Postcard from Bishkek

In my role as President of the Kyrgyz Association of Tour Operators, I was asked to address a “Round Table” called to discuss the Bologna Declaration, its implications and its importance in the sphere of Tourism.

If you are asking yourself, “What’s the Bologna Declaration?” – then you will understand how I felt when I received the invitation.  It took a bit of research – thank heavens for the internet … what would we do without it? - and although much of the material I found was duplicated … it looked a very interesting project.  In the end I felt that it had a lot to offer and was glad to know that Kyrgyzstan was going to try and implement its provisions.

What follows are the notes I prepared for my presentation.  After the introduction, (the easy bit), it’s mostly in note form – because, as I wasn’t the first speaker, I wasn’t sure how much of what I had planned would have been said before me by the earlier speakers.   I planned, wherever possible, to give concrete and practical examples.

(BD = Bologna Declaration; GosComTour = The State Committee for Tourism)

First of all let me address the question: Who am I and why is what I have to say relevant to the discussion?

I am an Englishman who happens to be in Bishkek where I am the Director of two companies: The Celestial Mountains Tour Company (which owns and operates the Silk Road Lodge hotel in Central Bishkek) and The Celestial Mountains Guest House in Naryn. So, I am here in part as an employer.

This year I am serving as the President of the Kyrgyz Association of Tour Operators (KATO), which represents a large number of the companies working in the Tourism Industry in the Kyrgyz Republic – including some of the oldest, largest and well established companies – as well as a number of younger, smaller and emerging ones.  In that respect I am here as the representative of a major (and increasingly important segment) of the Kyrgyz Economy.

In a personal capacity, I should add that I am also here as a former teacher.  It is true that I worked mainly in the school sector – but I also have some experience in adult education, and considerable experience in the examination system in the United Kingdom.

Finally, let me add that as a foreigner – a European – I can offer a wider view or perspective than if I had been a product of the Kyrgyz educational system.  Of course that might also be a disadvantage – and it is something of which you should be aware.

Let me now consider the subject of our meeting: The Bologna Declaration and Process:

As I understand it:

Aims:

• Mutual recognition of Higher Education
• Increased staff and student mobility

Target group: Higher Education – the “professional” or “managerial level” – not the “operative” level, although there are implications for this.

Implementation:

• Cycles – 3-5-8 years (undergraduate, masters, postgraduate) – effect on Kyrgyz system which has different cycles;
• Credit transfer scores – useful for transfer between institutions, and assists with recognition of value – including other environments, not just Higher Education;
• Certification – leading to a European dimension in “quality assurance” with comparable criteria and methods.
• Diploma supplements –
• Promotion of mobility – problems of access and funding
• European content of courses – increased cooperation and joint degrees
• Promotion of lifelong learning

It is NOT an attempt to create either a unified curriculum or a unified system.  Diversity is recognized as something to be valued.

It is mainly concerned with the system rather than the content of educational courses.

It involves an action programme with a clearly defined timetable for achieving its goals.

Implementing bodies:

• Authorities: National (e.g. Ministries of Education); local authorities;
• Educational Institutions: individual or networks of Institutions,
• Subject based Associations,  (e.g. KATO …)

Tourism:

Recognized as a priority area by the Kyrgyz Government, although currently representing  about 4% of the GDP.

• The Current Situation in the Kyrgyz Republic:
  • Re-training in situ
  • Relevance of the Curriculum: Story about Ruslan and Thermodynamics
• What are employers looking for:
  • Knowledge – history, geography, culture, basic mathematics and accountancy, first aid,  …
  • Skills – language, management (organizational), technical (e.g. IT), problem solving …
  • Experience – in addition to academic achievement (study record) … “practical” work experience placements, employment record, …
  • Personality traits – honesty, adaptability, communication, presentability, “common sense” …

As employers we are more concerned with the final “product”, of the educational process – i.e. the graduates, and the content of courses they have followed: what is taught, how it is taught, (the methodology used in the classroom, technology …), rather than the details of the educational system itself, (which is something for the professionals).

• Theory v Practice … Knowledge v Skills … General v Specific:
  • Theory e.g.:
    • General e.g.:
      • Tourism – its place in the economy,
      • Psychology and the culture of “service”; personnel management (employees, clients … ),
      • Organizational matters,
      • Basic accountancy,
      • Principles of marketing,
      • Legal framework and regulations
      • …
    • Specific, Many aspects are particular to the country:
      • History,
      • Culture,
      • Natural environment,
      • Legal framework and regulations
      • …
  • Practice e.g.:
    • “work experience” placements;
    • Practical elements of course – e.g. “First Aid”; designing promotional materials for a tour itinerary; …
  • Knowledge .:
    • e.g Facts, figures, …
  • Skills e.g.:
    • The ability to find information they don’t already know;
    • Problem solving;
    • Computer skills;
    • Mathematical and accounting ability;
    • Adaptability;
    • …
  • General e.g.:
    • Life skills: e.g.:
      • Communication e.g.: How to write a CV;
    • Specific:
      • e.g. How to apply to the Ministry of Foreign Affairs for visa support?

There is a need for Balance

• Implications of “Mutual Recognition of qualifications” and “Mobility”:
  • Students – BD can lead to a wider perspective and is to be welcomed
  • Teachers – BD can lead to a wider perspective and is to be welcomed
  • Graduates – BD can assist with employment and career progression, although mobility in Tourism may be questionable.
• Work undertaken on standards by GosComTour, the Ministry of Education and others, e.g.:
  • Standardization;
  • Course content;
  • …

This Round Table is an example of the work that is being undertaken – perhaps it is like the “tip of the iceberg” – the visible sign of much more work on than is visible.

There is a need for the involvement of the Private Sector, e.g. on management boards, awards panels … To be fair, this is often difficult to achieve, but is desirable … and I am grateful for the opportunity of being able to participate here as a positive sign that this is recognized.

• “Lifelong learning”:
  • Recognition that ‘Education’ is a continual process
  • The rapidly changing world – the role of technology
  • The “Job for a lifetime” culture of the past … versus the diversity of careers in the present world … length of time spent in one job.  The number of people changing professions … and the need for flexibility and the transfer of skills.
  • Recognition of “practical” knowledge gained outside the system of Higher Education … c.f. requirements for a Senior Housekeeper in a Hotel.
  • The need to change from a content based system to a process based system of education

Tags: Business, Education, KATO