Introduction
Goal 4 aims to ensure that all people have access to quality education and lifelong learning opportunities. This Goal focuses on the acquisition of foundational and higher-order skills at all stages of education and development; greater and more equitable access to quality education at all levels, as well as technical and vocational education and training (TVET); and the knowledge, skills and values needed to function well and contribute to society.” (UN, 2016)
The potential for tourism to be a primary vehicle for job creation, economic regeneration and sustainable development is a well-traversed argument (e.g. De Kadt, 1979; Christie et al, 2013; Worldbank, 2011). However, despite claims about its size – “one of the world‘s largest industries, supporting 284 million jobs and generating 9.8 percent of global GDP” (World Travel and Tourism Council, 2016), and its socio-economic value, tourism’s potential, with a few exceptions, remains underestimated by governments, politicians, policymakers (OECD, 2016) and international development agencies. Its development is often left to the initiative of the private sector. Unfortunately, the response to the promising potential of tourism consists, in many instances, of a naïve race towards building accommodation establishments. In anticipation of the favourable business environment that the implementation of tourism development master plans would bring there is a focus on property development rather than enhancement of human capital that is required to make the sector sustainable.
Tourism offers significant opportunities for several destinations around the world to move up the value chain. Sustainable development can be achieved through fostering growth and development based upon many advantages including price competitiveness, and strong and rich natural and cultural resources. However, evidence shows that a number of obstacles remain to improving their competitiveness, notably improving safety and security, upgrading health and hygiene levels, developing various forms of infrastructure, and importantly fostering the human capital (Novelli, 2016).
Human capital can be defined as the set of competences, knowledge and personality attributes gained through education and experiences, that enable an individual to develop the values needed to function well and positively contribute to society. Work-force development is considered as one of the most important government tourism policy interventions, as ultimately, the sector rests on the capacity and capability of its people to support it through knowledge and skills. As a holistic concept, workforce development includes: coordination of public and private sector policies, plans and programmes; human resources management; capacity building to align current and future needs with demands; organisational performance and accountability (Hawkins et al, 2010).
Addressing knowledge gaps and training needs through adequate primary, secondary and tertiary education, knowledge exchange, capacity building and workforce development actions are therefore key. The aim is to increase core technical and vocational education and training, and lifelong learning and development of skills which will help to achieve the full social, economic and cultural potential of the tourism sector. In addition, this will set tourism on the right path to ensure its maximum contribution through more equitable access to natural resources, economic growth, national progress and a destinations’ global competitiveness all under the umbrella of sustainable development.