensure a

sustainable supply of highly competent, well-motivated and productive
tourism graduates for the national and local tourism sectors, while at the
same time, targeting a constant supply of available capable and
competent faculty;

• Address the skills gaps, prepare people for employment, and push for
the review and updating of labor laws and employment practices; and

• Improve the quality of human resources from DOT and LGUs serving
tourism to ensure a higher level of service at entry points and in
destinations.

Apart from this, we are adding the following:

• Foster the harmonization of tourism instruction across the trifocal

education system in the Philippines as well as that abroad and allow
greater mobility in learning across the different institutions.

• Intensify the collection, utilization, reporting and analysis of tourism

human capital-related data to generate more robust, timely and useful
information necessary for action.

• Have more and varied types of industry linkages to allow everyone to be

abreast of the latest trends, practices, and the like, that can be taught at
the education level.

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II. Situational Analysis

A. Global Trends for Human Capital Development

In the original Philippine Tourism Human Resource Development Strategy

and Action Plan of 2015-2020 (PTHRD), this section was previously called
Global Trends for Skills Development in Tourism. This intends to widen the
scope a little bit by looking at the overall human capital and not just skills.
What this means is the inclusion in the discussion availability of ancillaries —
systems, technologies, etc. that support skills development and efficiencies.
By also saying Human Capital (more than Human Resource) pertains to
human as valuable assets that will continuously bring success and growth to
the organization.

The World Economic Forum (WEF) Travel & Tourism Competitiveness Index
2019 edition places the Philippines at 75 out of 140 countries. There are
human resource components in this performance review shown in Table 1
below:

Table 1: World Economic Forum (WEF) Travel & Tourism Competitiveness

Index 2019

Please note that the Table 1 only provides the education enrollment rate for
primary and secondary and nothing for the tertiary level, which are those who
go to Higher Education Institutions (HEIs) or technical training institutes or
vocational schools. But please note that based on the World Bank and
UNESCO Statistics, the last available record of school enrollment for the
tertiary level (% gross) is for 2017 at 35.48%. And at that same time, the
Philippines is very close to the world average, which was at 37.85%.

Also, because of the impacts of the Covid-19, according to the Department of

Education, the education enrollment has dropped by more than 25% for SY
2020-2021. As we cannot ascertain the global movement of enrollment at
this time, we can only provide analysis in the later section on how it affects
the Philippine human resource.

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1. Consumer Demand

Most of what was written in the PTHRD 2015-2020 are still relevant in
determining what consumers or tourists requires of the tourism
professionals such as (a) language skills, (b) soft skills in dealing with
different cultures and different relevant demographics, (c) culinary
specialization, (d) health and wellness specialization, etc. Apart from
these, there are also new things to consider.

With the Covid-19 phenomenon, attention is also highlighted in the ability

of the workers and organizations to apply the related protocols as well as
have Business Continuity Plan (BCP) and safety and security-related skills
emphasizing on immediate response skills. Though these should have
been in place regardless of COVID-19, it is now pushed to the forefront of
consumers’ concerns.

Similarly, the use of e-platforms to conduct business for tourism are given
more attention now, and resistance levels towards these are now
lessened. Every tourism site like museums must consider having an e-
transactional platform instead of the cash and onsite method. Also, the
carrying capacity is now of importance to support the protocols, so visitors
should be required to do pre-registration. At the same time, the visitors
would rather do this in a seamless and touchless manner.

Another trend that has been fast-tracked by the COVID-19 is the

consideration for Augmented and Virtual Reality (AVR) technology and
creative industry. Instead of just visiting the sites, again like museums,
organizations are now trying to extend revenues in providing ways to use
AVR to earn this.

2. Economic Globalization

While in the previous PTHRD it was mentioned that “international

standards must also be offered with a strong flavor of local authenticity”, it
can also be said, that the DOT has tried to address by launching the
Filipino Brand of Service Excellence. This will be discussed in the later
section.

Another element driven by economic globalization is the swiftness of

efficient and effective response. Though there is really no metric in place
for this, general feedback ascertains this as a major requirement of
tourists- whether it is provided by humans, technology, or a combination of
both.

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3. Human Mobility

While the original PTHRD discussed the long history of talent export, it
may be worth considering contextualizing this. The International
Organization for Migration (IOM) UN Migration Report: World Migration
Report 2020 shows that there are about an estimated 272 million
international migrants (at 3.5% of the world’s population) in 2019. Two-
thirds of these are labor migrants at 164 million. It is worth noting that the
Philippines recorded the highest number of disaster displacement
triggered by climate and weather-related hazards (volcanic eruptions,
floods, landslides) in 2018 at 3.8 million. In the report, it referred to this as
one of the causes of migration as these caused hardship and loss of
livelihood. The Philippines ranks 9 in top migrants abroad at just over 5
million.

In terms of remittances, the Philippines ranks as the fourth largest in 2018

at around USD 33.83 billion. But tourism also displays strong potential to
generate the same if not more foreign receipts at a later time, without the
other social issues brought by labor force migration. According to DOT, in
2018, international visitor receipts contributed to around USD 7.71billion
which grew by 20% in 2019 at USD9.31billion. But as a total contribution
of travel and tourism to GDP, the WTTC indicates that it is already at USD
90.9B in 2019. This would make a compelling story to push tourism as an
industry and as an alternative to labor migration.

On the other hand, we must also note the other reasons why labor
migration remains attractive. According to the same migration report
above, the access to attain higher quality education and training in another
country seems to be more efficient. The same goes for job search
assistance and wage subsidy programs.

Apart from this, returning migrant workers are not all able to adjust and the
country also lacks the platform to institutionalize technology and
knowledge-transfer methods that may update the training and education,
in this case, for travel and tourism-related jobs.

4. Technological Innovation

Though this has been mentioned above as well as in the previous

PTHRD, there is a lot of technological innovations in tourism that are
transforming roles, skill sets, and skill levels required of the tourism
professionals.

The importance of the use of technology is highlighted in this period of

pandemic and seamless and touchless technologies are of great priority.
Though efficiencies are achieved and should be the primary consideration,
it is inadvertently brought in because of the greater concern for health and
safety. One main example is the mobile and desktop registration of visitors
to a site. While this seamlessly and in real-time provide reports to various
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 entities/departments that require them as well as control visitors in terms
of carrying capacity, it is the need for a touchless means of providing
personal data that drives this process.

While smart technologies are removing certain tasks from certain job titles,
it also adds a few other skill sets required of one in that “transformed” job.

Lastly, there are also more uses of existing technology, especially in the
area of online training. The technology has always been there, but it is
now used more as platform for seminars, trainings and general education.

5. The Workforce

Pre-COVID-19 statistics from WTTC show that globally in 2019, 330

million jobs is supported by Travel and Tourism. This is equivalent to 1 out
of 10 jobs. Further, that 1 out of 4 new jobs also comes from Travel and
Tourism.

In the Philippines, according to the Philippine Statistics Authority (PSA),

1.4 out of 10 jobs is supported by Travel and Tourism and it had a growth
rate then of 6.5% from the previous year.

It is worth noting that the contribution of most industries to GDP is not

proportionate to the contribution to employment, which means that the
more that an industry is automated, the less it is likely that they employ
people. But because the service requirements in the tourism industry
allows employment after the basic education level all the way to the
graduate and post-graduate level, it seems to allow a greater inclusive
growth scenario.

6. UN Sustainable Development Goals

This is a new section that refers to the global framework launched in 2015,
composed of 17 SDGs and 169 corresponding targets. As written in the
UNWTO website, this is the bold move “to end extreme poverty, fight
inequality and injustice, and fix climate change until 2030”.

Figure 1: United Nations Sustainable Development Goals

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While Tourism may contribute to all the goals, we will highlight a few that
are strongly related to human capital development and this document.

The specific goals, targets and indicators for the SDGs are in the Global
indicator framework for the Sustainable Development Goals and
targets of the 2030 Agenda for Sustainable Development
(https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Frame
work%20after%20refinement_Eng.pdf). There is also the SDG Tracker
website, https://sdg-tracker.org/ that has started to monitor the progress of
these in each individual country.

Goal No. 4 Quality Education. It is no surprise that education is a crucial

element in sustainable development and growth of not just the tourism
industry but also a country. This goal discusses additional investment and
greater access to education and training, better labor mobility even across
borders, and inclusive growth, among others. Under this goal, there are 10
targets and 11 indicators as shown in the figure in the next page.

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Figure 2: UNWTO SDG 4

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Goal No. 8 Decent Work and Economic Growth. This goal recognizes
Tourism as a driver of economic growth. Following the objectives under
education, this section again stresses on greater access to jobs not only
by gender, disabilities, or other considered minority groupings, but also in
terms of levels of educational attainment. From there, the hope is the
continued desire of each individual to increase skills and further their
professional development. One of the most important targets of this
section is Target 8.9 “By 2030, devise and implement policies to
promote sustainable tourism that creates jobs and promotes local
culture and products”. This section has 12 targets and 17 indicators as
shown below:

Figure 3: UNWTO SDG 8

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Goal No. 12 Responsible Consumption and Production. Though this
does not have anything directly to do with getting education or jobs, it has
to do with the context of education and jobs. It calls for the adoption of
sustainable consumption and production (SCP) practices that uses
resources efficiently which still supports the creation of jobs and promotion
of local culture and products. This section has 11 targets and 13 indicators
as shown in the next page.

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Figure 4: UNWTO SDG 12

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 7. Implications of Global Trends for the Philippines

Apart from the trends that are shown above, we would like to reiterate that
apart from just skills development, the total human capital development
should be at par if not even better than the global trends. And there is a
need to give greater emphasis to all that is needed to upskill and reskill
the tourism professionals to adapt to the changes while bridging the labor
market supply and demand gaps. Accordingly, human resource planning
must be taken alongside economic development so that strategies and
targets are also measured properly and not taken as individual data that
do not affect the other.

B. The Tourism Industry in the Philippines

If not for the COVID-19 pandemic, according to WTTC, the Philippine tourism
industry was growing at 8.6% GDP growth compared to the economy GDP
growth at 5.9%. This just means that the growth of jobs in this sector is also
very impactful.

Based on the NTDP 2016-2022, below are the targets for each year for the
following indicators. Please note that adjustments have still to be made to
account for the COVID pandemic.

Table 2: Tourism Indicators and Targets 2016-2022

Indicators Baseline Targets

2015 2016 2017 2018 2019 2020 2021 2022
Revenue 2,077 2,156 2,361 2,603 2,888 3,186 3,519 3,905
(Php Billion)
Inbound 307 353 407 473 564 661 776 922
Domestic 1,771 1,803 1,954 2,130 2,324 2,525 2,741 2,983
Tourism Gross 1,093 1,186 1,298 1,432 1,588 1,912 2,182 2,421
Value Added
(Php Billion)
Share to GDP 8.2 8.3 8.3 8.4 8.6 9.5 9.9 10.1
(%)
Employment 5.0 5.2 5.3 5.6 5.8 6.0 6.3 6.5
(Million)
Share to Total 12.7 13.0 13.2 13.4 13.6 13.8 14.1 14.4
Employment (%)
Visitors (Million)
Inbound 5.4 5.9 6.5 7.4 8.2 9.2 10.4 12.0
Domestic 67.8 70.5 73.3 76.3 79.3 82.5 85.8 89.2
Number of Poor 486 449 556 448 481 492 541
Beneficiaries
(000)
Source: National Tourism Development Plan (NTDP) 2016-2022

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According to PSA and DOT statistics, below is also the comparison of what
has been budgeted above for 2019 against the actual performance of 2019.
And as we can see, most of the data shows that the targets indicators are
very close to what is actual. And that is a continuous growth of the indicators
from 2018 to 2019. Of course, the pandemic ushered in unprecedented
decline to these numbers, but one cannot refute the potential of tourism.

Table 3: DOT 2019 Comparative Tourism Indicators

2019 2019 2018 2019

Targets Actual Targets Actual
Revenue 2,888 1,595 1,595
(Php Billion)
Inbound 564 482.15 402.70 482.15
Domestic 2,324 3,100 3,200 3,100
Tourism Gross 1,588 2,480 2.2 2,480
Value Added (Php
Billion)
Share to GDP (%) 8.6 12.7 12.3 12.7
Employment 5.8 5.7 5.4 5.7
(Million)
Share to Total 13.6 13.5 13% 13.5
Employment (%)
Visitors (Million)
Inbound 8.2 8.26 7.16 8.26
Domestic 79.3 109 110 109
Sources: National Tourism Development Plan (NTDP) 2016-2022
Department of Tourism 2019 Tourist Arrivals

Given the pandemic, most if not all, of the tourism activities are at a
standstill. Even in the world scene, the forecast is that it is already a good
sign if you can even perform at 25% of what you have in the previous year.

In the presentation of the Secretary of Tourism to WTTC in September 2020,

she showed some figures from January to August 2020, where there was
only 1.3 million International Visitors, a decrease of 76.26% on for the same
period in 2019. The same is true for the Tourism Receipts of Php81.05
billion, a decrease of 75.15%. She also mentioned that according to the
National Economic and Development Authority the industry posted an
Estimated gross Value Added (GVA) losses of Php77.5-Php156 billion. And
finally, that 4.8 million out of the almost 6 million Filipinos employed in the
tourism-related industries have been affected by the various levels of
community quarantine placed around the country.

In the same presentation, the Secretary mentioned the two main government
policy and program measures to mitigate COVID-19 impact which is the (1)
TOURISM RESPONSE AND RECOVERY PLAN and (2) BAYANIHAN TO
RECOVER AS ONE ACT or Bayanihan II.

The Tourism Response and Recovery Plan intends to support and/or provide
programs that include (a) assistance to tourists/travelers affected by the
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 pandemic, (b) capacity-building for tourism workers, (c) financial assistance
to sustain tourism businesses and employment, (d) policy support to help
financial and business solvency, (e) tourism investment promotion,
(f) development and enforcement of new normal standards, and (g)
development of travel bubbles and corridors to restart tourism activities.

The Bayanihan II is a law that provides the allocation of P10 billion to the
tourism industry that includes (a) MSME loan and interest subsidy program,
(b) financial assistance to displaced tourism workers, and (c) support for tour
guides and community-based tourism organizations.

Further, just like all countries, it projects that domestic movement will be the
first to restart, with the exception of OFWs whose movement did not dip
significantly.

C. Tourism Employment in the Philippines

Some of the data here has been discussed in Section A.5. What we need to
look at is the requirement of manpower as soon the economy starts showing
signs of normalization. The WTTC predicts that the industry will take on a V-
Shaped recovery as opposed to having a U-Shaped recovery as evidenced
already by the pent-up demand for travel. Though, learning from past
lessons, tourism took 10-19 months to fully recover. The only biggest hurdle
to get to a V-Shaped recovery is if there is no harmonization in the
implementation of protocols and the lack of coordination among different
destinations. There are already 115 countries that are starting to ease up on
travel restrictions as they have seen the advantages of having the protocols
in place. These are countries that are also already starting to recruit for
tourism once again. If we will lose our tourism professionals, it will most likely
be to foreign job opportunities or to lack of graduates.

1. Regular and Flexible Employment

The industry has progressed in the past five (5) years to allow different
forms of employment brought about by (a) better Information and
Communications Technology (ICT), (b) improved talent source outside of
the Central Business Districts (CBDs), (c) worsening traffic situation in
CBDs, (d) advances in the use of the creative industry, and (e) evolution
of sales and marketing techniques. Most recently, of course, is the
changes brought on by the pandemic, which still requires the ability to
work from wherever one is.

Work from Home has become the primary way of doing business for
most organizations. Especially during the lockdown, the private sector had
to seek ways to contain the situation for the safety of their employees.
Though this is nothing new, the push to move to this work arrangement
was greatly accelerated.

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 The original law on this was signed on December 20, 2018 called,
Republic Act 11165 or “An Act Institutionalizing Telecommuting as an
Alternative Work Arrangement for Employees in the Private Sector”. This
allows the work arrangement for an employee to work from an alternative
workplace with the use of telecommunication and/or computer
technologies. While the work-from-home scheme remains an employer’s
prerogative, it applies the minimum labor standards set by law including
health and safety of workers, schedule and workloads, work hours and
social security.

2. Other Forms of Employment

Not much has changed in the other forms of employment from the
previous PTHRD. Further, though there remains the reluctance to convert
temporary or probationary contracts into permanent jobs due to fluctuating
demand for tourism professionals (i.e., seasonality, etc.), there has been a
bill that is being passed to secure tenure of workers. However, this was
vetoed by the President. This is the consolidated Senate Bill No.
1826/House Bill No. 6908 entitled: “An act of Strengthening Workers Right
to Security of Tenure, Amending For the Purpose Articles 106,107, 108,
and 109 of Book III, and Articles 294, 295, 296,and 297 of Book VI of
Presidential Decree No. 442, Otherwise Known As the Labor Code Of The
Philippines, as Amended”.

On another matter, there is also another bill being filed to become the
Magna Carta of Workers in the informal economy. This is to allow the
informal sector to benefit from the Special Amelioration Program (SAP) of
the government. It also seeks to nurture and protect the interest of
informal workers in the areas of 1) program development; 2) access to
social security and medical health insurance coverage; 3) work protection;
4) security in designated workplaces against eviction and demolition; 5)
special budget allocation for development programs; 6) local and national
statistics for policy design and creation; and 7) women workers protection
against gender-based discrimination, exploitation, and abuses. This bill
also creates Informal Sector Development Council (ISDC) as the primary
agency responsible for the protection, promotion, growth, and
development of the informal sector workers.

3. Employment in Tourism-related Jobs

Employment Statistics show that workers in tourism characteristic

industries numbered is at 5.7 million in 2019, a growth of almost another
million jobs from 2015 or a growth of almost 15%. Further this contributed
to 13.5% to the total employment of the country. (Pls refer to the table in
the next page).

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Table 4: Total Employment in the Philippines and Employment in Tourism
Industries, 2015-2019, (in thousand persons)

2015 2016 2017 2018 2019

TOTAL EMPLOYMENT IN THE 38,741 40,837 40,335 41,157 42,429
PHILIPPINES
TOURISM CHARACTERISTIC 4,971 5,224 5,268 5,365 5,714
INDUSTRIES
Accommodation and food and 1743 1756 1740 1729 1918
beverage
Passenger transport 1779 1927 1995 2047 2189
Travel Agents, tour operators and 26 33 35 38 39
tourism guides
Recreation, entertainment and 349 368 325 370 397
cultural services
Retail trade on tourism- 323 353 348 352 373
characteristic goods
Miscellaneous 751 787 826 829 798
Share of Total Employment 12.8 12.8 13.1 13.0 13.5
Source: PSA, Philippine Tourism Satellite Account 2019

Also, we show the market share of each subsector below:

Table 5: Employment in Tourism Industries, 2019 (in thousand persons)

Employment per
Tourism Characteristic Industries (in thousand % share
persons) industry
Accommodation and food and beverage 1,918 33.6%
Passenger transport 2,189 38.3%
Travel Agents, tour operators and tourism 39 0.7%
guides
Recreation, entertainment and cultural 397 7.0%
services
Retail trade on tourism-characteristic 373 6.5%
goods
Miscellaneous 798 14.0%
Total 5,714 100%
Source: PSA, Philippine Tourism Satellite Account 2019

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 Figure 5: Employment in Tourism Industries, Percent Share: 2019

Employment in Tourism Industries, Percent Share:

2019
Passenger Transport, 38.3%

Accommodation and Food & Beverage, 33.6%

Miscellaneous, 14.0%

Recreation, entertainment and cultural services,

7.0%
Retail trade on tourism-characteristic goods, 6.5%

Travel agents, tour operators and tourism guides,

0.7%

Source: PSA, Philippine Tourism Satellite Account 2019

4. Expected Growth and Employment Growth

This section in the previous PTHRD just discussed the accommodation

sector, but it has now been expanded to cover all sub sectors of tourism.

At this point in time, DOT has determined that 4.8 million jobs out of the
5.7 million are impacted especially given the quarantines in place.
However, there is no forecast yet made on the recovery period for the
sector.

The quarantine prompted the closure or suspension of operations of many

tourism businesses, most especially hotels, travel agencies, tour
operations, and transport services due to minimal or no revenue. This
equates to approximately PHP 3 billion or PHP 63 billion for a 21-day work
month.

To regain traction, it depends on the actions of the Philippine government

whether the country will have a V-shaped or a U-shaped recovery, which
is largely contributed by how well the country will be coordinated in its
efforts to make sure that the resumption is done properly.

5. The Jobs Challenge

Particular to the tourism industry, seasonality and fluctuations in the

demand for employment in this sector (especially at the entry level) do not
provide long-term and sustained opportunities to those who want to be
employed in this sector. The condition can be described as ad hoc,
informal, and lacking professional standards, which leads to high labor
turnover and becomes a major barrier to the recruitment of quality tourism
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professionals. Also, most are small businesses with less than twenty
employees which shows why there is little or no formal training and more
on-the-job training.

When tourists visit a destination, the product they ‘buy’ is a combination of

not only the attractions, but also the skills and services of the tourism
employees. Accordingly, whatever quality workforce that is present,
becomes the measurement of success in the delivery of service and
product standards in meeting existing and anticipated demand of the
market. At the very least, it must become a goal to create sincere,
dedicated, and enthusiastic manpower and address the absence of
systematic approach to human capital development. This includes the
development of tourism training programs to boost employee productivity
and industry competitiveness.

To address the jobs challenge, there are three key areas that require the
human capital program intervention: (1) the Critical Skills Development
(pre-employment); (2) the Capability Development of Existing Tourism
Professionals, including retooling and upskilling; and (3) the
Entrepreneurship Proficiencies Development. Importantly, that all efforts
regarding human capital development should be customer-oriented.

In Critical Skills Development, it must address that the program must no

longer be based on supply of workforce, but rather, have a long-term
workforce plan to address the mismatch of requirements from education to
actual labor force requirement that leads to enhanced employability of
jobseekers as they transition to work.

In Capability Development of Existing Tourism Professionals, the program

must expand the pool of leaders, managers and professionals who will
most likely be able to contribute in recognizing opportunities and solving
problems in their organizations and accordingly, provide further
employment generation and higher economic productivity.

In Entrepreneurship Proficiencies Development, in recognizing that most

are Micro, Small, and Medium Enterprises in the tourism industry, that
best practices may be disseminated and that the culture of human
capital development be encouraged as these are critical in the success
of the enterprise, as well as the industry.

For these three key areas, there must be instruments to measure

quantitative and qualitative information related to the success of these.

In the meantime, here is the results of the most recent Labor Force
Survey for the Philippines just to put in perspective its labor situation.

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Table 6: Results from the October 2020 Labor Force Survey (LFS)

October July April October

Philippines
2020P 2020P 2020F 2019r
Population 15 years old and over (in 74,307 74,061 73,722 72,603
‘000)
Labor Force (in ’000)* 43,618 45,844 41,063 44,578
Labor Force Participation Rate (%) 58.7 61.9 55.7 61.4
Employed (in ‘000)* 39.823 41,260 33,836 42,527
Employment Rate (%) 91.3 90.0 82.4 95.4
Underemployment (in ‘000)* 5,734 7,138 6,395 5,443
Underemployment Rate (%) 14.4 17.3 18.9 12.8
Unemployment (in ‘000)* 3,795 4,584 7,227 2,051
Unemployment Rate (%) 8.7 10.0 17.6 4.6
Source: Philippine Statistics Authority, Labor Force Survey
Notes:
P Estimates are preliminary and may change
r Revised estimates based on 2015 POPCEN-Based Population Projection
F Final

 Computed based on PSA data

The country’s unemployment rate in October 2020 was estimated at 8.7

percent (equivalent to 3.8 million). While employment seems to be holding
up as whole, the tourism sector shows the number of those affected by the
quarantine as most were not allowed to operate during this period.

Table 7: Estimated Tourism Workers Affected by Enhanced Community

Quarantine, 2020 (in thousand persons)

Tourism Workers % share

Tourism Characteristic
per
Industries Formal Informal Total industry
Accommodation and Food 760 823 1,583.25 33%
and Beverage
Passenger Transport 901 976 1,877.01 39%
Travel agencies and other 19 20 39.37 1%
reservation services
Cultural, Sports and 165 179 343.52 7%
Recreation
Retail trade on tourism- 127 137 263.65 6%
characteristic goods
Other tourism characteristic 314 341 654.85 14%
industry
Others (mfg. prof, scientific, 13 14 27.14 1%
education,
human health)
Total 2,299 2,490 4,788.80 100
Source: PSA - 2018 Table on Tourism Employment by Sector by Region

Currently, tourism workers in the Formal Sector is estimated at 48% of the

Total Tourism Employment adjusted based on the PSA study of the
Informal Sector which includes those who are directly hired or occasional
workers, subcontracted workers, drivers of pedicabs/ PUJs/ PUBs/ Taxis/
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 TNVS, no work no pay workers, micro-enterprise producers, sub-minimum
wage earners. Of all of this, it is estimated that only 20% of the tourism
professionals is functioning.

D. Job Creation and Economic Development

Tourism plays a key role in the socio-economic development of the

country. It is one of the best avenues of promoting cultural heritage and
traditions while also stimulating development even in the poorest regions
of the country and makes inclusive growth its major facet.

One of the main challenges in monitoring the estimated impact of the jobs
creation and contribution to economic development is the lack of monitoring
or institutionalizing of data collection and reporting related to this. Most
importantly, that there should be mapping of prospective jobs- by major
occupation, by size of enterprise, and by region. At the very least we should
have the following:

Table 8: Sample Table - Prospective Jobs in Major Occupation by Size of

Enterprise

Major Occupation Micro Small Medium Large Total Percent

HOTEL SERVICES
Front Office Managers
Front Office Supervisor
Receptionist
Telephone Operator
Bell Boy
Executive Housekeeper
Laundry Manager
Floor Supervisor
Laundry Attendant
Room Attendant
Public Area Cleaner
Executive Chef
Demi Chef
Commis Chef
Chef de Partie
Commis Pastry
Baker
Butcher
F&B Director
F&B Outlet Manager
Head Waiter
Bartender
Waiter
TRAVEL SERVICES
General Manager
Assistant General Manager
Senior Travel Consultant
Travel Consultant
Product Manager
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 Major Occupation Micro Small Medium Large Total Percent
Sales & Marketing Manager
Credit Manager
Ticketing Manager
Tour Manager
OTHER TRAVEL SERVICES
Certified Specialized
Occupations (Dive Masters,
Mountain and Cave Guides,
Lifeguards, Health &
Wellness staff, etc.)
Ecotourism and Forestry
Workers
Craft and Related Trades
Workers
Other Occupations

In the same manner, there is also a need to check on the challenges

experienced by the businesses and see how human capital-related issues
rank.

Table 9: Sample Table - Business Challenges

Overall Micro Small Medium Large
Challenges
% % % % %
Access to market
Access to finance
Access to land
Access to skilled and qualified
workers
Licensing and permit system
Trade policies
Labor laws and regulations
Transportation and logistics
Information and
Communications Technology
Internet connectivity/facilities
Competencies of workers to
carry out job roles
Management skills within the
establishment
Business competition
Labor turnover

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1. Labor Migration and the Overseas ‘Brain Drain’

Labor migration strengthened in the 80s during a very difficult period in

Philippine history where there was a lack of decent work opportunity.
When the remittance came to the country through the Overseas Filipino
Workers (OFW), they were declared “heroes”. And that has become the
image of an OFW - especially that they bring wealth back to the country.
Accordingly, the whole OFW concept was also supported by several
programs that made it attractive to be an OFW despite the sacrifice and
certain detriment to the concept of family.

Of course, working abroad almost always meant higher wages and

benefits. More importantly, there is a perceived better structure to
recruitment than if they applied locally especially since there is the
Philippine Overseas Employment Administration (POEA). Further, there is
a lack of recognition by the private sector of the certification that is
provided by the education system in the Philippines.

A Pre-COVID PSA survey shows that there is already a tapering off of the
OFW recruitment route. But this is again most likely to change as
opportunities in the country, especially for tourism, is somewhat stunted.
In any case, the 2018 and 2019 tables show that the OFWs who worked
abroad at any time was at around 2.2 million for the same period of April
to September. In 2018, the largest percentage came from the
CALABARZON Region IV-A at 17.9% followed by Region III at 14.3%.
Also, most belong to the major occupation of elementary occupations at
37.1% followed by service and sales workers (where most tourism
workers belong) at 18.8%.

Again, the prevalent challenge is the weakness of collection and

monitoring of data. There must be a clear discussion also between POEA
and DOT on data that it should be collecting and reporting on a timely
basis.

It is worth mentioning that while labor migration may continue to grow, the
DOT and OWWA / NRCO intends to pursue the signing of a Memorandum
of Cooperation to institutionalize the OFW Reintegration Program under
the Balikbayani sa Turismo Program. This is intended to implement
various tourism programs and initiatives for the reintegration of OFWs
back to the Philippine mainstream. The following are the current objectives
of the reintegration program: (1) To present to the Overseas Filipino
Workers (OFWs) the available tourism training programs; (2) To equip
returning OFWs with the proper skills, information and awareness on the
tourism industry; and (3) To create awareness to returning OFWs on the
additional options for alternative source of income / livelihood through the
tourism industry.

While this is already a good starting point, it needs to recognize that the
OFWs may also have knowledge and technology know-how that may be
shared and that the Philippine mainstream may also learn from. The
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 objectives may be further enhanced to be less benevolent and more
professional and more synergistic relationship. The program may include
the imparting the acquired knowledge of OFWs from abroad. This then
may form part of best practices that may be applied to the Philippines.

E. Tourism Education and Training in the Philippines

1. The Philippine Education System

While the tourism education continues to follow the system in the table
below, for the most part, each agency worked independently.

Table 10: Philippine Education and Training System

No of Accountable
Level System
Years Agency
Kindergarten K
Department of
Basic Education Elementary 6
Education
Secondary 4+2
Technical
Post-Secondary, Technical-
Middle Level Education and
vocational, Qualifications- Variable
Education Skills Development
based Non-degree
Authority
Baccalaureate degree,
Commission on
Higher Education graduate and post graduate 4
Higher Education
programs

On November 5, 2020 a Memorandum of Understanding was signed

among the following parties: DOT, DEPED, TESDA, CHED, and TIBFI on
the convergence of efforts towards Tourism and Hospitality Education and
Training. The objectives include “strengthening of an industry-led
education and training that will standardize academic and practical
instructions with an end result of producing world-class tourism
manpower”; fostering the “spirit of cooperation and complementation of
efforts commit to support the plans and programs, projects, and activities,
for the development of human resources for the Philippine tourism
industry”; and work together and “collaborate in their tourism human
resource development plans and programs to synchronize its commitment
in the Association of Southeast Asian Nations (ASEAN)”.

In the past five years, there were also some notable achievements of
these different entities. For CHED, in 2017, it released CHED
Memorandum Order 62 on Policies, Standards and Guidelines for
Bachelor of Science in Tourism Management (BSTM) and Bachelor of
Science in Hospitality Management (BSHM) which includes the updating
of program description, outcomes, and curriculum design.

The DEPED has also recently just sent out request for inputs for
curriculum redesign for similar courses. This includes the following:

Page 40 of 144
 • Attractions and Theme Parks
• Bartending
• Commercial Cooking
• Events Management Services
• Food and Beverage Services
• Front Office Services
• Housekeeping
• Local Guiding Services
• Tourism Promotion Services
• Travel Services

Some of these are listed as NC II and III Levels, so these must be

aligned properly in terms of learning competencies.

Filipino Brand of Service Excellence concept was developed by the

Department of Tourism in 2014 and rolled out in 2018. But this has yet
to be integrated in the education system. The scope of the inculcation
of the Filipino Brand of Service Excellence may also be expanded to
include the use of implements with significant cultural and historical
value in the delivery of services. For example, the use of clay pots or
“palayok” in the food service industry, the use of local fabrics or weaves
in uniforms and decors, or the development and delivery of tour
experiences which educate visitors on local cultural practices,
gastronomy, or historical sites.

Important also is the passing, on January 16, 2018, of Republic Act

10968, known as the PQF Act, or An Act Institutionalizing the Philippine
Qualifications Framework (PQF), Establishing the PQF National
Coordinating Council and Appropriating Funds Therefor. The Council is
composed of DEPED, DOLE, CHED, TESDA, and PRC, and
representatives from the Economic and Industry Sectors, with the
intention to promote a seamless education and training system.

In terms of statistics, according to CHED, as of 2019, there is a total of

635 private HEIs and 263 public HEIs offer HRM/Tourism Programs,
highest of which is in NCR with 122 private HEIs. Also, according to
TESDA, the Tourism Sector (hotel and restaurant) has the most number of
graduates at 54,536 as of the 2nd quarter of 2020, followed by Electrical
and Electronics, and Agriculture, Forestry, and Fishery.

TESDA has also made significant contributions such as the alignment of

Training Regulations on the labor divisions in the ACCSTP / ASEAN MRA-
TP.

The TIBFI also plays a key role in the education system, as they continue
to support the programs of the DOT, TESDA and CHED.
Page 41 of 144
2. Philippines Qualifications Framework

In the PQF Act, Section 4, it states that, “a PQF shall be established which
shall describe the levels of educational qualifications and sets the
standards for qualification outcomes. It is a quality assured national
system for the development, recognition and award of qualifications based
on standards of knowledge, skills and values acquired in different ways
and methods by learners and workers of the country.” And in the PQF
website, it states that it is basically set “to assist and support academic
and worker mobility and to address job skills mismatch”.

The framework continues to be that provided in the PTHRD, which was

formally adopted by the PQF-NCC in 2014:

Figure 6: The Philippines Qualifications Framework

In the recognition of prior learning, the following equivalency programs are

set by the three agencies responsible for each of the educational levels.

DEPED
• Philippine Educational Placement Test (PEPT)
• Alternative Learning System Accreditation and Equivalency (ALS
A&E) Test

Page 42 of 144
 TESDA
• Philippine TVET Competency Assessment and Certification
System (PTCACS)

CHED
• Expanded Tertiary Education Equivalency and Accreditation
Program (ETEEAP)

The procedures for the inclusion of qualifications in the PQF and in the
Philippine Qualifications Register (PhQuaR) are also presented during the
6th ASEAN Qualifications Reference Framework (AQRF) Committee
meeting held on 21-23 May 2019.

The AQRF is a common reference framework that enables comparisons of

qualifications across ASEAN Member States (AMS). Accordingly, this
fulfills one of the key objectives of the PQF Act of aligning domestic
qualification standards with international qualifications frameworks in
supporting the mobility of Filipino workers and learners.

Under the PhQuaR, there are five (5) National Authorities that may issue
the Qualifications: (1) The Commission on Higher Education (CHED)-
as provided by Republic Act No. 7722 to set minimum standards for
programs and institutions of higher learning recommended by panels of
experts in the field subject to public hearing, and to enforce the same; (2)
The Professional Regulations Commission (PRC)- who is responsible
to administer and enforce the regulatory policies with regards to licensing,
regulation and professional development of the various professions under
its jurisdiction; (3) The Technical Education and Skills Development
Authority (TESDA)- as provided by Republic Act No. 7796 to provide
technical education and skills development; (4) The Civil Aviation
Authority of the Philippines (CAAP)- as the national aviation authority
includes overseeing qualifications in respect to air safety; (5) The
Maritime Industry Authority (MARINA)- as provided by the Presidential
Decree 474 of 1974, is the authority over shipping.

Lastly, more information about PQF and PhQuaR can be found in their
website www.pqf.gov.ph.

3. The Philippine Qualifications Register

Continuing on with PhQuaR, it is the “the national database of quality

assured qualifications” authorized under the PQF which provides relevant
information “including the Qualification Title, Qualification Descriptors, the
PQF Level, the Authority-granting Agency, the Qualification Code, the
Instrument and Date of Authorization”.

As stated in their website, this web-based information-sharing system,

operated from 2013, is managed by the PQF Technical Working Group on
Page 43 of 144
 Qualifications Register headed by the Executive Director of the TESDA
Qualifications and Standards Office with members from CHED, PRC,
DepEd and DOLE, together with CAAP and MARINA.

F. Institutions Offering Tourism Management and Hospitality Management

Programs

This section used to be Institutions Offering Hotel and Restaurant

Management Programs and is now changed to the two programs operated
by CHED.

As of the Academic Year 2018-2019, there are 1,437 HEIs that are offering
Tourism Management and/or Hospitality Management programs which are
shown by region below (Table 11). Also, that there are 3.4 million enrollees
for the AY 2019-2020 (Table 12). There is an expectation that this will
decrease considerably for 2020 because of the pandemic and the lack of
funds to go to school. There are also several HEIs that have closed or have
announced closure for the next academic year.

Table 11: HEI Institutions Offering Tourism Management and/or Hospitality

Management Programs AY 2018-2019
HM/Tourism
HRM/Hospitality Tourism/Travel Total
Region Hybrid
Private Public Private Public Private Public

1 I-Ilocos Region 38 13 30 6 2 89
2 II-Cagayan Valley 24 17 9 3 2 55
3 III-Central Luzon 80 32 70 14 1 1 198
4 IVA-CALABARZON 100 3 87 14 1 205
5 V-Bicol Region 28 3 17 5 53
6 VI-Western Visayas 32 43 27 9 111
7 VII-Central Visayas 44 27 26 11 2 110
8 VIII-Eastern Visayas 15 18 4 7 2 46
9 IX-Zamboanga 17 14 2 2 35
Peninsula
10 X-Northern 19 9 12 1 41
Mindanao
11 XI-Davao Region 29 2 17 2 50
12 XII- 27 2 15 2 46
SOCCSKSARGEN
13 NCR 123 14 93 8 2 240
14 CAR 18 8 12 4 1 43
15 ARMM 7 1 1 9
16 XIII-CARAGA 17 9 10 2 38
17 IVB-MIMAROPA 16 21 14 15 2 68
TOTAL 634 236 445 106 10 6 1,437
Source: Commission on Higher Education

Page 44 of 144
 The tables below also show the enrollees and graduates for both programs.
At this time, you can see that there are also more enrollees for Hotel
Management vis-à-vis Tourism Management. This is also an area that can
be improved further since there are also lack of experienced instructors to
teach the breadth of other possible tourism program offerings as well as
minimal promotion of tourism programs compared to hospitality.

Another item to note is that despite the high enrollment, the number of
graduates is low at only 64,249, which is around 25-26% of enrollees.

Table 12: Higher Education Enrollment in Hotel and Restaurant Management

& Tourism, Academic Years 2018/2019 & 2019/2020

Course AY 2018-2019 AY 2019-2020

Pre- Pre-
Baccalaureate Total Baccalaureate Total
Baccalaureate Baccalaureate
HRM 8,593 175,386 184,575 5,386 199,443 205,713
Tourism 154 59,541 59,695 405 71,458 71,952
HRM-TM
8 1334 1,342 1,126 13 1,139
Hybrid
TOTAL 245,612 278,804
Source: Commission on Higher Education

Table 13: Higher Education Graduates in Hotel and Restaurant Management &
Tourism, Academic Year 2018/2019

Course AY 2018-2019
Pre-Baccalaureate Baccalaureate Total
HRM 3,440 42,768 46,534
Tourism 150 16,487 16,645
HRM-TM
18 1,027 1,070
Hybrid
TOTAL 64,249
Source: Commission on Higher Education

G. Accreditation of Hotel and Restaurant Management and Tourism

Programs

CHED acts as the body that evaluates and accredits educational institutions
and their academic program offerings when the set standards are achieved
As of February 2020, there are 212 accredited HEIs, with 284 total
accredited programs as shown on the tables below.

Page 45 of 144
Table 14: Number of Accredited HEIs offering HM/TM Programs per Region

Region Total Number of Accredited

HEIs
I- Ilocos Region 11
II- Cagayan Valley 6
III- Central Luzon 15
IVA- CALABARZON 37
V- Bicol Region 6
VI- Western Visayas 28
VII- Central Visayas 16
VIII- Eastern Visayas 10
IX- Zamboanga Peninsula 2
X- Northern Mindanao 7
XI- Davao Region 6
XII- SOCCSKSARGEN 4
NCR 46
CAR 6
ARMM 0
XIII- CARAGA 2
IVB- MIMAROPA 10
TOTAL 212
Source: Commission on Higher Education

Table 15: Number of Accredited HM/TM Programs

Number of
Institutions Accreditation
Program
Offering the Level
Program
BS Hotel and Restaurant Services Technology 13 Level I / II
BS Hotel and Restaurant Technology 12 Level I / II
BS Hotel and Tourism Management 2 Level III
BS Hotel, Resort and Restaurant Management 1 Level II
BS Hotel, Restaurant and Resort Management 1 Level I
BS Hotel, Restaurant & Institution
1 Level IV
Management
BS Hotel, Restaurant and Resort Management 1 Level I
BS Hotel, Restaurant and Tourism
1 Candidate Status
Management
Level I/II/III/
BS Tourism 38
Candidate Status
BS Tourism and Resort Management 2 Level I/II
Level I/II/III/
BS Tourism Management 66
Candidate Status
BS Tourism Management with specialization
1 Candidate Status
in Eco-Tourism Management
BS Tourism, Hotel and Restaurant
1 Level II
Management
Bs Travel Management 5 Level I/III
Level
BS Hospitality management 19 I/II/Candidate
Status
Level
BS Hotel and Restaurant Management 111 I/II/III/IV/Candidate
Status
Page 46 of 144
 Number of
Institutions Accreditation
Program
Offering the Level
Program
BS International Hospitality Management 5 Level I/II/III/IV
International Travel and Tourism Management 3 Level II/IV
Tourism Major in Travel and Cruise
1 Level II
Management
TOTAL 284
Source: Commission on Higher Education

1. Programs Registered under Philippines Qualification Register

In the succeeding pages are the tourism-related and hospitality-related

qualifications that can currently be found in the Philippines Qualifications
Register.

Page 47 of 144
 Table 16: Tourism and Hospitality Related Qualifications in the PHQuar

Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Attraction & Theme Parks Operation
TRSATP207 Attraction & Theme Parks Qualification consists of II TESDA TESDA Board 8/4/2010 –
Operation NC II competencies that a person must Resolution No. Present
achieve to promote, prepare, 2010-02
operate and close down rides,
games and animal exhibits in
attractions and theme parks
Tour Guiding / Tourism / Travel Services
TRSTRG205 Tour Guiding Services NC The TOUR GUIDING SERVICES II TESDA TESDA Board 3/18/2005-
II NC II Qualification consists of Resolution
competencies that a person must No.2005-03
achieve to manage and assist the
tourists from the day of arrival up
to the day of departure. They
serve as constant traveling
companion for the tourists and
see to it that whatever is
contracted by the travel agent
abroad is given as per contract as
specified in the itinerary.
TRSLGS213 Local Guiding Services NC The LOCAL GUIDING SERVICES II TESDA TESDA Board 12/17/2013 –
II NC II Qualification consists of Resolution No. Present
competencies that a person must 2013-17
achieve to assist and guide the
tourists and coordinate their
itinerary from the day of arrival at
a specific destination up to the
day of departure

Page 48 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
TRSTPS215 Tourism Promotion The TOURISM PROMOTION II TESDA TESDA Board 06/16/15 -
Services NC II SERVICES NC II Qualification Resolution No. Present
consists of competencies that a 2015-05
person must achieve to advocate
and sell tourism destination,
products and services through
technology-based information
gathering and application of sales
and promotions principles and
techniques.
TRSTVS219 Travel Services NC II The TRAVEL SERVICES NC II II TESDA TESDA Board 1/11/2019-
Qualification consists of Resolution No. Present
competencies that a person must 2019-11
achieve to process request for
independent travellers. It
responses to inquiries, arranges
reservations for travel related
services, assists in securing travel
documentations and issues
necessary the necessary travel
documents
TRSTPS215 Tourism Promotion The TOURISM PROMOTION II TESDA TESDA Board 06/16/15 -
Services NC II SERVICES NC II Qualification Resolution No. Present
consists of competencies that a 2015-05
person must achieve to advocate
and sell tourism destination,
products and services through
technology-based information
gathering and application of sales
and promotions principles and
techniques.
Tourism Development The TOURISM DEVELOPMENT TESDA
Services SERVICES comprises of the
following qualifications: 1)
Page 49 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Tourism Promotion Services
NC II and 2) Events Management
Services NC III
Tourism Hospitality The TOURISM HOSPITALITY TESDA
Supervision and SUPERVISION AND
Leadership LEADERSHIP comprises of the
following qualifications: 1) Events
Management Services NC III 2)
Housekeeping NC III and 3) Food
and Beverage Services NC III
61015 Bachelor of Science in The programs related to the fields VI CHED CMO No. 62, s. 7/19/2017 -
Tourism Management of HOSPITALITY AND TOURISM 2017 Present
EDUCATION will equip students
with competencies that are
needed to execute operational
tasks and management functions
in food production (culinary),
accommodation, food and
beverage service, tourism
planning and product
development, events planning,
transportation services, travel and
tour operations and other
emerging sectors of hospitality
and tourism industry. (Continued
further in the PhQuaR)
Bachelor of Arts in Tourism VI CHED
Bachelor of Science in VI CHED
Ecotourism
Bachelor of Science in VI CHED
Hotel, Restaurant and
Tourism Management
Bachelor of Science in VI CHED CMO No. 62,
Tourism Series of 2017
Page 50 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Management/Tourism
Master of Science in VII CHED
Tourism Development and
Management
Doctor of Philosophy in VIII CHED
International Tourism
Management
61013 Bachelor of Science in The programs related to the fields VI CHED CMO No. 62, s. 7/19/2017 -
Hospitality Management of HOSPITALITY AND TOURISM 2017 Present
EDUCATION will equip students
with competencies that are
needed to execute operational
tasks and management functions
in food production (culinary),
accommodation, food and
beverage service, tourism
planning and product
development, events planning,
transportation services, travel and
tour operations and other
emerging sectors of hospitality
and tourism industry. (Continued
further in the PhQuaR)
Barista
TRSBRT213 Barista NC II The BARISTA NC II Qualification II TESDA TESDA Board 12/17/2013 –
consists of competencies that a Resolution No. Present
person must achieve in the 2013-17
deliverance of good quality coffee
in commercially-operated cafes or
specialty coffee shops. This
qualification is specific to a person
who specializes in making coffee
beverages.

Page 51 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Bartending
TRSBAR213 Bartending NC II The BARTENDING NC ll II TESDA TESDA Board 12/17/2013 –
Qualification consists of Resolution No. Present
competencies that a person must 2013-17
achieve to operate a bar, prepare
and mix cocktails and non-
alcoholic concoctions and provide
basic wine service to guests in all
food and beverage service
providers except for “Specialty
Coffee Shops”.
Certificate in Food and The CERTIFICATE IN FOOD TESDA
Beverage Management AND BEVERAGE
MANAGEMENT comprises of the
following qualifications: 1) Food
and Beverage Services NC II and
2) Bartending NC II
Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018
Services TOURISM SERVICES comprises
of the following qualifications: 1)
Housekeeping NC II 2)
Bartending NC II 3) Food and
Beverage Services NC III and 4)
Bread and Pastry Production NC
II

Cookery
TRSCOK214 Prepare and Cook Hot The COOKERY NC II II TESDA TESDA Board 1/10/2014 -
Meals leading to Cookery Qualification consists of Resolution No. Present
NC II competencies that a person must 2014-09
achieve to clean kitchen areas,
prepare hot, cold meals and
desserts for guests in various food
Page 52 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
and beverage service facilities

TRSCOK214 Cookery NC II The COOKERY NC II II TESDA TESDA Board 1/10/2014 -

Certificate in Culinary Arts
and Food Services
Events and Food Services
Bread & Pastry Production
TRSBPP209 Bread and Pastry
Production NC II
Qualification consists of Resolution No. Present
competencies that a person must 2014-09
achieve to clean kitchen areas,
prepare hot, cold meals and
desserts for guests in various food
and beverage service facilities
The CERTIFICATE IN CULINARY TESDA
ARTS AND FOOD SERVICES
comprises of the following
qualifications: 1) Food and
Beverage Services NC II and 2)
Cookery NC II
The EVENTS AND FOOD TESDA December 11,
SERVICES comprises of the 2015
following qualifications: 1)
Cookery NC II 2) Commercial
Cooking NC III and 3) Events
Management Services NC III
Qualification consists of II TESDA TESDA Board 07/13/2009 –
competencies that person must Resolution No. Present
achieve to be able to clean 2009-12
equipment , tools and utensils and
prepare, portion and plate
pastries, breads and other dessert
items to guests in hotels, motels,
restaurants, clubs, canteens,
resorts and luxury lines/cruises
Page 53 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
and other related operations.

Cookery and Bread and Comprises of the following TESDA

Pastry Production qualifications: 1) Cookery NC II
and 2) Bread and Pastry
Production NC II
Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018
Services TOURISM SERVICES comprises
of the following qualifications: 1)
Housekeeping NC II 2) Bartending
NC II 3) Food and Beverage
Services NC III and 4) Bread and
Pastry Production NC II
Hospitality and Restaurant The HOSPITALITY AND TESDA
Services RESTAURANT SERVICES
comprises of the following
qualifications: 1) Cookery NC II
and 2) Food and Beverage
Services NC II
Food and Beverage Services
TRSFBS213 Food and Beverage The FOOD AND BEVERAGE II TESDA TESDA Board 12/17/2013 -
Services NC II SERVICES NC II Qualification Resolution No. Present
consists of competencies that a 2013-17
person must achieve to provide
food and beverage service to
guests in various food and
beverage service facilities.

Page 54 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Certificate in Culinary Arts The CERTIFICATE IN CULINARY TESDA
and Food Services ARTS AND FOOD SERVICES
comprises of the following
qualifications: 1) Food and
Beverage Services NC II and 2)
Cookery NC II
TRSFBS318 Food and Beverage The FOOD AND BEVERAGE III TESDA TESDA Board 12/17/2013 -
Services NC III SERVICES NC III Qualification Resolution No. Present
consists of competencies that a 2018-30
person must achieve to deliver
and supervise food and beverage
service operations in various food
and beverage service facilities.
Certificate in Advanced The CERTIFICATE IN TESDA
Food and Beverage ADVANCED FOOD AND
Management BEVERAGE MANAGEMENT
comprises of the following
qualifications: 1) Food and
Beverage Services NC II and 2)
Food and Beverage Services
NC III
Tourism Hospitality The TOURISM HOSPITALITY TESDA
Supervision and SUPERVISION AND
Leadership LEADERSHIP comprises of the
following qualifications: 1) Events
Management Services NC III 2)
Housekeeping NC III and 3) Food
and Beverage Services NC III
TRSFBS418 Food and Beverage The FOOD AND BEVERAGE IV TESDA TESDA Board 04/20/2007 -
Service NC IV SERVICE NC IV Qualification Resolution No. Present
consists of competencies that a 2018-30
person must achieve to assist in
the management of a food and
beverage team in a foodservice
Page 55 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
establishment. The units of
competencies will provide the
skills necessary in maintaining the
smooth and efficient daily
operations while assisting in the
organization, management and
administration of the food and
beverage outlet or unit.
Certificate in Food and The CERTIFICATE IN FOOD TESDA
Beverage Management AND BEVERAGE
MANAGEMENT comprises of the
following qualifications: 1) Food
and Beverage Services NC II
and 2) Bartending NC II
Hospitality and Restaurant The HOSPITALITY AND TESDA
Services RESTAURANT SERVICES
comprises of the following
qualifications: 1) Cookery NC II
and 2) Food and Beverage
Services NC II
Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018
Services TOURISM SERVICES comprises
of the following qualifications: 1)
Housekeeping NC II 2) Bartending
NC II 3) Food and Beverage
Services NC III and 4) Bread and
Pastry Production NC II
Hospitality Management The HOSPITALITY TESDA
Services MANAGEMENT SERVICES
comprises of the following
qualifications: 1) Food and
Beverage Services NC II and
Housekeeping NC II

Page 56 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Professional Cookery
MTMSCC314 Ships' Catering NC III The SHIPS' CATERING NC III III TESDA TESDA Board 10/1/2014 -
(Ships' Cooks) (SHIPS’ COOKS) Qualification Resolution No. Present
consists of competencies that a 2014-07
person must achieve in managing
all galley operations, including
both the procurement of supplies
and practical food production in
compliance with the national and
international requirements for the
duration and nature of the voyage.
TRSCOK319 Food Production The FOOD PRODUCTION III TESDA TESDA Board 11/07/2019 -
(Professional Cookery) NC (PROFESSIONAL COOKERY) Resolution No. Present
III NC III Qualification consists of 2019- 58
competencies that a person must
achieve to deliver and supervise
food production operations in
various food production facilities.
TRSCOK419 Food Production The FOOD PRODUCTION IV TESDA TESDA Board 11/07/2019 -
(Professional Cookery) NC (PROFESSIONAL COOKERY) Resolution No. Present
IV NC IV Qualification consists of 2019-59
competencies that a person must
achieve to plan and prepare foods
to meet special dietary and
cultural needs; designs menus,
plan and implement a food safety
program; catering events; and
manage a team of cooks for
guests in hotels, motels,
restaurants, clubs, canteens,
resorts, luxury liners and cruise
ships within the company’s
acceptable standards. He/she is
also able to implement and/or
Page 57 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
execute plans and monitor
expenses to generate the required
gross profit margins.

Housekeeping
RSHSK213 Housekeeping NC II The HOUSEKEEPING NC II II TESDA TESDA Board 12/17/2013 -
Qualification consists of Resolution No. Present
competencies that a person must 2013-17
achieve to prepare guest rooms,
clean public areas and equipment,
provide housekeeping services,
provide valet services, handle
intoxicated guest, and laundry
linen and guest clothes to a range
of accommodation services.
TRSHSK319 Housekeeping NC III The HOUSEKEEPING NC III III TESDA TESDA Board 10/15/2019 -
Qualification consists of Resolution No. Present
competencies that a person must 2019-56
to deliver and supervise
housekeeping service operations
in tourism and hospitality related
enterprises
TRSHSK419 Housekeeping NC IV The HOUSEKEEPING NC IV IV TESDA TESDA Board 10/15/2019 -
Qualification consists of Resolution No. Present
competencies that a person must 2019-57
achieve to manage a team of
housekeeping and laundry service
Page 58 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
staff for guests in hotels, moroist
inn, restaurants, clubs, canteens
resorts, luxury liner and other
establishment offering
housekeeping services within the
company's established standards.
Specifically, it includes
competencies on planning and
scheduling routine maintenance,
repairs of physical assets;
planning and managing
housekeeping services for guests;
managing lost and found
procedures; managing inventory,
storage and issuance of linen and
uniform; and managing
laundry/valet service.
Housekeeping Operations The HOUSEKEEPING TESDA August 17,
Services OPERATIONS SERVICES 2016
comprises of the following
qualifications: 1) Housekeeping
NC II and 2) Housekeeping NC
III
Hospitality and Tourism The HOSPITALITY AND TESDA June 7, 2018
Services TOURISM SERVICES comprises
of the following qualifications: 1)
Housekeeping NC II 2)
Bartending NC II 3) Food and
Beverage Services NC III and 4)
Bread and Pastry Production NC
II

Page 59 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Tourism Hospitality The TOURISM HOSPITALITY TESDA
Supervision and SUPERVISION AND
Leadership LEADERSHIP comprises of the
following qualifications: 1) Events
Management Services NC III 2)
Housekeeping NC III and 3)
Food and Beverage Services NC
III
Hospitality Management The HOSPITALITY TESDA
Services MANAGEMENT SERVICES
comprises of the following
qualifications: 1) Food and
Beverage Services NC II and
Housekeeping NC II
Hospitality Management
Bachelor of Science in VI CHED CMO No. 62,
Hospitality Management Series of 2017
61013 Bachelor of Science in The programs related to the fields VI CHED CMO No. 62, s. 7/19/2017 -
Hospitality Management of HOSPITALITY AND TOURISM 2017 Present
EDUCATION will equip students
with competencies that are
needed to execute operational
tasks and management functions
in food production (culinary),
accommodation, food and
beverage service, tourism
planning and product
development, events planning,
transportation services, travel and
tour operations and other
emerging sectors of hospitality
and tourism industry. (Continued
further in the PhQuaR)

Page 60 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Bachelor of Hospitality VI CHED
Management
Bachelor of Science in VI CHED
Hospitality and Industry
Management
Doctor of Hospitality VIII CHED
Management
Doctor of Philosophy in VIII CHED
International Hospitality
Management
Front Office Services
TRSFOS213 Front Office Services NC II The FRONT OFFICE SERVICES II TESDA TESDA Board 12/17/2013 -
NC II Qualification consists of Resolution No. Present
competencies that a person must 2013-17
possess in order to be able to
conduct the process of making a
reservation, registering and
checking-in and checking-out a
guest in commercial
accommodation establishments.
TRSFOS319 Front Office Services NC The Front Office Services NC III III TESDA TESDA Board 12/17/2019 -
III Qualification consists of Resolution Present
competencies that a person must No.2019-70
achieve to perform a range of
skilled guest service tasks using
discretion and judgment such as
in the monitoring of workplace
operations, coaching and
mentoring job skills, maintaining
financial records and providing
safety of VIP’s.

Page 61 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
TRSFOS419 Front Office Services NC The Front Office Services NC IV IV TESDA TESDA Board 12/17/2019 -
IV Qualification consists of Resolution No. Present
competencies that a person must 2019-71
achieve to perform a broad range
of guest service tasks including
evaluation and planning,
managing of accounts, provide
leadership and guidance to others
with some responsibility for group
outcomes.
Events Management Services
TRSEVM307 Events Management The EVENTS MANAGEMENT III TESDA TESDA Board 11/22/2007 -
Services NC III SERVICES NC III Qualification Resolution No. Present
consists of competencies that a 2007-41
person must achieve to coordinate
events, functions and/or
conferences which may be held in
conference centers, hotels,
motels, restaurants, clubs, resorts
and luxury liners.
Events and Food Services The EVENTS AND FOOD TESDA December 11,
SERVICES comprises of the 2015
following qualifications: 1)
Cookery NC II 2) Commercial
Cooking NC III and 3) Events
Management Services NC III
Tourism Development The TOURISM DEVELOPMENT TESDA
Services SERVICES comprises of the
following qualifications: 1) Tourism
Promotion Services NC II and 2)
Events Management Services
NC III

Page 62 of 144
 Authority Instrument
Qualification Date of
Qualifications Descriptor Level Granting (PSG/CMO/Board
Code Authorization
Agency Resolution)
Tourism Hospitality The TOURISM HOSPITALITY TESDA
Supervision and SUPERVISION AND
Leadership LEADERSHIP comprises of the
following qualifications: 1) Events
Management Services NC III 2)
Housekeeping NC III and 3) Food
and Beverage Services NC III
Source: Philippine Qualifications Register

Page 63 of 144
2. Technical and Vocational Education and Training provision in the
Philippines

The Technical and Vocational Education and Training (TVET) fell under the
jurisdiction of TESDA as legally mandated through Republic Act 7796 or
TESDA Act of August 25, 1994. TVET provides education and training
opportunities in preparation for employment. Those who go through TVET
include high school graduates, secondary school leavers, college
undergraduates and graduates, unemployed persons (including displaced
workers), returning Overseas Filipino Workers, and employed workers (who
also want to upskill or reskill).

According to the TVET Statistics of the 4th Quarter of 2020, along with the
past statistical publications of TVET, Tourism (Hotel and Restaurant)
always appears in the top three sectors with the most graduates

In the statistical report of TVET, it merely mentions the enrollees and

graduates of Tourism (Hotel and Restaurant) as shown in the table below.

The statistics further show that there is a 69.79% completion rate from
enrollees to graduates, which ranks second after agriculture sector. Also, in
terms of assessed and certified, it shows a 95.49% certification rate which
tops the assessment and certification output followed by the electrical
sector.

Table 17: Enrolled and Graduates of Tourism (Hotel and Restaurant) by

Sector by Qualifications and Sex: January - December 2020

ENROLLED GRADUATES
QUALIFICATION
Male Female Total Male Female Total
TOTAL 18,774 43,609 62,383 13,182 32,108 45,290
Baking/Pastry Production NC
6 16 22 11 31 42
I
Barista II 755 948 1,703 436 420 856
Barista Course 9 7 16
Bartending II 792 860 1,652 404 355 759
Basic Japanese
Conversational and Bunka to 4 10 14 14 9 23
Dentou N4
Basic Japanese Language
3 5 8 4 8 12
and Culture
Bread and Pastry Production
5,355 20,045 25,400 4,221 15,867 20,088
II
Building Maintenance
1 0 1
Worker (Janitorial)
Career Certificate in
International Professional 76 70 146 17 8 25
Culinary Arts and Operations
Cashier 8 15 23 13 30 43
Commercial Cooking III 97 118 215 97 92 189

Page 64 of 144
 ENROLLED GRADUATES
QUALIFICATION
Male Female Total Male Female Total
Cookery II 3,752 8,110 11,862 3,538 7,526 11,064
Customer Services II 1 1 2 1 1 2
Diploma in Culinary Arts 44 39 83
Diploma in Hospitality
2 10 12
Services
Diploma in Hospitality
Technology (Leading to
287 480 767 20 25 45
Bachelor of Science in
Hospitality Management)
Diploma in Hotel and
Restaurant Technology
(Leading to Bachelor of 319 407 726 24 27 51
Science in Hotel and
Restaurant Management)
Diploma in Tourism
77 243 320 16 23 39
Management Technology
Diploma in Tourism and
14 61 75
Events Management
Diploma in Tourism and
Travel Management
(Leading to Bachelor of 31 47 78
Science in Tourism and
Travel Management)
Events Management
1,066 2,371 3,437 653 1,529 2,182
Services III
Finishing Course for
7 2 9 7 2 9
International Cooks
Flight Attendant Course
1 10 11
Level II
Food and Beverage Services 2 13 15
Food and Beverage Services
2,408 3,648 6,056 1,795 2,817 4,612
II
Food and Beverage Services
38 83 121
III
Front Office Services II 282 532 814 180 340 520
Hospitality Management
147 194 341
Technology
Hospitality Technology
(Leading to B. S. in
Hospitality 89 123 212
Management)
Hotel and Restaurant
232 317 549
Management Technology
General Clerk 2 10 12
Housekeeping 5 15 20 5 15 20
Housekeeping II 2,165 3,718 5,883 1,310 2,210 3,520
Housekeeping III 67 160 227 67 185 252
International
Certificate in Culinary
4 15 19
Arts and Business
Management
Japanese Language and
2 14 16
Culture
Kitchen Dispatcher 12 12 24 41 29 70
Page 65 of 144
 ENROLLED GRADUATES
QUALIFICATION
Male Female Total Male Female Total
Stock Records Clerk/Stock
0 1 1 2 1 3
Clerk
Three-Year Diploma in Hotel
18 32 50 13 20 33
and Restaurant Services
Three Year Diploma in
Hotel and Restaurant 269 557 826 17 29 46
Management Technology
Three-Year Diploma
16 9 25
Program in Culinary Arts
Three-Year Diploma
Program in Hospitality 2 24 26
Supervision
Tour Guiding Services II 21 38 59 13 40 53
Tourism and Hospitality
Management Technology
116 123 239
(Leading to Bachelor of
Science in Tourism)
Travel Services II 9 41 50
Tourism Promotion Services
70 87 157 84 176 260
II
Travel and Tourism 60 31 91
Waiter/Waitering 89 101 190 127 145 272
Source: TESDA-Regional Operation Management Office (ROMO)-T2MIS

Table 18: Number of Assessed and Certified by Qualifications and Sex for
Tourism (Hotel and Restaurant) from January - December 2020

ASSESSED CERTIFIED
QUALIFICATION
Female Male Total Female Male Total
TOTAL 83,610 39,377 122,987 80,022 37,455 117,477
Barista NC II 545 529 1,074 523 520 1,043
Bartending NC II 1,180 1,060 2,240 1,106 942 2,048
Bread and Pastry 10,2
29,694 10,790 40,484 28,251 38,453
Production NC II 02
Commercial Cooking NC III 135 106 241 130 103 233
Commercial Cooking NC IV 31 28 59 31 28 59
9,91
Cookery NC II 19,700 10,320 30,020 18,921 28,833
2
Events Management 1,18
3,123 1,301 4,424 2,913 4,102
Services NC II0049 9
Food and Beverage 7,35
13,917 7,771 21,688 13,309 20,664
Services NC II 5
Food and Beverage
84 47 131 82 47 129
Services NC III
Front Office Services NC II 1,732 781 2,513 1,579 700 2,279
5,89
Housekeeping NC II 11,961 5,999 17,960 11,765 17,660
5
Housekeeping NC III 325 148 473 312 124 436
Local Guiding Services NC 0 1 1 0 1 1
Page 66 of 144
 ASSESSED CERTIFIED
QUALIFICATION
Female Male Total Female Male Total
II
Tour Guiding Services NC
273 111 384 256 92 348
II
Tour Packaging (Fit Ad Hoc
0 1 1 0 1 1
Domestic) Services NC II
Tourism Promotion
851 359 1,210 787 320 1,107
Services NC II
Travel Services NC II 59 25 84 57 24 81
Source: TESDA-Certification Office (CO)

3. Harmonization with Association of Southeast Asian Nations

There are three main national entities that assist in the harmonization with
the ASEAN, particularly on the Mutual Recognition Agreement (ASEAN
MRA).

The DOT, as the National Tourism Organization (NTO), represents the

Philippines in the ASEAN Tourism Professional Monitoring Committee
(ATPMC), whose duty is “to develop, coordinate and implement work
programs/plans to enhance cooperation in tourism” and provide the
“mechanism to promote participation from the private or business sector
and non-government organizations”. TESDA is the Tourism Professional
Certification Board (TPCB) whose primary responsibility is the assessment
of qualifications and/or competencies of tourism professionals based on the
ASEAN Common Competency Standards for Tourism Professionals
(ACCSTP) and issues certificates to qualified tourism professionals, as well
as maintain the registry of certified tourism professionals and job
opportunities. To date, they have already aligned the training regulations
and labor divisions with that of the ACCSTP/ASEAN MRA-TP

Lastly, The Tourism Industry Board Foundation, Inc. (TIBFI) is the National
Tourism Professional Board (NTPB) composed of public and private sectors
stakeholders including the academe as identified by the NTO. They are key
in supporting the programs of the DOT, CHED and TESDA. It is
responsible to create awareness and disseminate information on the
ASEAN MRA and to promote, update, maintain and monitor the ACCSTP
and the Common ASEAN Tourism Curriculum (CATC).

Currently, 32 Job Titles and 6 Labor Divisions have been identified as

shown in the figure below. There are also a total of 242 Competency
Standards listed in the ACCSTP, which are the minimum standards to
develop and implement tourism training programs conforming to, at least,
required to be effective in the workplace. The qualifications determined
under the below job titles and labor divisions is to be recognized by all
ASEAN Member States and push for the ease of movement of tourism
professionals.

Page 67 of 144
 Figure 7: 32 Job Titles and 6 Common Labor Divisions

Source: TESDA, Tourism Labor Market Intelligence Report, 2016

4. Technical Education and Skills Development Authority registered

training providers

According to 2019 TESDA Data, there are 2,054 Accredited Assessment

Centers and 3,232 Accredited Competency Assessors for the Sector
“Tourism (Hotel and Restaurant). We have yet to ascertain where the other
qualifications fall under that are tourism in nature but non-“hotel and
restaurant”-related, such as tour guiding.

Table 19: Number of Training Providers with Accommodation & Food

Service Qualifications, 2011
Total Government Private
In-house Others
Providers Institution Institution
3,619 2,055 234 584 98
Source: Bureau of Labor and Employment Statistics, DOLE, 2011/2012 Integrated
Survey (BITS) on Occupational Shortages and Surplus Survey (2011)

The total number of workers assessed and certified under Philippine TVET
Qualification and Certification System is shown in Table 23.

Based also on the same TESDA data, we show the data below for Tourism
(Hotel and Restaurant) for the registered programs and TVET Providers,
along with the National TVET Trainer Certificate for the sector.

Page 68 of 144
Table 20: Number of Currently and Newly Registered Programs by Sector:
As of December 2020

Currently Newly
Course/Registered Program Registered Registered
Programs Programs
TOTAL 4,360 167
Advance Cake Decoration 1
Advanced Culinary Arts 1
Asian Cuisine 1
Bakery and Kitchen Services (Bundled Program) 1
Bakery Operations (Bundled Program) 1
Baking, Pastry and Hospitality Services (Bundled
1
Program)
Baking, Pastry and Restaurant Services (Bundled
1
Program)
Bar and Café Services (Bundled Program) 1
Bar Operation and Restaurant Services (Bundled
1
Program)
Barista NC II 83 3
Bartending NC II 295 8
Bartending Services (Bundled Program) 1
Bartending Technology (Bundled Program) 1
Basic Hospitality and Cruise Services (Bundled
1
Program)
Beauty and Wellness Services (Bundled Program) 1
Bread & Pastry Technology (Bundled program) 1
Bread and Pastry Production (Leading to BTTE in
1
Food and Service Management in MUST)
Bread and Pastry Production Servicing (Bundled
2
Program)
Bread and Pastry Production NC II 775 38
Bread Production and Beverage Preparation
1
Technology (Bundled Program)
Career Certificate in International Professional
2 1
Culinary Arts and Operations
Certificate in Hotel and Restaurant Services (Bundled
1
Program)
Certificate in Advance Culinary Arts (Bundled
1
Program)
Certificate in Advanced Food and Beverage
1
Management (Bundled Program)
Certificate in Baking and Basic Hotel Services
1
(Bundled Program)
Certificate in Bar Services (Bundled Program) 1
Certificate in Coffee and Bar Services (Bundled
1
Program)
Certificate in Coffee and Food and Beverage Services
1
(Bundled Program)
Certificate in Cruise Ship Stewarding Services
2
(Bundled Program)
Certificate in Culinary Arts 1
Certificate in Culinary Arts & Food Services (Bundled
1
Program)
Certificate in Culinary Arts (Bundled Program) 2
Certificate in Culinary Arts (with Holistic Nutrition)
1
(Bundled Program)

Page 69 of 144
 Currently Newly
Course/Registered Program Registered Registered
Programs Programs
Certificate in Culinary Arts and Pastry (Bundled
2
Program)
Certificate in Food Preparation Technology (Bundled
1
Program)
Certificate in Food and Beverage Management
1
(Bundled Program)
Certificate in Food and Services Technology (Bundled
1
Program)
Certificate in Food Preparation Technology (Bundled
1
Program)
Certificate in Food Service Operations (Bundled
1
Program)
Certificate in Front Desk Services (Bundled Program) 1
Certificate in Hotel and Barista Services (Bundled
2
Program)
Certificate in Hotel and Restaurant Services (Bundled
5
Program)
Certificate in Hotel Services (Bundled Program) 1
Certificate in Housekeeping Services (Bundled
2
Program)
Certificate in Restaurant Services (Bundled program) 2
Certificate in Sewing Services (Bundled Program) 1
Certificate in Tourism and Food Technology (Bundled
1
Program)
Classical Western Cuisine 1
Commercial Cooking NC III 38 1
Commercial Cooking NC IV 12
Cookery and Bread and Pastry Production (Bundled
1
Program)
Cookery NC I - Mobile Training Program 1
Cookery NC II 717 28
Cooking Technology (Bundled Program) 1
Cooking with Bookkeeping (Bundled Program) 1
Cruise Line Services Program Food and Beverage
Services NC II (356 Hours), Housekeeping NC II (436
1
Hours), Bartending NC II (438 Hours), Cookery NC II
(396 Hours)
Cruise Ship Hotel & Restaurant Services (Bundled
1
Program)
Culinary and Bar Services (Bundled Program) 1
Culinary and Hospitality Services (Bundled Program) 2
Culinary Arts (Bundled Program) 11
Culinary Arts Specialist (Bundled Program) 1
Culinary Arts Services Specialized in Kitchen Skills
1
(Bundled Program)
Culinary Arts & Food Services (Bundled Program) 1
Culinary Hotel & Restaurant Entrepreneurship
1
(Bundled Program)
Culinary Services (Bundled Program) 2
Culinary Technology (Bundled Program) 1
Diploma in Culinary Arts 1
Diploma in Hotel and Restaurant Technology 2
Driving NC II 1
Events and Food Services (Bundled Program) 1
Events Management Services NC III 255 24
Page 70 of 144
 Currently Newly
Course/Registered Program Registered Registered
Programs Programs
Finishing Course for International Cooks 1
Flight Attendant Course Level II 1
Flight Attendant Servicing Level II 1
Food & Beverages Technology (Bundled Program) 2
Food and Beverage Services NC II 939 30
Food and Beverage Services NC III 37 2
Food and Beverage Technology (Bundled Program) 1
Food Preparation and Preservation (Bundled
1
Program)
Food Preparation Technology (Bundled Program) 1
Food Production Services (Bundled Program) 2
Food Services Technology (Bundled Program) 1
Food Technology (Bundled Program) 4
Front Office Services NC II 145 4
Front Office Technology (Bundled Program) 1
Hospitality and Tourism Services (Bundled Program) 1
Hospitality Management Services (Bundled Program) 1
Hospitality Services (Bundled Program) 4
Hospitality and Restaurant Services (Bundled
2
Program)
Hotel and Cruise Services (Bundled Program) 1
Hotel and Restaurant Management
Cookery NC II ( 345 Hours) Food and Beverage
Services NC II (385 Hours) Bartending NC II ( 467
Hours) Housekeeping NC II (465 Hours) Events and 1
Management Services NC II (108 Hours) Bread and
Pastry Production NC II ( 170 Hours) Barista NC II (
207 Hours) Front Office Services NC II ( 471 Hours)
Hotel and Restaurant Services (Bundled Program) 44
Hotel and Restaurant Technology 1
Hotel and Restaurant Technology (Bundled Program) 2
Hotel and Transportation Services (Bundled Program) 1
Hotel Operation Services (Bundled program) 4
Hotel Restaurant Services (Bundled Program) 1
Hotel Services (Bundled Program) 1
Hotel, Restaurant and Tourism Services (Bundled
1
Program)
Housekeeping NC II 749 24
Housekeeping NC III 65 3
Housekeeping Technology (Bundled Program) 2
International Certificate in Culinary Arts and Business
1
Management
Local Guiding Services NC II 6 1
Marketing Management Services (Bundled Program) 1
Office System Management (Bundled Program) 1
Restaurant and Bar Services (Bundled Program) 2
Restaurant Service Technology (Bundled Program) 1
Restaurant Services (Bundled Program) 3
Restaurant Services Technology (Bundled Program) 1
Tour Guiding Services NC II 12
Tourism Promotion Services NC II 1
Tourism and Hospitality Stewards (Bundled Program) 1
Tourism Development Services (Bundled Program) 1

Page 71 of 144
 Currently Newly
Course/Registered Program Registered Registered
Programs Programs
Tourism Hospitality Supervision and Leadership
1
(Bundled Program)
Tourism Management NC II 1
Tourism Promotion Services NC II 30 3
Tourism, Garments and Social Services (Bundled
1
Program)
Travel Services NC II 13 1
Two-Year Diploma in Hotel and Restaurant
1
Technology
Source: TESDA Certification Office (CO)

Table 21: Number of Currently and Newly Registered TVET Provider Offering
Tourism as of February 28, 2021

Currently Registered Newly Registered

Regions
TVET Provider TVET Provider
TOTAL 1,609 25
NCR 268 4
CAR 32 1
I 113 5
II 43 1
III 206 1
IV-A 182 1
IV-B 59 3
V 87
VI 71 2
VII 93 2
VIII 50
IX 64
X 117 2
XI 102 3
XII 59
CARAGA 22
BARMM 41
Source: TESDA-Certification Office (CO)

Page 72 of 144
Table 22: Number of NTTC holders by Qualification FY 2020

No. of NTTC
Qualification
Holder
TOTAL 10,248
Barista NC II 263
Bartending NC II 432
Bread and Pastry Production NC II 2,083
Commercial Cooking NC III 280
Commercial Cooking NC IV 105
Cookery NC II 1,760
Events Management Services NC III 713

Food and Beverage Services NC II 1,718

Food and Beverage Services NC III 225
Food and Beverage Services NC IV 5
Front Office Services NC II 444
Housekeeping NC II 1,655
Housekeeping NC III 277
Local Guiding Services NC II 1
Tour Guiding Services NC II 65
Tourism Promotion Services NC II 172
Travel Services NC II 50
Source: TESDA-Certification Office (CO)

Figure 8: Breakdown of Hospitality & Tourism Courses Offered by Technical

Education and Skills Development Authority Institutes

Source: TESDA. 2014. Breakdown of hospitality & tourism courses offered by TESDA
vocational and training institutes. http://tesdacourse.com

Page 73 of 144
5. Technical Education and Skills Development Authority Hospitality &
Tourism Qualifications

TESDA currently offers 35 tourism qualifications registered under

Philippines Qualification Register which can be found under Section G.1.

6. Tourism Graduates from Technical Education and Skills Development

Authority Courses

The total number of workers assessed and certified under the Philippine
TVET Qualification and Certification System is show in the table below. This
shows a 95.49% Certification Rate as well.

Table 23: Number of Assessed and Certified by Qualification and Sex for
Tourism (Hotel and Restaurant): January – December 2020

ASSESSED CERTIFIED
QUALIFICATION Female Male Total Female Male Total
TOTAL 83,610 39,377 122,987 80,022 37,455 117,477
Barista NC II 545 529 1,074 523 520 1,043
Bartending NC II 1,180 1,060 2,240 1,106 942 2,048
Bread and Pastry Production
29,694 10,790 40,484 28,251 10,202 38,453
NC II
Commercial Cooking NC III 135 106 241 130 103 233
Commercial Cooking NC IV 31 28 59 31 28 59
Cookery NC II 19,700 10,320 30,020 18,921 9,912 28,833
Events Management
3,123 1,301 4,424 2,913 1,189 4,102
Services NC II
Food and Beverage
13,917 7,771 21,688 13,309 7,355 20,664
Services NC II
Food and Beverage
84 47 131 82 47 129
Services NC III
Front Office Services NC II 1,732 781 2,513 1,579 700 2,279
Housekeeping NC II 11,961 5,999 17,960 11,765 5,895 17,660
Housekeeping NC III 325 148 473 312 124 436
Local Guiding Services NC II 0 1 1 0 1 1
Tour Guiding Services NC II 273 111 384 256 92 348
Tour Packaging (Fit Ad Hoc
0 1 1 0 1 1
Domestic) Services NC II
Tourism Promotion Services
851 359 1,210 787 320 1,107
NC II
Travel Services NC II 59 25 84 57 24 81
Source: TESDA Certification Office (CO)

Page 74 of 144
7. Technical Education and Skills Development Authority Scholarship
Program

There are now several scholarship programs under TESDA that may be
availed of.

a. Training for Work Scholarship Program (TWSP). In response to the

clamor of certain growth industries to address the critical skills
shortages in priority sectors, including tourism, this program provides
incentives and training programs related to jobs in these sectors.

b. Special Training for Employment Program (STEP). Best suited for

micro and small enterprises, this is a community-based specialty
training program through entrepreneurial, self-employment and service-
oriented activities. The training programs are generally short-term or
modules based on the Training Regulations promulgated by TESDA
mostly through local government training centers and TESDA
Technology Institutions. Apart from free training, it includes free
competency assessment, starter toolkits and training allowance.

c. Private Education Student Financial Assistance (PESFA). Provided

by Section 8 of Republic Act No. 8545, otherwise known as “The
Expanded Government Assistance to Students and Teachers in Private
Education (GASTPE) Act”, gives educational grants to qualified and
deserving college freshmen both in degree and non-degree courses.

d. Universal Access to Quality Tertiary Education Act (UAQTEA).

Under Republic Act No. 10931 also known as the UAQTEA, state-run
technical-vocational institutions or STVIs including state universities
and colleges (SUCs), local universities and colleges (LUCs), TESDA
Technology Institutions (TTIs), and LGU-run training centers that offer
training programs under the TESDA Unified TVET Program
Registration and Accreditation System (UTPRAS), may have access to
free tuition and other school fees. Funding comes from the
Commission on Higher Education - Unified Student Financial
Assistance System for Tertiary Education (CHED-UniFAST) which will
be granted by the Department of Budget and Management (DBM) to
increase the participation rate among those in all socioeconomic
classes in tertiary education, with priority given to those in the updated
Listahanan (National Household Targeting System for Poverty
Reduction), poorest of the poor, orphans, dependents of informal
settlers, rebel returnees/former rebels, rehabilitated drug dependents
and their families, indigenous peoples (IPs), persons with disabilities
(PWDs), people in the construction industry as a priority sector,
internally displaced persons (IDPs), dependents of AFP/PNP Personnel
Killed-In-Action (KIA) or Wounded-In-Action (WIA), and returning OFWs
and their dependents. Their benefits include: living allowance,
instructional materials allowance, National Competency Assessment,
starter toolkits and accident insurance.
Page 75 of 144
e. Rice Extension Services Program (RESP). Provided under TESDA
Circular No. 101 of 2019 as part of the Republic Act 11203, or the Rice
Liberalization Act, the Rice Extension Services Program (RESP)
allocates fund to include increasing the Filipino rice farmers’
competitiveness, productivity, and income. Ten percent (10%) of the
total funds is allocated for skills training, developing new education
modules, and other related extension efforts. The beneficiaries shall be
all rice farmers, farmworkers, and their dependents listed in the
Registry System for Basic Sector in Agriculture (RSBSA), rice
cooperative and association members who may avail training multiple
times, provided, that they take the training one at a time, only.

f. Tsuper Iskolar. In partnership with the Department of Transportation

(DOTr), "Tsuper Iskolar" aims to provide scholarships and livelihood
training to drivers and their families, especially those affected by the
public utility vehicle (PUV) modernization. Under this program, one
receives free skills and entrepreneurship training, free skills
assessment, and food and transportation allowances.

Below are the statistics of those who availed of each of the scholarship
programs indicated as Enrolled, Graduated, Assessed and Certified under
the category Tourism (Hotel and Restaurant) in the Q4 2020 TVET
Statistics.

Table 24: Scholarships Availment in Tourism (Hotel and Restaurant)

TWSP PESFA STEP

E G A C E G A C E G A C
9,848 4,616 2,590 2,509 2,770 1,696 923 881 8,701 5,599 1,916 1,881

Bayanihan 2 Fund
UAQTEA Tsuper Iskolar (DOTr)
under TWSP
Implementation
E G A C E G A C E G A C
2,664 4,069 1,685 1,635 8,115 703 59 59 1,637 50 25 21
Source: TESDA-Regional Operations Management Office (ROMO)

Page 76 of 144
H. Impact of ASEAN Mutual Recognition Arrangement on Tourism
Professionals

This section has also been discussed in section G.3.

1. Implementing the ASEAN Mutual Recognition Arrangement on

Tourism Professionals

As an update, apart from the 32 job titles and 6 common labor divisions,
there is also already work being done on the qualifications under Meetings,
Incentives, Conferences and Exhibitions (MICE) and Spa and Wellness.

2. Convergence Between Government Agencies and the Private Sector

Under Section E.1 the convergence among the different government

agencies and the industry has been mentioned. Succeeding that is already
the formation of subcommittees to further the convergence.

3. Embedding Tourism in the K to 12 School System

There is not much movement in the tourism and hospitality curriculum for K
to 12. It continues to be listed under Home Economics in the Technical -
Vocational Livelihood Track. However, it has to be noted that there are
certain tourism and hospitality courses that do not really fall under home
economics, but rather in the Accounting, Business and Management (ABM)
and Humanities and Social Sciences (HUMSS) strand, so this has to be
addressed at a later time as well.

While this is so, the proposal is, for every K-12 student and apart from the
actual tourism courses is to ensure the proliferation of the Filipino Brand of
Service Excellence, assuming that this will be developed further.

Page 77 of 144
I. Public Sector Human Capital Development

The 2016-2022 National Tourism Development Plan (NTDP) cites the original
core product portfolio that has been identified in the previous NTDP as the
Philippine Tourism Product Portfolio. Agritourism has also been added to this
after its launch.

Figure 9: Philippine Tourism Product Portfolio

Agritourism

Source: National Tourism Development Plan 2016-2022

The Figure below graphically measures the rank of the nine (9) products using
the Importance criteria and the Ease of Implementation criteria:

Figure 10: Tourism Product Portfolio Ranking

Source: https://itsmorefunincentralluzon.com/wp-content/uploads/2018/11/NTDP-2016-
2022_Executive-Summary.pdf

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As to product validation per region, some are more advanced than others in
this respect. Further, there is no consolidated report that has ever been done,
and we cannot ascertain the labor shortage for certain job positions.

1. Diving and Marine Sports Tourism

Being an archipelago, the Philippines is a natural hub for marine tourism

activities including diving, snorkeling, fishing, kite boarding, parasailing,
among others.

According to the statistics from the Philippine Commission on Sports

SCUBA Diving (PCSSD), there are currently 164 PCSSD Accredited Dive
Establishments / Liveaboards as of 14 September 2020 (53 – Luzon, 111-
Visayas, 0- Mindanao) Source: http://www.divephilippines.com.ph/accredited-dive-
establishments.

But according to the Professional Association of Diving Instructors (PADI)

website, there are 271 certified establishments in the Philippines. This
alone shows that the PCSSD must ensure accreditation, or maybe at the
very least, have a primary level of having a registration of the
establishments.

Further, as of August 2020, there are only 22 Accredited Dive Individuals

composed of 12 Scuba Divers, 7 Dive Instructors, and 2 Dive Masters.
(http://www.divephilippines.com.ph/ accredited-dive-individuals). But
according to interviews of past officers of PCSSD, this number represents
only 20% of those that operate. And 10% of that are even foreigners.

It is also only listed that there are 6 Government-owned Hyperbaric

Chambers: (1) Quezon City – Lung Center of the Philippines, (2) Mandaue
City, Cebu, (3) Puerto Princesa City, Palawan, (4) Panglao, Bohol, (5)
Batangas, and (6) Zamboanga City.

There is a need to realize that the hyperbaric chambers may be used for
more than just the divers. There are now several hyperbaric oxygen therapy
as well that use the chambers. If this is for the combine use, it now
becomes self-liquidating to invest in these as well as ensure that there are
specialists that can be trained in using these hyperbaric chambers.

As far as the Philippine Coast Guard is concerned, it only has 17,000

personnel, some of which belong in admin. At the last count, there were just
about 7,000 coast guards that man our now 7,640 islands, which means
this is another area of potential growth so that our marine activities can be
sustainably developed and protected and available for tourism. The same
potential exists for lifeguards, and similar professions.

As far as boats are concerned, most are outrigger boats and are not really
environment friendly. There is an opportunity here to develop better
marinas, piers as well as better boats. This will also require better
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 management of these ports.

2. Medical, Health, Wellness and Retirement Tourism

In a newspaper interview of DOT in January 2020, it was mentioned that

there are 15 hospitals and clinics that are internationally accredited. Also,
international spending on medical tourism products and services grew by
358% in nominal terms between 2000 and 2017, increasing from USD2.4
billion to USD11 billion. This growth resulted in spending on medical
tourism reaching 1.2% of international visitor spending in 2017 compared to
0.6% in 2000.

The Philippines ranked 24 out of the top 25 countries in inbound medical

tourism spending in 2017 at USD69 million (1% of total inbound spending).

The current challenge in the Philippines is that health workers are very
much in demand abroad specially now, with the pandemic. Even countries
like the U.S. are taking in health workers and giving them outright working
visas so long as they belong to this sector.

3. Cruise and Nautical Tourism

In 2019, CLIA Asia has indicated that Manila Ranked 40 out of 48 in terms
of port calls in Asia. The country only had a total 49 calls: (1) 41 Transit, (2)
2 Turnaround, and (3) 6 Overnight.

It was previously mentioned in the last PTHRD document the training needs
for this product portfolio: (1) tourism orientation, customer service skills,
communication and language skills, (2) Sustainable tourism training on
coastal ecology and habitat protection; and (3) health, safety and security of
tourists.

We also need to note, that there has to be a better strategy around ports
management as well as differentiation of management of a cargo port and a
tourism port and that staffing of these ports have a very different
orientation. So programs in managing cruise ports must be developed and
must be completely geared towards tourism.

4. Meetings, Incentives, Conferences and Exhibitions Tourism

In January 2018, the MICE Roadmap 2030 for the Philippines was
launched as a project initiated by the Philippine Association of Convention/
Exhibition Organizers and Suppliers (PACEOS) in collaboration with the
Department of Trade and Industry-Board of Investments (DTI-BOI) and the
Department of Tourism (DOT)/Tourism Promotions Board (TPB). It was
prepared by Rhodora Tiongson of Strategic Engagement for Enabling
Development ,Inc. (SEED), with technical support from the Asian Institute of
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 Management Rizalino S. Navarro Policy Center for Competitiveness (AIM
RSN-PCC) and Rosechin Olfindo.

It states that as its Outcome 2, that it desires to increase the country’s

global competitiveness on MICE and thereby “develop a highly competitive
human resource”. This includes (1) having “a MICE certification program
aligned with local and international industry standards, (2) institutionalizing
“capacity enhancement activities for MICE professionals,” (3) enforcing “the
required accreditation of primary tourism enterprises, and (4) enhancing
“government incentives for the conduct of MICE events”.

Just to put in perspective the contribution and potential of the MICE

Industry, we show the slide below from the DOT that shows the MICE
expenditure.

Figure 11: MICE Expenditure 2019

5. Nature Tourism

Similar to dive tourism, there seems to be no real propensity for mountain

and trail guides to be accredited unless mandated by the LGUs. There are
several mountain guides that practice but are not accredited. There has to
be a stronger enforcement of the accreditation considering that safety and
security is of primary concern.

6. Education Tourism

English as a Second Language (ESL) is one of the popular education

tourism products that the Philippines is offering. There is a need to replicate
the strategies in the ESL program to other courses that can also be our
potential offerings. This way, there is also the potential to make the country
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 as an Education Hub for certain disciplines and courses.

Another possible further development is for exchange programs and finding

more academe and institutional linkages to increase this, specially where
there are no local takers of courses that may be deemed expensive or
philanthropic.

7. Tour Guide Training from the Technical Education and Skills

Development Authority & the Department of Tourism

There are now two courses available in TESDA for Tour Guiding which are
both NCII level: (1) Tour Guiding Services and (2) Local Guiding Services.

Further, DOT and TESDA, in harmonizing the rules and regulations as well
as training, will be launching the Philippine Tour Guides Qualification Exam
(PTGQualEx) which will become the assessment platform for those who will
practice Tour Guiding. This addresses the concern of previous non-
acceptance of NC-holders of Tour Guiding automatically. This also removes
the 30-day training conducted by DOT.

In order to take this qualification exam, the prerequisities include (1) the
submission of taking the number of units of this subject whether in K-12 or
HEI, (2) submission of proof of taking this in a DOT-Accredited Training
Center. The exam is a 3-level assessment. One will have a written exam, a
mock tour and a panel interview.

In terms of revisions to the rules and regulations for tour guides, DOT will
be introducing levels of tour guide to include senior tour guides and master
guides to recognize the different skill level, qualifications and experience.

8. Other Tourism Training from the Department of Tourism

Currently, the DOT Office of Industry Manpower Development (OIMD) is

putting out various trainings on a national and regional level. The Facebook
Page of OIMD, aptly named, DOT Trains, is their primary platform for
activities, schedules or updates of TRAINING PROGAMS for the Filipino
tourism professionals. The trainings include product trainings, soft skills
training, orientations, and more.

There is also a microsite for OIMD that can be updated as regularly as their
Facebook Page.

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9. Tourism Oriented Police for Community Order and Protection
(TOP COP)

The Department of Tourism (DOT) and the Philippine National Police

(PNP), through Secretary Alberto Lim and PNP Chief Director General Raul
Bacalzo signed a Memorandum of Understanding (MOU) that strengthened
the partnership to ensure safety and security of both local and foreign
tourists, through the National TOP COP (Tourism Oriented Police for
Community Order and Protection) at the PNP Headquarters at Camp
Crame in Quezon City in December 2010.

This program aims to (a) provide a safe and secure environment for
tourists, (b) establish a 24-hour Tourist Office to be strategically-located in
tourist destinations, (c) enhance police visibility in areas with high tourist
movement, and (d) sustain the availability of tourist police in key tourist
destinations.”

The trainings include Tourism Awareness Seminar, Values Formation &

Effective Customer Service, Cultural Sensitivity Seminar, Language
Courses, Risk Reduction & Crisis Management, other tourism-related and
security trainings, and all other relevant trainings that orient police in the
proper handling of tourists.

The intention is to continue to extend this program until all Strategic Cluster
Destinations (SCD) are covered.

10. Human Capital Development for the Department of Tourism

Currently, human capital development is not synchronized among DOT and

its attached agencies. Each agency has their own human capital program.

As far as DOT is concerned, they have been implementing several HR

updates under the Office of Administration and Finance.

First, the Strategic Performance Management System (SPMS) approved in

2015 is already being enhanced. The last meeting was held in 2019 prior to
the pandemic to revisit the success indicators. They will be reconvening this
soon in 2021 to show common success indicators for all offices as well as
what are those peculiar to each office in carrying out their duties.

Second, in 2019, the DOT successfully procured a Human Resource

Information System (HRIS) provider which includes the following: (1)
personnel information management, (2) payroll, (3) attendance and leave
monitoring, and (4) employee self-service portal. The target date of the
release of the alpha version is set at the end of Q1 2021.

Third, with the target of attaining CSC HR Prime Level 2 recognition, there
is a move to institutionalize Program on Awards and Incentives for Service
Excellence (PRAISE) not only for loyalty but for other recognition. This was
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 approved in 2019 by the Civil Service Commission (CSC). Further, the
internal rewards and recognition will be the basis of recommending the
DOT personnel for external awards like the Gawad Awards. Another
requirement of the Prime Level 2 recognition is to finish the Competency
Based Human Resource System (CBHRS) Guidebook, which is also ready
for rollout.

Fourth, the DOT is also set to implement the Omnibus Rules on Equal
Employment Opportunity Principle that covers four (4) specific areas: (1)
Recruitment, Selection & Placement, (2) Learning and Development, (3)
Performance Management and (4) Rewards and Recognition.

Fifth, the DOT in 2020, adapted online recruitment tests, provided by a

third-party provider, which includes IQ test, personality test, integrity test
and psychological test.

Sixth, the DOT also plans to establish (1) onboarding process for its future
workforce, (2) individual career development plan, and (3) succession
planning.

The career development plan will include (1) tracer on how one has
developed over time, (2) listing of competencies and gaps, (3) careers
available after their time in DOT, and (4) funded offering of masteral
program, scholarships- whose attendance to classes will be counted as part
of their official hours in DOT.

Lastly, that the Learning Needs Analysis (LNA) will be done in the first
quarter of 2021 as the Training and Development Division has already
undergone their own LNA training. The intent is to be more targeted and
responsive to the needs of the employees to enhance their performance
based on the mandate of their office.

11. Learning Needs Assessment

In 2019, the Pioneer Professional Academy of Asia in collaboration with the

Department of Tourism – Office of Industry Manpower Development
conducted a study on the Learning Needs Assessment (LNA) of the
Tourism Professionals in the Tourism Value Chain. As part of the study,
respondents from each region were asked to rank 45 competencies on their
importance and proficiency. The difference between the two values
determined the gap for the particular competency. The Learning Needs
Assessment was targeted for implementation in 2020-2021.

We have further added to the study by classifying the type of training for the
competency listed into the following:

a. Skills – Operational skills needed by employees to perform their

assigned tasks

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b. Soft Skills – Additional skills that may not be directly related to the
process in completing the tasks but are important in performing
effectively (ex. Communication skills, interpersonal skills)

c. Technical – Trainings that are meant to teach technological aspects of

the job, such as use of programs/software or systems

d. Quality – Trainings that impart knowledge on quality standards

e. Professional - Provides the trainees with continuing education allowing

them to be up to date in their professional fields

f. Leadership – Trainings that prepare employees for leadership roles

g. Health/Safety – Trainings that provide know-how on health and safety

standards and planning for health and safety issues

Table 25: Competencies by Type of Training

Type No. of Competencies
Skills 13
Professional 11
Health/Safety 6
Soft Skills 5
Technical 5
Leadership 3
Quality 2
Grand Total 45

Looking at the classification by type, more than half of the competencies

listed are hard skills training and professional trainings, followed by Health
& Safety related competencies. Trailing the list are competencies related to
leadership and quality.

Based on the LNA, following are the competencies consolidated for the
Philippines ranked by importance.

Table 26: Competencies Ranked by Importance

Rank Type Competencies Importance

1 Skills Tourism Awareness (101) 2.92
2 Professional Sustainable Tourism 2.86
3 Leadership Leadership and People Management 2.84
4 Soft Skills Communication and Interaction Skills 2.83
5 Skills Tourism Product Development 2.83
6 Leadership Problem Solving and Decision Making 2.82

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 Rank Type Competencies Importance
7 Quality Filipino Brand of Service Excellence 2.81
8 Skills Destination Marketing and Promotions 2.80
9 Skills Tourism Branding and Marketing 2.80
10 Soft Skills Personality Development 2.80
11 Health/ Crisis and Risk Management 2.79
Safety
12 Leadership Training and Presentation Skills 2.79
13 Health/ Child Safety 2.79
Safety
14 Technical Tourism Data and Statistics Management 2.78
15 Health/ Environmental Protection and Management 2.78
Safety
16 Health/ Occupational Safety, Health and Safety 2.76
Safety
17 Soft Skills Professional Protocols and Social Etiquette 2.75
18 Technical Technology and Digitalization in Tourism 2.75
19 Professional Community Based Tourism 2.74
20 Professional Tourism Trends and Forecasts 2.74
21 Quality Quality Assurance Skills 2.74
22 Skills Accommodation and Hospitality Skills 2.73
23 Soft Skills Multi-Cultural Awareness 2.72
24 Professional Natural and Cultural Environmental Planning 2.72
25 Skills Tour Guiding and Coordination 2.71
26 Technical E-Commerce and Social Media Marketing 2.71
27 Professional Future of Tourism in the 4th Industrial 2.71
Revolution
28 Professional Philippine History and Culture 2.71
29 Health/ Food Hygiene 2.69
Safety
30 Professional Gender and Development 2.69
31 Skills Professional Selling 2.68
32 Soft Skills Community Engagement and Liaison 2.66
33 Skills MICE and Business Tourism 2.66
34 Skills Tour Operations and Travel Arrangements 2.66
35 Health/ Barrier Free Tourism (Accessibility) 2.65
Safety
36 Skills Business Writing 2.62
37 Technical Recreation and Attraction Operations and 2.62
Maintenance
38 Skills Food and Beverage Services 2.61
39 Technical Pricing and Revenue Management 2.60
40 Professional Farm and Agricultural Tourism 2.59
41 Skills Foreign Language 2.56
42 Professional Understanding Muslim Travellers 2.53
43 Skills Kulinarya 101 2.50
44 Professional Medical Tourism 2.38
45 Professional Spa and Wellness Tourism 2.33
Source: Pioneer Professional Academy of Asia & DOT-OIMD, Learning Needs
Assessment of the Tourism Workforce in the Tourism Value Chain
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The table below, meanwhile, shows the same list of competencies, ranked
by the proficiency.

Table 27: Competencies Ranked by Proficiency

Rank Type Competencies Proficiency

1 Skills Tourism Awareness (101) 2.35
2 Soft Skills Communication and Interaction Skills 2.31
3 Soft Skills Personality Development 2.29
4 Leadership Leadership and People Management 2.28
5 Leadership Problem Solving and Decision Making 2.27
6 Skills Accommodation and Hospitality Skills 2.23
7 Leadership Training and Presentation Skills 2.19
8 Professional Sustainable Tourism 2.15
9 Quality Filipino Brand of Service Excellence 2.14
Health/
10 Child Safety 2.13
Safety
11 Skills Tourism Product Development 2.13
12 Skills Tour Guiding and Coordination 2.12
Health/
13 Food Hygiene 2.10
Safety
14 Professional Gender and Development 2.10
15 Professional Philippine History and Culture 2.08
16 Skills Business Writing 2.08
Health/
17 Environmental Protection and Management 2.07
Safety
18 Soft Skills Professional Protocols and Social Etiquette 2.07
19 Skills Tourism Branding and Marketing 2.07
20 Soft Skills Community Engagement and Liaison 2.07
21 Professional Community Based Tourism 2.06
Health/
22 Occupational Safety, Health and Safety 2.06
Safety
23 Skills Destination Marketing and Promotions 2.05
24 Skills Professional Selling 2.02
Health/
25 Crisis and Risk Management 2.02
Safety
26 Quality Quality Assurance Skills 2.01
27 Skills Tour Operations and Travel Arrangements 2.01
28 Technical Tourism Data and Statistics Management 1.98
29 Skills Food and Beverage Services 1.97
30 Skills MICE and Business Tourism 1.96
31 Professional Natural and Cultural Environmental Planning 1.95
32 Technical E-Commerce and Social Media Marketing 1.94
33 Soft Skills Multi-Cultural Awareness 1.94
34 Professional Tourism Trends and Forecasts 1.90
Recreation and Attraction Operations and
35 Technical 1.87
Maintenance
36 Professional Farm and Agricultural Tourism 1.86
37 Technical Pricing and Revenue Management 1.85

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 Rank Type Competencies Proficiency
Health/
38 Barrier Free Tourism (Accessibility) 1.83
Safety
39 Technical Technology and Digitalization in Tourism 1.81
Future of Tourism in the 4th Industrial
40 Professional 1.81
Revolution
41 Skills Foreign Language 1.80
42 Skills Kulinarya 101 1.77
43 Professional Understanding Muslim Travellers 1.72
44 Professional Spa and Wellness Tourism 1.68
45 Professional Medical Tourism 1.63
Source: Pioneer Professional Academy of Asia & DOT-OIMD, Learning Needs
Assessment of the Tourism Workforce in the Tourism Value Chain

Based on the identified importance of the competency versus the perceived

proficiency, the study computed the values for gap by deriving the
difference of the two values.

Below is the table of competencies ranked from the competency with the
biggest to lowest gap:

Table 28: Competencies Ranked by Gap

Rank Type Competencies Gaps

1 Technical Technology and Digitalization in Tourism 0.94
Future of Tourism in the 4th Industrial
2 Professional 0.90
Revolution
3 Professional Tourism Trends and Forecasts 0.84
4 Health/Safety Barrier Free Tourism (Accessibility) 0.81
5 Professional Understanding Muslim Travellers 0.81
6 Technical Tourism Data and Statistics Management 0.80
7 Soft Skills Multi-Cultural Awareness 0.78
8 Professional Natural and Cultural Environmental Planning 0.77
9 Health/Safety Crisis and Risk Management 0.77
10 Technical E-Commerce and Social Media Marketing 0.77
11 Skills Foreign Language 0.76
12 Technical Pricing and Revenue Management 0.75
Recreation and Attraction Operations and
13 Technical 0.75
Maintenance
14 Skills Destination Marketing and Promotions 0.75
15 Professional Medical Tourism 0.75
16 Professional Farm and Agricultural Tourism 0.74
17 Skills Tourism Branding and Marketing 0.73
18 Skills Kulinarya 101 0.73
19 Quality Quality Assurance Skills 0.73
20 Professional Sustainable Tourism 0.71
21 Health/Safety Occupational Safety, Health and Safety 0.70
22 Health/Safety Environmental Protection and Management 0.70
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 Rank Type Competencies Gaps
23 Skills Tourism Product Development 0.70
24 Skills MICE and Business Tourism 0.70
25 Soft Skills Professional Protocols and Social Etiquette 0.69
26 Professional Community Based Tourism 0.69
27 Quality Filipino Brand of Service Excellence 0.67
28 Health/Safety Child Safety 0.66
29 Professional Spa and Wellness Tourism 0.65
30 Skills Professional Selling 0.65
31 Skills Tour Operations and Travel Arrangements 0.65
32 Skills Food and Beverage Services 0.64
33 Professional Philippine History and Culture 0.63
34 Health/Safety Food Hygiene 0.60
35 Skills Tour Guiding and Coordination 0.60
36 Leadership Training and Presentation Skills 0.59
37 Professional Gender and Development 0.59
38 Soft Skills Community Engagement and Liaison 0.59
39 Skills Tourism Awareness (101) 0.57
40 Leadership Leadership and People Management 0.56
41 Leadership Problem Solving and Decision Making 0.55
42 Skills Business Writing 0.55
43 Soft Skills Communication and Interaction Skills 0.52
44 Soft Skills Personality Development 0.51
45 Skills Accommodation and Hospitality Skills 0.50
Source: Pioneer Professional Academy of Asia & DOT-OIMD, Learning Needs
Assessment of the Tourism Workforce in the Tourism Value Chain

During the conduct of the Focus Group Discussions for the PTHCD, the
following have been identified as other trainings / competencies that need
to be developed within the industry:

a. ASEAN MRA Awareness – Awareness of the ASEAN MRA for Tourism

is vital for industry professionals to make their performance and skills at
par with our ASEAN neighbors. Furthermore, the members of the
academe should also be made aware of the ASEAN MRA to ensure
that future industry professionals are prepared to compete in the global
landscape upon graduation.

b. Common standards and protocol on data gathering – This is in line with

the thrust of improving data collection across the industry. The training
will be targeting LGU employees and other tourism stakeholders in
charge of data gathering

c. Entrepreneurship Trainings – to encourage students to hone their

business skills and encourage them to put up a small business / start-
up company

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d. Cultural Sensitivity Training

e. Sensitivity Training for PWDs

f. Capacity Building & Training for Academe

g. Livelihood Programs for the Communities

h. Training on Sports Tourism – Identified as one of the fastest growing

sectors in tourism according to the UNWTO

i. TOP COP Training for both top officials and subordinates

j. Training for Sustainability Reporting – particularly for greenhouse

emissions

k. Research Training

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III. Review of Strategic Actions of 2015-2020

The table below earmarks the milestones and progress of each of the strategic
action to the best of our knowledge.

Based on this, several action items have already moved and some even
completed. It is only Strategic Action 8 that seemed to have had little
movement.

Overall, a lot has been accomplished and this is the basis of continuing the
action plan to take it another step further.

In the review of the Strategic Actions of 2015-2020, it indicates the following

remarks:

Status Definition
Completed The strategic action is finished and concluded
Partially completed The strategic action is partly accomplished
Continued The strategic action is carried over in its original
or close to its original version and indicated in
the new PTHCD
Reclassified (as part The strategic action is part of a broader
of a different perspective of action and is therefore
Strategic Action Item) subsumed under that.
Reclassified (as The strategi action is considered to be
Recurring) repeating over time and has a milestone that
has to be accomplished on a regular basis
Reclassified (Tactical) The strategic action as currently written has
been converted to a tactical action and is
embedded under a strategic action rather than
being one itself
No Update There is no known movement of the strategic
action

Page 91 of 144
Table 29: Review of Strategic Action Plan (2015-2020)

Years Lead
Strategy & Responsible
Description of Activities Success criteria Status

2015
2016
2017
2018
2019
2020
Action Plan Elements & Strategic
Partners
Strategic Action 1: Strengthen the K-12 Educational Provision
1.1 Promote and 1.1.1 Plan campaign information online and X X X DepEd • Increased uptake of tourism Completed
introduce K-12 tourism through Local Government Units (LGUs) LGUs courses in high schools
education into more high DOT Regional
schools Offices
1.2 Provide training 1.2.1 Compile downloadable resources, X DepEd • Teachers better prepared Reclassified
resources for Technology references and textbooks for teaching DOT and supported for teaching (as
and Livelihood Education tourism TESDA tourism curriculum. Recurring)
(TLE) teachers in high
schools who are 1.2.2 Update and maintain resources, X X X
responsible for teaching references and textbooks for teaching
the new tourism tourism
curriculum
1.2.3 Refer to gender issues and the
DOT toolkit as source.
1.3 Design and pilot a 1.3.1 Prepare training program for new X TESDA • Teachers equipped with Reclassified
tourism teacher training tourism teachers as orientation to DOT accurate and up to date (as
orientation for all curriculum and assessment DepEd orientation to teaching Recurring)
teachers employed as and assessing hospitality
Technology and 1.3.2 Pilot a training program on X and tourism subjects
Livelihood Education introduction to teaching hospitality and
(TLE) teachers teaching tourism
tourism or hospitality
NCII courses 1.3.3 Develop & pilot a training course on X X
how to conduct competence-based
assessment

1.3.4 Update and continue teacher X

orientation program

1.3.5 Include gender issues in resources X X X

and teacher training programs

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 Years Lead
Strategy & Responsible
Description of Activities Success criteria Status

2015
2016
2017
2018
2019
2020
Action Plan Elements & Strategic
Partners
1.4 Develop tourism 1.4.1 Develop training modules – X X DepEd • A set of key manuals for Reclassified
course teacher manuals introduction to teaching tourism, lesson DOT teachers to ensure (as
which provide lesson plans and practical activities for class TESDA consistency and quality in Recurring)
plans, course content and delivery TIBFI teaching the tourism
practical training curriculum
sessions for tourism 1.4.2 Pilot and continue training for tourism X X X X
teachers teachers
1.5 Develop and pilot 1.5.1 Develop and pilot student manuals to X X DepEd • A set of student resources Reclassified
student resources support delivery of the curriculum DOT and workbooks/manuals (as
including student TESDA for each subject area in Recurring)
manuals covering the 1.5.2 Update and maintain student manuals TIBFI the tourism curriculum
tourism curriculum to ensure relevancy X X
1.6 Upgrade the teaching 1.6.1 Train new tourism teachers across the X X X X DepEd • Teachers nationally have Reclassified
skills of tourism teachers whole country to ensure access to DOT access to quality training (as part of a
in outcome-based programs. TESDA and National TVET different
curriculum through fast- TIBFI Training Certificate Strategic
track National TVET 1.6.2 Design a blended course (delivered X X qualification Action Item)
Training Certificate Level partly online and in face-to-face
1 training program to workshops) locally to deliver training on
prepare them to become competence-based assessment and
trainers and assessors training

1.6.3 Arrange course certification by X

TESDA – using e-TESDA materials.
Strategic Action 2: Upgrade the Curriculum and Quality of Teaching in HEIs
2.1 Review and update 2.1.1 Set up and work with CHED X X CHED • Formation of Technical Completed
Hotel & Restaurant technical committee to conduct curriculum TESDA Working Group
Management (HRM) and review DOT • Updated curriculum that
Tourism Management X X DepEd meet ASEAN competency
(TM) curricula in HEIs 2.1.2 Ensure curriculum is up to date and TIBFI standards and is more
meets the requirements of the ASEAN aligned with industry needs
Common Competency Standards for • Approved Policy
Tourism Professionals (AC- CSTP) Standards & Guidelines
(PSG) & Training
Regulations (TR)

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 Years Lead
Strategy & Responsible
Description of Activities Success criteria Status

2015
2016
2017
2018
2019
2020
Action Plan Elements & Strategic
Partners
2.2 Strengthen and 2.2.1 Identify language skills shortage X DOT • More graduates with key Reclassified
expand foreign language through a national survey CHED and ‘in-demand’ language (Tactical)
training for tourism HEIs skills
programs 2.2.2 Enlist HEIs to introduce new foreign X X • DOT will send out
languages into curriculum as language report to
options/electives CHED/TESDA
2.3 Review and develop 2.3.1 Arrange with CHED technical X CHED • Established system/ Reclassified
more elective courses to committee to conduct review of credit TESDA DOT mechanism of credit (Tactical)
allow for flexibility of system HEIs transfer equivalency
curriculum to cater for TIBFI • List of elective subjects in
emerging tourism niche 2.3.2 Identify the subjects needed to meet X DOLE strategic tourism product
areas such as Meetings, future demands of the tourism industry – areas established and
Incentives, Conferences especially in strategic tourism product courses operating to meet
and Exhibitions (MICE) areas (DOT lead) industry needs
Tourism, Cruise Tourism, • PSG & TR
Wellness tourism etc. 2.3.3 Develop new elective courses to cater X X X
for emerging tourism niche areas (DOT
Lead)
2.4 Certify all HRM/TM 2.4.1 Launch awareness and information X X X X X CHED • Adoption of new updates Reclassified
faculty members to teach campaign through HEI and TVI leaders TESDA in curriculum (as
and assess the Common DOT • 20% of all teachers Recurring)
ASEAN Tourism 2.4.2 Enroll all teachers/trainers into X X X X X HEIs complete program
Curriculum (with program to become certified as assessors TIBFI annually and become
CHED/TESDA) for ASEAN Tourism curriculum certified
2.5 Establish and enforce 2.5.1 Harmonize standards for installation X CHED • Standards implemented Reclassified
minimum standards for and upkeep of equipment for teaching TESDA DOT & monitored with (as
laboratories and other practical hospitality, cuisine and tourism TIBFI reference to RA 6541 & Recurring)
tourism/HRM facilities in subjects from various agencies including PD 856.
HEIs and Technical and FAAP and UTPRAS. • Harmonized standards in
Vocational Institutes accreditation.
(TVIs) 2.5.2 Implement review and monitoring X • Star rating system
system to ensure quality and maintenance introduced
• Recognition of model
2.5.3 Develop and implement a star system X X X institutions through Reclassified
for facilities and recognize model DOT/CHED (as part of a
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Action Plan Elements & Strategic
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institutions with exemplary facilities and different
equipment. Incentivize via the funds from Strategic
other funding sources. Action Item)
(2.5.3)
2.6 Develop strong 2.6.1 Conduct needs analysis to establish X X CHED • Design and approval of Continued
graduate programs for demand, content and delivery of new HEIs new postgraduate
industry executives and postgraduate programs for hospitality and TIBFI programs in at least 2
professionals tourism professionals (e.g. one-Year HEIs by 2017
Modular Master’s programs and Two-Year • PSG for Post-graduate
Modular Doctoral programs) programs for Tourism

2.6.2 Prepare program specification and X

submit for approval to CHED
Strategic Action 3: Strengthen Industry/Academe Linkages
3.1 Fast-Track The 3.1.1 Review progress of ETEEAP and X X CHED • Increase number of Reclassified
Expanded Tertiary develop guidelines to increase interest DOT industry personnel taking (as part of a
Education Equivalency from tourism professionals HEIs ETEEAP by 10% a year different
and Accreditation TESDA TIBFI from 2016 Strategic
Program (ETEEAP) to 3.1.2 Establish potential national demand, X • 2 new HEIs approved by Action Item)
bring more industry and make recommendations on CHED to offer ETEEAP
personnel into teaching expansion of program. program each year from
and expand ETEEAP 2016
and Recognition of 3.1.3 Identify institutions in regions and X X • Developed or updated
Prior Learning (RPL) to discuss implementation of ETEEAP. guidelines and increased
more institutions in the
regions to meet local 3.1.4 Promote and expand the X X X X
demand implementation of RPL
3.2 Promote ETEEAP and 3.2.1 Promote options and benefits of X X X DOT • Campaign launched Reclassified
RPL to industry and to ETEEAP for tourism professionals to Tourism annually to promote (as part of a
professional associations tourism associations, in national and trade Assocs ETEEAP different
to bring more press, and through DOT channels TIBFI Strategic
experienced industry TESDA Action Item)
personnel into academe 3.2.2 Promote and engage industry X X X CHED
personnel in using RPL to gain recognition
of their skills and experience
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3.3 Enable more industry 3.3.1 Develop a blended ETEEAP X CHED • Blended ETEEAP ready Reclassified
personnel outside of the through a consortium of ETEEAP HEIs by 2017 and pilot tested (Tactical)
registered ETEEAP providers and pilot test and implement. in one HEI in 2018
provider institutions to • Grant scheme funded and
have access and consider 3.3.2 Review delivery costs and consider X available by 2017
how to make ETEEAP subsidies or grants for ETEEAP to enable
more affordable for more professionals to enter the program
industry professionals

3.4 Introduce an 3.4.1 Develop guidelines for institutions on X CHED • TIBFI to develop Reclassified
‘academe to industry how to manage academe externships DOT guidelines for externships (as part of a
externship program’ for HEIs • Externship guidelines different
all HEI teachers who are 3.4.2 Arrange for Programs to be X Local industry proposed to CHED, Strategic
teaching HRM or TM undertaken on an agreed basis and time partners TESDA, TIBFI Action Item)
period during their employment in the TIBFI • Pilot externships launched
HEI by end of 2016 with 10
institutions
3.4.3 Pilot externship program with X
selected institutions

3.4.4 Implement and monitor impact of X X X

externship program with institutions and
industry
3.5 Establish a ‘visiting 3.5.1 Develop (voluntary) guidelines for X CHED • Guidelines from CHED No Update
professor’ scheme for institutions on how to manage visiting DOT ready by end 2015 and
HEIs professor scheme to invite experienced HEIs incorporated in TRs/PSGs
tourism professionals from industry to Local industry • Launch of visiting
teach on courses or programs on a part partners professor scheme by 2016
time, sectional basis or as guest lecturers • 20 institutions annually
enrolled in visiting
3.5.2 Publicize and launch the scheme X X professor scheme from
with all HEI’s 2017

3.5.3 Implement and survey impact of X X

visiting professor scheme with selected
HEIs to ensure quality
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Strategy &
Action Plan Elements
3.6 Engage industry
personnel in curriculum
review and assessment/
certification activities in
collaboration with HEIs
and colleges
Strategic Action 4: Enhance Graduate Quality
4.1 Expand CHED
tracer studies and
TESDA EGACE
program to all HEIs and
TVIs as a mandatory
activity in order to
track graduate/ trainee
employment and
develop further links
with industry
4.2 Research into
reasons for mismatch
between school
leavers/college
graduates and industry
requirements
4.3 Develop On-the-job
training (OJT) and
Practicum procedures
Years Lead
Responsible
Description of Activities
2015
2016
2017
2018
2019
2020
& Strategic
Partners
3.6.1 Engage institutions in inviting X CHED TESDA
prominent industry leaders to join working DOT
groups or academic boards of institutions HEIs
Local industry
3.6.2 Put in place a recognition system to X members
give credit to industry members who TIBFI
contribute to academic boards
4.1.1 Review Graduate Tracer Study (GTS) X CHED TESDA
questions and implement standard HEIs
questionnaire TIBFI
4.1.2 Strengthen (Mandate) the official GTS X 2016
and EGACE (Enrollment, Graduation,
Assessment, Certification & Employment)
studies
4.1.3 Produce guidelines on how to plan X HEIs begin in 2017.
and manage a GTS and EGACE study
4.1.4 Monitor the uptake and collect results X X X X
for analysis annually
4.2.1 Implement research study into X DOT
mismatch between school leavers/college HEIs
graduates and industry requirements National
industry
4.2.2 Produce report for consideration by X member
institutions and by the industry CHED
4.2.3 Highlight gender issues in
mismatch
4.3.1 Make recommendations on X CHED
improvements to OJT based on national DOT
review of OJT TESDA DOLE
Success criteria Status
• Credit scheme for industry No Update
members prepared by end
2015 and 10 HEIs add
industry leaders to their
boards by 2016
• Recognition system and
list of industry experts and
specializations in place
• Consolidated report from Partially
CHED and TESDA on HEI Completed
and TVI tracer studies
• GTS Guidelines ready by
Reclassified
• CHED Memorandum (as
Order on tracer studies by Recurring)
2016 (4.1.2 to
• Tracer studies from 20 4.1.4)
• Availability of GTS &
EGACE percentage data
• Research completed by No Update
2016 and report produced
for action by institutions
and industry
• Research and Partially
benchmarking completed Completed
by 2016 and report
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and documentation for HEIs produced for action by
use by institutions in 4.3.2 Prepare and launch OJT X National institutions and industry
making arrangements for procedures and guidelines to ensure industry • New OJT guidelines
internships and ensure good practice including gender members incorporated into TRs and
good planning, awareness guidelines and procedures PSGs
monitoring and
management by schools 4.3.3 Establish system to address X
and host organizations mismanagement and abuse of OJT by
companies or colleges (including
workplace harassment)

4.3.4 Benchmark OJT practices in X

Philippines against international best
practice
4.4 Regulate OJT/ 4.4.1 Update OJT guidelines to protect X X CHED • OJT Guidelines produced Reclassified
practicum to ensure students and institutions from abuse DOT for national use and (as
students or institutions 5 Launch a national scheme to recruit OJT HEIs national scheme to recruit Recurring)
are not paying host organizations from the hospitality and National OJT organizations ready
companies and that there tourism sectors to take part in OJT industry by end of 2017
are adequate and 6 members
suitable internships for 4.4.2 Research the options of alternative X
student trainees. OJT environments from other industries,
Non-government organisations or voluntary/
community based organizations
Strategic Action 5: Implementing the ASEAN MRA on Tourism Professionals
5.1 Ensure agencies, 5.1.1 Produce publicity, handouts and X X X X DOT ROs, • Publicity and promotional Completed
training institutions and guidelines on implementing MRA LGUs campaigns conducted in
the industry are prepared Public 2015 -18 in various media
and ready for the launch 5.1.2 Launch promotional campaign X X X X institutions • Number of materials and
of ASEAN Economic nationally through DOT ROs, LGUs, public TIBFI types produced
Community and the institutions and others including on TESDA • Number of website visits,
ASEAN MRA for tourism websites of all tourism stakeholders DOLE number of launches,
professionals attendees, resulting
publicity pick ups

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5.2 Research the potential 5.2.1 Conduct longitudinal research study X X X TIBFI • Research study No Update
attrition/loss of many on potential attrition/loss of qualified DOT completed by end-2015
trained and qualified tourism workers TESDA DOLE and workshops and
workers to other ASEAN POEA strategy completed by end
countries and the impacts 5.2.2 Conduct consultative workshops to X X of 2016
on tourism demand and develop strategy to mitigate loss of skills • Connect with POEA to
employment in the next 5 workers overseas de- termine loss; develop
year period tracer studies
5.2.3 Update labor needs for the following 5 X X X • Number of workshops
years based on research con- ducted
5.3 Establish links to the5 5.3.1 Connect the TESDA tourism X TESDA • ATPRS tested and Continued
ATPRS (ASEAN Tourism registry with the ATPRS as the means DOT functional by end 2015
Professionals for Filipino tourism workers to register TIBFI • Philippine Registry
Registration System) their qualifications and apply for ASEAN Qualification should be
through TESDA Registry equivalent jobs in the ASEAN Tourism linked/ in place
Economic Community Secretariat
DOLE
5.3.2 Continue the mapping of local X X
tourism qualifications against the
ASEAN Framework
5.3.3 Test the system with users to ensure X • Number of people able to
its functionality access ATPRS and
TESDA tourism registry
5.3.4 Publish guidelines online on how to X • Number of employers and
use the ATPRS with Registry information tourism professionals
an integral part of launch activities successfully registered: #
of successful placements
• Updated TESDA training
regulations; aligned with
ASEAN MRA competency
standards

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5.4 Review ACCSTP to 5.4.1 Complete a gap analysis of the X TESDA • Gap analysis completed by Completed
ensure suitability for the ACCSTP to identify competencies, job DOT end 2015 and proposal
Philippine tourism areas and labor divisions needed for the TIBFI ready by mid-2016
industry and propose Philippine tourism industry Industry • Draft standards developed
updates and additions to Assocs by 2017
the standards 5.4.2 Develop draft standards to X X ASEAN
address gaps and pilot in the regions Tourism
Secretariat
5.4.3 Propose updates and additions to the X
standards
5.5 Institutionalize & 5.5.1 Review the ASEAN Master Assessor X DOT • Review completed and Reclassified
review the ASEAN and Master Trainer program for the TIBFI TESDA fast track process put in (as
Master Assessor and Philippines Industry place by mid 2015 Recurring)
Master Trainer program members • Number of qualified
for the Philippines 5.5.2 Put in place a fast-track process and X trainers and assessors
have more qualified trainers to cascade the
Assessor and Trainer program

Increase the publicity and information X X

drive to the industry, especially in the
regions
Strategic Action 6: Facilitate Tourism Education & Training
6.1 Fast track the training 6.1.1 Review the projected need for tour X DOT • Report completed by end Reclassified
of qualified tour guides guides in the Philippines to establish the Tourism 2015 and recruitment (Tactical)
(with in-demand language number of guides and languages needed Assocs starting in 2016
skills) to ensure there are TESDA • Harmonization & New
ad- equate tour guides to 6.1.2 Harmonize tour guide training, X X TIBFI course curriculum
meet the needs of accreditation and national qualification complete by end 2016
incoming international programs of DOT and TESDA • Number of people
tourists recruited and given
6.1.3 Put in place recruitment X X X language training and
measures for new tour guides passed with flying colors

6.1.4 Expand tour guide training courses X X X X

and develop trainers to provide language
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through language centers

6.2 Enhance the quality 6.2.1 Review tour guide training, X X DOT • Review of tour guide Reclassified
and content of tour accreditation and national qualification CHED training completed by end (Tactical)
guide training & programs for tour guides Tourism 2015
professionalize the job Assocs • New courses/modules
to give it more security 6.2.2 Upgrade the quality of tour guides X X Local Tour designed for delivery in
and career progression through more intensive training at HEIs and companies HEIs by end 2016
TVIs with award of diplomas or degrees in TESDA • Adequate supply of trained
tour guiding tour guides with the
required language skills
6.2.3 Set up a registry of qualified tour X X when and where needed;
guides with online access for tour and (listed in online registry for
travel companies easy identification)
6.3 Identify and design 6.3.1 Review the TESDA JobsFit research X DOT • Increased industry No Update
new courses and and other DOLE data to identify hard to fill TESDA DOLE participation in
programs to provide skills TIBFI employment surveys
more trained workers to • New training programs
fill the ‘hard-to-fill’ 6.3.2 Design new training programs to X designed and piloted
vacancies 7 meet the need of the industry for hard to during 2016
fill skills
6.4 Identify competencies 6.4.1 Identify the learning outcomes and X DOT • Curriculum proposal Reclassified
needed by MICE curriculum needed for bachelor degree in PACEOS completed by end 2015 (Tactical)
professionals and create MICE or Event Management Local HEI • MICE programs
new courses & programs Part- ner/s developed and offered
to meet the needs of the 6.4.2 Develop new courses in MICE for X X CHED by HEIs and TVIs
industry industry practitioners
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6.4.3 Review new courses/programs in X X

MICE and update as necessary

6.5 Establish a MICE 6.5.1 Institutionalize MICE subjects/ X X DOT • Facility identified and Partially
Academy in an existing courses in HEIs and TVIs PACEOS approved by mid-2015, Completed
facility to meet the CHED program launched by
unique skills 6.5.2 Set up a MICE academy within an X X X Local HEI 2016 and Academy
development needs of existing HEI base on industry best practice Part- ner/s established
the sector policies and procedures • Creation of MICE subjects
and courses in HEIs/TVIs
6.5.3 Research the option of online X including online courses
MICE tourism training courses
6.6 Research and plan HR 6.6.1 Identify key and core skills of the X DOT • Program proposal ready No Update
training and development strategic tourism products TPB by mid 2015
to support growth of the TESDA TIBFI • New courses designed
nine strategic tourism 6.6.2 Prepare training and development to X Industry part- and launched by 10
products meet the skills needs ners providers by end 2016
• Number of key and core
6.6.3 Launch program(s) through various X skills identified and
training providers or institutions interventions made
6.7 Prepare and 6.7.1 Prepare and disseminate an X DOT • Inventory of free training Continued
disseminate an inventory inventory of free training programs/ TESDA programs /grants
of free training grants from government for industry ADB-Canada - published and website set
programs/ grants from tourism up by end 2015
government for industry 6.7.2 Set up website to offer online course X X project • Recommendations
offerings or downloadable training courses accepted on funding of
national tourism training
6.7.3 Support a study to prepare a X grants scheme
proposal for industry (facilitated by DOT) • Tourism Training Grants
on options for funding of the training grant Scheme put in place by
scheme early 2016 with funding
sources secured

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Strategic Action 7: Preparing People for Employment
7.1 Bring returning 7.1.1 Prepare a plan to integrate or bring X NRCO OWWA • Plan and proposal with Continued
Overseas Foreign returning OFWs into the tourism DOLE CBA and ROI prepared by
Workers (OFWs) into the workforce DOT end 2015
tourism workforce by TESDA POEA • Integration of the Plan to
providing incentives, 7.1.2 Integrate the Plan with the X the DOLE's (NRCO,
training and return to DOLE's (NRCO, OWWA) programs OWWA) Balik Pinas, Balik
work programs Hanapbuhay Program.
7.1.3 Identify the incentives, training and X
return to work programs available

7.1.4 Prepare a cost benefit analysis and X

ROI (Return on Investment) to evaluate
the benefits of the program
7.2 Create training and 7.2.1 Conduct dialogue with barangays X X DOT ROs • Consultations completed Continued
employment and district community associations to TESDA by end 2015
opportunities for the identify development opportunities LGUs • Training program
informal sector to help DTI designed and tested in
meet the skills shortages 7.2.2 Design and deliver training and X X X X X DSWD 2016 with launch at end
& professionalize small development for the informal sector and of 2016
tourism business small tourism business operators to
operators professionalize their services and products
7.3 Consult with DOH 7.3.1 Prepare plans to provide alternative X Spa Assoc of • Consultations with Reclassified
about application of training and certification options for spa thePhilippine DOH completed by (Tactical)
requirements for operators and therapists to avoid loss of s early 2015
licensing spa and jobs and business closures and satisfy DOT • Plans for further
wellness therapists to DOH accreditation and licensing DOH training agreed and
mitigate potential loss of requirements TESDA started in mid-2015
skills, jobs and closure of Industry
wellness enterprises Assocs
7.4 Discuss with tourism 7.4.1 Hold stakeholder meetings with X DOT • Stakeholder meetings No Update
associations and tourism associations and employers and DOT ROs held by mid 2015
employers how to provide prepare recommendations on revisions to TESDA • Report with
more competitive compensation packages Tourism recommendations made
compensation Assocs to industry by end 2015
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benefits/package for 7.4.2 Disseminate findings and make X Local industry
tourism workers recommendations to industry DOLE
DSWD
NUWHRAIN

7.5 Develop a plan to 7.5.1 Work with tourism stakeholders X CGAP- • Plan for career Reclassified
promote career and employees to prepare a plan for Working development made by end (as part of a
opportunities for tourism promoting tourism career options Group 2015 different
professionals to reduce TESDA • Pilot career fairs in Strategic
the 'brain drain' of 7.5.2 Hold regular career and job fairs in X X X X DOT ROs regions in 2016 Action Item)
trained tourism colleges and other institutions for Local industry
professionals overseas recruitment purposes in liaison with CGAP DOLE/BLE
TCP
7.5.3 Illustrate the real tourism industry NUWHRAIN
opportunities such as progression and the
challenges of employment practices and
gender issues

Strategic Action 8: Update Employment Legislation & Improve Labor Relations

8.1 Prepare 8.1.1 Prepare a proposal for government X DOT • Proposal completed by mid- No Update
recommendations for on employment protection for tourism DOLE 2016 and presented to
government on freelances and others. TCP DOLE
employment protection Local industry
for tourism freelancers 8.1.2 Work with DOLE, tourism X X X
(e.g. Tour Guides) and for associations and employers to ensure
seasonal employees not more employment protection
covered by government
benefits

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Description of Activities Success criteria Status

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2016
2017
2018
2019
2020
Action Plan Elements & Strategic
Partners
8.2 Prepare a RIS 8.2.1 Prepare a RIS (Regulatory Impact X DOT • RIS completed by mid-2016 No Update
(Regulatory Impact Statement) DOLE and consultative workshop
Statement) on legislation NWPC, BWC, held by end 2016
of a longer period of 8.2.2 Develop a RIS and a consultative X BLE,
employment for workshop leading to the development of a NUWRHAIN
contractual employees proposed legislation applicable to the TCP
from six months to three tourism industry Tourism
years. Assocs
8.2.3 Hold consultative workshops X Local industry

8.2.4 Present final RIS for approval X

8.3 Review existing labor 8.3.1 Review existing labor laws to X DOT • RIS completed by mid-2016 No Update
laws to identify areas for identify areas for revision DOLE and consultative workshop
revision in order to Tourism held by end 2016
develop a fair 8.3.2 Develop a fair compensation law that X Assocs
compensation system is faithful to tourism and labor laws to Local industry
improve morale and labor productivity

8.3.3 Revise labor laws that do not fully X XX

meet the unique requirements of the
tourism industry.

8.3.4 Present findings in a RIS for public X

discussion
8.4 Improve labor 8.4.1 Review and rationalize specific X DOT • RIS completed by mid-2016 No Update
relations by modernizing legislations which directly impact on DOLE NEDA and consultative workshop
the Labor Code, economic benefits of tourism and Tourism held by end 2016
enforcing correct service hospitality workers. Assocs
charge distribution, and Local industry
increasing the current 8.4.2 Study and prepare a policy proposal X
ratio of tenured to to provide incentives to employers to
untenured employees. raise the ratio of tenured employees in
their enterprises.

8.4.3 Hold consultative workshops to draft

proposed legislation applicable to tourism
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industry.

8.5 Rationalize the 8.5.1 Rationalize the implementation of the X DOT • RIS completed by mid- No Update
implementation of the law law related to the collection and dis- DOLE 2016 and information
related to the collection tribution of Service Charge by private Tourism drive started in late 2016
and distribution of tourism establishments Assocs
Service Charge by private Local industry
tourism establishments 8.5.2 Plan and implement information X X TCP
drive across all regions on the correct
interpretation of the law related to the
collection and distribution of Service
Charge (NTDP)
8.6 Provide information 8.6.2 DOT to collaborate with DOLE to X DOT • Pilot program introduced in No Update
awareness and training provide labor law awareness training for DOLE 2016
on labor law compliance the sector. • Target Number of
employers achieve labor
8.6.3 Tourism employers should be X law compliance
encourages to attain Labor Law
compliance

8.6.4 Tourism employers should utilize the

resources available to DOLE such as
GUIDE kits and manuals.
Strategic Action 9: Build Capacity of Public Sector Human Capital
9.1 Build Capacity of 9.1.1 Enhance technical and continuing X X X X X DOT • DOT Provincial Officers Reclassified
LGUs education for local tourism officers LGUs in place (as part of a
CIDA • Capacity building different

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Action Plan Elements & Strategic
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9.1.2 Map existing capacity building X Australian programs on-going Strategic
programs and curricula for LGU tourism Aid, • Stronger TCs in place Action Item)
units DILG,
Association of
Tourism
Officers in
the
Philippines
9.2 Create a culture of 9.2.1 Continue with training and X X X X X X DOT • Increase number of trainees Reclassified
tourism that promotes development of Customs, Immigration BI by 10% per year from 2015 (Tactical)
good hosting from arrival Quarantine and Security staff at the DILG
to departure international gateways PNP
10 PCCI
9.2.2 Provide targeted training of other X X X X X TCP
frontline staff at airports, ports and LGU
destinations in cooperation with Leagues
DOLE/National Wages and Productivity
Commission

9.2.3 Inculcate the culture of tourism by X X

developing and expanding the NTDP’s
Pinoy Touch concept and the Filipino
Brand of Service Excellence to all public
sector employees
9.3 Develop service- 9.3.1 Develop and pilot training with X DOT • Pilot program ready by Reclassified
orientation attitudes and public and private sector staff working in DOLE end 2015 and (Tactical)
customer service skills LGUs; porters; taxi and bus drivers; Concerned implemented in 5
among frontline service market vendors, etc. Agencies locations by end 2016
workers, particularly
from tourist-related 9.3.2 Establish a regular training program X
services, in the local and monitor impact and effectiveness
destinations.
9.3.3 Enhance and expand the Tourism X
Star Philippines

9.3.4 Launch a Tourism Industry X

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2016
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2020
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Excellence Award Competition

9.4 Provide training and 9.4.1 Conduct needs analysis and develop X DOT ROs • Needs analysis completed No Update
education on tourism, training modules for host communities in TESDA by 2016
hospitality and the destinations and SMEs Colleges DILG
entrepreneurship skills Tourism
for host communities 9.4.2 Review and monitor training X X Indus- try
in the destinations impacts and effectiveness
9.5 Extend the Tourism 9.5.1 Expand and continue the current X X X X X DOT • TOP COP program being Reclassified
Oriented Police-for Tourism Oriented Police- for Community DILG expanded to all SCDs by (as part of a
Community Order and Order and Protection (TOP COP) to all PNP end 2016 different
Protection (TOP COP) SCDs as agreed by DOT, PNP and DILG. LGUs Strategic
program Action Item)
10 9.5.2 Evaluate and monitor the program to X X
ensure impacts and effectiveness
9.6 Establish and 9.6.1 Prepare a proposal to put in place a X DOT • Implementation of a Reclassified
Implement a Tourism sustainable national tourism training grant DBM Tourism Skills (as part of a
Skills Development program. Tourism Development grant different
Programs Indus- try program Strategic
9.6.2 Consult with stakeholders on a X Action Item)
sustainable mechanism for a grant
program.

9.6.3 Provide funding and implement a X

government led tourism skills development
program.
Strategic Action 10: Develop DOT Internal Human Resources
10.1 Provide information 10.1.1 Conduct internal review of IT X DOT (Internal • Review completed by No Update
distribution systems to systems to identify information distribution Audit Dept) mid-2015 and IT IDS
make industry relevant systems (IDS) needed specification ready by
information readily end 2015 for approval
available 10.1.2 Prepare IT IDS specification and go X
to tender

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10.1.3 Implement IDS and monitor X X X
progress and usage

10.2 Implement the DOT 10.2.1 Formulate the DOT HR Development X DOT Admin & • HR Development plan Partially
HR Development Plan Plan HR Division ready by beginning of Completed
2016 and competencies
10.2.2 Conduct job analysis and review of X analysis ready by second
existing job descriptions aligned with the quarter of 2016
DOT Mission and Vision

10.2.3 Define the competencies and X

levels for each job
10.3 Plan and implement 10.3.1 Complete DOT Training Needs X • HR training plan ready by Partially
HR Development Analysis to identify training & development mid-2015 and review/ Completed
programs needs updating by 2016

10.3.2 Prepare individual development X

plans to develop and enhance employees’
competencies.

10.3.3 Plan HRD programs based on the X

DOT TNA

10.3.4 Review and identify potential X

internal and external training resources or
grants

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2020
Action Plan Elements & Strategic
Partners
10.4 Implement the DOT 10.4.1 Revise the DOT SPMS for CSC X DOT Admin & • SPMS approved by mid- Partially
Strategic Performance final approval HR Division 2015 and reviewed/ Completed
Management System updated by end of 2015
(SPMS) 10.4.2 Cascade the DOT SPMS to all X
officials and employees

10.4.3 Conduct Pilot Testing of SPMS X

10.4.4 Align the mission, vision and X

strategic priorities with that of DOT
employees’ performance

10.4.5 Review and update the DOT SPMS X Reclassified

for CSC approval (as
Recurring)
(10.4.5)
10.5 Implement the new 10.5.1 Review and finalize the X DOT Admin & • New structure and staffing No Update
organizational structure organizational structure and staffing HR Division pattern approved by mid-
and staffing pattern pattern under RA 9593 for DBM approval 2016; placement of
under RA 9593 personnel by end of 2016
10.5.2 Plan for transition to new DOT X
organizational structure

10.5.3 Prepare guidelines for competency- X

based recruitment, selection and
placement to the approved staffing pattern
or plantilla

10.5.4 Conduct orientation of the new X

organizational structure and staffing
pattern

10.5.5 Conduct staff interviews and X

deliberations for the placement of existing
personnel

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 Years Lead
Strategy & Responsible
Description of Activities Success criteria Status

2015
2016
2017
2018
2019
2020
Action Plan Elements & Strategic
Partners
10.5.6 Conduct retooling programs as a X
result of placement of existing personnel
pursuant to approved staffing pattern

10.5.7 Open all regular vacant positions to X

recruit new staff

10.6 Develop and 10.6.1 Prepare terms of reference for an X DOT Admin & • Integrated Human Completed
implement an integrated appropriate IT system that will provide HR Division Resource Management
human resource updated database of personnel Information System
management information information for staffing requirement, developed by mid of 2016
system (HRIS) placement, promotion, training and other and start implementation
personnel actions by end of 2016

10.6.2 Outsource the development or X

procurement of the IT system

10.6.3 Conduct user training for the X Continued

implementation of the IT system (10.6.3)
10.7 Review the staffing 10.7.1 Review the staffing needs to X DOT Admin & • Decision by mid 2015 on No Update
needs to upgrade the upgrade the staffing plan to appoint a HR Division IT Planner and resources
staffing plan to appoint a senior IT planner for IT System
senior IT planner and put development.
in place an up to date IT 10.7.2 Review the needs of an X Implementation of a new
System in the DOT. appropriate IT system for the Department IT system for DOT
connecting internal staff and the regions

10.7.3 Implement a new IT System to X

enable the DOT to be more effective in its
work and communications

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IV. Tourism Human Resource Development SWOT Analysis
The SWOT Analysis below carries over some of those listed in the PTHRD 2015-
2020, which are listed in italics.
STRENGTHS
General
• Natural culture of hospitality and
hosting
• Widespread use of English
language and good
communication skills
• Good track record on gender
equality and opportunities for
women in the tourism
professionals
• A large tourism sector that is
growing at the same or higher
pace than the global growth
• Convergence of public sector
agencies and the private sector for
the harmonization of tourism
education and employment
• Launched Filipino Brand of
Excellence Program
• Availability of basic data for labor
market study
Public sector
• Government recognition of the
importance of HR development to
meet the needs of tourism in the
country
• Significant progress in
implementing the NTDP on
Human Capital Development
• DOT providing an enabling
culture to improve Human capital
development
• Progressive human capital
development in internal DOT
Tourism education & training
• Good ASEAN MRA representation
through the 3 national entities
(DOT, TESDA, TIBFI)
• Well-established and continuous
improvement of TESDA
certification system for tourism
• Implementable Philippine
Qualification Framework
WEAKNESSES
General
• Shortage of takers of tourism-
specific job functions (i.e., tour
guide, tourism planners, etc.)
• Low recognition of the need for
specific job function (i.e.,
tourism officers, tourism
planners, tourism researchers,
etc.)
• Lack of up-skilled and re-skilled
workers to meet tourism
demands
• Lack of non-English foreign
language proficiency for
industry frontliners and tour
guides
• Low competitiveness ranking of
the Philippines in the WEF for
tourism
Public sector
• Weak public sector tourism
governance and human capital
development policies and
practices
• Weak consolidated information
dissemination of free training
programs/ grants from
government for industry
Tourism education & training
• Low recognition of certification
of applicants for tourism
• Skills mismatch between
school leavers/college
graduates and industry
requirements
• Lack of teachers with industry
experience
• The 'brain drain' of trained
tourism professionals overseas
• Weak teacher certification system
that is accessible and affordable
for industry professionals
• Low level of awareness of the
Page 112 of 144
 (PQRF) and ASEAN DOT OJT modules for better
Qualifications Reference management of OJT programs
Framework (AQRF) along with Employment & labor laws
the establishment of common • Lack of competitive
competencies at national and compensation benefits/package
ASEAN-level for tourism workers
• Designation of Centers for • Antiquated labor laws that do
Excellence in HEIs not fully meet the unique
• Presence of National Assessors requirements of the industry
and National Trainers for
ASEAN MRA-TP
• Opportunities for students to
take up tourism Undergraduate
and Post-graduate programs
• Increasing number of DepEd,
TESDA, and CHED institutions
offering Tourism and Hospitality
Certification and/or Courses
• Availability of tracer studies
tracking graduate employment
• Established OJT/internship
programs to enable students to
gain industry experience

OPPORTUNITIES
General
• Further propagation of the Filipino
Brand of Service Excellence to all
Filipinos not just those in tourism
• More push of the Balikbayani sa
Turismo, Helping the Economy
Recover thru OFW Enterprise
Start-ups (HEROES) and similar
programs for OFWs
• Utilize available instruments or
channels to leverage purchases of
tourism facilities especially for use
in tourism education
Public sector
• Upgrade the competencies of DOT
workforce to enable it to meet the
requirements of the industry for
support and services (including
regulation)
• Capacity building of Provincial
LGUs for tour- ism planning and
development, destination
marketing, and tourism enterprise
regulation
THREATS
General
• The effects of the COVID pandemic
may force the shutdown of several
tourism establishments.
• Lack of efficient information
distribution systems to make
industry relevant information readily
available
Public sector
• Lack of employment protection for
tourism freelancers (e.g. Tour
Guides) and for seasonal
employees not covered by
government legislated benefits
Tourism education & training
• Lack of progress in providing
courses and trained workers to fill
the ‘hard-to-fill’ vacancies
Page 113 of 144
Tourism education & training
• Accreditation/recognition of
experienced tour- ism
professionals to enhance career
and promotion prospects
• Engaging industry personnel in
assessment/ certification activities
• Convert informal sector to
community-based organizations
serving the tourism industry
• More tracers and tracer studies to
track graduate employment
• Introduce more tourism courses in
K-12
• Alignment and progression of
courses in basic middle and higher
education
• Increase mobility in the trifocal
education system
• Track other data on ASEAN and
global competitiveness

Page 114 of 144

V. Strategic Actions 2021-2025

A. Implementation, Monitoring and Coordination

The implementation of these strategic actions can mostly be carried out under the
Memorandum of Understanding on Tourism and Hospitality Education and Training
signed in 2020 which allows for the creation of Joint Working Group/s “to undertake
collaborative activities and programs”.

The DOT-OIMD will need to play a key role in the coordination, implementation and
monitoring of the action plans to ensure that these initiatives are progressing within
agreed timelines, creating and fostering the development of the programs, and
ensuring the timely and accurate collection and dissemination of pertinent data and
information to concerned parties.

Currently, there are already five (5) working groups that have been created:

• Research and Innovation Programs (Regular Tourism Labor Market Studies

(analysis and updates on employment situation in tourism, tracer studies,
etc.), Data collection and Repository)

• Standards Review and Development (Training Regulations, Competency

Standards, Curriculum, Program Delivery, Facilities, Assessment and
Certification)

• Industry Linkages and Partnerships (Apprenticeship, Teacher Immersion

Program, Tourism HR Congress, Tourism Conferences and Events)

• ASEAN MRA-TP (MRA-TP Awareness, Review of ASEAN Toolboxes,

ASEAN Tourism Professional Registry System)

• Education Tourism as product offering (ESL, PH as education hub,

Exchange Programs)

All the other strategic actions that do not fall under any of these groups may be
supervised under the DOT-OIMD.

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B. Detailed Action Plan
Strategy & Action Plan Elements
Strategic Action 1: Provide a Framework That Facilitates Continuous Learning and Incessant Development of Tourism Professionals
1.1 Improve the implementation of 1.1.1 Evaluate the ladderization of
the Philippine Qualifications
Framework (PQF) in terms of
ladderized education for the
Tourism & Hospitality Programs
1.2 Increase the mobility across 1.2.1 Systematize the recognition of
the different institutions
1.3. Expand the tourism education 1.3.1 Inculcate the elements of the
offering in K-12
Years
Lead Responsible
2021
2022
2023
2024
2025
Description of Activities
Recurrence
& Strategic Success Criteria
Partners
X X X DepEd Strengthen the
education based on the PQF in terms of TESDA implementation of the
the offering in the basic, middle and CHED PQF in the Tourism
higher education TIBFI Education
DOT
Have courses that are
not repetitive but taken
in a progression
X X X DepEd Seamless
DEPED Philippine Educational TESDA application/enrollment
Placement Test (PEPT) and Alternative CHED and increased mobility
Learning System Accreditation and DOT of students across
Equivalency (ALS A&E) Test, TESDA TIBFI DepEd, TESDA, CHED
Philippine TVET Competency governed institutions
Assessment and Certification System
(PTCACS), and CHED Expanded
Tertiary Education Equivalency and
Accreditation Program (ETEEAP), as
well as include the recognition of prior
learning (RPL)
X X X X Annual DOT Student appreciation of
Filipino Brand of Service Excellence evaluation of DepEd “The Filipino Brand of
across the different school subjects in the Filipino Service Excellence”
K-12 especially in the Humanities and Brand of
Social Sciences (HUMSS) and Home Service
Economics strands. Excellence
1.3.2 Add more tourism courses, i.e., X X X X Annual DepEd Increased uptake of
tourism research, tourism marketing, DOT tourism courses in high
tourism administration and government, TIBFI school
tourism planning, etc.
1.3.3 Review the offering of Tourism X DepEd Realignment of Tourism
Education and align under the correct DOT subjects into the correct
Page 116 of 144
 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
K-12 strand TIBFI strand
1.4 Expand the tourism education 1.4.1 Promulgate more offerings in X X Every 2 years TESDA Have a new offering
offering in TESDA terms of additional subject matters as introduce at DOT every 2 years
well as the progression of the courses least one new TIBFI
offered offering
1.5 Continuously update and 1.5.1 Ensure curriculum is up to date X X Every 3 years CHED Updated curricula that
improve Tourism Management and, at the minimum, meets the meet ASEAN
(TM) and Hospitality Management requirements of the ASEAN Common competency standards
curricula in HEIs Competency Standards for Tourism and is more aligned
Professionals (ACCSTP) with industry needs

Approved Policy
Standards and
Guidelines (PSG) and
Training Regulations
1.6 Execute Flexible Learning 1.6.1 Explore innovative learning X X X X X Annual DepEd Lower attrition rates in
Options (FLO) and conduct modalities apart from the traditional TESDA enrollment
classes using different practices to more flexible teaching and CHED
methodologies for different types of learning options. DOT
student learners. TIBFI
1.7 Promote the roll-out of strong 1.7.1 Assess graduate and doctorate X X CHED More in-country
graduate programs for industry program for Tourism and Hospitality enrollment for graduate
executives and professionals and doctorate programs
in tourism
1.8 Support the validation of the 1.8.1 Review and improve the X X Every 3 years CHED TESDA Availability of data
framework by having tracers components of tracer studies including HEIs based on tracer studies
and/or tracer studies to track Graduate Tracer Study (GTS), DOT
graduate/trainee employment Enrollment, Graduation, Assessment, DOLE Validate the framework
Certification & Employment (EGACE) TIBFI based on the % of
employability of the
sampling
1.8.2 Establish new possible tracers X Every 3 years CHED TESDA Availability of new data
(i.e., database of a job fair event, etc.) HEIs source for validation
DOT and counter-validation
DOLE
TIBFI
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 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
Strategic Action 2: Advance Further the ASEAN MRA on Tourism Professionals
2.1 Encourage the Registration to 2.1.1 Connect the TESDA registry of X X X X X Annual TESDA At the very least, there
the ATPRS (ASEAN Tourism certified tourism-related workers to DOT should be a hyperlink
Professionals Registration System) ATPRS TIBFI that can be sent to all
DOLE certified tourism-related
workers
2.2 Participate in the further 2.2.1 Continue to work on relevant job X X X X X New job titles TESDA Addition of possible
expansion of the job titles that are titles that are of interest to the to introduce to DOT ASEAN-certified
recognized in the ASEAN MRA Philippines i.e., health and wellness, ASEAN TIBFI Filipinos
MICE, etc. should be DOLE
considered PSA
Annually
2.3 Institutionalize & review the 2.3.1 Increase the publicity and X X Review the TESDA Increase and more
ASEAN Master Assessor and information drive to the industry, program every DOT regular conducting of
Master Trainer program for the especially in the regions 5 years TIBFI the ASEAN Master
Philippines DOLE Assessor and Master
Trainer Program
2.4 Increase the number of Filipino 2.4.1 Increase the number of qualified X X Review the TESDA Addition of possible
National Assessor and National Filipino ASEAN National Assessors and program every DOT ASEAN-certified
Trainer program for ASEAN MRA National Trainer program 5 years TIBFI Filipinos as National
for Tourism in the Philippines Assessors and National
Trainers
2.5 Further promote ASEAN MRA- 2.5.1 Introduce ASEAN MRA-TP in X X TESDA Increased awareness
TP schools through subjects in school or DOT on ASEAN MRA-TP
through activities (i.e., ASEAN Day- TIBFI
August 8, Introductory subjects like
Tourism 101)

2.5.2 Conduct consistent information X X X X X Quarterly TESDA Increased awareness

drive, seminars, updates using various DOT on ASEAN MRA-TP
media, including social media, etc. TIBFI both local and in
relation to other ASEAN
countries
2.6 Regularly collect ASEAN MRA- 2.6.1 Establish and collect essential X X X X Annual TESDA Established platform for
TP data in the Philippines and the data sets that need to be monitored and DOT monitoring of ASEAN
other ASEAN countries analyzed TIBFI MRA-TP
Page 118 of 144
 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
implementation for the
Philippines
Strategic Action 3: Meet Future Tourism Human Capital Demand
3.1 Regularly conduct the Tourism 3.1.1 Establish the data sets that needs X X X X X Annually DOT Have a regular report
Labor Market Study on a timely to be monitored and analyzed and DOLE on an annual basis
basis always included in the study PSA provided a given set of
DepEd data
TESDA CHED
TIBFI
3.2 Migrate from a simple labor 3.2.1 Create a system where all data X X X DOT Tourism Labor Market
market study to a labor market can feed to and already have the DOLE Information System
information system (LMIS) algorithm to make simple analytics PSA established
DepEd
TESDA
CHED
TIBFI

3.3 Promote Tourism Education 3.3.1 Create a campaign and a X DOT Tourism education
(Basic all the way to Higher cohesive marketing plan to promote DOLE campaign developed
Education) tourism education LGUs
DepEd Increased enrolment in
TESDA CHED tourism education
TIBFI
3.4 3.4 Bring returning Overseas 3.4.1 Prepare a plan to integrate or X X Every 2 years DOT Training programs
Foreign Workers (OFWs) into the bring returning OFWs into the tourism DOLE provided
tourism professionals by providing workforce (including faculty and POEA
incentives, training and return to government) OWWA (National Increase in the number
work programs Center for of tourism professionals
Reintegration) out of previous OFWs
TIBFI
3.4.2 Prepare a program that X X Every 2 years DOT Increased engagement
documents possible knowledge-transfer DOLE of returning OFWs as
from OFWs in their work abroad POEA possible resource
OWWA (National speakers / trainers
Center for
Reintegration
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 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
TIBFI
3.5 Organize annual industry- 3.5.1 Design, plan and execute regional X X X Every 2 years DOT Target attendance to
specific job fair coinciding with the career fairs that matches tourism DOLE the event is met
Tourism HR Congress professionals with tourism employers
% of job seekers hired

% of job posts filled

3.6 Ensure that the tourism 3.6.1 Provide regular crisis X X X X X Annual DOT Crisis protocols
professionals is adept to handle preparedness and management DOLE developed
future crisis trainings to the tourism professionals
such as the Occupational Safety and
Health Center (OSHC) Training
Strategic Action 4: Facilitate and Strengthen the Access to a Higher Standard Faculty
4.1 Provide training resources for 4.1.1 Compile downloadable resources, X X X X X Annual DepEd Teachers better
faculty references and textbooks for teaching TESDA prepared and supported
tourism CHED for teaching tourism
DOT curriculum
X X X X X TIBFI
4.1.2 Update and maintain resources, X X X X X Annual DepEd More updated
references and textbooks for teaching TESDA resources and toolkits
tourism CHED to be indicated in
DOT DepEd’s Learning
TIBFI Commons and CHED’s
PHLConnect
4.2 Implement and provide regular 4.2.1 Update and conduct regular X X X X X Semi-Annual DepEd Have better qualified
orientation and tourism course teacher orientation program TESDA faculty
teacher manuals which provide CHED
lesson plans, course content, and DOT
practical training to faculty teaching TIBFI
tourism and/or hospitality courses 4.2.2 Implement training course on how X X X X X Semi-Annual DepEd Have a regularly
to conduct competence-based TESDA updated set of key
assessment CHED manuals for teachers
4.2.3 Create and update training X X X X X DOT to ensure consistency
modules to include lesson plans, TIBFI and quality in teaching
practical activities for class delivery the tourism curriculum
4.3 Promote and encourage the 4.3.1 Launch awareness and X X X X X Semi-Annual DepEd Have milestones of
Page 120 of 144
 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
certification of all HM/TM faculty information campaign to become TESDA how many percent of
members to become teachers teachers and/or assessors of the CHED all teachers are
and/or assessors of the Common Common ASEAN Tourism Curriculum DOT certified (i.e., 20% in
ASEAN Tourism Curriculum TIBFI year 1, 30% in year 2,
4.3.2 Enroll all teachers/trainers into X X X X Quarterly etc.)
program to become certified as
assessors for ASEAN Tourism
curriculum
4.4 Study how ETEEAP and RPL 4.4.1 Launch awareness and X X X X X Annual CHED Have milestones of
can be utilized to bring more information campaign to both the DOT how many percent of
experienced industry personnel academe and to the industry regarding TIBFI industry personnel are
into the academe ETEEAP and RPL certified (i.e., 20% in
year 1, 30% in year 2,
4.4.2 Drive industry personnel to go etc.)
through ETEEAP or RPL X X X X Annual
accreditation/assessment
Strategic Action 5: Strengthen the Linkages and Collaboration Among Tourism Industry Stakeholders
5.1 Support, sustain and adopt the 5.1.1 Have a promotion campaign to X X X X X Annual DOT Have milestones of
DOT OJT Manuals that are already use the DOT OJT Manuals, that are TIBFI how many percent of
based on ASEAN MRA Standards already available, by both the academe industry and academe
by both the school and the host and host organization use the DOT OJT
organization manuals (i.e., 20% in
year 1, 30% in year 2,
etc.)
5.2 Create DOT OJT Manuals that 5.2.1 Identify, create and update other X X Every 2 years, DOT Have additional OJT
are already based on ASEAN MRA tourism/hospitality operations requiring create at least TIBFI Manual available
Standards, if available, for other OJT Manuals one (1)
areas of operation for OJT
5.3 Advocate teacher immersion 5.3.1 Create teacher immersion and X X X X Annual DOT OJT Manuals
and externship to the industry externship campaign to the industry CHED developed
players players, including using funds to TIBFI
incentivize industry players to offer this Industry
Associations
5.4 Provide customer service skills 5.4.1 Provide training to public and X X X X Annual DOT Adoption of FBS by
training and develop service- private sector staff working in LGUs, LGUs tourism enterprises in
orientation attitudes among tourist- Customs, Immigration, Quarantine; TIBFI the workplace
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 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
related services and tourism porters; taxi and bus drivers; market AHRM
auxiliary services (including vendors, etc. through the Filipino Brand
government workers) in the local of Service Excellence Program
destinations
5.5 Expand the Tourism Oriented 5.5.1Expand and continue the current X X X X X Annual DOT Continuing education
Police for Community Order and Tourism Oriented Police- for DILG programs for TOP
Protection (TOP COP) program Community Order and Protection PNP COP developed and
(TOP COP) to all SCDs as agreed by LGUs expanded by 2021
DOT, PNP and DILG.
Monitoring and
5.5.2 Evaluate and monitor the program X X X X X evaluation scheme
to ensure impacts and effectiveness developed
5.6 Foster strong linkages for 5.6.1 Foster linkages and collaborations X X X X Annual DOT Job placements for
Centers of Excellence and promote for Centers of Excellence for CHED graduates in Centers
the availability of manpower internship/externship programs with the TIBFI of Excellence
coming from the Centers of tourism industry Industry
Excellence Associations
5.7 Extend education tourism 5.7.1 Provide product offerings such X X X X X Semestral CHED Increase international
product offerings that foster as English as a second language (ESL), TIBFI tourists/students to
collaboration between the industry extension programs especially for social DOT the country
and the academe sciences that study the Philippine Industry Players
culture, etc. BI
BOC
5.7.2 Join education tradeshows and X X X X X Regularly
similar, to promote the offering to the
international market and ensure ease of
entry to the country for both faculty,
students and other academe members
Strategic Action 6: Grow the Investments in Tourism Human Capital
6.1 Support the delivery of 6.1.1 Compile downloadable resources, X X X X X Annual DepEd Work-ready tourism
curriculum by increasing and references and textbooks TESDA graduates
updating student resources and CHED
manuals 6.1.2 Update and maintain resources, TIBFI Resources, workbooks,
references and textbooks, especially X X X X X Annual manuals per subject
based on Philippine settings area in tourism
curriculum
Page 122 of 144
 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
developed/updated

E-library established
6.2 Improve the access to acquire, 6.2.1 Regularly update the list of the X X Every 3 years DepEd Have an updated list
at the very least, the minimum minimum standard for laboratory TESDA of minimum standards
standard for laboratory equipment equipment and other HM/TM facilities CHED for laboratory
and other HM/TM facilities TIBFI equipment and other
HM/TM facilities
6.2.2 Leverage on the aggregate X Every 3 years DepEd Increase the
demand of various schools and TESDA investment on
institutions to purchase similar CHED upgraded laboratory
laboratory equipment and other HM/TM DOT equipment and other
facilities and incentivize these DTI-BOI HM/TM facilities at a
purchases TIBFI possibly lower cost
6.3 Rationalize and possibly 6.3.1 Identify scholarship programs for X X Every 3 years DepEd Have more scholars
increase the scholarship programs disenfranchised groups as well as TESDA
and grants for tourism courses/subjects that are not as popular CHED
stakeholders, especially for the yet and have little takers (i.e., non- TIBFI
disenfranchised, as well as for English tour guiding, MICE-related
courses that have little or no takers services, tourism research, tourism
planning, etc.)
6.4 Prepare and disseminate an 6.4.1 Gather all free training programs X X X X X Annually DepEd Have an updated
inventory of free training programs and grants and publish regularly in a TESDA inventory of free
and/or grants for industry and single system CHED training programs and
academe TIBFI grants
6.5 Create training and 6.5.1 Conduct dialogue with barangays X X X X X Annually LGUs Training programs for
employment opportunities for the and district community associations to DOT the informal sector
informal sector to help meet the identify development opportunities DSWD developed and
skills shortages & professionalize 6.5.2 Design and deliver training and X Every 3 years DepEd conducted
small tourism business operators development for the informal sector and TESDA
and encourage them to become small tourism business operators to CHED Monitor the number of
community-based organizations professionalize their services and TIBFI informal sector versus
products those that have
converted themselves
to community-based
organizations
Page 123 of 144
 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
6.6 Study the tourism human 6.6.1 Establish and collect regularly the X X X X Annually DOLE Measure the
capital competitiveness within, as data sets essential to study the LGUs competitiveness of the
well as outside of the Philippines in competitiveness of compensation and DOT Philippine tourism
terms of salaries, benefits, and benefits human capital in terms
other compensation of compensation and
6.6.2 Ensure that awards and incentives benefits
are in place, such as the Tourism
Excellence Awards
6.7 DOT to provide supplemental 6.7.1 Identify training gaps and address X X Every 3 years DOT Number of training
trainings to address these by creating additional training modules created vs.
Supervisory/Managerial Level modules identified skills gaps
trainings 6.7.2 Include Certification in the X X Number of trainees
mandate of the DOT to allow DOT certified through DOT
trainings to be recognized locally and skills trainings
internationally
6.8 Develop Centers of Excellence 6.8.1 Identify state universities that may X X Every 3 years DOT Target number of
among state colleges/universities be developed as Centers of Excellence CHED centers of excellence
for a competent future tourism (ex. Located in tourist destinations) TIBFI developed are met
professionals 6.8.2 Provide subsidies or grants to aid X X Every 3 years DOT Target Facilities /
in improvement of facilities CHED laboratories to be
TIBFI created/improved are
met
Strategic Action 7: Continue to Develop DOT Internal Human Capital
7.1 Implement the Strategic 7.1.1 Present the success indicators X Every 5 years DOT SPMS updated by
Performance Management System that are common and peculiar to each 2021
(SPMS) in DOT and its attached office
agencies based on the approval of
the Civil Service Commission
7.2 Launch the integrated Human 7.2.1 Roll-out the HRIS that includes (1) X Every 5 years DOT HRIS established and
Resource Management personnel information management, (2) updated by 2021
Information System (HRIS) payroll, (3) attendance and leave
monitoring, and (4) employee self-
service portal
7.3 Attain CSC HR Prime Level 2 7.3.1 institutionalize Program on X Every 5 years DOT CSC HR Prime Level
recognition Awards and Incentives for Service 2 recognition
Excellence (PRAISE) institutionalized and
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 Years
Lead Responsible

2021
2022
2023
2024
2025
Strategy & Action Plan Elements Description of Activities
Recurrence & Strategic Success Criteria
Partners
implemented
7.3.2 Roll-out the Competency Based
Human Resource System (CBHRS)
Guidebook
7.4 Conduct the LNA 7.4.1 Conduct an LNA that is more X X X Every 2 years DOT LNA conducted
targeted and responsive to the needs of
the employees to enhance their
performance based on the mandate of
their office
7.5 7.5 Provide sponsorships and 7.5.1 After creating the HR X X X X Semestral DOT Increased number of
scholarships to further the development plan, DOT may offer the scholarships/ scholars
education of DOT personnel scholarships/sponsorships of the
through institutions such as continuing education of its personnel Monitoring system
Development Academy of the established
Philippines (DAP), etc.
7.6 Create a framework for DOT 7.6.1 Create and implement an X X X X X DOT Creation and launch of
employees’ career planning employee onboarding process employee onboarding
process
7.6.2 Create and implement individual X X X X X DOT Individual career plans
career development programs for DOT are created
employees
7.6.3 Create and implement a X X X X X DOT Succession plan per
succession plan for DOT departments department

Page 125 of 144

VI. Next Steps and Way Forward

As stated earlier, the PTHCD plan was created with the intention of ensuring the
amalgamation of the individual plans related to tourism human capital to make it
more cohesive and harmonized.

Coordination and cooperation among the tourism industry stakeholders is vital to

the success of the execution of the strategic action plans. The Department of
Tourism, particularly the Office of Industry Manpower Development will play a key
role in the overall planning and management of human capital development for the
tourism sector. The OIMD should actively engage with all entities and parties in
both the public and private sectors to ensure that the plans laid out are properly
planned for, implemented and monitored. Constant communication is key and the
continuation of dialogue amongst already existing working groups and committees
should be sustained. In addition to this, the formation of new working groups or the
institutionalization of planned working groups for identified gaps should also be
carried out.

Timely, accurate and readily available data and information will also be necessary
throughout the implementation of the PTHCD. Current data may serve as
baselines, while future data will allow proper tracking of results and allow
comparison against key performance metrics. Thus, information systems that will
allow easier collection and distribution of data and information should also be a top
priority.

Another big impact is The Supreme Court (SC) ruling on the joint Mandanas-Garcia
petitions (G.R. Nos. 199802 and 208488, July 3, 2018), which is set to take effect in
2022 will undoubtedly have an impact on the development of the Philippine tourism
industry as it mandates the devolution of basic services to Local Government Units.
As provisioned in the Local Government Code of 1991, the areas of tourism to be
devolved are as follows:

1) Municipalities: Tourism facilities and other tourist attractions, including the

acquisition of equipment, regulation and supervision of business concessions, and
security services for such facilities

2) Province: Tourism development and promotion programs

This may bring unintended disadvantages to the tourism industry as tourism

services will now be competing with other basic services in terms of the
prioritization of the fund allocations at the prerogative of each LGU. Moreover, the
dichotomy of higher income class and lower income class government units may
see more funds available for tourism in the higher-class economies, while lower
income class areas may have too small economies of scale or limited resources to
efficiently adhere to and implement the PTHCD initiatives, while being most in need
of the additional potential income that the industry may create in their localities.

The National Budget Memorandum 138 issued on January 06, 2021 clearly states
the function of national government agencies to: “focus on policy and standards
Page 126 of 144
development of service delivery, provision of technical assistance, monitoring, and
performance assistance of LGUs. This will involve strengthening of their oversight
functions, shifting from "rowing" to "steering". NGAs shall also treat LGUs as
partners in development and consider cost-sharing arrangements in the
implementation of devolved projects.”

As such, it falls upon the DOT to ensure that the LGUs and other partners are
steered towards the harmonious and efficient implementation of the strategic
actions, as well as the monitoring of these initiatives. The DOT should also be
tasked to provide the necessary expertise in training tourism stakeholders.

It can also level the playing field for LGUs in lower income classes by providing
subsidies and funding for capacity building in these LGUs.

With the successful execution of strategic and tactical actions in the betterment of
the Philippine tourism human capital, the tourism industry has the potential to
become a major economic driver in the Philippines. The proper development of
human capital can provide the Filipinos with more opportunities for livelihood,
business and employment, leading to job creation. With this the industry may serve
as an alternative to those seeking employment abroad while also replacing or at
least complementing OFW remittances’ inbound earnings.

Page 127 of 144

List of References

Commission on Higher Education. HEI Institutions Offering Tourism

Management and/or Hospitality Management Programs

Commission on Higher Education. Higher Education Enrollment in Hotel and

Restaurant Management & Tourism

Commission on Higher Education. Higher Education Graduates in Hotel and

Restaurant Management & Tourism

Commission on Higher Education. HEI Institutions Offering Tourism

Management and/or Hospitality Management Programs per Region

Commission on Higher Education. Number of Accredited HM/TM Programs

Cruise Line International Association Asia

Cliaasia.org

Department of Budget Management. 2021. National Budget Memorandum No.

138
https://www.dbm.gov.ph/wp-content/uploads/Issuances/2021/National-Budget-
Memorandum/NATIONAL-BUDGET-MEMORANDUM-NO-138.pdf

Department of Labor and Employment, Bureau of Labor and Employment

Statistics. 2011. 2011/2012 Integrated Survey (BITS) on Occupational Shortages
and Surplus Survey

Department of Tourism. 2015. Philippine Tourism Human Resource

Development Strategy and Action Plan 2015-2020

Department of Tourism. 2016. National Tourism Development Plan 2016-2022

Department of Tourism. 2019. Learning Needs Assessment of the Tourism

Professionals in the Tourism Value Chain
Department of Tourism. 2020. 2019 Tourism Arrivals

Professional Association of Diving Instructors

https://www.padi.com/diving-in/philippines/

Philippine Association of Convention/Exhibition Organizers & Suppliers. 2018.

MICE Roadmap 2030

Philippine Commission on Sports SCUBA Diving. 2020. Accredited Dive

Establishments
http://www.divephilippines.com.ph/accredited-dive-establishments.

Page 128 of 144

Philippine Qualifications Register
https://pqf.gov.ph/phquar

Philippine Statistics Authority. 2020. Philippine Tourism Satellite Account Report

2019

Philippine Statistics Authority. 2020. Labor Force Survey

Philippine Statistics Authority. 2019. 2018 Table on Tourism Employment by

Sector by Region

Philippine Qualifications Framework

https://pqf.gov.ph/phquar

Technical Education and Skills Development Authority.2020. 2020 TVET

Statistics 2020 4th Quarter Report
https://www.tesda.gov.ph

Technical Education and Skills Development Authority.2016. Tourism Labor

Market Intelligence Report

Technical Education and Skills Development Authority.2014. Breakdown of

Hospitality & Tourism courses offered by TESDA Vocational and Training
Institutes
http://tesdacourse.com

Technical Education and Skills Development Authority. Certification Office

United Nations World Tourism Organization (UNWTO). United Nations

Sustainable Development Goals
https://tourism4sdgs.org/tourism-for-sdgs/tourism-and-sdgs/

United Nations. Global Indicator Framework for the Sustainable Development

Goals and Targets of the 2030 Agenda for Sustainable Development
https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20aft
er%20refinement_Eng.pdf

World Economic Forum. Travel & Tourism Competitiveness Report 2019

http://reports.weforum.org/travel-and-tourism-competitiveness-report-
2019/country-profiles/#economy=PHL

International Organization for Migration. 2020. World Migration Report 2020

World Travel and Tourism Council. 2020. WTTC Economic Impact 2020

Page 129 of 144

Annex 1: Focus Group Discussion Participants

A. List of Focus Group Discussion Facilitators

Prefix Last Name First Name Affiliation

Mr. Aguilar Martin ASEAN Secretariat
Ms. Aquino Ma. Tourism Industry Board Foundation Inc
Christina
Ms. Aragon Lilibeth LPU Manila
Mr. Canizal Rolando Former Undersecretary, Department of
Tourism
Ms. Carandang Deseerie Rajah Travel Corporation
Mr. Cornell Daryl Ace PUP Manila
Ms. Edilo Maria BRYDGE Philippines, Inc.
Susanna
Ms. Iturralde-Hamlin Maria TeamAsia
Montserrat
Ms. Moreno Anabelle TIBFI
Ms. Palabrica Miriam Academy for Professional Excellence
Mr. Ricaforte Benigno De La Salle-College of Saint Benilde
Glenn
Dr. Siy Gloria AAHRMEI & TIBFI
Baken
Mr. Tang Allan Paul Miriam College
Romero
Ms. Timbang Evangeline University of Santo Tomas
Mr. Villamin Jojo PARTH

B. List of Focus Group Discussion Presenters

Prefix Last Name First Name Affiliation

Mr. Aslor Reuben Pines International Academy Inc.
Mr. Cabrera Esiel Joji Ilagan International Schools
Mr. Cabreros Bon Jovi Card MRI Development Institute
Ms. Capistrano Ma. Cristina Primetrade Asia, Inc
Ms. Casurao Gypsy Mae Joji Ilagan International Management
School
Ms. Cudao Shekinah DOT Accredited Tour Guide, University
of Cordilleras, BLISTT Tour Guide, Inc.
Mr. De La Fuente Jerome COHARA
Ms. Fernandez Marivic Southwestern College of Maritime,
Business and Technology
Dr. Jorda Reynaldo Ang’s Travel & Tours
Mr. Lanozo Randy Roldan Joji Ilagan International School of Hotel
and Tourism Management
Mr. Mapa Placido Cesar Association of Tour Guides of Negros
Ms. Morales Eloisa Boracay Seascapes Inc.-Crimson
Resort & Spa Boracay
Ms. Nuñez Glenna SLSU
Mr. Sedanza Nestor Leyte Normal University
Mr. Tan Aldex Hospitality Career Philippines
Page 130 of 144
 Prefix Last Name First Name Affiliation
Pmaj. Tang Conraluz Philippine National Police
Ms. Tugade Luzviminda Polytechnic University of The
Philippines
Ms. Valdeavilla Xiameer PACEOS
Ms. Villanueva Rose Marie Pamantasan ng Lungsod ng Marikina
Mr. Vinluan Michael Roland Jpark Island Resort & Waterpark,
Mactan Cebu
Dr. Yroma Raffy Lyceum of the Philippines University
Davao

C. List of Focus Group Discussion Attendees

Location Last Name First Name Affiliation

Luzon LGU Basud Camarines Norte
Luzon LGU-Bontoc Mountain Province
Luzon Jhon Denver DOT CAR
Luzon Jao
Luzon Divine
Luzon Abad Maria Teresa Municipal Local Government Unit of
Sagada
Luzon Abad Jeceline LGU- PAGUDPUD
Luzon Abion Rachel
Luzon Aboboto Denver Filipiniana Hotel
Luzon Abuan Jomelyn Montalban Tourism
Luzon Adalem Elnora SAINT MARY'S UNIVERSITY
Luzon Aguilar Jenifer Laguna State Polytechnic University
Luzon Alamo Renato St. Ferdinand College, Inc.
Luzon Alarcon Cristine Acuaverde Beach Resort & Hotel Inc.
Luzon Allen Madria Stakeholder
Luzon Ang Ruth Best Western Plus The Ivywall Hotel
Luzon Aquisan Rex Alwin DOT-CAR
Luzon Ariano Nina Rochelle V. QNAS
Luzon Arzobal John Laguna State Polytechnic University
Luzon Asis Cherry Local Government Unit of Basud
Luzon Aslor Reuben Pines International Academy Inc.
Luzon Bacani Mar Antipolo City
Luzon Badong Angel LGU-Maddela
Luzon Bagano Angel Luke Sagada MLGU
Luzon Bagay Fern
Luzon Barrientos Jennifer Cavite State University
Luzon Battung Raschil Cagayan State University-Aparri
Campus
Luzon Bautista Gemma LPU-Cavite
Luzon Bautista April Ann LGU-TUMAUINI

Page 131 of 144

Location Last Name First Name Affiliation
Luzon Bawalan Rochelle Provincial Government of Cavite/
Provincial Tourism and Cultural Affairs
Office
Luzon Bernabe Maria Teresa Baliuag University
Luzon Biala Gladiolyn Berjaya Makati Hotel
Luzon Blanas Juliet Allegra LGU Orani
Luzon Blancaflor Lelia DOTR2
Luzon Buenconsejo Roselee LGU Cagayancillo
Luzon Buhay Paulyn Jayziell Cavite State University
Luzon Bumatay Sheryl Department of Tourism
Luzon Cacacho Randolph
Luzon Cagurangan Glen
Luzon Calzolari Sheilamae Luca Cucina Italiana Lodging House
Luzon Camarite Myla LGU San Teodoro
Luzon Canare Amelita LGU Bataan
Luzon Carrera Karen Nina Ninoy and Cory Aquino Foundation Inc
Luzon Caseja Mae Anne Subic Bay Metropolitan Authority
Luzon Catacutan Ian Lyle DOT - REGIONAL OFFICE 1
Luzon Catibog Maria Carmelita Investland Properties Inc.
Luzon Cauilan Joylyn DOT Region 2
Luzon Celis Mark Irvin Paranaque City College
Luzon Cena Eloisa Subic Bay Metropolitan Authority
Luzon Cesista Ruth AISAT College Dasmariñas,Inc.
Luzon Chan Maria Jane Mariners Polytechnic Colleges
Foundation
Luzon Corbon Mae LPU Batangas
Luzon Cudao Shekinah DOT Accredited Tour Guide, University
of Cordilleras, BLISTT Tour Guide, Inc.
Luzon Cuizon Berdita Freelance Instructor
Luzon Damasco Rhysbeth Gonzaga Riverview Hotel and Resort

Luzon Dangilan Denver DOT CAR

Luzon David Mike Haizon Don Honorio Ventura State University
Luzon Dayo Veronica Lolo Nonoy's Food Station
Luzon De Guzman Danmer Jay University of The Cordilleras
Luzon De Jesus Alyssa Municipality of Binangonan
Luzon De La Rosa Catherine Noants Consultancy Services
Luzon De Leon Maria Veronica Maestra Empowering Global
Hospitality Professionals
Luzon De Villa Dr. Irene University of Batangas Lipa City
Luzon Dela Cruz Mila University of Batangas Lipa Campus

Luzon Delmo Remzel Mae Department of Tourism Region III

Luzon Dizon Bryan John
Luzon Dolor John Roy Dolor Hotel
Luzon Domingo Ena Hazel Portia Ilocos Norte Tour Guides League, Inc.
Page 132 of 144
Location Last Name First Name Affiliation
Luzon Dulay Julyda DOT
Luzon Dulnuan Eulalie Ifugao State University
Luzon Escobido Diana The Bayleaf Hotel - Cavite
Luzon Esguerra Enrique Esgala Travel & Tours
Luzon Evangelista Elizabeth EAE110 Travel and Tours
Luzon Fagutao Angela Department of Tourism-CAR
Luzon Fernandez Paul Arvin Southwestern College of Maritime,
Business and Technology
Luzon Fernandez Francisco Darayonan Lodge
Luzon Fernandez Jerome Laguna State Polytechnic University
Luzon Fernandez Marivic Southwestern College of Maritime,
Business and Technology
Luzon Gabat Mary Jude Local Government Unit- Odiongan

Luzon Gaffud Daniel Northern Luzon Transport Operators

and Drivers Multi-Purpose Cooperative
Luzon Garcia Glenda Local Government of Batangas City
Luzon Gillera Suzette Enchanted Kingdom
Luzon Goce Ma Viennica Our Lady of Lourdes College
Foundation
Luzon Gragasin Arwin Martessem Mountain Resort
Luzon Gretchen Jallorina Cagayan State University
Luzon Halili Clarizel LAGUNA STATE POLYTECHNIC
UNIVERSITY
Luzon Idjao Lieanne Local Government Unit of Donsol
Luzon Imson Adriane Marie University of The Cordilleras
Luzon Indias Julieta Lourdes World Citi Colleges
Luzon Irabagon Mary Grace PGNE
Luzon Jacobo Jennifer DOT
Luzon Jalin-Manalo Maria Rose UP Asian Institute of Tourism
Luzon Jamorabon Daisy TESDA CAR
Luzon Jorda Reynaldo Ang's Travel & Tours
Luzon Joson Jessie Zchedulista
Luzon Junio- Jenifer Cagayan Tourism Office
Bacquiran
Luzon Labindao Mariane Carolle Occidental Mindoro State College
Luzon Laderas Ramon Nueva Ecija Convention and Visitors
Bureau
Luzon Layugan Maureen Mae University of Perpetual Help System
Laguna - Isabela Campus
Luzon Liclican Rachel Grace University of Baguio
Luzon Lintag Hector LGU Dinalupihan
Luzon Littaua Edilberto DOT Region 1
Luzon Lorbes Ma Celeste City Tourism Office
Perpetua
Luzon Lorenzo Allan LPU BATANGAS
Luzon Lucas Juliet
Page 133 of 144
Location Last Name First Name Affiliation
Luzon Lucido Rose Anne
Luzon Mabansay Rosean Grace Laguna State Polytechnic University

Luzon Magararo Niño Rainsummer Travel and Tours

Luzon Maligaya Vic Mar Niño TOURISM LGU SAN ANTONIO,
QUEZON
Luzon Malixi Debbie Ann Kaye Rizal Provincial Government
Luzon Mamon Cynthia Enchanted Kingdom
Luzon Marimla Gemilyn Municipality of Porac - Porac Tourism

Luzon Martinez Ma. Carolina University of Batangas, Lipa City

Campus
Luzon Mayor Rodel Subic Bay Metropolitan Authority
Luzon Mejia Ryan LPU Batangas
Luzon Mendoza Angelo Shan Southern Luzon State University
Luzon Mendoza Michele Baliuag University
Luzon Mendoza Anna Christina Bahay Marikit Resort, Hotel and
Restaurant
Luzon Menez Maria Fe Lyceum of The Philippines University -
Batangas
Luzon Millesca Arnel
Luzon Montecillo Weng DOT
Luzon Montoya Rachelle Anne City Government of Baguio
Luzon Nebrida Joan Minia
Luzon Ogdamin Liezl Provincial Government of Palawan
Luzon Ong Vicky Divine Word College of Legazpi
Luzon Pacalso Dale
Luzon Palarca Lolita Casa Mila Inn
Luzon Panganiban Sarah Partido State University
Luzon Panghulan Gerald Garland Universidad De Sta Isabel
Luzon Pareja Constancio Tanza Municipal Tourism
Luzon Pascua Marela Bibiana MLB Travel and Tours
Luzon Pasion Bernadette Laguna State Polytechnic University
Luzon Pelayo Heinz LPU Manila
Luzon Planea Clarice SBMA
Luzon Portolan Ma. Precil Fishermen's Cove
Luzon Pulpulaan Cherie LGU-Sta. Marcela
Luzon Punelas Reynaldo
Luzon Punto Anzelie Joie Orani - LGU
Luzon Quesea Trina Joy DOT-MIMAROPA
Luzon Ramos Jennifer LGU-Dinapigue Isabela
Luzon Ranola Rosalyn Travizia Tours & Travel
Luzon Remolazo Evangeline Castro Nueva Vizcaya State University
Luzon Reyes Jennifer Manuel S Enverga University
Luzon Rivera Charmine Laguna State Polytechnic University
Luzon Rivera May Ann Laguna State Polytechnic University
Page 134 of 144
Location Last Name First Name Affiliation
Luzon Rivera Jose Maria LGU-Baguio City
Luzon Rocamora Joreen University of Santo Tomas
Luzon Rubina Seychelle LSPU-SCC
Luzon Ruiz Grace Cagayan Economic Zone Authority
Luzon Ruiz Ethel Nueva Ecija Provincial Government
Luzon Rustia Carina Quirino State University
Luzon Salazar Leslie
Luzon Salcedo Alora Erica Baliuag University
Luzon Salud Vitug Provincial Gov’t. of Cagayan,
Cagayan Tourism Offuce
Luzon Saludo Haizel Aurora Provincial Tourism Office
Luzon Salvacion Stella Myjourney Travel and Tours
Luzon Santarin Louie Java Hotel
Luzon Santillan Diana Rose OLOHR Travel and Tours
Luzon Sarail Judy Ann Palawan State University
Luzon Sarmiento Eden Department of Trade and Industry
Luzon Saynes Jonathan LGU- GENERAL NAKAR
Luzon Sevilla Felicen
Luzon Susada Jeffrey Aurora State College of Technology
Luzon Tambauan Julie Ann Hotel Elinas
Luzon Tan Aldex Hospitality Career Philippines
Luzon Tauli Mylene DOT-CAR
Luzon Tibayan Mary Grace Cavite State University
Luzon Tigas Danica Lolita Provincial Government of Bataan
Luzon Tugade Luzviminda Polytechnic University of The
Philippines
Luzon Ubaldo Ariel Antonio's Bed and Breakfast Hotel
Luzon Umbao Mark Kevin Golden 7 Holdings Corp. - The Avenue
Plaza Hotel
Luzon Valentin Cherry Puerto Del Sol Beach Resort
Luzon Vargas Joan May LGU- DINAPIGUE
Luzon Ventura Giovanni
Luzon Veranga Maricar Centro Escolar University - Malolos
Luzon Victorio Joanna Marie University of Baguio
Mindanao Chickenhouse
Mindanao Aballe Annie Fritce Central Mindanao University
Mindanao Abdulsamad Jennilyn Northwestern Mindanao State College
of Science and Technology
Mindanao Alave Sonny Lyn Northwestern Mindanao State College
of Science and Technology
Mindanao Albios Glenna STI College-General Santos Inc.
Mindanao Alcaya Eliodoro PLGU Sarangani Province
Mindanao Alejandro Bernardo Luis Commission On Higher Education
Regional Office XI
Mindanao Alipio Arlene

Page 135 of 144

Location Last Name First Name Affiliation
Mindanao Atilano Shaola
Mindanao Balog Aden OSHNET XI
Mindanao Banzuelo Richard LGU City of Koronadal
Mindanao Bartolome Pamela Seda Abreeza Hotel
Mindanao Basto Imelda Department of Tourism
Mindanao Bayani Juliet KCCP Hotel and Convention Center

Mindanao Bontia Don Jae L. Lyceum of The Philippines-Davao

Mindanao Buquir Dannah Rufalyn Provincial Government of Agusan Del
Sur
Mindanao Cabasan Mark
Mindanao Cabrera Esiel Joji Ilagan International Schools
Mindanao Cabreros Bon Jovi Card MRI Development Institute
Mindanao Cabulanan Jose Department of Tourism - Region XII
Mindanao Cadalig Arlene
Mindanao Calixtro Cyrus
Mindanao Cañete Moriele OPTACA Misamis Occidental
Mindanao Castrence- Ruby MSU Naawan
Gonzales
Mindanao Casurao Gypsy Mae Joji Ilagan International Management
School
Mindanao Cerna Ma. Anne Notre Dame of Dadiangas University
Mindanao Chan Mary Stephanie Camiguin Polytechnic State College
Mindanao Chua Sarah Kristina LGU Gensan
Nejemiah
Mindanao Claudio Jovelie Superjet Tours
Mindanao Claudio Kimberly LGU-CEMCDO Gensan
Mindanao Cruz Nonila Villa Maria Luisa Hotel Inc.
Mindanao Dagot Genevive Northwestern Mindanao State College
of Science and Technology
Mindanao De La Fuente Jerome COHARA
Mindanao De Leon Maria Veronica Magsaysay Maritime Corporation
Mindanao Dela Torre Apple Jean LGU CABADBARAN
Mindanao Dominise Evangeline City Tourism Office - Butuan
Mindanao Egay Josephine Surigao Del Norte Province
Mindanao Elmedulan Arniel Misamis University
Mindanao Franco Francisco Department of Tourism
Mindanao Galvez Janine Karla M. Joji Ilagan Career Center Foundation,
Inc.
Mindanao Gerona Leo City Tourism Office - Butuan City
Mindanao Gumacial Dionalyn Northwestern Mindanao State College
of Science and Technology

Mindanao Hao Bian Nicole Nina Joji Ilagan International Schools

Mindanao Labadan Trizia Fesuel Bukidnon State University
Mindanao Lady Marion Lady Marion Northwestern Mindanao State College
of Science and Technology
Page 136 of 144
Location Last Name First Name Affiliation
Mindanao Lafuente Julie Ann LGU-Manukan, Zamboanga Del Norte

Mindanao Lanozo Randy Roldan Joji Ilagan International School of Hotel

and Tourism Management
Mindanao Lim Lorelei Teresa LGU Bislig City
Mindanao Lim Lizbeth Marie Happy Campers Tour and Leisure
Mindanao Lu Hazel Greenhouse 22 Fishing Station and
Restaurant
Mindanao Luzon Candice Sybille Department of Tourism XII
Mindanao Macapagal Maria Cristina
Mindanao Malasarte Marcy DOTR9
Mindanao Mañanez Michael City Tourism Office - Butuan
Mindanao Masalta Nicomedes Provincial Tourism Office - Lanao Del
Norte
Mindanao Merlin Roselyn Armida LGU Surigao City
Mindanao Murphy Rose Marie Province of Agusan Del Norte
Mindanao Nanol Lea Provincial Tourism and Culture Office
of Dinagat Islands
Mindanao Nocom Andrea DOT9
Mindanao Ong Mary Donnabelle Marich Travel Agency
Mindanao Pabayo Charise Vineyard International Polytechnic
College
Mindanao Paderanga Mary Jessa Mae Camiguin Polytechnic State College
Mindanao Palmes Roqueza Department of Tourism
Mindanao Pelingon, MBA Anne Margaret M. JIB International Schools
Mindanao Pono Lounin Davao Del Norte State College
Mindanao Prongo Maureen NDDU
Mindanao Pugoy Lemar Philippine College Foundation, Inc
Mindanao Punsalan Joanne Notre Dame of Dadiangas University

Mindanao Quinones Mariefe Mindanao State University At Naawan

Mindanao Regalado Vicente Commission On Higher Education RO
IX
Mindanao Rosauro Catherine MISAMIS UNIVERSITY
Mindanao Salonga Allan Central Mindanao University
Mindanao San Pablo Gerardo City Government of Pagadian
Mindanao Schneider Stilo Floyd University of Mindanao
Mindanao Sema Bai Hadiyah Ministry of Trade, Investments, and
Maikah Tourism - Bureau of Tourism
Mindanao Silud Dindo The University of Mindanao - Davao
City
Mindanao Ty Klarice City Tourism Office - Butuan
Mindanao Ubaub Jerome Lourdes College
Mindanao Urbiztondo Catherine LGU-Tandag City
Mindanao Velos Gregorio Dominic LGU Gensan
Mindanao Villaver Ritchel UM Tagum College

Page 137 of 144

Location Last Name First Name Affiliation
Mindanao Yroma Raffy P. Yroma Lyceum of The Philippines University
Davao
NCR Abantao Baniline Jone La Consolacion College
NCR Ac-Ac Marygrace De La Salle-College of Saint Benilde
NCR Adante Lynne Enchanted Kingdom
NCR Agustin Catherine DOT-NCR Regional Office
NCR Alcantara Marissa Cos AMCA Learning Hub
NCR Amada Joyce Tifanny DOT-NCR Regional Office
NCR Armas Jeanne City Government of Malabon
NCR Balang Mary Anne None
NCR Banzuela Raymond Infinity Training Consultancy Services
NCR Belmonte Jose Ma. Goverment
NCR Briones Sarah University of The Philippines
NCR Cabañero Cecille PNP
NCR Cadalo Katherine World Citi Colleges
NCR Camalig Jocelyn Lyceum of The Philippines University
Manila
NCR Capistrano Ma Cristina Primetrade Asia, Inc
NCR Carandang Deseerie Rajah Travel Corporation
NCR Castro Maria Paz Our Lady of Fatima University
NCR Ching Charlene NGO
NCR Chua Virna Risha Conrad Manila
Frances
NCR Claravall Bienvenido None
NCR Clave Rosalie Lyceum of The Philippines Cavite
NCR Cruz Sophia Ann Mandaluyong Manpower and
Technical Vocational Training Center

NCR Cruz Cesar Philippine Tour Operators Association

(PHILTOA)
NCR Dawang Sheila LPU-Manila
NCR De La Fuente Jerome COHARA
NCR Dela Paz Jeffrey Diamond Hotel Philippines
NCR Domingo Cris DOT
NCR Duñgo Charlie LGU-Manila
NCR Echeche Christian Allen Pasig City Government
NCR Enrico Eunice Philippine National Police
NCR Faustino Lilian Cityneon Phil. Inc.
NCR Gacula Jerrold UST - Tourism & Hospitality
Management Alumni Association, Inc.

NCR Ganiga Jerlie DEPARTMENT OF TOURISM

NCR Go Andrea Janelle Philippine Center For Environmental
Protection and Sustainable
Development, Inc.
NCR Guerrero Raymund Gerard University of The Philippines

Page 138 of 144

Location Last Name First Name Affiliation
NCR Hernandez Gemmalaine Department of Tourism Culture and
Arts of Manila
NCR Ilagan Meiji Cecilia LGU - Malabon
NCR Jara Reina National Parks Development
Committee
NCR Javier Armina Our Lady of Fatima University
NCR Javier Juvy Spectrum Leisure Property Managers,
Inc.
NCR Jimenez Joegie Barangay LGU
NCR Lacap Sheriket University of Makati
NCR Lalisan April Kim Emilio Aguinaldo College - Cavite
NCR Libarra Sarah PARAÑAQUE CITY COLLEGE
NCR Lunjas-Cruz Dinnah
NCR Macayayong Evelyn Department of Tourism
NCR Manalo Cristopher LGU-MALABON
NCR Mandac Julito J.H Cerilles State College
NCR Marollano Lorna MULATGAP
NCR Mendoza Edgar Allan University of The Philippines Diliman
NCR Olivar Amante Luis University of Makati
NCR Ong Benhur De La Salle-College of Saint Benilde
NCR Pareja Lyn
NCR Pasaporte Noel Holy Rosary Academy of Las Piñas
City
NCR Paz Noel Antonio Commission On Higher Education
NCR Paz-Corpuz Maria Carina Pamantasan Ng Lungsod Ng Marikina
NCR Peña Enrico Department of Tourism, Culture and
Arts of Manila
NCR Penamante Catherine Emilio Aguinaldo College
NCR Peniano Shaira LGU Malabon
NCR Peralta Philip University of Makati
NCR Poblete Catherine Mandaluyong - Cultural Affairs &
Tourism Department
NCR Ramirez Carrie Ramos Ciudad Christhia Resort
NCR Ramos Edgardo Dela City Tourim and Cultural Affairs Office
Fuente Malabon City
NCR Rebollo Hazel Princess M. University of Mindanao
NCR Reyes Ramon Quezon City Tourism Department
NCR Ricafort Francis Voltaire Philippine National Police
NCR Sabalza Dr. Rechelle Paranaque City College
NCR Strong Jean Mariel JMS Ticketing Travel and Tours
NCR Sugatan Mariel Paula National Parks Development
Committee
NCR Tan Cherry May Enderun Colleges Senior High School
NCR Tang Conraluz PNP
NCR Tapalla Mary Anne LGU - MAKATI
NCR Tapnio Bernadette Local Government Unit of San
Fernando, Pampanga
Page 139 of 144
Location Last Name First Name Affiliation
NCR Tordera Lauriez Ann LGU Makati
NCR Valdeavilla Xiameer PACEOS
NCR Villanueva Rose Marie Pamantasan Ng Lungsod Ng Marikina

NCR Yabut Maria Concepcion International Relations Department -

City Government of Makati
NCR Yabut Sharon Okada Manila
NCR Zaguirre Arnold Saint Jude College - School of
Management
Visayas Owen Villa Igang Beach Resort
Visayas May Ong Bun Pension House
Visayas DOT Online Learnings
Visayas Acopiado Carmenchica Mykchic Wind Air Travel Tours and
Gregori Events
Visayas Agregado Amabelle John B. Lacson Foundation Maritime
University-Molo, Inc.
Visayas Alcantara Elyn Mae Northern Negros State College of
Science and Technology
Visayas Alipio Arlene DOT-OIMD
Visayas Almajar Ismael Central Philippine University
Visayas Aquino Ma. Christina Tourism Industry Board Foundation Inc
Visayas Arcipe Jeff Verlit Palompon Institute of Technology-
Tabango
Visayas Awatin Josette Luxur Place
Visayas Bajar Cheery Leah Calypso Scuba Diving
Visayas Bandalan Christian Errol SOUTHER LEYTE STATE
UNIVERSITY
Visayas Binobo Zendle Ann West Visayas State University
Visayas Buena Patrick Steven Department of Tourism Region 8
Visayas Bueno Rica DOT
Visayas Bustamante Hilaria Eastern Visayas State University
Visayas Camposano Marilyn Marsdenisse Travel and Tours
Visayas Cancio Frank Capiz Provincial Tourism and Cultural
Affairs Office
Visayas Canizal Rolando
Visayas Catamco Dinah SLSU
Visayas Cervantes Ruby West Visayas State University-Pototan
Campus
Visayas Comillas Chamy LGU-Abuyog/Mun. Tourism Culture &
Sports Devt Office
Visayas Darroca Jeanneth Iloilo Science and Technology
University
Visayas Dayunan Jasmin Southern Leyte State University
Visayas Dela Cruz Fritzie Rajah Travel Corporation
Visayas Delima Jennylene Evasion Tropicale Travel and Tours
Visayas Divinagracia Junel Ann Iloilo City

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Location Last Name First Name Affiliation
Visayas Encienzo Armeel Jay Palompon Institute of Technology
Tabango
Visayas Erlano Florence King Iloilo City Tourism and Development
Office
Visayas Escares Marissa Gloria MAE Travel Services
Visayas Escarilla Elisha Rakso Air Travel & Tours - Iloilo
Branch
Visayas Fernando Jeffrey Monallan Boracay Hotel Inc.
Visayas Fetalvero Ann Krystl LGU Calatrava,Romblon
Visayas Franco Reynaldo EVTA
Visayas Gabieta Evita Isabel Samar Provincial Tourism Office
Visayas Gantalao Cecil University of San Carlos
Visayas Grabulan Diane Grace Department of Tourism Region VI
Visayas Hermosisima Clare Western Leyte College of Ormoc, Inc.

Visayas Hurtado Ador City Government of Catbalogan

Visayas Jaspe Jane Marie Iloilo Skyways Travel & Tours
Visayas Jiao Bernie Joseph JBLFMU-Molo
Visayas Labbe Kevin Evasion Tropicale Travel and Tours
Visayas Ladringan Clareziel Digamon Cebu Normal University
Visayas Lagado Carmela LGU-Jaro
Visayas Lamera Bennielyn Adventure Gaze Travel and Tours
Visayas Lanticse Anito The Oriental Hotels & Resorts- Leyte
Visayas Lelis Ferlene Grace John B Lacson Foundation Maritime
University Molo
Visayas Levai Mona Liza Brenda Aissatou Apartments and Habagat
Kiteboarding Center
Visayas Locsin Josephine Tumandok Crafts Industries
Visayas Lumague Raul Argonauta BORACAY
Visayas Magapan Charmaine Lyn University of San Agustin
Visayas Magno Ilyne Rose Northern Iloilo Polytechnic State
College
Visayas Malate Carolina Local Government Unit
Visayas Maming Jimmy Malay College
Visayas Mancol Rechie Mancol Oasis Lodge
Visayas Manikan Eireen Iloilo City Government
Visayas Manucan Weezie Kay John B. Lacson Foundation Maritime
University-Molo, Inc.
Visayas Mapa Placido Cesar Association of Tourguides of Negros
Visayas Martinez Mary Joy ECL Travellers Inn
Visayas Medina JESALEM Malay College
Visayas Mercado Mary Camille LGU-Dalaguete
Visayas Montecillo Weng DOT
Visayas Monzon Cynthia Department of Tourism-Region VII
Visayas Morales Eloisa Boracay Seascapes Inc.-Crimson
Resort & Spa Boracay

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Location Last Name First Name Affiliation
Visayas Morante Joy Iloilo La Fiesta Hotel
Visayas Morantte Norma LGU- Tacloban City Tourism
Operations Office
Visayas Nahil Aiza Aklan Catholic College
Visayas Nano Delnora Nigi Nigi Nu Noos 'E' Nu Nu Noos
Visayas Navarro John Academe Northern Iloilo Polytechnic
State College
Visayas Nuñez Glenna SLSU
Visayas Oberio Dennis West Visayas State University
Visayas Obispo Marian Department of Tourism
Visayas Official Mary Dan Department of Tourism Region VI
Visayas Oliva Dionisio Provincial Government of Biliran
Visayas Orbida Antonio Jesus Peacepond Eco Tourism Events and
Learning Center
Visayas Pareja Lyn DOT
Visayas Pastrana- Irene LGU Calbayog
Obong
Visayas Patricio Doreen Grace NIPSC Ajuy Campus
Visayas Pelias Emil Martin Southern Leyte State University
Visayas Ponclara Connie Rakso Air Travel and Tours, Inc
Visayas Principio Kytlin Kyla Department of Tourism
Visayas Punzalan Gloria Department of Tourism
Visayas Que Aaron Golden Prince Hotel and Suites
Visayas Que Johnny
Visayas Rabin John Paul Circulo Travel
Visayas Ramos Jescyn Kate LGU Leyte
Visayas Rentillosa Democrito Palompon Institute of Technology
Tabango
Visayas Romawak Harvey Eastern Visayas State University
Visayas Ruiz Ludette Virtucio Leyte Gulf Travel and Tours
Visayas Salar Jomarie Southern Leyte State University
Visayas Samonte Eduardo LGU- San Dionisio
Visayas Sarabia Jayza STI College-Kalibo
Visayas Sarnicula Jocelyn Negros Occidental Tourism Division
Visayas Sayson Mariane Garinfarm Agritourism Park
Visayas Sedanza Nestor Leyte Normal University
Visayas Siy Dr. Gloria Baken AAHRMEI & TIBFI
Visayas Solina-Cañas Angelica Leyte Tourism and Investment
Promotion Center
Visayas Sosmeña Whalter Iloilo Science and Technology
University (ISAT U)
Visayas Sycip Sandra Ruth Bacolod City Tourism Office
Mercedes
Encarnacion
Visayas Tan Jason Association of Tour Guides of Negros
Visayas Tayco Ryan Negros Oriental State University

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Location Last Name First Name Affiliation
Visayas Telen Elizabeth Joyful Cebu Travel & Tours
Visayas Tesorero Maria Bo Kamri Travel and Tours
Visayas Tinga Leah S. Palompon Institute of Technology
Tabango
Visayas Tiopes Karina Rosa Department of Tourism Region 8
Visayas Torres Febe Rose JBLFMU-Molo
Visayas Uy Ingrid Southern Leyte State University /SUC
Visayas Vicedor Norman LGU Cabucgayan
Visayas Vinluan Michael Roland Jpark Island Resort & Waterpark,
Mactan Cebu
Visayas Visca John Patrick Gabay Malay College
Visayas Wee Lovelyn West Visayas State University-Pototan
Campus
Visayas Wee Noraisa Negros Oriental State University
Visayas Yu Evangeline Balay Kauswagan Training
Center/LGU Sagay City

Page 143 of 144

 ACKNOWLEDGMENTS

The creation of this plan would not be possible without the stakeholders
of the Philippine tourism industry, the different government departments
and units, the members of the academe and other education providers,
and all those who selflessly shared their time, skills, and experience, and
contributed by sharing ideas, best practices, and concerns in relation to
the Philippine Tourism Human Capital Development.

The support and guidance provided by the Department of Tourism,

particularly the Office of Industry Manpower Development, and the
Human Resources Department has also been crucial in the development
of this plan.