Heritage Tour Guide Training and Certification for UNESCO World Heritage Sites D O C U M E N T

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Meeting objectives, agenda, background paper and preliminary results of training needs assessment survey

Regional Consultation Meeting Macao, SAR China, 17April 2005

Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

This document contains: 1. Meeting background and objectives 2. Participants 3. Agenda 4. Overview of project slide presentation 5. Background paper on “The need for specialized training in heritage tour guiding at Asia’s World Heritage Sites—preliminary findings on the challenges and opportunities” 6. Copy of survey questionnaire used for region-wide training needs assessment survey 7. Abridged and raw results of the training needs assessment survey (preliminary tally)

Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

1. Background and objectives of the meeting Preceding the 54th PATA conference “Connecting Tourism’s Stakeholders” to be held in Macao from 17 to 21 April 2005, UNESCO and the Macao Institute for Tourism Studies (IFT) jointly convene a Regional Consultation Meeting for Training Heritage Guides. The meeting-cum-lunch brings together decision makers from the region to discuss the development of a UNESCO heritage tour guide training program for Asia and the Pacific. Representing outstanding universal values, UNESCO World Heritage sites have become major tourism destinations, particularly at landmark cultural sites throughout the region. The number of UNESCO World Heritage sites in Asia and the Pacific continues to increase each year, currently totalling 188 across the 44 member states in the region. In order to provide the highest level of visitor experience at these sites, UNESCO has initiated a regional program to improve the training for and professional capacity of heritage guides, particularly those working directly at the sites. Tour guides play a crucial role in transferring cultural understanding. In other words, tour guides serve as interpreter and disseminator of information about the local way of life to national and international tourists. Moreover, the tour guide function is likely to influence the level of satisfaction tourists obtain from their tour experiences. Correspondingly, improving the quality of guiding services will benefit the richness of experience for tourists. In this regard, the objectives of the meeting are to: 1. Seek the input and collaboration of the national tourism organizations regarding the UNESCO heritage guide training program; 2. Present preliminary results from heritage guides training needs assessment regional study, conducted by IFT.

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Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

2. Participant list Representatives from Cambodia Mr. H.E. Reth CHANTHA Director Education and Training Department Ministry of Tourism Cambodia Tel: +855-16-914073 Fax: +855-23-426107 Representatives from Macau SAR, China Ms. Silvia SITOU Head of Research and Planning Department Macau Government Tourist Office Alameda Dr. Carlos d’ Assumpcao No. 335-341 Edf. Hot Line, 12 andar Macau SAR CHINA Tel: +853-3971536/ 3971562 Fax: +853-372446 Email: [email protected] Ms. TSE Heng Sai, Cecilia Head of Promotion & Marketing Department Macau Government Tourist Office Alameda Dr. Carlos d’ Assumpcao No. 335-341 Edf. Hot Line, 12 andar Macau SAR CHINA Tel: +853-510188 Fax: +853-342454 Email: [email protected]

Ms. Carla Maria FIGUEIREDO Architect Cultural Heritage Department Cultural Institute of Macau Rua Pedro Coutinho No. 27, Queen’s Court Building 2nd Floor Macau SAR CHINA Tel: +853-5993125 Fax: +853-514665 Mobile: +853-6685775 Email: [email protected]

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Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

Representatives from Indonesia Mr. Noorchamid Achmad KAHAR Head of Marketing and International Relations Department Jakarta City Environment Tourism Office Indonesia Jl. Kuningan Barat No. 2 Jakarta 12710 Indonesia Tel: +62-21-5272420 Fax: +62-21-5263923 Email: [email protected]

Mr. Harianto BADJURI Executive Director Jakarta City Environment Tourism Office Indonesia Jl. Kuningan Barat No. 2 Jakarta 12710 Indonesia Tel: +62-21-5205455 Fax: +62-21-5229136 Email: [email protected]

Mrs. Shinta NINDYAWATI Head of International Relation Section Department of Marketing and International Relations Jakarta City Environment Tourism Office Indonesia Jl. Kuningan Barat No. 2 Jakarta 12710 Indonesia Tel: +62-21-5272420 Fax: +62-21-5263923 Email: [email protected] Representatives from Philippines Ms. Elizabeth F. Nelle Director Philippine Department of Tourism M. Kalay. St. Rizal Park Manila Phillippines Tel: +63-2-5242254 Fax: +63-2-5231929 Email: [email protected] Representatives from USA Ms. Pawinee SUNALAI Training and Project Coordinator Southeast Asia School of Travel Industry Management University of Hawaii 7 Charoennakorn 54 Bukkhalo Thonburi Bangkok 10600 Thailand Tel: +66-2-4397806 Fax: +66-2-4391715 Email: [email protected]

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Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

Representatives from IFT Dr. Leonardo Anthony N. DIOKO Academic Coordinator, Professor Institute For Tourism Studies Colina de Mong-Hà Macao SAR CHINA Tel: +853-5983-040 Fax: +853-519-058 Email: [email protected]

Dr. Fanny C.K. VONG President Institute For Tourism Studies Colina de Mong-Ha Macao SAR CHINA Tel: +853-598-3183 Fax: +853-521-694 Email: [email protected]

Ms. Florence Ian Vice President Institute for Tourism Studies Colina de Mong Ha Macao SAR China

CHENG I Man, Elizabeth Teaching Assistant Institute For Tourism Studies Colina de Mong-Hà Macao SAR CHINA Tel: +853-5983171 Fax: +853-519058 Email: [email protected]

Representatives from UNESCO Dr. Richard ENGELHARDT Regional Advisor for Culture in Asia and the Pacific 5th Floor M.L. Pin Malakul Centennial Building 920 Sukhumvit Road Bangkok 10110 Thailand Tel: +66-2-391-0879 Fax: +66-2-391-0866 Email: [email protected]

Ms. Montira HORAYANGURA UNAKUL Project Coordinator Office of the Regional Advisor for Culture in Asia and the Pacific 5th Floor M.L. Pin Malakul Centennial Building 920 Sukhumvit Road Bangkok 10110 Thailand Tel: +66-2-391-0879 ext 504 Fax: +66-2-391-0866 Mobile: +66-2-885-9401 Email: [email protected]

Ms. Patricia ALBERTH Consultant for Culture Office of the Regional Advisor for Culture in Asia and the Pacific 5th Floor M.L. Pin Malakul Centennial Building 920 Sukhumvit Road Bangkok 10110 Thailand Tel: +66-2-391-0879 ext 513 Fax: +66-2-391-0866 Email: [email protected]

Ms. Beatrice KALDUN Programme Specialist for Culture UNESCO office Beijing Waijiaogongyu 5-15-3 Jianguomenwai Compound Beijing 100600 PR China Tel: +86-10-65325790 ext 131 Fax: +86-10-65324854 Email: [email protected]

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3. Agenda Time

Activity

11:00

Opening of meeting Welcome remarks by Dr. Richard Engelhardt (UNESCO) and Fanny Vong (IFT)

11:05

Overview of project by UNESCO

11:15

Preliminary report on the regional training needs assessment and presentation of proposed training models by IFT

11:15

Moderated forum by UNESCO/ IFT Comments on the proposed concept and training models Identify countries interested to participate as possible pilot projects

11:50

Summary by UNESCO Closing remarks by IFT

12:00

Adjourn for lunch

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Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

4. Overview of project slide presentation

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UNESCO

The UNESCO World Heritage List

Institute for Tourism Studies

788 sites in 134 States Parties 611 cultural 154 natural 23 mixed cultural and natural As of March 2005

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2

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Visitor arrivals in Asia and the Pacific 240 200 160 120 80 40 0 1950

1970 1981 1984 1987

1990 1993

1996 1999

2002

Source: WTO

Challenges to Sustainable Culture Heritage Conservation and Tourism Development

Programme response to build professional capacity

Absence of structural policy linkages between tourism development and heritage conservation Weak professional capacity in managing cultural heritage and tourism development

Training and certification of culture heritage guides • Identified as a cooperation project by ESCAP and PATA • Included as a priority project in the Asian Development Bank Greater Mekong Subregion Tourism Strategy (approved March 2005, Siem Riep, Cambodia)

Lack of local empowerment and capacity to safeguard heritage & engage in tourism industry

• Identified as a possible priority project in the Asian Development Bank South Asia Subregional Economic Cooperation Human Resource Development plan (regional technical assistance study currently being conducted) 5

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Training/certification of culture heritage guides

Training/certification of culture heritage guides

Objectives

Tentative conceptual model

Regional modules

National modules

• Upgrade guide capacity

• Initial focus on UNESCO World Heritage sites in Asia-Pacific region

• Training of trainers in English

• Training of national guides in local language

• Delivered online or in a regional/sub-regional center

• Covers site history and national heritage management issues

• To be translated by NTO partner into the local language for training of guides

• To be developed by NTO partner with oversight from UNESCO/Asian Academy and ESCAP/APETIT

• Promote sense of ownership • Improve richness of experience for tourists • Foster sustainability through improved code of conduct of tourists

• Regional module to train trainers • National modules to train guides • Joint certification by training institution/NTO/UNESCO 7

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Training/certification of culture heritage guides

Partnership building

Phases

• NTOs

• Training needs assessment (Jan-March 05)

• Private-sector service providers • Training institutions

• conducted by Institute for Tourism Studies (Macao SAR, China)

• tourism: ESCAP/APETIT

• Regional consultation meeting (April 05)

• culture: Asian Academy for Heritage Management

• Regional training of trainers

• UNESCO, ICCROM

• National training of guides

• Development partners: PATA

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5. Background paper

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THE NEED FOR SPECIALIZED TRAINING IN HERITAGE TOUR GUIDING AT ASIA’S WORLD HERITAGE SITES— PRELIMINARY FINDINGS ON THE CHALLENGES AND OPPORTUNITIES

Leonardo A.N. Dioko Institute for Tourism Studies, Macao Montira Horayangura Unakul UNESCO Bangkok Office

Abstract This paper examines the prospects of introducing specialized training for heritage tour guides in order to bridge the need to cater to rapidly growing tourism at the region’s world heritage sites and the need to uphold the universal value and role of such sites as “learning centers” for the transmission of knowledge. The paper first outlines the state of general tour guiding, explores the development of niche forms of tourism such as heritage tourism, examines the benefits of heritage tour guiding, and reports on the preliminary findings of a regional needs assessment survey undertaken. Several thematic issues are identified that should guide how specialized heritage tour guide training should proceed.

Key words: heritage, culture, tourism, tour guide, training

Introduction The rapid growth of tourism in countries across Asia has provided ample opportunities for specialized forms of tourism to develop, including that of cultural and heritage tourism. This has led to an increasing need for cultural and heritage resources to be developed and managed for visitors and tourists as well as for members of the local community. Aside from conferring economic benefits to the local community, the development of cultural and heritage resources for tourism purposes has also generated an increased appreciation and awareness of local residents’ knowledge and understanding of their own heritage as well as pride in so far as visitors come to understand the local community’s history and culture. In some cases, the development of cultural and heritage resources has even led to a revival of traditional forms of arts, crafts, and festivals for the benefit, enjoyment, and employment of members of the local community and visitors. Such positive development in heritage and cultural tourism is usually coupled, however, with certain drawbacks. One of these problems is that increased visitation and tourism at cultural and heritage sites tend to overlook the importance of transmitting knowledge about and learning the significance as well as the cultural value of such sites. While the development of these cultural and heritage resources for visitors bring benefits _________________ Dioko, L.A.N. & Unakul, M.H. (2005). The need for specialized training in heritage tour guiding at Asia’s world heritage sites—preliminary findings on the challenges and opportunities. Paper presented at the 2005 PATA Educator’s Forum, 16 April, Macao. Page 13

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to sustain its conservation, employment to local community, and economic development in the long run, it has also resulted in the “commodification” of such historically significant sites whereby they are “reduced and sanitized to conform to tourist expectations” (United Nations Environment Programme, 2001). Because cultural and heritage sites tend to be marketed as tourism products, they risk being devalued and their historical and cultural significance diminished. Even worse, such sites may lose the respect and reverence they command when they become “perceived as goods to trade” (United Nations Environment Programme, 2001). It is in such a context that this paper explores the need for specialized and enhanced training or education for professional tour guides in the area of culture and heritage in the Asia-pacific region, particularly in countries with cultural and heritage sites inscribed in the UNESCO World Heritage List. Currently, there are a total of 188 listed sites in 44 member states in the region with the growth of tourism in majority of these sites anticipated to continue. The focus on the need for specially trained tour guides in particular contexts such as cultural and heritage tourism arises from a paradox that is widely acknowledged: Although tour guides perform very significant roles and functions in the tourism consumption system, the profession is commonly underrated, its potential undervalued, lack recognition and prestige and practices beset with problems. This contrasts with the rapidly increasing demand by visitors to visit and learn from cultural and heritage sites in the region, national tourism authorities’ prioritisation of heritage tourism, and a strong desire by members of the local community that their heritage be interpreted and presented in ways that value its cultural and historical significance and transmits these authentically to visitors. The paper will broadly outline the current state of the tour guiding profession in the region by reviewing literature. It will first examine the role of tour guides and identify the benefits and challenges of training and problems associated with the profession. The paper will then explore how these and developments in niche tourism such as heritage present a need to develop more specialized and enhanced training for tour guides at world heritage sites. Preliminary results of a study surveying the need for such training are then presented and several thematic directions regarding such training needs are developed initially.

The tour guide: significant roles, training needs, and problems of the profession The role of tour guides in the tourism system Tour guides play vital roles in general tourism as well as in its more specific forms such as ecotourism, heritage, and adventure tourism. These roles are well documented and widely acknowledged. Black et al. (2001), writing in the context of ecotourism, enumerates previously identified roles that guides perform in the tourism system. Tour guides generally play dual roles of “pathfinder” and “mentor” (Cohen, 1985). The more contemporary guides could assume the role of a leader, educator, an ambassador, host, and conduit (Pond, 1993). Weiler et al. (1991) and Weiler & Ham (1999) emphasize the guide’s central role of interpretation and education. For this study, we utilize and adapt the definition of an ecotour guide put forth by Black et al. (2001), applying it in the context of cultural and heritage tourism: “A cultural or heritage tour guide is someone employed on a paid or voluntary basis who conducts paying or non-paying

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tourists around an area or site of historical, cultural, and heritage importance utilizing guiding and interpretation principles in heritage or cultural tourism (p. 149).” Black et al. (2001) go further in defining the activities that tour guides perform: “He/she communicates and interprets the significance of the environment, promotes minimal impact practices, ensures the sustainability of the natural and cultural environment, and motivates tourists to consider their own lives in relation to larger ecological or cultural concerns (p. 149).” Gurung (1996) as cited in Dahles (2002) provides more depth in defining the role tour guides carry out in the cultural tourism system as pivotal in order “to influence the visitors’ impressions and attitudes, as well as enhance their appreciation and understanding of their surroundings (1996: 11-12).”

Benefits and needs for training Tour guiding represents is one of the primary means by which members of the local community can partake in the benefits that tourism brings. More highly trained and qualified tour guides, for example, in the context of more specialized forms of tourism such as heritage and cultural, allows an even more enhanced level of participation and more benefits to be drawn from the effects of tourism. Specially trained tour guides in heritage tourism, for example, can help both visitors and local residents in the conservation, preservation, and proper interpretation of the sites, ensuring that such interpretative activities adhere to the sites’ authenticity and historical significance. Such was one of the conclusions arrived at in the Regional Meeting on Community Based Ecotourism in Southeast Asia (REST, 2002) which highlighted among other issues the growing impact of tourism on world heritage sites especially the inadequacies of education, public awareness, visitor awareness of the importance and significance of heritage sites and the lack of appropriate guide training. In another seminar held on the sustainable development of ecotourism in Myanmar, organized by the Economic and Social Commission for Asia and the Pacific (ESCAP) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 2002 (APETIT, 2002) the need for training of professional guides was highlighted as part of the overall development of tourism in that country. The experience of a diversifying tourist market and demand for more special interest or niche tourism experience as opposed to a more generic and mass form of tourism has spurred the development and improvement of guiding skills among tour guides in the Pacific islands of Vanuatu (Black & King, 2002). In advocating the need for higher quality interpretive guides in Malaysia, Weiler & Ham (2000) suggest that “highly trained guides serve an important marketing advantage to individual operators and destinations looking to tap into highly competitive yet highly lucrative market segments (p.4)” implying that such high quality trained guides add tremendous value and deliver a more unique experience for visitors to natural attractions where such attractions are quite similar across regions. The benefits that accrue from the training and education of tour guides in general and for heritage sites in particular are largely recognized and in some cases accorded high priority (Black et al., 2001). Black also reports a number of possible benefits in the training of tour guides. In the field of ecotourism, Black et al. (2001) further cite that training has been instrumental in increasing the awareness of environmental and sociocultural impacts caused by ecotourism, that such awareness leads to minimal impact behaviour by both visitors and residents to sites and allows the effective enforcement of park regulations. Training enables guides to encourage conservation, act as mediators between hosts and guests, provide quality service and customer satisfaction as well as deliver effective visitors’ experience. This relates to Ap &

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Wong’s (2000) note on the experience in Hong Kong where concerns that existing level of professionalism of tour guides may not be up to international standards perhaps lead to decreased levels of satisfaction and quality from visitors. But the most compelling benefits of training tour guides come from the guide’s role as interpreter. As Weiler & Ham put it, “interpretation lies at the heart and soul of what ecotourism is, and what ecotour guides can and should be doing” (2001: 2). Such sentiments apply equally well in the field of heritage tourism. Christie & Mason (2003) reason even further that because tourism can change the way people (tourists and residents) act and think either in a positive or negative sense (as in the unintentional exploitation of visitors coming from wealthy countries going to places in poor countries), tour guides have the ability to create a more transformative form of tourism fulfilled by training that go beyond the mere acquisition of competency-based skills but one that incorporates values education, the development of cultural sensitivity and skills of critical self-assessment. Referring to Orams (1994, 1995), Christie & Mason (2003) echo the suggestion that “interpretation programmes are usually designed not just to inform but to change visitors’ behaviour (2003: 5)” and that “interpretation is not solely about the transmission of knowledge (2003: 4).” Weiler & Ham’s (2001) view of interpretation as striving to “engender an intellectual, emotional and even spiritual connection between people and places as much as a physical experience (2001: 2)” is no more pertinent and relevant in ecotourism as it is in heritage tourism and transmits calls for a more thorough, encompassing, and professional mode of tour guide training.

Problems with the practice and profession of tour guiding Most of the literature on tour guide training cited above evoke the notion that tour guides represent a largely underrated, undervalued and under utilized human resource despite the widely acknowledged benefits and significant roles they assume in the tourism system. To a certain extent, this assessment is validated by reports of problems that beset the tour-guiding profession and training in various countries. In Hong Kong, for example, Ap & Wong (2001) report that tour guiding in Hong Kong is characterized by an absence of basic training courses for new entrants, limited opportunities for training, variability in the levels of professionalism, and dependent on volunteers especially for tour guides with the most experience. In their experience of delivering the first guide course in Panama, Weiler & Ham (2000) noted the large extent of variability among participants in terms of their educational, language, and cultural backgrounds which in turn present challenges in the recruitment, selection and training of tour guides into the system. The cost-effectiveness of delivering training to tour-guides has also been identified as an issue (Weiler & Ham, 2000; Black, 1999; Black et al., 2001). Black & King (2002), in their experience of delivering tour-guide training in Vanuatu raised the question of “how future training programmes will be funded (2002: 115)” noting that although voluntary systems are laudable, these are probably unsustainable in the long run. Programmes funded by international aid systems tend to address short-term needs for tour guides by kick-starting and injecting impetus into the development of training program for tour guides yet compromise the long term sustainability of placing such initiatives in the hands of the local community (Black & King, 2002). Christie & Mason (2003) enumerate several other issues that beset the tour guiding profession based on previous literature. These include the lack of a theoretical base, benchmarks, or best practice principles in the profession despite its long history. Calls for more professionalism, required standards, appropriate training and better

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delivery skills are frequently made and punctuate most discourse on tour-guiding (Christie & Mason, 2003; Howard, 1997; Pond, 1973; Ang, 1990; Cherem 1977). Cherem (1977) argues that because guides are primarily interpreters and only secondarily subject specialists, guides should be the subjects of more formal courses in interpretive methods, field courses, research, and even theory (cited in Christie & Mason, 2003: 5). In Thailand, tour operators not only lament the number that remain under-trained in tour guiding but also emphasize some tour guides’ lack of adequate knowledge of Thai history and culture, deficiencies in language skills, and more ominously, their proclivity to emphasize shopping more than interpretation due to the financial incentives gained from commissions (Thailand: Tour guides require training, 2000). The problem of exploitative shopping and sub-standard itineraries associated with tour guiding was also identified in Hong Kong (Ap & Wong, 2001) even though the root of the problem may lie not on the guides themselves, who are only frequently constrained to such awkward positions. Another frequently cited problems in tour guiding are the low esteem and regard accorded to tour guides, the view that it is menial work (Tourism Authority of Thailand (TAT) to raise guide standards, 1999), and general regard for it as “a low status profession characterized by low pay, poor working conditions, and seasonal and casual employment conditions” (Weiler & Ham, 2001), unglamorous and short of recognition (Ap & Wong, 2001).

A paradox and observations on the state of tour guiding in the region The foregoing suggests a paradox: If quality trained tour guides are so crucial to the tourism system and perform highly significant roles, why are tour guides not esteemed as a profession in an industry regarded as one of the fastest growing economic activity? There are many dimensions to this issue that go beyond the immediate scope of this paper. The problem is also not one that is unique to the tour guiding profession. Nevertheless, such a paradox can be related to several factors that characterize the current state of the tour guiding profession in the region and that perhaps undermine its development. The first of these is the lack of specialized tour guide training, especially in niche forms of tourism. Niche forms of tourism requires more skill, knowledge, experience, and professionalism from tour guides because tourists engaging in special forms of tourism demand such level of guidance and education. Specialized training for tour guides in these areas will grant them more qualifications, experience and professionalism and become more preferred by visitors. Another characteristic is that the tour guiding profession operates in a complex system. Tour guides have visitors to take care of, travel and tour operators to satisfy and under whose employ they operate, attend to and learn from the attractions or destinations they lead tourists to visit, and government regulatory bodies for licensing and continuous training. Such a situation demands an integrated approach between the different stakeholders in the training and professional development of tour guides. Tour guides are not necessarily attracted to advance their knowledge of ecotourism, nature or heritage if there is neither requirement nor incentive to do so. Very much related to the lack of integrated efforts in the training and professional development of tour guides is a third characteristic: the absence of a strong and on-going cooperation and partnership between the different stakeholders in the tourism system in helping shape and mould the functions that tour guides perform. Such

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cooperation and partnership between tour guides, special interest groups (nature, eco-, heritage tourism attractions), tour operators, and local community on national or regional levels is important in order to establish standards, certification, and most of all, recognition that would grant more prestige and respect for the tour guiding profession. It is highly conceivable that the three factors above relate to the current situation of tour guiding in the region. Addressing these will be beneficial as a first step in improving the tour guiding profession and satisfy the needs of visitors to have a better experience. In order to examine how specialized training for tour guiding in niche forms of tourism, delivered by a regional network and working in collaboration with multiple stakeholders in the system, we briefly review the situation of one case in heritage tourism and explore how a specialized form of tour guide training in the field of heritage can

Niche tourism, heritage and the need for specialized tour guiding Recent trends and developments in tourism identify a move away from mass forms of tourism to more specialized forms. Weiler & Ham (2001) contrast the previous assumption that guided tours cater mostly to inexperienced travellers with the fact that some visitors are now motivated to sample new experiences outside the normal range of activities and interests for which they lack specialized skills or local knowledge thereby necessitating the assistance of highly trained specialty guides such as in white water rafting, indigenous cultural tours, whale-watching, city tours of urban heritage sites (2001:258). In the Macao Special Administrative Region of China, the government has identified three areas of priority for tourism development that includes conferences and events, gaming, and heritage tourism. In Thailand, the Tourism Authority of Thailand aims to develop certain tourism development clusters that include parks and nature, history and culture, special interest (golf, food, and wellness), as well as its popular seaside form of tourism (Tourism Authority of Thailand, 2005). Such a development presents opportunities for upgrading the tour guiding profession and infusing higher standards and quality in tour guiding practices as both visitors to destinations and government tourism agencies recognize and demand better and enhanced quality in their experience. Increases more specialized tourism experiences necessitate more enhanced training, skills and level of professionalism from tour guides and would accord greater occupational prestige to the profession. Such a development would require a higher level of education beyond acquiring competency and skills.

Regional heritage tour guide training for world heritage sites and the case of Luang Prabang, Lao PDR Given such developments and recognizing the general increase of tourism in the region and in specialized forms such as increasing interest in heritage tourism particularly in the region’s UNESCO inscribed world heritage sites, and taking into account the important roles tour guides perform as an interface between heritage conservation, interpretation, and education on the one hand and ensuring visitors as well as residents of local community are assured of a quality and pleasant experience in visiting heritage sites, the UNESCO Bangkok office, working together with the Asian Academy of Heritage Management network, has proposed a regional based program for heritage tour guide training. The program aims to address several important challenges arising from the greater and more frequent interface between heritage and tourism and how tour guides specially trained in heritage tour guiding can play a central role in meeting these

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challenges. The case of Luang Prabang in Lao, a World Heritage Town, is instructive in articulating these challenges (UNESCO Bangkok, 2004). Attaining world heritage status and inscription onto the UNESCO world heritage List assumes that heritage sites are not just tourist “attractions” or tourist destinations as in the case of Luang Prabang. Such heritage sites represent a unique and preserved area of outstanding universal value and an opportunity to facilitate the exchange of knowledge, an educational resource much like a book from which the local community and visitors can learn about and appreciate the site’s history, significance, value, and meaning. The immense potential for knowledge transfer, understanding of culture, and education must be rendered accurately and fulfilled in the most professional manner in accordance with the highest standards and best practices of interpretation and tour guiding. This function is best carried out by specially trained heritage tour guides, supplementing other but less interactive forms of interpretation such as signage, informative brochures and other printed or multimedia materials. In Luang Prabang, international visitors are primarily motivated to visit by the prospect of learning about its heritage (UNESCO Bangkok, 2004) but problems have been identified in terms of how the town is able to realize its potential of communicating and presenting its history and significance. The development of interpretation and interpretive skills and practices has not been maximized leaving most visitors to the site unaware of the significance and value of the town’s heritage; they are not provided with adequate information regarding the characteristics and history of local buildings, temples, and structures and why these are worth preserving. As visitors participate or view local ceremonies, they are left uninformed of their religious and cultural significance. In effect, visitors attain only a superficial experience and limited attainment or transfer of cultural knowledge. In the long run, this situation diminishes conservation efforts, preservation, and heritage value. Highly trained tour heritage tour guides not only benefits visitors to heritage sites but also the local community by preparing and instructing visitors to be more culturally sensitive and ethical, follow minimal impact or responsible behaviour, and encourage respect and proper consideration for local traditions and customs. Heritage tour guides have the potential to transmit knowledge and educate visitors and locals on conservation and protection of heritage and in some cases become resource persons to scientists, researchers, and other special interest groups wishing to know more about local heritage sites. This had been the experience in the Macao SAR, the government Cultural Institute that leads major efforts in the conservation and restoration of built heritage sites has been frequently inundated by requests for more specialized guided tours of the territory’s heritage sites from visiting academics, researchers, postgraduate architecture students, preservation and conservation professionals and others.

Regional training and certification of heritage tour guides The regional training and certification program for heritage tour guiding proposed by UNESCO Bangkok presents several opportunities that address the aforementioned issues on the tour guiding profession, the need for more specialized tour guiding at the region’s world heritage sites, and challenges emanating from the rapidly increasing interface between heritage and tourism. The objective of the program is to upgrade tour guiding capacity and professionalism, provide tour guides with a path for professional and personal advancement and identification with the profession, enhance visitors’ experience and learning at heritage sites in the region, and foster greater

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intercultural experiences between visitors and hosts through the role of tour guides as a bridge between the two. The proposed model represents a program response to address deficiencies in heritage tour guiding. The model calls for both regional and national training modules to be developed jointly by UNESCO, local tourism training institutions, and national tourism organizations. The regional models are aimed toward training trainers who, in turn, conduct training at the national level for tour guides. Certification of tour guides who successfully undergo the training will be granted jointly by UNESCO, local training institutions and national tourism organizations. To help in its long-run sustainability, the program calls for partnerships with private tour operators and planners, national and regional cultural networks such as the Asian Academy for Heritage Management, ICCROM, PATA, and ESCAP. It is under such a context that an exploratory study was undertaken to assess and establish the training and education needs as well as demand for such a proposed program to be implemented across the region.

The study Objectives and design A regional survey was undertaken in order to gauge the extent among different stakeholders involved in heritage tourism on the need for specialized tour guide training in heritage tourism and related issues. The survey objective was to explore the level of consensus, delineate major issues, and outline a framework necessary for a regional heritage tour guide-training program to be carried out. The following questions summarize the key information sought from the study: 1. Who currently performs tour guiding and interpretation at heritage sites in the region? 2. Are current tour guides performing satisfactorily in guiding and interpretative roles? 3. What training needs to be done to enhance heritage tour guiding? What skills, knowledge, or proficiencies are important to be learned and how should these be distinct from existing national training programs for tour guides yet add value to visitors at heritage sites, residents of local community, the tour guide professionals, the travel trade, the heritage site, and other stakeholders? 4. What problems and issues are there related to the establishment and delivery of specialized training programmes for heritage tour guides on a regional scale? In addition to the main objective, responses to the above questions will help inform the planning and development of alternative regional training and education models or framework on which specialized heritage tour guide training in the region could be carried out under the aegis of UNESCO Bangkok and the Asian Academy for Heritage Management. The study design basically models that of a standard training or education needs assessment survey. The study’s results will also help establish the

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principles and criteria that should guide the development of specialized program for heritage tour guiding.

Methodology An English questionnaire was devised in order to elicit responses on the questions posed above. Although some questions were designed to generate discrete responses (for tabulation purposes), majority included several open-ended types either as follow-up to closed-ended questions or as independent questions. For most questions in the survey, respondents were persuaded and given ample space to elaborate further on their responses. Owing to the immense geographic scope of the region and the attendant difficulties of communication, data was primarily collected by mailing copies of the questionnaire and an accompanying cover letter by post. The package included an international postage paid envelope for convenience. The first batch of questionnaires was mailed in the week of February 14, 2005. Follow up and reminder letters were subsequently mailed four weeks afterwards. The postal survey was supplemented by a web-based format of the questionnaire on the Institute for Tourism Studies web-site so respondents can either return their responses by post or by answering the survey on-line. A total of 127 respondents were targeted for inclusion in the sample and were mailed survey packages. These 127 targeted respondents represented 21 countries across the Asia Pacific region of which only two territories (Singapore and Hong Kong) did not have sites inscribed on the World Heritage List. Majority (109) of these targeted respondents were officials in national tourism organizations or authorities and the remainder were from tourism- or travel-related organizations, educational or training institutions, and tour guide associations. Because of geographic distances, the extensive scope of the survey, constraints in time, the use of English as the language for the questionnaire, and individual propensity for answering the survey, postal surveys tend to generate limited response rates. At the time of this writing, a second wave of mailing and reminders had just been dispatched. In order to generate sample “snowballing,” respondents that do reply are acknowledged and encouraged to refer the survey to colleagues and contacts who can participate based on their interest, line of work, or background in heritage tourism.

Preliminary findings At the time of this report a total of 22 out of the 127 initial wave of postal survey have been received, constituting a 17% rate of response. Because the findings reported below represent only a very preliminary body of results, no valid generalization can be made at this point in the study. Despite this, the findings are presented in order to explore the range of issues (following Black et al., 2001) and obtain an initial bearing on the topical issues surrounding the need for a regional heritage tour-guiding program. Reporting of response frequencies to close ended questions are therefore limited; instead, responses to the various open-ended qualitative questions are described and expounded. Slightly more than half (12) of the initial batch of 22 returned survey responses to the postal survey consisted of officials from ministries of tourism, or national tourism organizations and commissions. The remainder consisted of managers and directors from private tour organizers, ministries of culture, heritage sites, or departments, heritage trusts or funds as well as one response from a tourism training organization. This composition is summarized below:

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Table 1: Composition of first round responses to postal survey Background Ministry of tourism, national tourism board, authority or commissions Heritage site official, ministry of culture, heritage department Private tour organizers and planners Heritage trust or fund Tourism training organization Total

Number 12 4 4 2 1 22

Who currently performs tour guiding and interpretation at heritage sites? Of the 51 multiple responses obtained for this question from the initial sample, tour operator-supplied guides made up the majority (19 responses) of those that perform tour guiding and interpretation. On-site personnel at the sites made up the second most number (16 responses) with the remainder of those performing interpretation and guiding either made up of volunteers, privately hired individuals and others. This preliminary finding supports the view that private tour organizers and travel related companies employ the main part of individuals carrying out interpretation and tour guiding at heritage sites.

Are current tour guides performing satisfactorily in terms of guiding and interpretative roles at heritage sites? Initial findings indicate that tour guides at heritage sites require better knowledge, training and education (9 out of 22 respondents) for interpretation and guiding but there are those that are already acceptably knowledgeable and trained (8 respondents) or even very knowledgeable (4 respondents). Examination of respondents’ elaboration on their answer reveals a mixture of assessment regarding the current level of performance of tour guides. On the one hand, tour guides are required to attend and pass training courses, require to be licensed and in some instances undergo examinations and extensive courses and training. On the other hand, respondents in this initial sample at the same time deplore that such training tend to be “basic or working level knowledge” and that, in the case of Borobudur, on-site guides are reasonably well trained and licensed but constitute a minority. Three respondents stated that most guides, especially those employed by tour operators vary enormously in quality and training while another respondent assesses tour guides as “quite variable—those professionally trained are excellent but those not trained are dreadful.”

Do they accurately and adequately present or communicate the historical relevance and attributes of the sites? In regard to respondents’ assessment of the quality of tour guiding at cultural and heritage sites in terms of accurately and adequately presenting or communicating the historical relevance and attributes of the site, 9 out of 22 stated they were not satisfied while 8 respondents mentioned they were satisfied. When pressed to elaborate further, two respondents mentioned that scholars or subject specialists are the most qualified to do guiding at heritage sites and would like to do so but they are only few or limited in number. This contrasts with the situation that “general” guides undertake most of the

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interpretation despite the quality not “always up to the mark”. One respondent raised the problem that local guides tend to “cater to tourists’ Eurocentric prejudices and preconceptions rather than present their locality’s interpretation of heritage.” Another stated that guides “mostly communicate facts and figures, not much on the relevance, values or attributes of the sites.” Respondents also stated systemic problems in the profession that undermines quality heritage tour guiding. One mentioned the profession as “not stable and lucrative”; two respondents mentioned the irony of having a lot of potential manpower for tour guiding but that training is variable (or occurs through “different means”) and that the training and qualifications of existing guides vary widely and only few are considered to be fully trained in undertaking heritage tour guiding. One respondent proposed a structural need in ensuring quality by “evaluating existing tour guiding schemes and technical requirements of local authorities for licensing and certification” and suggested “effecting changes or introducing more formal training to be incorporated better tour guiding services.”

What training needs to be done to enhance heritage tour guiding? What skills, knowledge, or proficiencies are important? A host of skills and knowledge were mentioned by this initial batch of respondents. Most stated the need for significant improvements in language, presentation, and interactive skills for effective tour guiding at heritage sites. Beyond the mere attainment of competencies in these basic areas, however, respondents commonly agreed that higher-order and broader learning is very much essential for heritage tour guides. These include “better, and more in-depth knowledge of histories, culture, and traditions.” Five responses cited the need around attaining “background knowledge on regional as well as western heritage sites in order to compare them with our history to enhance tourist experience” and knowledge on the “customs and traditions of the tourist originating countries” as much as on one’s own. Another response stated having “wider cultural knowledge beyond the obvious about the site being visited” and “understanding different religious heritage” which would enable guides to treat them not merely as historical but religious sites as well. Preliminary reading of the above responses suggests a need for heritage tour guides to acquire more universal appreciation and knowledge of the significance, relevance, and values of heritage sites beyond one’s own locality, region, or country. Another theme that was gleaned from several responses centred on developing technical skills in “developing thematic scripts, themes and storylines for tours” and in presenting heritage in more entertaining methods by weaving details and facts into an easily understood and engaging story. A subtle sub-theme that emerged from at least two responses focused on enhancing tour guides’ sense of appreciation of one’s own history, arts and culture and the region around, a theme that seems distinct from the mere acquisition of knowledge itself.

What problems, issues, obstacles and challenges do you recognize in regard to the establishment and delivery of specialized training for heritage tour guides on a regional level? A variety of issues related to introducing specialized heritage training for tour guides were enumerated by respondents in this pilot sample. They include the following categories: • Cost and funding for the training as well as the participants (4 responses)

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•

• • • • •

Specialized training in heritage tour guiding at world heritage sites

Time and compatibility of training program and structure with in-service tour guides; support, encourage as well as cooperation from tour operator employers to grant leave for guides willing to undertake training (4 responses) Selection criteria for participation and eligibility to undertake training (3 responses) Need for coordinating the program and insufficient cooperative relationship and joint efforts (3 responses) Attracting guides to attend training; convincing them that such training will add prestige and respect for their profession and enhance employment prospects; inclusion of indigenous people into the training (3 responses) Language to be utilized in training (2 responses) Other issues mentioned include the lack of trainers and facilities (1 response each)

Conclusion Thematic issues Because of the very preliminary stage of the data collection process, the above findings cannot be generalized nor considered representative of the study’s population. However, the qualitative feedback thus far received and the above summary of the initial responses hint of certain themes and the range of possible issues that cover heritage tourism and the need for specialized tour guiding at heritage sites in the region. Based on findings thus far reported, there appears to be three identifiable and developing themes surrounding certain disparities or gaps in heritage tour guiding. 1. The first theme centers on the need to bridge the divide in skills, knowledge, and interpretational functions between heritage (history, archaeology, conservation, culture) and tourism. This is best exemplified by general tour guides’ role emphasis on catering to the tourist experience while specialized professionals (in heritage, for example) address more exclusive or limited needs for knowledge or expert interpretation. 2. The second theme centers on the need to bridge the divide between the local significance, values, and relevance of heritage sites with its universal values, significance, and relevance and integrating them by means of tour guiding interpretation and higher quality tour guiding. 3. The third theme centers on the need to bridge the divide between the different stakeholders comprising the system in which heritage and tourism co-exist yet hitherto operate independently. The above themes are indicative of the key issues and challenges in addressing the need for heritage tour guiding in the region as well as enhancing the experience of visitors in the region’s growing list of world heritage sites. In a subsidiary sense, the above themes also present an opportunity to address the paradox earlier discussed on why tour guiding in general is simultaneously characterized by immense potential and at the same time by problems that plague it. Perhaps tour guiding itself is a profession under pressure to evolve because of the fragmenting nature of visitor interests in specialized forms of

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experience. Regardless of the direction and form toward which regional tourism develops, there appears a constant appeal for better training and education for tour guiding practices.

Principles and criteria to guide the development of a regional heritage tour-guiding program Advocating specialized and enhanced training for tour guides in heritage is not as exigent as its implementation. As the initial range of issues enumerated in the fourth question above indicate, there exist a host of concerns from funding, recruitment and selection of trainees, to long term program delivery and sustainability. Because the proposed initiative of heritage tour guide training from UNESCO is envisioned as regional in scope, it presents additional challenges as well as opportunities. Weiler and Ham (2000) and Ham and Weiler (2000) provide certain principles and lessons derived from their experience in developing tour guide training in developing countries. Among these are the need for good recruitment and selection of trainees, programs based on collaborative teaching and learning, essential training of in-country trainers that can help reduce long-term costs and sustain long term viability of the program, accessibility to all including those in peripheral areas, and a combination of generic as well as customized curricula, teaching methods and training materials. Another principle that should guide the development of regional training of heritage tour guides is that such regional training should be founded on extensive cooperation and collaboration between different agencies and network involved in tourism, heritage, and tourism education, as well as the travel trade sector.

A regional model for heritage tour guide training and education Various potential models for developing a specialized training program for heritage tour guides can be developed grounded on the principles outlined above. Postgraduate and other professional development programs already exist in various disciplines and in many cases are offered jointly or in collaboration with educational partners across several countries. Logistic, funding, and other practical considerations affecting mode of delivery and program implementation usually determine the reach and effectiveness of programs regional training programs. Such challenges are usually offset by developments in technology such as the use of on-line learning, e-mail communication, and other web-based education, supplemented by on-site training as well as face-to-face in-class methods. Complications arising from regional training priorities versus immediate local needs and the issue of professional standardization and what should be standardized are also matters requiring further study. Finding an appropriate model for establishing a regional training program for heritage tour guides is the next challenge that must be addressed. Such a model must adhere to the principles laid out earlier and balance the requirements of both local stakeholders in each country and the exigencies of fulfilling the universal value, significance and relevance of world heritage sites. This paper explored the role of heritage tour guides in a rapidly changing tourism environment affecting the region’s cultural and heritage sites. Recognizing the prospect of increased tourism demand at cultural and heritage sites and the need to maintain the integrity and significance of such sites as enshrined in the world heritage convention, the paper outlined the benefits, opportunities, and challenges affiliated with introducing a more rigorous and specialized regional training program for heritage tour guides in order to meet increasing visitor demands to visit and learn from world heritage sites across the

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region and enhance the quality of visitor experience, learning, and interaction with the sites. It is hoped that this paper will further the groundwork for such regional training to take place.

References Ap, J. & Wong, K.K.F. (2001). Case study on tour guiding: Professionalism, issues and problems. Tourism Management, 22, 551-563. Black, R., Ham, S., and Weiler, B. (2001) Ecotour guide training in less developed countries: Some preliminary research findings, Journal of Sustainable Tourism, Vol. 9, No. 2. Black, R. & King, B. (2002). Human resource development in remote island communities: An evaluation of tour guide training in Vanuatu. International Journal of Tourism Research, 4, 103-117. Christie, M.F. & Mason, P.A. (2003). Transformative tour guiding: Training tour guides to be critically reflective practitioners. Journal of Ecotourism, Vol. 2, No.1. Economic and Social Commission for Asia and the Pacific (ESCAP) and United Nations Educational, Scientific and Cultural Organization (UNESCO). Report on National Seminar on Sustainable Development of Ecotourism, 26-27 June 2002. ESCAP and UNESCO. Retrieved 13 March 2005 from ESCAP: (http://www.unescap.org/ttdw/index.asp.) Garrod, B. & Fyall, A. (2000). Managing heritage tourism. Annals of Tourism Research, Vol. 27, No. 3, pp. 682-708. Ham, S.H. & Weiler, B. (2000). Six principles for tour guide training and sustainable development in developing countries. Paper presented at the 9th Nordic Tourism Research Conference, Bornholm, Denmark, October 12-15. IMPACT—Tourism and heritage site management in the world heritage town of Luang Prabang. UNESCO Office of the Regional Adviser for Culture in Asia and the Pacific, UNESCO Bangkok, and School of Travel Industry Management University of Hawaii, 2004. Responsible ecological social tours project (REST) (February-March 2002). Meeting Conclusions, Southeast Asia Regional Meeting on Community Based Ecotourism in Southeast Asia. Retrieved 13 March 2005 from REST: (http://www.ecotour.in.th/english.files/02.homeframe.html). Thailand: Tour guides require training. Travel Trade Gazette Asia. Singapore, June 1, 2000, p. 1. Tourism Authority of Thailand (TAT) to raise guide standards. Travel Trade Gazette Asia. Singapore, September 17, 1999, p. 1. Tourism Authority of Thailand (2005). Tourism Authority of Thailand Marketing Plan. Retrieved 13 March 2005 from TAT: (http://www.tourismthailand.org/). United Nations Environment Programme (UNEP) (October 2001). Socio-cultural impacts of tourism. Retrieved 13 March 2005 from: (http://www.uneptie.org/pc/tourism/susttourism/soc-drawbacks.htm).

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Welier, B. & Ham, S.H. (2000). Tour guide training: Lessons for Malaysia about what works and what’s needed, paper presented to the International Symposium on Malaysian Business in the New Era, Kuala Lumpur, Malaysia, February 25. Weiler, B. and Ham. S.H. (2001). Perspectives and thoughts on tour guiding. In A. Lockwood and S. Medlik, Eds. Tourism and Hospitality in the 21st Century. Butterworth Heinemann, Oxford, pp. 255-264.

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Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

6. Copy of survey questionnaire used for region-wide training needs assessment survey

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Regional Survey Questionnaire on Cultural and Heritage Tour Guiding in Asia and the Pacific

A.

General Information Respondent’s name: ........................................................................................................................ Name of agency, organization, or association: ......................................................................................................................................................... Position: .......................................................................................................................................... Address: .......................................................................................................................................... City: ...................................................................... Country: .......................................................... Phone: ......................................................................... Fax: .......................................................... Web-site: ................................................................. E-mail: ..........................................................

B.

INTRODUCTORY NOTES BEFORE THE SURVEY

For the purpose of this survey, •

A cultural or heritage tour guide is someone employed on a paid or voluntary basis who conducts paying or non-paying tourists around an area or site of historical, cultural, and heritage importance utilizing guiding and interpretation principles in heritage or cultural tourism. (Adopted from Black, R., Ham, S., and Weiler, B. (2001) Ecotour Guide Training in Less Developed Countries: Some Preliminary Research Findings, Journal of Sustainable Tourism, Vol. 9, No. 2)

•

Interpretation is “a means of communicating ideas and feelings which helps people enrich their understanding and appreciation of their world and their role within it” (Interpretation Australia Association (2000) IAA Strategic Plan 1999-2002. Collingwood,Victoria: IAA; cited in Black, R., et al., 2001)

Survey Questionnaire on Cultural and Heritage Tour Guiding

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C.

The State of Cultural and Heritage Tour Guiding in your Country 1.

At present, which of the following would you say is the principal means by which visitors to cultural and heritage sites in your country receive tour-guiding services (e.g., historical information, interpretation, and communication of the site’s significance)? Please tick a minimum of two categories. On-site personnel at cultural and heritage sites Tour operator-supplied guides Volunteers from cultural, history and heritage associations Privately-hired individuals Other means: Please specify and elaborate: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

2.

Are tour guide professionals in your country required to be formally trained before practicing tour guiding? Yes No Don’t know

3.

Are tour guide professionals in your country required to be licensed in order to practice tour guiding? Yes Æ If yes, which official body awards the license? _________________________________ No Don’t know

4.

In your opinion, how knowledgeable or well trained are current in-service tour guides in your country in terms of carrying out visitor guiding activities specific to cultural and heritage sites? Would you say they are: Very knowledgeable and trained Acceptably knowledgeable and trained Requires better knowledge, training and education Don’t know Please elaborate briefly on your response to question (4) above:

5.

How satisfied are you with the current supply and availability in your country of tour guides that have specific knowledge and training in cultural and heritage tourism? Very satisfied Satisfied Not satisfied Don’t know

Survey Questionnaire on Cultural and Heritage Tour Guiding

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6.

How satisfied are you with the current quality of tour guiding in your country’s cultural and heritage sites in terms of accurately and adequately presenting and communicating the historical relevance and attributes of the sites? Very satisfied Satisfied Not satisfied Don’t know Please elaborate briefly on your response to question (6) above especially in aspects of how you define quality and why you rated it accordingly:

7.

What skills do you think current tour guides lack or need developing in terms of providing tour guiding and interpretation at cultural and heritage sites in your country?

8.

How useful do you think would a course or training program aimed at preparing and educating tour guides specifically in the area of cultural and heritage tour guiding be in your country? Very useful Moderately Useful Not useful Don’t know Please elaborate briefly on your response to question (8) above especially in regard to what makes such a course or program useful or not:

Survey Questionnaire on Cultural and Heritage Tour Guiding

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9.

What specific benefits do you think a course or training program aimed at training tour guides specializing in cultural and heritage tour guiding would bring to your country?

10. What issues, obstacles, and challenges do you think would arise if a course or training program aimed at training tour guides specializing in cultural and heritage tour guiding in your country could be offered?

11. How much do you think would visitors to your country’s cultural and heritage sites value their experience more if they received tour guiding and interpretation from tour guides with specific training in cultural and heritage tour guiding and tourism? They would value it much more They would only marginally value it more They would not value it more compared to non-specially trained guides Don’t know Please elaborate briefly on your response to question (11) above:

12. How much do you think would current and prospective tour guides in your country value receiving training specific to cultural and heritage tour guiding in your country? They would value it very much They would only marginally value They would not value it at all Don’t know

Survey Questionnaire on Cultural and Heritage Tour Guiding

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Please elaborate briefly on your response to question (12) above:

D.

Cultural and Heritage Tour Guiding Training Programs in Your Country 1.

Do (a) current in-service or (b) prospective tour guides in your country receive training and/or education, either on short- or long-term basis or via formal or informal programs, in the areas of heritage and culture (e.g., covering areas such as conservation, preservation, interpretation, socio-cultural issues and visitor management)? Yes No (please skip the remainder of this section and proceed to section D) Don’t know (please skip the remainder of this section and proceed to section D)

2.

If yes, are majority of these programs generally: (a)

Available regularly or occasionally as needed? Available regularly Available occasionally as needed Don’t know

(b)

Available as short, intensive-type stand-alone training courses (similar to executive development programs) or as units in programs offered by tertiary, training, or other types of educational organizations? Usually available as short, intensive-type stand-alone training courses Usually available as units offered by educational organizations Don’t know

(c)

Delivered on a part-time or full-time basis? Usually delivered on a part-time basis Usually delivered on a full-time basis Don’t know

(d)

Delivered on-site (field) or in-classroom locations? Usually delivered on-site Usually delivered in-classroom Usually delivered combining both on-site and in-classroom locations Don’t know

(e)

Attended by in-service tour guide professionals or students? Usually attended by in-service tour guide professionals Usually attended by students Usually attended by both in-service professionals and students Don’t know

Survey Questionnaire on Cultural and Heritage Tour Guiding

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3.

Please provide us with (a) names of the institution in your country that you know provides training and/or education toward heritage tour guide training and, if possible, (b) the name and a short description of the heritage tour guiding courses that they offer: (A) Name of institution

(B) Brief description of program or course

(a)

(b)

(c)

(d)

E.

Visitors at Cultural and Heritage Sites in your Country and the Roles of Tour Guides 1.

What major problems, challenges or issues can you identify regarding tourism and visitors to cultural and heritage sites in your country that need to be urgently addressed? Please name at least three in the space provided below and elaborate briefly on each. Problem, challenge or issue (1)

Problem, challenge or issue (2)

Problem, challenge or issue (3)

Survey Questionnaire on Cultural and Heritage Tour Guiding

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2.

What would you say are the three (3) most important roles of tour guide at cultural and heritage sites in your country? First most important role:

Second most important role:

Third most important role:

RETURN INSTRUCTIONS Thank you very much for your kind help in filling out this survey form. Your response will be tremendously helpful in our goal of assessing the state of tourism and visitor guiding at the region’s various cultural and heritage sites. It will also advance our knowledge of an important aspect of cultural and heritage tourism in the Asia-Pacific Region—that of guiding and helping tourists appreciate, understand, and learn from our diverse collection of cultural and heritage sites. To return the filled-in survey, you can: 1.

Enclose the filled-in questionnaire in the international postage-paid envelope provided with this questionnaire and post back to us, or,

2.

Fax the filled-in questionnaire at the international fax number detailed below. (Prior to faxing, please take note that the questionnaire pages are printed on both sides of each paper.) ATTENTION TO: Dr. Leonardo A.N. Dioko Tourism College Institute For Tourism Studies, Macao Colina de Mong-Ha Macao SAR China E-mail: Fax: Phone:

[email protected] (853) 519-058 (853) 5983-040

Once again, thank you for your cooperation. If you wish to receive a copy of the report incorporating results of this survey, please indicate so in the option below. Yes, please send me a copy of the report No, thank you.

Survey Questionnaire on Cultural and Heritage Tour Guiding

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Regional Consultation Meeting on Heritage Tour Guide Training for UNESCO World Heritage Sites Macao, SAR China, 17April 2005

7. Abridged and raw results of the training needs assessment survey (preliminary tally)

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Abridged and Raw Results of the Training Needs Assessment Survey (Preliminary Tally) Part I 1.

The State of Cultural and Heritage Tour Guiding in your Country

At present, which of the following would you say is the principal means by which visitors to cultural and heritage sites in your country receive tour-guiding services (e.g., historical information, interpretation, and communication of the site’s significance)? Please tick a minimum of two categories.

2.

3.

4.

On-site personnel at cultural and heritage sites

16

73%

Tour operator-supplied guides

19

86%

Volunteers from cultural, history and heritage associations

6

27%

Privately-hired individuals

7

31%

Other means: Please specify and elaborate:

3

13%

Total

51

230%

Are tour guide professionals in your country required to be formally trained before practicing tour guiding? Yes

18

82%

No

3

13.5%

Don’t Know

1

4.5%

Total

22

100%

Are tour guide professionals in your country required to be licensed in order to practice tour guiding? YesÆ If yes, which official body awards the license?

17

77.5%

No

4

18%

Don’t Know

1

4.5%

Total

22

100%

In your opinion, how knowledgeable or well trained are current in-service tour guides in your country in terms of carrying out visitor guiding activities specific to cultural and heritage sites? Would you say they are: Very knowledgeable and trained

4

18%

Acceptably knowledgeable and trained

8

36.5%

Requires better knowledge, training and education

9

41%

Don’t know

0

0%

No response

1

4.5%

Total

22

100

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5.

How satisfied are you with the current supply and availability in your country of tour guides that have specific knowledge and training in cultural and heritage tourism?

6.

Very satisfied

2

9%

Satisfied

9

41%

Not satisfied

10

45.5%

Don’t know

1

4.5%

Total

22

100%

How satisfied are you with the current quality of tour guiding in your country’s cultural and heritage sites in terms of accurately and adequately presenting and communicating the historical relevance and attributes of the sites?

7.

Very satisfied

3

13.5%

Satisfied

8

36.5%

Not satisfied

9

41%

Don’t know

1

4.5%

Miss question

1

4.5%

Total

22

100%

What skills do you think current tour guides lack or need developing in terms of providing tour guiding and interpretation at cultural and heritage sites in your country?

-

The specialization comes either through experience or special academic background in history or culture. There is lack of specialist training on the particular subject targeted to develop the skills of tour guides on heritage tours.

-

Guides need to be trained to interpret their own national and local heritage knowledgeably, confidently, and unapologetically. Local elders should be employed to train guides, rather than resorting to university academics who may be locals but whose education and outlook are Western-oriented and Eurocentric.

-

Interpretational skills.

-

Language skills, better knowledge of history, culture and traditions.

-

In depth knowledge of Thailand history particularly culture and heritage sites. Background knowledge on regional as well as western heritage sites in order to be able to compare them with our history which will enhance the tourist experience.

-

Skill to provide information with a wide perspective, such as background information and knowledge, not only the one directly related to the cultural and heritage sites themselves.

-

Frequent refresher course by well known authorities in their respective fields including customer care. They should be informed about the custom and tradition of the tourist originating countries as well.

-

Ability to entertain customers.

-

Archeology, a lot of document about ancient temples and ruins are available but most for guides are not

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archeologist. Foreign languages such as Korean, Italian, German, Spanish etc. Lack of foreign lecturer who are professional in tour guides. -

The guides in the country lack the expertise to develop thematic scripts, themes or storylines for their tours. There is a need to expose the guides in the locality or destinations in order to develop among tour guides the sense of appreciation of the country’s rich history, arts and culture and proficiency in the language. Tour guides need more training to enhance presentation skills in order to make interaction more interesting.

-

Lack of knowledge and experience in providing information on Lao culture and heritage site.

-

Analyzing cultural & historical importance. Language.

-

Knowledge of History. Presentation skills.

-

Heritage and cultural tourism is presently a niche product in Hong Kong with limited demand but there is potential for it to continue to grow over the long term. Demand for qualified tour guides is expected to continue to grow. In light of this, more structured generic training in heritage and cultural tourism for tour guides not experienced in this area will cater for the long term development of this sector.

-

Some are just poorly () & do not have the requisite knowledge. Good interpretation skills & information need to be developed consistently around the country.

-

With increasing numbers of tourists in Macao, the cultural tourism industry eventually needs to adapt to different challenges posed by different visiting groups, possibly requiring further technical knowledge, up-dated with more recent studies about our local heritage, and further linguistic skills to communicate with a broader type of visitors.

-

Skills Lacking: Language skills, especially in foreign languages other than English. Wider cultural knowledge to be able to answer questions – past and present – beyond the obvious about the site being visited. Sympathetic understanding of different religious heritage – for instance, at the borobudur, the guides are usually Muslim despite it being a Buddhist site and usually have little personal understanding – they treat it merely as an historical rather than religious site.

-

Knowledge of culture and heritage, history, region, country.

8. How useful do you think would a course or training program aimed at preparing and educating tour guides specifically in the area of cultural and heritage tour guiding be in your country? Very useful

15

68.5%

Moderately Useful

6

27%

Not useful

0

0%

Don’t know

0

0%

Miss question

1

4.5%

Total

22

100%

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9. What specific benefits do you think a course or training program aimed at training tour guides specializing in cultural and heritage tour guiding would bring to your country? -

There are many attractions in Nepal along the line which can captivate a larger audience in the presence of more qualified guides. The will give us more revenue.

-

An institute or study course in cultural interpretation would upwardly re-value Sri Lankan culture and heritage both in the eyes of foreign visitors and, more importantly, in the eyes of Sri Lankan themselves, who too often regard everything foreign as superior without ever questioning the notions and fashions that they follow and imitate.

-

With efficient guides due to training, they would be able to better interpret the site to their visitors. These visitors, should they be happy and gain more knowledge would be glad to share these with their relatives and peers. By word of mouth, our country would be known.

-

It would lead to better understanding of our culture by foreigners.

-

A training program for tour guides specializing in cultural and heritage sites will directly benefit our tourism industry as we have so many heritage sites around the country. Moreover, our policy is aiming to be a “Quality Destination”.

-

Enhance and improve the quality of tourism. Provide a better understanding of heritage both for guides and tourists, contributing the conservation of heritage sites.

-

It will help to send a happy client back home who will appreciate what we have in the country.

-

Singapore is generally seen as a country without much colorful history. Better quality guides will help correct that misconception.

-

Tour guides get specific knowledge and disseminate to visitors. The reputation of the country is known to the world.

-

The training would upgrade the skills of our present guides and help them specialize in cultural and heritage tour guiding. It will also develop in them confidence and a better understanding and appreciation of the country’s rich cultural heritage. It will also help us increase our current number of guides. The country will benefit from these trainings because it will not only enhance the visitors’ experience but also increase the volume of visitors within these cultural / heritage sites. Provision of training would also send signal to the tourism industry that culture and heritage is important in tourism.

-

Tourists more aware about Lao culture. Tour guide have better knowledge and skills in the area of culture and heritage. Traditional Lao culture has been protected.

-

Generation of manpower with sound knowledge and analytical capacity of cultural and historical sites.

-

Increase income from cultural tourism.

-

Such training course will contribute to the further development of heritage and cultural tourism in Hong Kong where we can better capitalize on the existing cultural and heritage sites for tourist purpose and therefore enhance and enrich our overall tourism appeal.

-

They can make tourist satisfied them. They can make their job better and make the tourist know clearly is exactly on culture and history.

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-

A quality tourism sector not only contributes to the economic prosperity of a city, but most importantly it can enhance the experience of visitors to our local heritage sites and further develop the sense of belonging of the local community, who would be even more invested in Heritage preservation as a tourism resource and the object of community pride.

-

In the short-term, a well structured programme could enhance the professional status and self-realization of the sector and the tour-guide’s pride in their work. In the long-run, the programme could contribute to redefine Macao’s image as a cultural tourism destination, helping to promote the city’s rich historic legacy, in parallel with other tourism interests Macao is already known for.

-

Specific benefits: - More satisfied foreign visitors leading to better experience and word of mouth about cultural tourism in Indonesia. - Greater pride in domestic visitors if they had better understanding of their cultural heritage.

-

Better experience for visitor

10. What issues, obstacles, and challenges do you think would arise if a course or training program aimed at training tour guides specializing in cultural and heritage tour guiding in your country could be offered? -

I think a selection criteria on the language could be issues. But provided there is a good process of selecting potential guides, it would mitigate all obstacles.

-

Tour guides are not accorded much respect or prestige in this society. That is largely because of a prevalent view that ‘anyone’ can act as a guide, and the (largely accurate) perception that ‘guides’ are really only catering to the tastes and notions of foreign visitors, without ever seriously challenging the visitor to view Sri Lankan culture the way it sees itself.

-

Cost of training. Time-frame.

-

There would be no obstacles.

-

Some of the issues which may arise if such a course is to be organized include how to effectively attract those guides to attend, how to convince tour companies to cooperate by sending their guides to attend the courses.

-

Funding: Who will pay the costs? Lack of human resources to coordinate the program. Insufficient cooperative relationship between researchers and training institutes.

-

To persuade them not to change their profession.

-

Please refer to elaboration for Q8. Another issue is now the guides will gay for these training programs.

-

Obstacles and challenges: - Selection of tour guides to be trained and funding support - Training for our indigenous peoples as guides for their ancestral areas. A special training program should be designed for this particular group. - Language barrier - Schedule

-

Culture & heritage specialist. We don’t have experienced trainers on culture & heritage.

-

Don’t know

-

Will not have any obstacles, issues and challenges, it will enhance the cultural tourism potentially Seri Lanka

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-

It’s expected that the training programme will be welcomed by interested tour guides. However, the duration and fees of the course may be factors affecting the enrolment rate.

-

The budget constrain. The wrong courses to train.

-

Possibly commercial challenges associated with the logistics of these training programmes, taking into account the time and availability that travel agencies would have to allocate to carry out such schemes. Also to enable that the programme include all licensed tour-guide, the organization of the task is very important. In the end, the issues and joint effort is vastly beneficial, making the challenges worthwhile.

-

Obstacles: - Making sure the newly-guides had enough work that paid well enough to justify their training i.e. since local tour operators often hire unqualified (but cheaper) people to be guides how you make sure graduates of

the training would get jobs and enter into the system? - Setting up a good licensing / qualification system that would clearly indicate abilities and specialty e.g. cultural, eco-tourism, historic, languages spoken, etc. for guides.

-

Employers not requiring staff to have formal qualifications Rogue operators.

11. How much do you think would visitors to your country’s cultural and heritage sites value their experience more if they received tour guiding and interpretation from tour guides with specific training in cultural and heritage tour guiding and tourism? They would value it much more

20

91%

They would only marginally value it more

1

4.5%

They would not value it more compared to non-specially trained guides

1

4.5%

Don’t know

0

0%

Total

22

100%

12. How much do you think would current and prospective tour guides in your country value receiving training specific to cultural and heritage tour guiding in your country? They would value it very much

19

86.5%

They would only marginally value

2

9%

They would not value it at all

0

0%

Don’t know

1

4.5%

Total

22

100%

-

I’m sure many prospective guides would welcome such a proposition.

-

Because there is a realization that there is lack of such special manpower and they normally value trainings of such kind.

-

As explained above, currently Sir Lankan including tour guides themselves do not accord much respect or prestige to this livelihood, as they look upon it as little more than a way of hoodwinking the foreign visitors. This attitude would need to be addressed as part of any program that would operate in Sri Lanka, and perhaps other

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countries as well. -

We have a strong believe that they will value an opportunity to receive the training as it will increase their confidence as well as enhancing their knowledge on this issue. Moreover the course will make them to be a qualified “professional tour guides”.

-

They would love to receive in-depth knowledge of the cultural heritage of the country.

-

Please refer to elaboration for Q8

-

I think it is very important for tour guides because they become the excellent guides in culture and nature that over the world like culture and nature tourism also get benefit a lot.

-

The training will enhance their knowledge and skills. They would be more competitive.

-

Because they have been found to be eager to get specific knowledge on how to deal with cultural and historical sites.

-

Last 25 years of experience we could state this factor clearly.

-

Tour guides with personal interest in heritage and cultural tourism would value the opportunity to receive structured training which help to increase their knowledge and improve their interpretation skills specific to heritage and cultural tourism.

-

They’ll get more knowledge.

-

Improvement of the technical quality of tour-guiding services could represent, only an overall improvement for the local tourism sector, but a professional edge for each of the people enrolling in these training schemes, providing more accurate interpretation skills for the presentation of the sites and giving more confidence and professional pride to the tour-guides themselves.

-

Formal training in tour-guiding would not only raise the standard of cultural tourism to Macao, but it would raise the level of the professional class of local tour-guides as a proud, relevant group n local tourism sector. Further qualifications and training would up-grade the profession of tour-guide to a more technical position, enabling the market to beneficiate from more competitive and higher-standard tour-guiding services, as well.

-

Guides value training: in our experience, the better guides are always anxious to receive more training and qualifications and would greatly value the opportunity.

-

Professionals would understand the importance of performing their job well.

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Part II 1.

Cultural and Heritage Tour Guiding Training Programs in Your Country

Do (a) current in-service or (b) prospective tour guides in your country receive training and/or education, either on shortor long-term basis or via formal or informal programs, in the areas of heritage and culture (e.g., covering areas such as conservation, preservation, interpretation, socio-cultural issues and visitor management)?

2.

Yes

12

54.5%

No (please skip the remainder of this section and proceed to part III)

7

32%

Don’t Know (please skip the remainder of this section and proceed to part III)

3

13. 5%

Total

22

100%

If yes, are majority of these programs generally: (a) Available regularly or occasionally as needed? Available regularly

7

58.5%

Available occasionally as needed

4

33%

Don’t Know

1

8.5%

Total

12

100%

(b) Available as short, intensive-type stand-alone training courses (similar to executive development programs) or as units in programs offered by tertiary, training, or other types of educational organizations? Usually available as short, intensive-type stand-alone training courses

8

66.5%

Usually available as units offered by educational organizations

3

25%

Don’t Know

1

8.5%

Total

12

100%

(c) Delivered on a part-time or full-time basis? Usually delivered on a part-time basis

6

50%

Usually delivered on a full-time basis

6

50%

Don’t Know

0

0%

Total

12

100%

(d) Delivered on-site (field) or in-classroom locations? Usually delivered on-site

3

25%

Usually delivered in-classroom

0

0%

Usually delivered combining both on-site and in-classroom locations

9

75%

Don’t Know

0

0%

Total

12

100%

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(e) Attended by in-service tour guide professionals or students? Usually attended by in-service tour guide professionals

5

41.5%

Usually attended by students

1

8.5%

Usually attended by both in-service professionals and students

6

50%

Don’t Know

0

0%

Total

12

100%

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Part III Visitors at Cultural and Heritage Sites in your Country and the Roles of Tour Guides 1. What major problems, challenges or issues can you identify regarding tourism and visitors to cultural and heritage sites in your country that need to be urgently addressed? Please name at least three in the space provided below and elaborate briefly on each. Problem, challenge or issue (1) Lack of trained guide in good members Specialization and in-depth knowledge about cultural and heritage sites Sri Lankan, including tour guides, consistently display an attitude of low self-esteem collectively, regarding themselves and their country as occupying a very low niche in the world. This view is only partly justified, and should be balanced with a better appreciation of Sri Lanka’s proud heritage from ancient times down to the present, not as a mere cliche but as a matter of personal and collective pride based upon a better appreciation of the island’s own indigenous heritage. Deteriorating site, like the Ifugao Rice Terraces Preservation of ancient monuments Site Management especially the complete and well – functioned orientation centre and interpretative signs around the sites Lack of ideas / willingness of the heritage management organization to use tourism as a vehicle for conservation of cultural and heritage sites. Street Hawkers & beggars who harass the tourist as well as the guides. Appropriate remuneration for guides that have specialized training in that particular area. Foreign languages for tour guides Lack of media exposure / promotional support – visitors have limited access to information on cultural sites and destinations Limited number of cultural tour guides There is a need to make cultural / heritage sites more tourist-friendly and interactive to draw more visitors The awareness on culture & heritage of local people is still low Conservation & Renovation Lacking proper knowledge of cultural sites Enlarge the pool of tour guides with knowledge in cultural and heritage sites Fluency in languages other than English may be a problem The sites not yet controlled for tourist to visit No master plan for conservation There is the eventual need to provide training and licenses for a greater number of tour guides in response to increasing number of tourists visiting Macao in the medium long term future. With the possible need to prepare for an estimated rise in tourism numbers for the next few years in Macao, there is also the need to articulate technical qualification courses for prospective new tour guides and tour guides who already have substantial on-site practical experience

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Too many hawkers, too aggressive and uncontrolled toward visitors at heritage sites who are too often swarmed – hard to control them due to social tensions and local guards being poorly trained, low pay and unsure of their authority. Professionalism of guides

Problem, challenge or issue (2) Lack of an intergraded training programme in communication skill. Lack of general tourism awareness of the requirement of suck skills Associated with the first problem is the tendency to sell Sri Lanka short when it comes to valuing experiences and facilities. Here Sri Lanka could learn form the experience of neighboring SARRC countries like the Maldives and Bhutan. Hard to reach destination – Tubbataha Reef National Park Preservation of native cultures and traditions A qualified cultural and heritage tour guides at the sites Insufficient demand / willingness of tourists to receive guiding service by paying their own money: Many Japanese tourists presume that service is the one they can get free of charge. Non availability of clean toilet facility at all the Cultural & Heritage sites. Enforcement issues – even if we train specialized guides, tourists can still use non-qualified guides. Different culture and inferred of visitors Funding for development and maintenance of cultural / heritage sites are very limited since many are managed by the government and foundations. Quality and quantity of cultural interpretation needs to be enhanced Souvenir development in cultural / heritage sites must be improved Many cultural and historical sites have been left uncared and neglected. Lack of proper knowledge of English and other language Educate visitors on how they could contribute to the protection of the cultural and heritage sites. The budget The management The development A co-ordinated effort must be adjusted with travel agencies and tour-guides to heritage sites in Macao in terms of respecting each sites capacity limits, avoiding related pressures that may cause damage to these sites. Part of the curriculum for training tour guides in Macao should offer preparation and a better understanding about local heritage site’s capacity limits, in order to join efforts in management and monitoring issues at these sites, taking into account that tour guide are principal fore-front people in tourism Heritage sites management manage sites in very old fashioned “preservationist” approach for which tourism is reluctantly tolerated rather than seeing visitors as their customers and local travel industry as their partners to improve attraction, protect site, increase visitor numbers to area, improve services etc.

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Problem, challenge or issue (3) Another related challenge is the knee jerk tendency to copy whatever works for one’s neighbor. So instead of having a manageable number of tourism related ventures, you have uncontrolled price-cutting and, worse, a total disregard for quality, aiming instead for mere outward display, which is diametrically opposed to what discerning tourists come in search of. Minimize negative impacts Level of community involvement and participation Travel pattern still remains in the market to visit major sightseeing places as many as possible, rather than gaining a deep understanding of one site. Stray animals around the cultural and Heritage sites Lack of one, standard interpretation of historical events due to lack of extensive research leads to confusion among guides. It can be impact of environment and damage of temple etc. Maintenance of facilities – Philippines is a tropical country and its climate is basically hot and therefore there is difficulty in managing and maintaining the facilities Language – some tourists could hardly speak English Promotion – no all tourists are interested in museum, artifacts, cultural property and national cultural treasures of the country. Language Lack of proper knowledge of record discoveries and findings Raise visitors’ awareness of the heritage and cultural attractions in Hong Kong The capacity of visiting The visit planning With more diverse groups of visitors wanting to visit Macao, it might also be necessary to diversity the linguistic skills of local tour guides and other tourism sector personnel to adapt to Macao’s growing role as an international destination. The presentation of cultural heritage to visitors differs greatly from presenting other types of tourism products, requiring more technical specific information that can be adapted to fit the interests of different visiting groups, from Macao’s history, to architecture, social context and the general cultural environment Macao presents, therefore requiring the inclusion of a multi-disciplinary team to teach these training courses.

2.

What would you say are the three (3) most important roles of tour guide at cultural and heritage sites in your country? First most important role: Project a clear picture of Cultural Heritage To provide visitors the authentic and interesting information about cultural and heritage sites of Nepal The guide should know more—much more—about a locality than what meets the eye merely. They should know how to present facts that give outward appearances new meaning that was not apparent until the guide illuminated it.

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Provide information and knowledge to visitors about the site Present a correct perspective on the country’s heritage Provide accurate information about the sites To communicate historical values of the site Cultural Ambassador – to make the visitors understand the importance of our cultural heritage and learn to appreciate. Accurate & informative interpreter of the sites Need know general knowledge especially history well of temples, and also heritage sites etc. They educate the public, provide accurate information, shares the history and culture, and guide visitors in cultural and heritage sites. They also eliminate biases to certain cultural sites and destinations. Introduce Lao culture & heritage site to tourists To market Nepal’s cultural and historical sites as very unique and interesting Presentation of sites Ensure that the visit to cultural and heritage sites is conducted in a proper manner that no damage is caused to the sites. To make the experience enjoyable Describe the culture and history of Cambodia to the guests To provide accurate interpretation of the heritage sites, on basis of well researched information about architecture, traditions, history, social context, urban environment, etc. To motivate visitors to respect the visited sites and monitor that no damage is done to the heritage during the tours, raising awareness about the importance of conservation To provide excellent interpretation on the site and excellent customer service

Second most important role: Present a good image of the country To make visitor’s feel the rich history, culture and civilization of Nepal The guide should not hesitate to admit when he does not know the answer to a question. He should have the humility to keep learning something more from local people every time he visits a site. His knowledge and competence should continue to grow the longer he serves as a guide. This way only people will come to appreciate that some mature guides are worth a great deal to discerning visitors, including also domestic tourists. Care for the visitors Goodwill ambassadors Representative role of the host country To communicate the values of the sites, relating to the practical aspects, for instance how they were actually used or what they meant in the region. A Bridge between the two different Civilizations. Across cultural Expert. Entertainer in that he brings to life the history of the site. Maintains the integrity and professionalism of tourist guides in the country. Its also manifests competence in a particular subject or

Page 49

field like museum services, national monuments, antiques, cultural / heritage sites. Preserve Lao culture & heritage site To help develop tourism in such a way that the cultural and historical sites can be utilized sustainably Presentation of History and Culture background Ensure that visitors enjoy the visits. Memorable Take the tourist to see the people are tradition, cultural and heritage sites. To suggest relevant itineraries for the visits on basis of the interests of each group and the most important cultural heritage landmarks of the city, providing a meaningful overview of local cultural and historic legacy To provide fluent and complete information about the heritage’s historic background, architectural qualities, and cultural significance, raising the level of appreciation in visiting groups To provide good information on the region and its history.

Third most important role: To entertain, educate and equip visitors about Nepal and its history as well as help in the sustainable development of tourism in the country. The visitor should feel confidence that the guide is a genuine, sincere friend and not an agent of shop keepers whose wares he is trying to sell, or lodges that pay him a commission, etc. Love and care for the site Act an intermediary between visitors and community in the area. To entertain customers A Catalist who could make the visitors to help us to preserve our national heritage. Insider in that he knows where to find the not so apparent things to look at / interpret. Need to be clear during in providing services to tourists and try to get the tourist interest. Provides awareness on the importance of promotion in the tourism industry. Encourages visitors to visit and to return to the same or other cultural sites and destinations. Precise or genuine information on cultural and historical sites is shared or imparted Role of heritage management of the sites Through introduction of the history of the sites, help visitors to know more about the history of the country they are visiting. People learn something about our culture & heritage Take care guests during their stay in Cambodia. To raise awareness of visitors about local heritage and what makes Macao’s historic legacy unique, pointing out real life examples of the cultural identity of Macao as a place of mixed influences To manage the groups available visiting time in terms of organizing the visits through the most relevant heritage sites, also in accordance with the groups specific interests, proposing efficient itineraries To provide good information on the country

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This document also serves as a consultation paper. It may be copied and distributed freely for dissemination and forwarding to others who may want to give feedback on the proposed HTG Training and Certification Program.We welcome your comments and feedback. Please contact: Ms. Montira Horayangura Unakul Project Coordinator Office of the UNESCO Regional Advisor for Culture in Asia and the Pacific United Nations Educational Scientific and Cultural Organization (UNESCO) Bangkok Office 5th Flr, 920 Sukhumvit Rd, Bangkok 10110 Thailand Tel: +66 (0) 2 391 0577 Ext. 503 Fax: +66 (0) 2 391 0866 E-mail: [email protected] Website: http://www.unescobkk.org/culture Or Leonardo Anthony Najarro Dioko, Ph.D. Professor and Academic Coordinator Institute for Tourism Studies, Macao Colina de Mong-Ha Macao SAR W: www.ift.edu.mo E: [email protected] P: (853) 5983-039 F: (853) 519-058