tourism vocational course

2024-25 Catalog

Hospitality and tourism management, hospitality and tourism management (a.s. career path and a.s. to b.s. degree), bar and beverage management specialization.

• Event Planning and Management Specialization 
• Hotel Operations and Management Specialization 
• Restaurant and Food Service Management Specialization 
• Theme Park Specialization

Associate in Science Degree (CIP# 1252090101)

The Hospitality Industry and its corresponding requirement for trained management employees is expanding. Whether you are interested in learning employable skills for the hospitality industry or upgrading your current talents, Valencia has courses that may interest you. Valencia's Hospitality program combines classroom instruction with on-the-job training to help students move into supervisory and mid-management positions in lodging, Food Service, tourism and hospitality.

This program provides two Career Paths. One that is designated for students who seek immediate employment in the field of Hospitality and Tourism Management and/or a second Career Path for those who plan to utilize the articulated A.S. to B.S. career path to transfer to the University of Central Florida or Florida International University as a junior to complete a four-year Bachelor's degree in Hospitality Administration/Management.

Students are strongly encouraged to consult a Career Program Advisor in the department office for assistance in determining the best education plan for their career goals.

Students wishing to transfer any credits from this program to another institution must accept responsibility for securing approval from the transfer institution.

Although scheduling may not always provide for the following progression of courses, students should use the foundation, intermediate and advanced course sequence as a guide in program planning.

All degree-seeking students must satisfy entry testing requirements and satisfactorily complete all mandatory courses in reading, student success, mathematics, English, and English for Academic Purposes in which the student is placed.

Alternative Ways to Earn Credit toward this Degree

Graduates of specific programs at Orange Technical College and Osceola Technical College, as well as other institutions may be eligible to receive college credit for courses in this program. You may also be eligible to receive credit toward this degree if you have earned one of the approved Gold Standard industry certifications or Career Pathways credit. To learn more about Valencia’s award of credit options, visit valenciacollege.edu/transfer-agreements/ . Eligible students should contact the Career Program Advisor in their academic department for more information about the requirements for the award of credit.

College Credit Technical Certificates

The Hospitality and Tourism A.S. degree also offers the following college credit certificate programs.  These certificates can put you on the fast-track to reaching your career goals. They are designed to equip you with a specialized skill set for entry-level employment or to upgrade your skills for job advancement. Most can be completed in one year or less, and all of the courses in the certificates are embedded in the A.S. degree. You can earn the certificates as you progress through your A.S. Degree or as a separate, stand-alone credential. Click on the Certificate tab at the top of the page for more information about the certificates that are offered.

• Bar and Beverage Management (18 credits) (CIP# 0252090508)
• Event Planning and Management (24 credits) (CIP# 0252090905)
• Guest Services Specialist (15 credits) (CIP# 0252090403)
• Hotel Operations and Management (30 credits) (CIP# 0252090402)
• Restaurant and Food Service Management (30 credits) (CIP# 0252090503)

Start Right

Degree-seeking students enrolling at Valencia for the first time will have a limited range of courses from which to choose for their first 18 college-level credits. Within the first 18 college credit hours, you will be required to take ENC 1101 (3 credits), and if applicable, SLS 1122 (3 credits) and a mathematics course appropriate to your selected meta-major (3 credits).  The remaining courses will be chosen from the General Education Core Courses in humanities (3 credits), science (3 credits), or social science (3 credits), and/or the introductory courses within the A.S. degree programs. For specific courses see the Foundation Courses on the “Program Requirements” tab. For course sequencing recommendations, see your Career Program Advisor or create an education plan by logging into Atlas, clicking on the LifeMap tab and clicking My Education Plan.

Potential Careers

• Guest Services Specialist
• Front Office Supervisor/Manager
• Dining Room Manager
• Reservations Supervisor
• Food & Beverage Manager
• Lodging Manager/Assistant Manager
• Event Planner
• Catering/Sales & Service
• Convention Services
• Revenue Manager

Salary & Earnings Information

For career information related to this program, please visit  O*Net OnLine .

Future Students

To learn more about this program, contact Enrollment Services at [email protected] or 407-582-1507 or visit https://valenciacollege.edu/hospitality-management

Current Students

Your Career Program Advisor contact information can be found in Atlas. Log into Atlas, click on the Courses tab, and check your Academic Profile information to find a link to your Advisor. 

Faculty Program Chair Craig J. Rapp: 407-582-5617 [email protected]

Internship and Workforce Services

If you need assistance with job resources or in locating an internship, please visit: valenciacollege.edu/internship .

Career Path in Hospitality and Tourism Management

This degree is designed for students who seek immediate employment in the field of Hospitality and Tourism Management.

Program Outcomes

• Analyze information for decision making.
• Identify ethical and legal responsibilities specific to the field.
• Communicate clearly with technical and non-technical audiences.

Hotel Operations and Management Specialization

• Perform hospitality industry-specific workplace skills, related to hotel operations and management.

Event Planning and Management Specialization

• Perform hospitality industry-specific workplace skills, related to event planning and management.

Theme Park & Attractions Management Specialization

• Perform hospitality industry-specific workplace skills, related to Theme Park & Attractions Management.

Restaurant and Foodservice Management Specialization

• Perform hospitality industry-specific workplace skills, related to restaurant and foodservice management.
• Perform hospitality industry-specific workplace skills, related to bar and beverage management.

This course must be completed with a grade of C or better.

This course has a prerequisite; check description in Valencia catalog.

This is a general education course.

Any HFT or FSS course for which you meet the prerequisites, FOS 2201 Food Service Sanitation Management, or HUN 1004 Healthy Cuisine and Nutrition, TPA 1200 Basic Stagecraft, or TPA 2600 Stage and Production Management*, or TPA 2343 Computer Assisted Drafting for the Entertainment Industry

EVR 1001 : Introduction to Environmental Science is recommended for hospitality majors.

This course, HFT 2245, fulfills the hospitality management A.S. Career Path requirement, but it is  not  equivalent to UCF HFT 3540.

Career Path to B.S. in Hospitality and Tourism Management (Articulated A.S. to B.S.)

This degree is designed for students who wish to transfer to a four-year Florida public university as a junior to complete a Bachelor's degree in Hospitality Administration/Management.

• Perform hospitality industry-specific workplace skills, related to Theme Park & Attractions Management.

Any HFT or FSS course for which you meet the prerequisites, FOS 2201 Food Service Sanitation Management, or HUN 1004 Healthy Cuisine and Nutrition, TPA 1200 Basic Stagecraft, or TPA 2600 Stage and Production Management*, or TPA 2343 Computer Assisted Drafting for the Entertainment Industry

Specialized courses are mostly at the Downtown Campus and may not be offered every session or on every campus.

For students who are pursuing the A.S. to B.S. path, an additional 15 hours of General Education are required to satisfy the required 36 hours for the Bachelor of Science degree.  If completing the additional 15 hours at the University, 6 hours will be in Cultural and Historical Foundations (Gordon Rule writing), 3 hours in Science Foundations, 3 hours in Social Science Foundations, and 3 hours in Communications Foundations. It is recommended for students complete their General Education requirements at Valencia prior to transfer. Students are strongly encouraged to speak with an advisor before selecting the additional General Education courses since requirements are different between the two institutions. Please see a Financial Aid advisor so that your enrollment is covered in these courses .

Please note the State University System foreign language admission requirement https://catalog.valenciacollege.edu/degrees/associateinarts/courserequirements/#Foreign_Language_Proficiency_Requirement

Upon earning the Hospitality and Tourism A.S. degree, you can also continue at Valencia to complete the B.A.S. degree in Business & Organizational Leadership .   Additional education at the bachelor’s level can enhance your skills and create more career opportunities. 

Students who wish to continue their education should consult with their Career Program Advisor to discuss transfer options and requirements, and determine the best education plan for their career goals. Students wishing to transfer credits from this program to another institution must accept responsibility for securing approval from the transfer institution for acceptance of this degree.

Hospitality - Bar and Beverage Management

Technical certificate.

This program prepares students for immediate employment in the hospitality and restaurant industry with employable skills in beverage management and service, beer, wine and beverage essentials, and fine spirits management and mixology.  

• Analyze information for decision-making.

Specialized courses may not be offered every session or on every campus.

This certificate program is eligible for Financial Aid.

Hospitality - Guest Services Specialist

This program is designed to prepare students for immediate employment in the hospitality industry in the guest services areas of hotels, resorts, and other hospitality-related sites.

• Perform hospitality industry-specific workplace skills, related to guest services.

Any HFT or FSS course for which you meet the prerequisites, FOS 2201 Food Service Sanitation Management, or HUN 1004 Healthy Cuisine and Nutrition,  or TPA 2600 Stage and Production Management*, or TPA 2343 Computer Assisted Drafting for the Entertainment Industry

All certificate courses are offered on the Downtown Campus; some courses are offered at other locations.

Hospitality - Hotel Operations and Management

This program is designed to prepare students for immediate employment in the hospitality industry in the rooms division of hotels, resorts, and other hospitality-related sites.  

Hospitality - Event Planning and Management

This program is designed to prepare students for immediate employment in the hospitality industry with employable skills in the events planning area of hotels, resorts, convention centers and other hospitality-related sites.  

Restaurant and Foodservice Management

This program is designed to prepare students for immediate employment in the hospitality industry in the food and beverage areas of hotels, resorts, and theme parks as well as in other hospitality-related sites.  

• Perform restaurant industry-specific workplace skills.

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

The Gordon Rule

State Board of Education Rule 6A-10.030, the Gordon Rule, requires that students complete with grades of C or better 12 credits in designated courses in which the student is required to demonstrate college-level writing skills through multiple assignments and six credits of mathematics course work at the level of college algebra or higher. These courses must be completed successfully (grades of C or better) prior to the receipt of an A.A. degree and prior to entry into the upper division of a Florida public university.

Read more...

General Education

Click read more to see Gen. Ed. courses.

UN Tourism | Bringing the world closer

Share this content.

• Share this article on facebook
• Share this article on twitter
• Share this article on linkedin

The Global Education Forum Puts a Spotlight on the Future of Tourism

• All Regions
• 26 Oct 2023

The UNWTO General Assembly looked to the future with a focus on tourism education and training. The Global Education Forum brought together Ministers, employers, educators and learners to address the biggest challenges and opportunities for advancing training across every part of the sector.

A priority for global tourism

According to data analysed by UNWTO, the majority of the global tourism workforce are young people, many of them without further training or qualifications. At the same time, existing tourism education centres and programmes prioritise hospitality, with UNWTO aiming to fill the gaps and deliver courses and other trainings to allow students to gain knowledge of every part of the diverse sector. Opening the Forum, UNWTO Executive Director Natalia Bayona made clear the opportunities and challenges: Tourism is the top employer of youth: over 50% of its workers aged 25 years old or less 1 , while around 882,000 tourism jobs 2 per year will require vocational training by 2030.

Ministers of Tourism from Andorra, Bahrain, Guatemala, the Philippines and Zambia brought their expert insights to a high-level Debate on Policies to Foster Innovation & Education for Current and Future Generations. Challenges highlighted included the high turnover of tourism staff in comparison to other economic sectors and the lack of tourism as a subject in schools in most education systems. The discussion explored opportunities for shaping new policies, effective instruments, and global partnerships to support inclusive and sustainable tourism development while addressing the skill gap and creating value-added jobs.

UNWTO presents the Education Toolkit for the incorporation of tourism as a subject in high schools

Within the Education Forum, UNWTO presented the Education Toolkit, a guide of recommendations for helping all actors involved on education in the introduction of tourism as a subject of the secondary school curricula with the ultimate goal of attracting and cultivating the right talent for the tourism sector.

The UNWTO Education Toolkit offers an overview of the current status of high schools and vocational education training worldwide, it also gives recommendations derived from the contributions of UNWTO member states, non-member states and academic partners and it also presents successful case studies of integrating tourism education and training in public and private schools. In addition, it includes a comprehensive overview of the benefits, with specialized curricula provided by UNWTO's academic partners: the Cambridge Assessment International Education, American Hotel & Lodging Educational Institute (AHLEI), and the International Baccalaureate Organization (IBO).

Also at the Forum, participants were given an overview of the recently inaugurated Tourism Academy in Samarkand in collaboration with UNWTO, a key outcome of the country's strong partnership with UNWTO.

UNWTO – HSLU Bachelor of Science in International Sustainable Tourism

During Bayona's keynote speech, she also presented the flexible three-year BSc in International Sustainable Tourism that UNWTO and the Swiss public university of Lucerne for Applied Sciences and Arts (HSLU) have developed to empower the future-oriented transformation of the entire tourism sector. This unique initiative will be the first time that UNWTO has been actively involved in an undergraduate programme, with modules that include a variety of UN-related topics, such as UN Diplomacy & Tourism and Global UNWTO Missions & Initiatives, and deliberately embeds the UN's values and global goals throughout the courses. The first cohort of the programme will commence in fall 2024 with a first year in Madrid, followed by a remote year and a third last year in Switzerland.

Ulysses Prize for Tourism Education

In a fitting culmination to the Global Education Forum, Dr. Bao Jigang was honoured with the prestigious Ulysses Prize, a testament to his remarkable contributions to the field of tourism. Awarded as the 16th laureate of this esteemed accolade bestowed by UNWTO for outstanding achievements in the creation and dissemination of knowledge within the realm of tourism, Dr. Bao's illustrious career stands as a shining example of his invaluable impact. Throughout his distinguished academic journey, he has played a pivotal role in catalysing the growth of domestic tourism, in his homely of the People´s Republic of China, elevating its scale and significance as a premier global tourism destination.

1. ILO (2013 United Nations (s.f.), OECD (2023) 2.ILO (2022)

Related links

• Download the News Release on PDF
• UNWTO Education Toolkit for the incorporation of tourism as a subject in high schools
• AHLEI – Hospitality and Tourism Management Curriculum Brochure
• Cambridge International – Travel and Tourism Curriculum Brochure
• UNWTO – HSLU Bachelor of Science in Sustainable Tourism

Category tags

Related content, winners of 2022-2023 unwto students’ league grand final..., almost half of all global destinations now offer digita..., unwto ministers summit in london: transforming tourism ..., opportunity for all: samarkand academy adds to growing ....

What to Know About Hospitality and Tourism Management Degree Programs

Hospitality management degrees are designed to train future leaders in the hospitality industry.

How to Study Hospitality Management

Getty Images

Running a company in any segment of the hospitality industry requires not only financial and marketing prowess, but also an understanding of how to create an inviting environment for guests.

The art and science of hosting strangers is an essential skill for people working in many kinds of businesses, including airlines, casinos, cruise ships, festivals, hotels and restaurants.

Running a company in any segment of the hospitality industry requires not only financial and marketing prowess, but also an understanding of how to create an inviting environment for guests. Cultivating that marketable skill set is the goal of associate, bachelor's and graduate programs in hospitality management.

What a Hospitality Management Degree Is and What Classes It Requires

The goal of any course of study in hospitality management is to train people to create and maintain spaces where others will immediately feel at home.

“Understanding how to take care of the customer is a foundational aspect of the hospitality discipline,” Angela Ramsey, senior director of communication at the University of Nevada—Las Vegas William F. Harrah College of Hospitality, explained in an email.

Hospitality management degrees are, foremost, degrees in business, says Michael Sabitoni, chair of the food and beverage management department and the international travel and tourism studies department at Johnson & Wales University in Rhode Island. They include classes in accounting, finance, human resources, law and technology, he says.

However, unlike a general business degree, a hospitality degree typically includes specialized coursework focusing on the hospitality industry, such as classes on food service business operations, event management principles, and hotel and resort leadership, Sabitoni says. An overview class about tourism is also typically included in hospitality management programs, and industry internships are often mandatory, he adds.

Many hospitality degree programs require students to participate in experiential learning by helping to operate a student-run hotel or restaurant. They may also contain classes on:

• Eco-tourism or sustainable travel
• Global tourism and special considerations involved with international trips
• Customer service protocols
• Assessing the quality of guest experiences
• Specific types of hospitality establishments, such as country clubs, golf courses, resorts, stadiums, timeshares or theme parks
• Nuances involved in planning certain kinds of events, such as conventions or weddings
• Concerns that face certain demographics of customers, including women and people of color
• Various types of tourism, including business trips and visits to cultural destinations or historical sites

Top Undergraduate Schools With Hospitality Management Majors

Many U.S. colleges and universities allow undergraduates to major in hospitality management, including multiple nationally renowned academic institutions. Cornell University of New York, an Ivy League college, has a school devoted to hospitality.

Exceptional hospitality programs are often based in major metropolitan areas that attract significant tourism. For example, New York University and Boston University in Massachusetts offer a hospitality management degree.

How to Know if a Hospitality Management Degree Is Right for You

An interest in the food and beverage sector, a love for travel or an interest in entertaining people may lead someone to consider pursuing a degree in hospitality management. But prospective students should be aware that the hospitality sector has leadership roles for people with all kinds of interests and personalities.

Though some managerial positions in the hospitality industry are customer-facing jobs that require significant people skills, there are also back-of-the-house managerial jobs that concentrate on logistics, Sabitoni says.

Significant cultural awareness and strong communication abilities are essential in hospitality. Foreign language skills are also valuable but not mandatory, Sabitoni says.

What You Can Do With a Hospitality Management Degree

Hospitality programs are designed to train future leaders in the sector.

“It can include anything within the hospitality vertical, from hotel investment companies to real estate firms to our big brands which are the Marriotts, the Hiltons, the Four Seasons, to data analytics companies to Googles to Amazons,” says Kate Walsh, dean of the Peter and Stephanie Nolan School of Hotel Administration at Cornell. “Anything that touches hospitality as a part of their business product is something where our students get involved.”

Real estate investment firms often invest in hotel buildings, so people with degrees in hospitality management sometimes find jobs in the real estate sector, Walsh says. Alumni of hospitality management programs sometimes become management consultants who concentrate on assisting companies in the hospitality industry, she adds.

Executive and director roles in the industry typically require at least a bachelor's degree. Many high-level leadership positions at U.S. hospitality firms pay annual salaries above $70,000, according to an article published by Monster.com, a job website.

In 2020, graduates of Cornell's Nolan School had an average base salary of slightly over $69,000 and an average bonus of nearly $15,000, according to the school's employment report .

Considerations for Potential Hospitality Students

Aspiring hospitality managers should be aware of trends that may affect them when they enter the industry, experts say.

This sector has severe labor shortages at hotels and restaurants, many of which laid off workers due to pandemic-related safety measures and now have struggled to replace those workers even after raising wages.

Because of these staffing concerns, many hospitality companies have introduced initiatives to recruit and retain talented staff, improve working conditions, increase job satisfaction and reduce employee turnover, Walsh says.

When comparing hospitality programs, prospective students should investigate whether those programs include experiential learning opportunities, experts say, noting that hands-on projects are one of the best ways to gain hospitality skills. It’s also optimal if hospitality schools offer courses on design, which can inform aesthetic choices about how a hospitality venue looks, according to experts.

“I think the industry needs innovative thinkers," Walsh says. "They need people who think big culturally, who are comfortable with different modes of work, so it’s a great time to join the industry. The industry is trying to be extremely intentional in providing compelling career paths.”

Searching for a grad school? Get our  complete rankings of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: Travel , food and drink , education , students , graduate schools , colleges

You May Also Like

Different jobs with med degree.

Jarek Rutz April 30, 2024

Completing Medical School in Five Years

Kate Rix April 30, 2024

Dealing With Medical School Rejection

Kathleen Franco, M.D., M.S. April 30, 2024

Should I Get a Master's Before a Ph.D?

Andrew Warner April 29, 2024

Should You Take the LSAT More Than Once?

Gabriel Kuris April 29, 2024

How to Win a Fulbright Scholarship

Cole Claybourn and Ilana Kowarski April 26, 2024

What to Ask Law Students and Alumni

Gabriel Kuris April 22, 2024

Find a Strong Human Rights Law Program

Anayat Durrani April 18, 2024

Environmental Health in Medical School

Zach Grimmett April 16, 2024

How to Choose a Law Career Path

Gabriel Kuris April 15, 2024

Vocational Qualification in Tourism Industry

Come and study Tourism with us in English! You will have great opportunities to work in various tourism companies, such as hotels and other establishments providing accommodation, spas, health and wellness services, meeting and congress and tourism centers. The tourism industry is a vast playground with endless opportunities.

This program is for you to develop your skills into an international expert with strong customer service attitude, good language skills and ability to work in different cultural environments. Communication and interaction skills are the most important skills of a hospitality professional, who is responsible for the wellbeing, comfort and safety of guests.

As a Tourism Service Agent, you will serve and guide customers in both Finnish and in English. The hospitality professional does, with a big heart, customer service work in various tourism service companies and accommodation establishments with a variety of business ideas. You may also work at tourism sales and advisory organizations, travel or tourism offices, tourist resorts, information points, central reservation agencies, transport companies or companies organizing tourist activities. For example working in a hotel includes checking guests in and out, making room reservations and invoicing. In addition, introducing and selling products and services, guiding customers to use the local travel services are essential part of the hospitality professional.

During the studies you can also take part in international student exchanges and working life projects and do on-the-job learning either in Finland or abroad. These studies are carried out during daytime and also in the evenings or weekends. These studies provide expertise especially in hotel services and tourism environment as well as the customer service and English language skills.

These studies provide expertise in hotel services and tourism environment as well as the customer service and English language skills.

Content of the degree

The qualification requirements will be renewed from 1.8.2024.

The scope of the Vocational Qualification in Tourism Industry is 180 competence points. The qualification is composed of vocational units (145 competence points) and common units (35 competence points).

Check out the Requirements of Vocational Qualification in Tourism Industry at the site of Finnish National Agency for Education

Tourism Service Agents  who have completed the Vocational Qualification in Tourism Industry work in hotels or other establishments providing accommodation, national, regional or local tourism sales and advisory organisations, travel or tourism offices, sales services, tourist resorts, sales and information points, central reservation agencies, transport companies or companies organising tourist activities.

Read more: Tourism Service Agent

Requirements for student selection

• Qualification equivalent to Finnish General upper secondary education, (high school diploma) or Vocational upper secondary education.
• This education is for those who have citizenship or residence permit in Finland or in EU/ETA/Schengen countries.
• Fluent in English language.
• Those who speak Finnish at a basic level (minimum) will be prioritized.

Check out our video about Tourism Industry studies:

How to apply

Fill out the application form in Opintopolku.

• Please attach the document regarding your Residence permit in Finland or in EU/ETA/Schengen countries. The Residence permit must be valid until the end of June 2024.
• Please also attach a certificate of previous education (high school diploma or upper secondary vocational education certificate) with your application. The certificate must be translated into Finnish or English by an official translator.
• Motivation and language skills are tested in an admission interview, interviews will be held in Santalahdentie 10, Tampere, Finland.
• Total amount of 50 persons will be invited to the admission interview and the priority will be given to applicants already living in Finland.
• If there are more than 50 eligible applicants, we will use random selection.

Please notice the application timeline:

• Application period is  19.2.-10.4.2024.
• The invitations to admission interviews will be sent to the applicant’s email.
• The admission interview will be held on  Tuesday 7th May, 2024  at Tredu Pyynikki Campus, (Santalahdentie 10) Tampere.
• The results of student selection will be announced on  June 13th, 2024.
• The deadline for accepting the study place at the latest by  June 20th, 2024.
• The studies begin on  12th August, 2024.
• Study location: Tredu Santalahdentie 10, Tampere, Finland.

Further Information

TreduNavi Admission Services e-mail: [email protected] tel +358 40 170 5649

Merja Helin, Guidance Councellor e-mail: [email protected] tel +358 40 825 7240

Vocational Education and Training for Hospitality and Tourism Industry in India

• First Online: 13 December 2018

Cite this chapter

• Saurabh Kumar Dixit 4 &
• Hakamelamphylla Mawroh 4  

Part of the book series: Perspectives on Asian Tourism ((PAT))

668 Accesses

4 Citations

The future economic growth rate and employment generation capacity of any nation depend on the knowledge and skill of its local workforce. In India, the tourism and hospitality industry continues to experience a critical shortage of a qualified and skilled workforce. Currently, only 2.3% of the Indian workforce has undergone skills training, resulting in the need for a substantial investment in vocational education and training. The Skill India initiative of the Government of India seeks to provide the institutional capacity to train a minimum of 300 million people by 2022, with a total outlay of USD 234 million. This chapter aims to offer an insight into the present scenario, latest developments and future potential of vocational education and training in the context of the Indian hospitality and tourism industries. The chapter analyses the existing system of hospitality and tourism vocational education and the skill development initiatives of both public and private sector organisations.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Airey, D. (2005). Growth and development. In D. Airey & J. Tribe (Eds.), An international handbook of tourism education (pp. 13–24). Oxford, UK: Elsevier.

Chapter   Google Scholar  

Airey, D., & Tribe, J. (2000). Education for hospitality. In C. Lashley & A. Morrison (Eds.), Search of hospitality: Theoretical perspectives and debates (pp. 285–297). Oxford, UK: Butterworth-Heinemann.

Google Scholar  

Bansal, S. P. (2006). Tourism education in India: A qualitative and quantitative analysis. In D. S. Bharadwaj, K. K. Kamra, & M. Chaudhary (Eds.), Tourism education: An emerging essential (pp. 63–84). New Delhi, India: Kanishka Publishers.

Biswakarma, G. (2016). Relationship of tourism academic, employability abilities & skills and human resource development in Nepalese tourism industry. International Journal of Research in Business Studies and Management, 3 (2), 20–35.

Chand, M., & Dahiya, A. (2008). Hospitality education and advisory committees in Indian universities: An analysis of academic success. Asian Journal of Transfusion Science, 3 , 115–128.

Daniel, A., Costa, R., Pita, M., & Costa, C. (2017). Tourism education: What about entrepreneurial skills? Journal of Hospitality and Tourism Management, 30 , 65–72.

Article   Google Scholar  

Dewra, S. (n.d.). Top institutions of hospitality and tourism management education in India. Retrieved January 19, 2018, from https://www.careerguide.com/ask/t/top-institutions-of-hospitality-and-tourism-management-education-in-india

Duckworth, E. (1964). Piaget rediscovered. The Arithmetic Teacher, 11 (7), 496–499.

Government of India. (2014). Demand responsive vocational training . New Delhi, India: Directorate General of Employment and Training, Ministry of Labour & Employment.

Government of India. (2015). Skill development in India. New Delhi, India: Konrad Adenauer Stiftung and Federation of Indian Chambers of Commerce and Industry. Retrieved August 26, 2017, from http://www.kas.de/wf/doc/kas_42848-1522-2-30.pdf?151016072126

Indira Gandhi National Open University. (2017). School of Tourism and Hospitality Service Management (SOTHSM): Introduction. Retrieved January 26, 2018, from http://www.ignou.ac.in/ignou/aboutignou/school/sothssm/introduction

Infrastructure Development Finance Company. (2013). India infrastructure report 2012 : Private sector in education . New Delhi, India: Routledge.

Inui, Y., Wheeler, D., & Lankford, S. (2006). Rethinking tourism education: What should schools teach. Journal of Hospitality, Leisure, Sport and Tourism Education, 5 (2), 35–36.

Jithendran, K. J., & Baum, T. (2000). Human resources development and sustainability: The case of Indian tourism. International Journal of Tourism Research, 2 , 403–421.

Kaushik, K. (2014). Vocational education in India. International Journal of Education and Information Studies, 4 (1), 55–58.

Klynveld Peat Marwick Goerdeler. (2016). India soars higher [Report]. India: Author. Retrieved August 10, 2017, from https://home.kpmg.com/in/en/home/insights/2018/01/make-in-india-soars-ease-of-doing-business-fdi.html

Kukreti, M. (2007). Determining the responsibility for quality HR development in tourism sector. In S. C. Bagri, S. K. Gupta, & R. K. Dhodi (Eds.), HRD practices in travel & tourism sector (pp. 69–85). Dehradun, India: Winsar Publishing House.

Kumar, A. (2017). What is the percentage of youth in India . Retrieved January 10, 2018, from https://www.quora.com/What-is-percentage-of-youth-in-India

Kumar, M. (2014). Hospitality education in India: Present status, challenges and opportunities. African Journal of Hospitality, Tourism and Leisure, 3 (2), 1–12.

Ladkin, A. (2005). Careers and employment. In D. Airey & J. Tribe (Eds.), An international handbook of tourism education (pp. 437–450). Oxford, UK: Elsevier.

List of hospitality tourism colleges in India. (n.d.). In Careers 360: A career is a life. Retrieved January 19, 2018, from https://hospitality.careers360.com/colleges/list-of-hospitality-tourism-colleges-in-India?page=1&sort_filter=pop

Mehrotra, S., Raman, R., Kalaiyarasan, & Kumra, N. (2014). Vocational education and training reform in India: Learning from good practices at home and abroad , IAMR Report No. 1/2014 . New Delhi, India: Institute of Applied Manpower Research.

Morgan, J. (2004). From production line to drama school: Higher education for the future of tourism. International Journal of Contemporary Hospitality Management, 16 (2), 91–99.

National Skill Development Corporation India. (2017). About us. Retrieved August 18, 2017, from https://www.nsdcindia.org/about-us

Organisation for Economic Co-operation and Development. (2016). OECD tourism trends and policies 2016 . Paris: OECD Publishing Retrieved June 7, 2017, from https://www.oecd.org/industry/tourism/Tourism2016-Highlights_Web_Final.pdf

Singh, S. (1997). Developing human resources for the tourism industry with reference to India. Tourism Management, 18 (5), 299–306.

Singh, S., & Singh, T. V. (2005). India. In D. Airey & J. Tribe (Eds.), An international handbook of tourism education (pp. 191–210). Oxford, UK: Elsevier.

Singh, T. V. (1975). Tourism and tourist industry of U.P . New Delhi, India: New Heights.

Skill Development Bureau. (2015). Academic equivalence . New Delhi, India: University Grants Commission Retrieved August 15, 2017, from http://www.ugc.ac.in/skill/Academic_equivalance.html

Tribe, J. (2001). Research paradigms and the tourism curriculum. Journal of Travel Research, 39 , 442–448.

Tribe, J. (2002). The philosophic practitioner. Annals of Tourism Research, 29 , 338–357.

University Grants Commission, India. (n.d.). Guidelines for introduction of Bachelor of Vocation (B.Voc.) programme in universities and colleges under the National Skills Qualifications Framework (NSQF). Retrieved August 18, 2017, from https://www.ugc.ac.in/pdfnews/8083296_B-Vocation-ver-0.4-Final.pdf

World Travel & Tourism Council. (2015). Global talent trends and issues for the travel & tourism sector [Report]. London: Author. Retrieved August 10, 2017, from https://www.wttc.org/-/media/382bb1e90c374262bc951226a6618201.ashx

Yunis, E. (2009, March 30–April 2). World Tourism Organization statistics and tourism satellite account . Paper presented at the 5th UNWTO International Conference on Tourism Statistics, Tourism: An Engine for Employment Creation, Bali, Indonesia.

Download references

Author information

Authors and affiliations.

Department of Tourism & Hotel Management, North-Eastern Hill University, Shillong, Meghalaya, India

Saurabh Kumar Dixit & Hakamelamphylla Mawroh

You can also search for this author in PubMed   Google Scholar

Editor information

Editors and affiliations.

School of Hospitality & Tourism, Auckland University of Technology, Auckland, New Zealand

Claire Liu  & Heike Schänzel  & 

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Dixit, S.K., Mawroh, H. (2019). Vocational Education and Training for Hospitality and Tourism Industry in India. In: Liu, C., Schänzel, H. (eds) Tourism Education and Asia. Perspectives on Asian Tourism. Springer, Singapore. https://doi.org/10.1007/978-981-13-2613-4_3

Download citation

DOI : https://doi.org/10.1007/978-981-13-2613-4_3

Published : 13 December 2018

Publisher Name : Springer, Singapore

Print ISBN : 978-981-13-2612-7

Online ISBN : 978-981-13-2613-4

eBook Packages : Business and Management Business and Management (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

DualTourism

Empowering the future of tourism through enhanced vocational education and training (vet), transforming tourism for a sustainable, digital, & inclusive future.

Welcome to DualTourism, a groundbreaking European project dedicated to elevating the standards and acknowledgment of Vocational Education and Training (VET) in the vibrant realm of tourism . Our mission is to cultivate strategic alliances amongst VET entities, governmental bodies, and pivotal contributors from the commercial and employment sectors.

Our commitment extends beyond mere collaborations; we are at the forefront of designing innovative programs and instructional courses, incorporating a micro-credential system to offer open and adaptable learning avenues for everyone engaged in the VET sector.

Embark on a transformative journey with us and play a pivotal role in reshaping the tourism industry for a sustainable and inclusive future.

• Young Aspirants & Tourism Agents. Enhancing knowledge, skills, and abilities for sustainable and inclusive tourism through comprehensive training.
• Tourism Industry Stakeholders. Providing valuable insights and training to travel agencies, institutions, organizations, hotel associations, and online booking companies.
• Vocational Education Representatives. Offering advanced learning opportunities to international institutions or bodies involved in VET.

You can search the website

Colour Schemes

Travel & Tourism

Why choose bmet for travel & tourism.

• Courses available at Sutton Coldfield College.
• Our travel and tourism qualifications give students the knowledge and skills required to pursue careers in tour operations, accommodation, promotion, hospitality and event planning.
• Our Airline Cabin Room gives you a real taste of the airline industry with passenger seating areas and aisles, plus in flight essentials such as beverage menus and oxygen masks.
• We work with Birmingham Airport to deliver our Aviation Operations Certificate with students training at the airport facilities one day per week.
• We have fantastic links with employers and students can apply for work experience and placements with a number of professional organisations.
• You will explore destinations and visitor attractions and gain a wealth of experience in how major travel companies work and how holidays are packaged to suit different groups of people.

Career Opportunities

Employment opportunities both in the UK and abroad are as varied and as exciting as ever. They include working as airline cabin crew, a business travel advisor and e-travel agent or following a career in visitor information, transport, events or tourism services.

Around 200 Courses Available

We offer full-time courses for school leavers including A Levels and vocational qualifications, full-time Access to Higher Education courses, HTQ's, part-time adult professional development, entry level and recreational courses as well as full and part-time degree level study.

Website design and development by Fifteen

Privacy Overview

Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.

Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.

• Skip to main content

• All countries /
• Australasia /
• Australia /
• All study levels /
• Career based/Vocational /
• Travel and Hospitality /
• Travel and Tourism

25 Universities in Australia offering Vocational Travel and Tourism degrees and courses

More Information

Are you looking for Vocational courses in Travel and Tourism? Here you can find course providers offering full-time, part-time, online or distance learning options.

You've reached your limit of 10 Favourites

Griffith College

Tafe international western australia.

TAFE Queensland

International College of Management, Sydney - ICMS

Western Sydney University

THE World Ranking: 301

Australian Pacific College

Sydney Business and Travel Academy

Educo Southern Cross University - Sydney

Australian Institute of Higher Education

• Tourism Management
• Tourist Guiding
• Australian Capital Territory (inc. Canberra)
• New South Wales (inc. Sydney)
• Queensland (inc. Brisbane)
• South Australia (inc. Adelaide)
• Tasmania (inc. Hobart)
• Victoria (inc. Melbourne)
• Western Australia (inc. Perth)
• Study level:
• Career based/Vocational
• Certificates & Diplomas
• Study mode:
• Online/Distance
• Cross-border

Filter your results

Tell us about you.

• Nationality Select country Select country
• My current qualification is from Select country Yes No Select country Select country
• Current qualification {0} is not applicable for the study level you selected below. Qualification Qualification
• Grade type (only one grade type for your qualification) Grade type Grade type
• My score (current or expected) Please select Please select Please select Please select Please select Please select

Tell us your preferences

• Subject Travel and Tourism
• Qualification Career based/Vocational
• Destination Australia
• Study options
• Annual tuition fees

Subject areas

Qualification, destination.

• The UConn School of Business has grown to become one of the most comprehensive business schools in the country.
• NEW: Want to study in your home country for a foreign qualification? Find out more about cross-border study!

Vocational Training Programs

English Montreal School Board

The vocational training curriculum is the responsibility of both the Ministère de l’Éducation, which develops programs and their teaching guides, and the educational institutions, which implement the programs and the evaluation process. Programs of study include compulsory objectives and suggestions for competency-related knowledge, skills and attitudes.

By successfully completing a program, students acquire not only the entry-level competencies required by the workplace in order to practice a trade or occupation, but also learning that provides students with a certain degree of versatility.

Administration, Commerce & Computer Technology

Beauty Care

Communications & Documentation

Electrotechnology

Food Services & Tourism

Health Services

Mechanical Manufacturing

Metallurgical Technology

Motorized Equipment Maintenance

Woodworking & Furniture Making

AEVS Website

The Adult Education and Vocational Services department of the EMSB operates all adult education and vocational centres. Registration for adult education and vocational programs can be done through the AEVS Website. More information can be found on the individual adult centre pages. 

Adult Education Courses

Adult Vocational Courses

Baxter boys set two school records at road triangular

Vansice shoots career best at twin anchors golf course.

Stadan Vansice

COLO — Two more school records were set by the Baxter boys golf team on Monday, but the Bolts finished second in a road triangular.

Host Colo-NESCO shot a 159 to win the meet at the par 34 Twin Anchors Golf Course. Baxter’s school-record 193 was good for second and GMG (267) completed the field.

Treyton Travis

Stadan Vansice now owns the school’s nine-hole record after firing a career-best 42, while Treyton Travis posted a career-best 45.

The other two counting scores came from Perrin Sulzle (52) and Hudson Bethards (54). Colton Moffit (62) turned in a non-counting score.

Colo-NESCO’s Austin Hennick was the meet medalist with a 37 and Quin McCollom and Drew Christie both shot 40 for the Royals.

Featured local savings