Education

Content

ITH is intended for people who have already gained professional experience in tourism, and who now wish to acquire sound know-how in Management, Sustainable Tourism Development and the use of new technology.

The course is conducted in 2 Semesters, 4 months each, from October until end of May of every year.

Teacher Training

The Institute of Tourism and Hotel Management offers an additional Teacher Training program. This can only be attended in addition to the diploma program of Tourism or Hospitality Management at the Institute and runs from October till the end of June.

HOSPITALITY MANAGEMENT
TOURISM MANAGEMENT
OR TEACHER TRAINING
COST SHEET

COSTS FOR AN EIGHT-MONTH ACADEMIC YEAR: 2016/2017 € 15.860,00

The Institute of Tourism and Hotel Management in Salzburg Klessheim has been a success stor y since its foundation in 1965. Many thousands of our alumni from over 150 countries have helped to improve the quality of the tourism industry worldwide as government ministers, hotel managers and employees, as tour operators, in tourism schools or by setting up their own businesses. Wherever we go we meet our former students and we hear their incredible stories of how ITH has helped them to climb the career ladder, and how the year in Salzburg has changed their lives.

Preface
The content of this booklet comprises cases in career counselling from OECS educational institutions. These cases were contributed at a sub-regional career counselling workshop held in Grenada in March 2007. These cases were edited and questions for professional development included by Ms. Ruby Thomas,
school counsellor, St. Kitts and Nevis. Also included in the case studies are summaries of the professional discussions held during the workshop.

REPORT SUMMARY BACKGROUND

Objectives
There is widespread concern throughout the Eastern Caribbean that youth are becoming
increasingly disaffected and disengaged from school, and that schools and teachers do not have the
capacities to prevent or overcome these problems. The Student Attitudes Survey was conducted
to" better understand students' hopes, fears, aspirations and ambitions as well as their
attitudes towards school work and their future lives." Consulting those most directly
concerned by education reform -- students themselves -- was seen as an important contribution to
education reform process.

Recent events in the global financial landscape have deepened the challenges faced by the Member States of the Organisation of Eastern Caribbean States. The ripple effects of a recessionary world economy have limited the ability of governments and the private sector to respond timely and appropriately to an increasingly competitive environment that is constantly being reshaped by the overwhelming demands of globalization and rapid changes in technology. Moreover, persistent threats of natural disasters have exacerbated efforts to deal with the weakening social and economic fabric of these small island states.

PREFACE
Teacher appraisal is critical to the development of a positive professional attitude and competence of individual teachers. A survey research on Teachers’ Work and Education Reform in the OECS identified support and guidance of the school administration as an essential predictor of the development of teacher commitment.

Every profession considers the development and application of a Code of Ethics as a means of maintaining acceptable professional standards among its members. In relation to OECS education reform, Pillars for partnership and progress (PPP) identified the institution of fair and effective terms and conditions of service of teachers as a key component of the enhancement of the quality of education. The development of a generic Code of Ethics is one of the initiatives intended to contribute to the commitment of
teachers to students and to the profession.

INTRODUCTION

Pillars for Partnership and Progress (PPP) is constructed, built and shaped on Foundation for the Future. As such, it fits seamlessly into the achievements made in implementing Foundations for the Future (FFF) and also picks up the shortfalls in accomplishments. In addition, PPP takes account of new developments and challenges facing the nine countries of the Organisation of Eastern Caribbean States (OECS). These developments and challenges have arisen in the 1990s and must be addressed in the first decade of the twenty-first century.

Introduction: Study Context

As part of its 1998-99 Work Plan, the Eastern Caribbean Education Reform Project (ECERP) conducted an investigation of Eastern Caribbean teachers' views of their work, working conditions and the current education reform program. Teachers are the critical interface between the broad systemic reforms now being undertaken in the Eastern Caribbean and student outcomes including motivation, school completion and academic achievement. Their role is critical to successful education reform, but their point of view on their work and their role in education reform has never, until now, been examined systematically at the sub-regional level.

This composite document is drawn from two reports on assessments of education and training needs in several Eastern Caribbean countries. The College of the Virgin Islands had commissioned these studies with the following
terms of reference communicated to the consultants:

The Report would "include and identify training needs in the [several islands]; it would ''.identify those needs as they exist in the public and private sectors, and it shall identify them according to subject matter. The document shall include recommendations as to where the College can best allocate its resources in implementing some short term education and training courses; such recommendations shall include, but not be limited to, sites within the island where such courses can be delivered, persons to be contacted within the island who will act
as liaison, specific courses which could be offered, approximate number of persons to be served and costs associated with delivery of services."

Acting upon the instructions of the Ministers of Education of the Organization of Eastern Caribbean States, the Director-General of the Secretariat, with financial assistance from the Canadian International Development Agency, has established a Working Group on Education Reforms after consultation with Ministries of Education

This study has investigated the development of special education policy and practices in six of the nine Eastern Caribbean States, in the context of the Education Reform Strategy of the Organisation of Eastern Caribbean States.
The six countries participating.in the research were Antigua and Barbuda, Dominica, Grenada, St Kitts and Nevis, St Lucia and St Vincent and the Grenadines.

The OECS Education Sector Strategy (OESS) is the overarching education strategy of the OECS and will be used by Member States to align their national Strategies and Plans. It is built on the successes of two previous education sector initiatives, Foundations for the Future 1991-2000 (FFF) and Pillars for Partnership and Progress 2000-2010 (PPP)

The OECS Ministers of Education at their annual meeting in October 1992 agreed to the implementation of sector survey in order to rationalise TVET at national arid regional levels. It was also decided that within the framework of the OECS/EC Tertiary Level Education Project a manpower·and data-bank workshop should be organised.

Over the past three years, the Education Reform Unit of the OECS has sought to strengthen the enabling environment outside of direct ministerial responsibility, through work with key stakeholder groups interested in education. The Education Reform Unit feels that a new political and social space must be created to engage the learners themselves, civil society, the media, parents and communities in sustained dialogue, decision-making and innovation around nationally oriented goals for learning

OECS Ministers of Education have requested that research be conducted to investigate factors that lead to relatively high rates of indiscipline in school and suggest policy options. Further, the Ministers requested that consideration be given in the study to outof-school factors that impinge on the quality of school discipline. Previous work by the OERU has provided some useful results in this area that can be expanded through the study