Agri-tourism as Strategic Intervention for Tourism Education: Lessons learned from Central Luzon State University (CLSU), Philippines

Öz

This study identified and analyzed agri-tourism as a strategic intervention for tourism education platform using related programs, projects, activities, achievements, and initiatives of the Central Luzon State University (CLSU), Philippines. The agri-tourism landscape of CLSU as input resources to SUC-tourism education was determined and described through government and industry standards and education policies. Also, a design of an innovative tourism education platform in relation to community education development was created considering factors like faculty complementation, community empowerment, course development programs, and linkages and industry networks. The potentials and status of CLSU Income Generating Projects (IGPs), as agri-tourism education platform, were done based on qualitative data and narratives, analysis, and interpretations complemented by contextual, historical analysis, and key informant interviews related to the establishment of CLSU’s agri-tourism and programs. Agri-tourism-related programs in the university stand for a holistic system corresponding to a community-based tourism development and trends, which allows for a strong and effective tourism education.

Anahtar Kelimeler

• tourism education
• agri-tourism
• community development
• State Universities and Colleges (SUCs)

Agri-tourism as Strategic Intervention for Tourism Education Platform: Lessons learned from Central Luzon State University (CLSU), Philippines

Öz

This study identified and analyzed agri-tourism as a strategic intervention for tourism education platform using related programs, projects, activities, achievements, and initiatives of the Central Luzon State University (CLSU), Philippines. The agri-tourism landscape of CLSU as input resources to SUC-tourism education was determined and described through government and industry standards and education policies. Also, a design of an innovative tourism education platform in relation to community education development was created considering factors like faculty complementation, community empowerment, course development programs, and linkages and industry networks. The potentials and status of CLSU Income Generating Projects (IGPs), as agri-tourism education platform, were done based on qualitative data and narratives, analysis, and interpretations complemented by contextual, historical analysis, and key informant interviews related to the establishment of CLSU’s agri-tourism and programs. Agri-tourism-related programs in the university stand for a holistic system corresponding to a community-based tourism development and trends, which allows for a strong and effective tourism education.

Anahtar Kelimeler

• tourism education
• agri-tourism
• community development

Kaynakça

1. Aquino, M.U. & Agrupis, S.C. (2019). SUC-LGU Partnerships in Tourism Education: The MMSU Experience. Paper and working document presented and used during the “Convergence for Excellence of Office of Programs and Standards Development and CHED Regional Offices” 4-6 December 2019 Plaza Del Norte Hotel and Convention Center, Laoag City, Ilocos Norte
2. CHED Memorandum Order (CMO) #62. (2017). Policies, Standards and Guidelines for Bachelor of Science in Tourism Management (BSTM)/ Bachelor of Science in Hospitality Management (BSHM) https://ched.gov.ph/wp-content/uploads/2018/03/CMO-62-BS-Hospitality-Tourism-Management.pdf
3. Department of Budget and Management (DBM) and Commission on Higher Education (CHED) [DBM-CHED Joint Circular No1]. (2016). Joint Circular No. 1-2016 FY 2016 Levelling Instrument for SUCs and General Guidelines for the Implementation Thereof. https://www.dbm.gov.ph/wpcontent/uploads/Issuances/2017/Joint%20Memorandum%20Circular/CHEDDBM%20JOINT%20MEMORANDUM%20CIRCULAR%20NO.%202017-1%20(1).pdf