Number of interviewees sampled
№ | Policymakers | Trade associations (GHATOF) | Training providers | Beneficiaries (tourism and hospitality businesses) |
---|---|---|---|---|
1 | Ministry of Tourism, Arts and Culture | Ghana Progressive Hotels Association (GHAPRHA) | Seven public institutions | Nine hospitality businesses including guest houses and Airbnb outlets (3), Star 1 and 2(3), 3–5 star (3) |
2 | Ministry of Education – Vocational Training Unit | Travel and Tourist Agents Association | Four private institutions: | Two tourism businesses including tour guide firm (1), and travel agent (1) |
3 | Ghana Tourism Authority | Chefs Association of Ghana | ||
4 | Ministry of Local Government | Ghana Tourism Society | HITT-SNV Ghana | |
5 | African Travel Association (ATA) Ghana Chapter | |||
Total | ||||
Entry level requirement for lodging related occupations
Entry level requirement for the catering related occupations
Entry level requirement for events related occupations
Entry level requirement for education and training related occupations
Entry level requirement for arts and culture related occupations
Tourism and hospitality career pathway map
What is the specific regulatory document that defined career progression in the tourism and hospitality sector?
Is it a regulatory framework for only tourism or hospitality or for both tourism and hospitality?
Does the regulatory framework identify and describe all existing jobs including job titles, duration, entry requirements in the sector?
Does the regulatory framework define the opportunities for possible progression from the lower to higher qualifications with the respective jobs?
Are these occupations in the sector documented with their titles and job descriptions?
Are there any emerging or declining jobs in the tourism sector that should be titled and defined for the industry?
Are there any emerging or declining jobs in the hospitality sector that should be titled and defined for the industry?
Does the career path map the possible pathways for progression from lower to higher qualifications and respective jobs?
What is the minimum entry requirement for jobs in the tourism and hospitality sector?
What are the possible career paths for Proficiency I holders to obtain a bachelor degree in the sector?
What are some of the professions identified in the sector that are aligned to the NTVETQF guidelines?
What are the entry requirements for these qualifications: Proficiency I, II, Certificate I, Higher National Diploma, and Bachelor degree?
What are the further education and training programs on offer to individuals in the technical and vocational occupations to their career pathways?
In what specific ways is the institution preparing occupations in the sector for progression from the lower to higher qualifications and respective jobs?
Are you (employers' association/trade unions) represented on the regulatory body?
What are the tourism and hospitality academic qualifications offered in your institution? ( Training providers )
What programs of education and training do you provide for your employees? ( Beneficiary institutions )
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The authors would like to thank the ILO team: Ms. Vanessa L. Phala (ILO Country Director for Ghana, Nigeria, Sierra Leone, Liberia and Liaison for ECOWAS), Ms. IIca Webster (ILO Senior Skills Specialist for West Africa), Mr. Adetor Frank Kwasi (National Project Coordinator-ILO SKILL UP Ghana Component) and Mrs Elsie Amo (Project Administrative Officer-ILO SKILL UP Ghana Component); SSB team: Dr. Eunice Amissah (Chairperson), Mr. Kwesi Eyison, (Vice Chairperson), Dr. Adelaide Mensah-Kuffour (Secretary), Mrs. Bella Ehu (President of GHATOF), and Mr. Emmanuel Frimpong (Executive Secretary of GHATOF) and Tourism & Hospitality Sector Skills Body members and the two anonymous reviewers for their insightful and constructive comments from which the present paper greatly improved. The authors give special thanks to CTVET: Dr Fred Kyei Asamoah (Director General-CTVET), Mr. Theophilus Tetteh Zogblah (Coordinator-CTVET), and Ms. Edith Adotey (Program Officer-CTEVT), Data Collection/Interviews- Mrs. Egi Gaise. Any remaining errors or deficiencies are solely the authors’ responsibility.
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