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Specialized education in tourism for
students of the Margarita Cortes
Educational Unit in Ecuador
Educación Especializada en turismo a estudiantes de
la Unidad Educativa Fiscal Margarita Cortes en
Ecuador
Emma Angelina Salazar Tuárez
*
Valdemar Sanchez Malat*.
Luis David Estupiñan Rodriguez*.
Jerson Ante Valdez Verduga*
Abstract
The tourism activity originates a varied labor market, which involves
different professional competencies that must be developed to meet
the labor demand. The study aimed to analyze the Specialized
Education in Tourism, for the technical baccalaureate in sales
services and tourist information of the Margarita Cortes Fiscal
Educational Unit, province of Esmeraldas, Ecuador; training given
from July 15 to September 27, 2019, 160 synchronous hours; analyze
the curriculum; occupational field of the technical baccalaureate in
sales services and tourist information; indicators in tourism of
establishments and employed personnel according to tourist activity.
Constructivist paradigm, methodology with qualitative approach,
hermeneutic method, exploratory, based on the development of skills
* Master's Degree in Business Administration,
Universidad Técnica Luis Vargas Torres de
Esmeraldas, emma.salazar@utelvt.edu.ec
https://orcid.org/0000-0001-8689-7274
* Master's Degree in University Teaching,
Universidad Técnica Luis Vargas Torres de
Esmeraldas, valdemar.sanchez@utelvt.edu.ec,
https://orcid.org/0000-0001-6526-6502
* Master's degree in curriculum development,
Universidad Técnica Luis Vargas Torres de
Esmeraldas, luis.estupinan@utelvt.edu.ec,
https://orcid.org/0000-0002-8084-6676
* Specialist in criminal law and indigenous justice,
Universidad Técnica Luis Vargas Torres de
Esmeraldas, Ecuador, jerson.valdez@utelvt.edu.ec,
https://orcid.org/0000-0001-8486-7645
Article
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and abilities of the students, analysis of the documentary review,
interview to teachers of the educational unit. As a result, 23
university students of the tourism career of the Technical University
Luis Vargas Torres of Esmeraldas, trained 69 students of the first,
second and third year of technical high school. It is concluded that
the curriculum of the professional figures of the technical
baccalaureate in sales services and tourist information requires
updating, adapting it to the context of the labor demand of the
province, with the proposal to make the Specialized Education in
Tourism viable.
Keywords: Tourism activity; specialized education; curriculum.
Resumen
La actividad turística origina un mercado laboral variado, que
intervienen distintas competencias profesionales que deben
desarrollarse para atender la demanda laboral. El estudio tuvo como
objetivo analizar la Educación Especializada en Turismo, para el
bachillerato técnico en servicios ventas e información turística de la
Unidad Educativa Fiscal Margarita Cortes, provincia de Esmeraldas,
Ecuador; capacitación impartida en el tiempo comprendido del 15 de
julio al 27 de septiembre 2019, 160 horas sincrónicas; analizar la
malla curricular; campo ocupacional del bachillerato técnico en
servicios ventas e información turística; indicadores en turismo de
establecimientos y personal ocupado según actividad turística.
Paradigma constructivista, metodología con enfoque cualitativo,
método hermenéutico, exploratorio, basado en el desarrollo de
destrezas y habilidades de los estudiantes, análisis de la revisión
documental, entrevista a docentes de la unidad educativa. Como
resultado 23 estudiantes universitarios de la carrera de turismo de la
Universidad Técnica Luis Vargas Torres de Esmeraldas, capacitaron
a 69 estudiantes de primero, segundo y tercero de bachillerato
técnico. Se concluye que el currículo de las figuras profesionales del
bachillerato técnico en servicios ventas e información turística
requiere actualización, adaptándola al contexto de la demanda
laboral de la provincia, con la propuesta de viabilizar la Educación
Especializada en Turismo.
Palabras clave: Actividad turística; educación especializada;
currículo
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Introduction
Contribute to specialized education in tourism, to students of the
technical high school, a profession that involves professional
competencies that must be developed, especially when performing
internships or work experience in tourism service establishments.
The different governmental efforts to strengthen technical training
and the technical baccalaureate in particular have had the common
objective of linking education with the productive sector, with
(UNESCO, 2021).
With the aim of training young people with the necessary skills for
employment, decent work, with a soul and entrepreneurial initiative.
In the 2030 Agenda it is fully embodied in Sustainable Development
Goal 4: it aims to "Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all". The Education
2030 agenda pays great attention to technical and vocational skills
development, specifically in terms of access to affordable, quality
technical and vocational education and training; the acquisition of
technical and vocational skills for employment, decent work and
entrepreneurship; eliminating gender disparities and ensuring access
for vulnerable people (UNESCO, 2016).
As for Technical Vocational Education and Training (TVET), it can
equip young people with the skills needed to enter the world of work,
including skills for self-employment. It can also improve
responsiveness to the changing skills demands of businesses and
communities, and increase productivity and wage levels (UNESCO,
2016).
As cited UNESCO will provide advice to Member States and
facilitate capacity building to make TVET more accessible to all
disadvantaged and vulnerable groups, including through investments
in information and communication technology, as an innovative
means to expand access and participation rates (UNESCO, 2016).
Given the above conditions, the importance of specialized education
in tourism in regular education institutions that offer technical
vocational training, such as the Margarita Cortes Educational Unit,
to achieve quality professional development, promoting their
capabilities with inclusive educational centers, allowing the
employability of the technical bachelor in the context of labor
demand.
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The purpose of the research is to analyze the specialized education
in tourism for students, tourism indicators of establishments and
personnel employed in tourism activities, and the curriculum of the
technical baccalaureate in sales services and tourist information
offered by the Margarita Cortes Fiscal Educational Unit, country
Ecuador, in the province of Esmeraldas; Canton Esmeraldas; located
in the urban parish of 5 de Agosto; type of regular education;
educational level offered is initial, basic, high school; fiscal support
and resources; coastal school system; Hispanic education; classroom
mode; morning and afternoon; own tenancy of the property; land
access.
The research, constructivist paradigm, qualitative approach,
hermeneutic and exploratory method, based on the development of
skills and abilities of students, analysis of documentary review of
various sources and interviews with teachers of the educational unit.
As a result, there was a need for an academic program in tourism
with four modules on tourism administrative management,
considering the activities with the highest demand for personnel, to
train 69 students of technical high school in tourism, receiving four
modules with a total of 160 synchronous academic hours. From July
15 to September 27, 2019, 23 university students from the tourism
career of the Universidad Técnica Luis Vargas Torres de Esmeraldas
(UTLVTE) participated as facilitators in the training.
The study is a product of the project of linkage with society entitled
"Training of tourism students of the Margarita Cortés Fiscal
Educational Unit of the Esmeraldas Canton". The research allows to
verify the curriculum of the professional figures of the technical
baccalaureate in sales services and tourist information, and the
viability of the specialized education in tourism, in ordinary
education units.
Specialized education "is aimed at children and young people with
special educational needs associated with a disability (moderate,
severe or profound) and who require specialized services. For this
purpose, there is the National Model of Management and Attention
for students with special educational needs associated with disability
in specialized educational institutions and the National Bilingual
Bicultural Educational Model for Persons with Hearing Impairment"
(Ministerial Agreement No. MINEDUC-MINEDUC-2019-00057-
A, art. 11) (Ministry of Education of Ecuador, 2020).
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According to Waitoller (2020) cited in (Arnaiz et al., 2021), he
considers that when measures to respond to the schooling of students
with severe and permanent educational needs are more inclusive
than special educational centers or therapeutic institutions, but
separate students in differentiated classrooms, a paradox is created
for inclusive education since it includes and excludes; the author
calls this phenomenon selective inclusion.
Specialized classrooms are created in some Spanish autonomous
communities in order to provide a more standardized response to the
schooling of students who require extensive and generalized support,
as well as significant curricular adaptations in most areas of the
curriculum (Arnaiz et al., 2021, p. 145).
In Ecuador, Ministerial Agreement 0295- 13, in its Chapter II,
Article 3, refers to the following definition of specialized education:
specialized education is understood as that which provides attention
to children and/or adolescents with sensory (visual or auditory or
visual-auditory), motor, intellectual, autism or multidisability (sic)
disabilities (Aimacaña et al., 2018) (Aimacaña et al., 2018).
The 2030 Agenda proposes to work on twelve axes of public policy
intervention. Axis 2 refers to lifelong education and training. Which
focuses on promoting and enforcing the right to education and
training without discrimination and on the basis of equal
opportunities; ensuring an inclusive and specialized education
system at all levels; as well as generating lifelong learning
opportunities (Aimacaña et al., 2018).
According to (Aimacaña et al., 2018), specialized classrooms are
spaces for the attention of students with disabilities; which operate
within regular educational institutions, in a multilevel manner. These
classrooms are implemented in those districts that do not have
Specialized Educational Institutions but have school-age population
with disabilities that require specific attention within the supply of
specialized education.
As mentioned above, specialized education, in regular education
institutions, seeks the possibility of achieving quality professional
development, fostering their capabilities with inclusive educational
centers, allowing the employability of the technical baccalaureate.
According to (Fonseca, 2021), the new model of specialized
education seeks to achieve greater progress in terms of care for
children and young people with special educational needs associated
with disabilities. The effective proposal is to move towards a truly
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inclusive model where functionality and flexibility are channeled
taking into account universal learning parameters. In this way,
specialized education is 100% collaborative, optimizing the
possibilities of the population with educational needs associated with
disability, where both subjects and agents are factors of change,
where we seek not only to intervene but also to transform from the
context where we are both family, school and community (Fonseca,
2021).
According to the study in the management model proposed by the
Ministry of Education (Aimacaña et al., 2018), in the pedagogical-
curricular specifications, it allows greater degrees of flexibility and
curricular openness and responds to the objective of bringing the
proposal closer to the interests and needs of the students, while
allowing it to adapt in a better way to their different learning
rhythms. The implementation of the workshops in the Specialized
Educational Units will depend on the professional figure offered in
the Technical Baccalaureate.
The school environment should be made up of as rich a student body
as possible, where differences only add up and help to better
understand the complexity of the world. However, without solidarity
and understanding on the part of the entire educational community,
the integration of these students in regular schools is a very
complicated task (Rodríguez & Corrales, 2021).
The schooling of this type of students in regular schools requires
commitment on the part of the entire educational community and
society in general. However, different variables must be taken into
account when carrying out inclusion processes for students with
these characteristics, among the most important, material and human
resources, specialization of professionals and generalizing, explicit
and innovative methodologies (Rodríguez & Corrales, 2021).
Tourism according to estimates contributed 1.2% of Ecuador's GDP
by 2020, while by 2020 the contribution was 2.2%. The Gross
Domestic Direct Tourism Product (GDPDT) reached 1,117 million
dollars in current values in 2020 (National GDP 98,808 million
USD). According to the Ministry of Tourism, 182 thousand jobs
were generated in the industries characteristic of tourism, which
represent 2.3% of direct contribution. The number of people
employed in different tourism employment activities was 409
thousand employees, contributing 5.22% of total employment. Of
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these, 63.1% are self-employed and 36.9% are salaried employees
(Mintur, 2020).
According to (Barket, 2014), cited in (Javier & Angeles, 2019), for
Ecuador tourism is one of the areas that generates foreign exchange,
employment and redistribution of wealth that integrates and
complements multiple activities, because for every direct job
generated in tourism, between 6 and 3 indirect jobs are created.
In the tourism sectors, the group of companies is concentrated in
gastronomy, followed by lodging and recreation, being the main
activities used in the tourist destination, while transportation has a
smaller number of companies due to the fact that each of them has
several partners that provide their services inside and outside the
destination (Santamaría et al., 2020).
The tourism business has taken different directions; on the one hand,
specialization in theme parks, guides specialized in previously
unthinkable subjects: paintings, fashion, art, jewelry, new models of
accommodation, new ways of selling gastronomy and making it a
real product model very broad from wine tastings, themed meals,
new models of boutique restaurants, among many transformations,
which also reach the way of traveling by air and land (Dachary &
Arnaiz, 2016).
Gastronomic tourism brings vitality to rural communities, supports
small local food producers and strengthens their position in the
market (UNWTO, 2021).
The disappearance of travel agencies and their replacement by the
Internet, not only to buy tickets or packages but also to obtain a better
profile of what you want to buy, through rating agencies such as
TripAdvisor and other evaluators, whose data is available to anyone
(Dachary & Arnaiz, 2016).
Professional competencies in tourism, refers (Rivas et al., 2019), the
ideal profile in terms of the competencies of "being" (attitudes and
values), which are related to empathy, ethics, teamwork, honesty,
creativity, discipline and, primarily, the positive attitude for the
service and attention of the tourist.
Some researchers on curricular innovation agree that training in
tourism should maintain a balance between theory and practice, as
well as between traditional competencies and soft skills -regardless
of whether the training modality is face-to-face or virtual-, and use
technological tools that dynamize the learning processes (Castillo-
Palacio et al., 2020).
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In the studies identified on curricular innovation and educational
innovation, some authors agree that tourism training should balance
theoretical knowledge and practical training so that such training is
aligned with the conditions of the environment and the needs of
organizations (Castillo-Palacio et al., 2020).
António Guterres, Secretary-General of the United Nations,
emphasizes that the tourism sector can provide decent jobs and help
build resilient, sustainable, gender-equal and inclusive economies
and societies that benefit all (UNWTO, 2021).
On World Tourism Day 2021; "Tourism for Inclusive Growth", the
World Tourism Organization, "Reaffirmed the commitment to leave
no one behind as we move forward and strive to rebuild a more
prosperous and peaceful world through tourism (UNWTO, 2021).
Mr. Zurab Pololikashvili, Secretary General of the World Tourism
Organization says "Our sector gives them the opportunity to earn a
living. And to earn not only a wage, but also dignity and equality.
Tourism jobs also empower people and give them a chance to find
their place in their own societies, often for the first time" (UNWTO,
2021).
Education as a fundamental right and as a social right, becomes
meaningful because it promotes free education for the less wealthy
masses and begins to take on greater importance when the State is
aware of its role and that it is part of the social, economic and moral
progress of the individual, which establishes a balance of the popular
masses (Chacón, 2011).
Educational policies should be State policies that pursue well-
defined goals: equality, guaranteeing inclusion, fostering
cooperation and integration with other countries, thus enabling
innovations towards a more inclusive, humanistic and socially
relevant education (Chacón, 2011).
Technical baccalaureate: in addition to the subjects of the common
core, it will offer complementary training in technical, craft, sports
or artistic areas that will allow students to enter the labor market and
initiate social or economic entrepreneurship activities" (Ministry of
Education of Ecuador, 2016).
In Ecuador, the baccalaureate is the last level of education in the
National Education System, for admission it is a requirement to
complete the General Basic Education.
"The curriculum of the Technical Baccalaureate and the Productive
Technical Baccalaureate will be based on labor competencies and its
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structure will be modular, which will be defined by the National
Education Authority" (Dirección Nacional de Normativa Jurídico
Educativa del Ministerio de Educación, 2017).
As established (Dirección Nacional de Normativa Jurídico
Educativa del Ministerio de Educación, 2017), in Art. 29.- Malla
curricular. The Central Level of the National Educational Authority
defines the official curricular mesh of the Baccalaureate, which
contains the number of hours per subject that are considered
pedagogically adequate. In Art. 35.- Professional figures. The
educational institutions that offer Technical Baccalaureate must
include, in the hours determined for this purpose, the training
corresponding to each of the professional figures, defined by the
Central Level of the National Educational Authority.
School-based education leads to obtaining the following degrees and
certificates: the certificate of attendance to Initial Education, the
certificate of completion of General Basic Education and the
Baccalaureate degree (Dirección Nacional de Normativa Jurídico
Educativa del Ministerio de Educación, 2017).
As of 2016, a conservative figure that does not include educational
units registered as BGU, but which offer the technical alternative,
indicates that around 50% of the educational establishments in
Ecuador offer technical baccalaureate, it is possible to see the
institutions that offer the technical alternative, which allows
generating an idea of the distribution of the technical offer within the
country. There are four provinces that stand out for having more than
a hundred establishments with technical offerings, three on the coast:
Guayas, Esmeraldas and Manabí and one in the highlands: Pichincha
(UNESCO, 2021).
Profile of those who studied technical baccalaureate in Ecuador,
according to (Tomaselli, 2018) the first characteristic worth
highlighting is that the technical baccalaureate attracts more strongly
poor and vulnerable families, it occurs in those young people whose
mother had no formal education or whose last level reached was
basic education.
We research in Education to change a reality that surrounds us and
hurts us; we research so that better decisions are made in educational
policy, in the school or in the classroom; we research to build a better
society through better education (Murillo et al., 2017).
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Materials and methods
Between July 15 to September 27, 2019, as facilitators in the training
process 23 university students of the Universidad Técnica Luis
Vargas Torres de Esmeraldas (UTLVTE) conducted their practices
of linkage with society, providing training 69 students of the
technical baccalaureate in sales services and tourist information of
the Fiscal Educational Unit Margarita Cortes, from first
baccalaureate were 27 students, from second 29 and from third 13
students. From a constructivist paradigm, trained in four modules on
tourism topics that contribute to their curricular formation, they
completed 160 hours of synchronous training.
The modules taught were etiquette and protocol, design of tourist
packages, management of tourist services and information, tics in
travel agency management, with training activities such as
participatory workshops, simulations, dramatization, relevant
feedback.
From the process of progress, control and follow-up of the project,
the analysis of Specialized Education in Tourism arises. For which a
study was applied with a qualitative approach, hermeneutic method,
with a documentary review framed in the Educational System in
Ecuador; Curricular Curriculum of the Technical Baccalaureate in
Services - Sales and Tourist Information; number of the main
provinces with schooled institutions that offer technical
baccalaureate, by type of financing; tourist establishments according
to their activity; employed personnel according to tourist activity.
And exploratory, because it allowed interviewing teachers of the
educational unit.
Results
The Educational System in Ecuador describes the School-Based
Education Subsystem, which is cumulative and progressive, has a
school year and is certified according to standards and curricula in
accordance with the National Education Plan. This education is
structured around three levels: Initial Education (EI), Basic
Education (EGB) and the Unified General Baccalaureate (BGU),
which are linked to the Higher Education System (Borja et al., 2021).
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The Bachillerato General Unificado (BGU) provides three years of
compulsory education after EGB, offering students two types of
baccalaureate from a common core of general subjects. On the one
hand, the baccalaureate in science develops subjects with a
humanistic scientific approach and, on the other hand, the technical
baccalaureate with technical, craft, sports or artistic subjects focused
on developing skills for employment and/or entrepreneurship (Borja
et al., 2021).
Image 1. Educational System of Ecuador.
(Borja et al., 2021).
It can be noted that the Technical Baccalaureate professionals is
292,408, of this total 116,175 are women (39.7 %) and 176,233 are
men (60.3 %). In the period 2017 -2018, of the total number of
students enrolled in the Technical Baccalaureate (BT) by technical
area according to sex, women represent: services (54 %) (Education
et al., 2021).
Of the areas of the technical baccalaureate, services is the one that
receives the largest number of enrollments, with 69 %, the second
being industry with 21 % (UNESCO, 2021).
According to UNESCO (UNESCO, 2021), the main provinces with
institutions offering technical baccalaureate within the country are
Guayas with 310 institutions, followed by Pichincha with 166,
Manabí 138 and Esmeraldas 115, accentuating the greater offer in
establishments with fiscal financing.
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Table 1. Number of school-based institutions offering technical
baccalaureate by province and type of financing, 2016.
Province
Prosecutor
Fiscomisional
Municipal
Particular
Total
Guayas
154
8
2
146
310
Pichincha
97
14
4
51
166
Manabí
101
3
2
32
138
Emeralds
82
23
10
115
Own elaboration according to (UNESCO, 2021)
Specifying once again in what is established in the General
Statement of the Curriculum (Ministry of Education of Ecuador,
2015a), the Specific Objectives of the Curriculum are: (a) Execute
the procedures inherent to the sale of rights of use of national and
international tourist services and packages; (b) Provide tourist
information and orientation services to national and foreign users,
using different communication tools and techniques; (c) Perform
group assistance and mediation activities in different cultural
scenarios; d) Analyze the organization and characteristics of the
tourism system, its historical development and the regulations that
govern it nationally and globally; e) Recognize the particularities of
the destinations and tourist packages in Ecuador and the world, to
support the management in the sale of tourist packages and services;
f) Recognize the particularities and importance of the administrative
and accounting process of travel agencies, as a complement for job
performance; g) Use the English language in basic communication
processes with clients and users, during the development of sales
activities, information and mediation of groups in the tourism field;
h) Execute the procedures for the management of global distribution
systems and other programs applied in the management of travel
agencies; i) Recognize aspects related to the socioeconomic
situation, professional insertion, legal and labor framework of the
tourism sector in Ecuador; j) Carry out practical activities related to
the sale of tourist packages, management of information and tourist
services, assistance and mediation of groups, in institutions or
companies of the tourism sector.
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Image2 . Curricular Curriculum Technical Baccalaureate in Services
- Sales and Touristic Information
(Ministry of Education of Ecuador, 2015a).
In accordance with the guidelines established in the Guide for the
implementation of the Work Center Training module, issued by the
National Baccalaureate Directorate. With the objective of carrying
out activities concerning the sale of tourist packages and services,
tourist information, and assistance and mediation of groups,
considering the policies established for the tourism sector and
providing visitors with quality attention (Ministry of Education of
Ecuador, 2015a).
Curricular Design of the Technical Baccalaureate has its own
methodology of Curricular Design Based on Labor Competencies,
understood as a set of knowledge, skills, abilities and attitudes that
allow the exercise of professional activity in accordance with the
demands of production and employment (Ministry of Education of
Ecuador, 2016).
In the review of the professional figure of the technical bachelor's
degree in sales and tourist information, the three units of
competencies, the occupational field they propose, and the
fundamental knowledge were synthesized in a matrix (Image 4).
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Table 2. Professional Figure Technical Baccalaureate in Sales and
Tourist Information.
Competency
Units
Occupational
Field
Fundamental knowledge
UC1 Sell tourist
packages and
services.
Manage
Tourist service
companies. Public
and private
institutions.
Actual and
potential clients.
Tourism products, packages and services:
national and international tourism products
and destinations; types of tourism services;
criteria for putting together tourism packages.
Public and private institutions related to
tourism.
Travel agencies: types; administrative and
financial organization; internal and external
company documents.
Sale of tourism packages and products:
customer service techniques; sales strategies
and techniques; invoicing; sales and post-
sales follow-up; customer loyalty.
General accounting: concept and objectives
of accounting; general accounting plan; basic
accounting process applied in travel agencies;
accounting books.
UC2. Manage
tourist
information
services.
Public and private
entities related to
tourism activities.
Tourism
companies.
Airlines and
transportation
companies. Local,
regional and
national tourist
sites. Entities of
complementary
services. Groups
of visitors and
private clients.
The tourist information service: types of
offices, characterization and functions.
Relations with other tourist activities and
companies. Basic and complementary
services.
Tourism information sources: manual,
mechanized, internal and external sources.
Evaluation of the sources of information. The
process of information analysis.
The documentary process: document
retrieval, banks and databases. Archiving
systems, cataloging and documentary
analysis. Procedures for updating
information.
Tourist information, orientation and
assistance: personal and impersonal
information service. Reception and
communication techniques. Social skills for
personal tourist information service. Protocol
and personal image techniques. Quality in
tourist information services.
UC3. Perform
group assistance
and mediation
activities.
Travel agencies,
museums,
recreational sites,
interpretation and
heritage centers.
Assistance and mediation of tourist groups:
definitions. Typology and characteristics of
assistance and mediation activities. Profile
and functions of the professional mediator.
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Tourist groups
and private
clients. Tour
guides.
Tourist groups: typology of tourist demand.
Formation and characterization of the groups.
Tourist motivation.
Communication techniques: definition,
elements and stages of the process. Types of
communication. Communication as an
element that generates behavior.
Group management: group dynamization
techniques. Tourist animation and
sociocultural animation. Leadership in group
management.
Nature and art as tourist resources: art and
environment. Methods for the explanation of
cultural and natural resources.
Own elaboration according to (Ministry of Education of Ecuador,
2015b).
Based on information from the Ministry of Tourism of Ecuador's
Tourism Indicators for January to December 2020 describing the
number of establishments by tourism activity and the number of
personnel employed.
Table34. Tourism Indicators (January - December 2020)
Activity
Registered
establishments
Staff employed
Food and beverages
16.443
88.889
Lodging
4.211
28.333
Operators and Travel Agencies
2.311
9.697
Tourist Transportation
583
3.329
Intermediation
364
1.726
Stable attraction parks
306
1.580
Community tourism centers
39
987
Own elaboration according to (Mintur, 2020).
As seen in the visualizer (MINTUR, 2021) in Ecuador the number
of tourism service establishments registered 87.78% are
microenterprises, 11.72% small, 0.46% medium, 0.05% large. In the
review of the Ecuadorian Tourism Services Registry viewer,
establishments registered by canton, in the province of Esmeraldas,
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the activities with the highest number are lodging, food and
beverages, leading the cantons of Atacames and Esmeraldas, most
of the registered travel agencies are located in the canton of
Atacames.
Table 4. Register of Establishments by canton in the Province of
Esmeraldas, Ecuador.
Cantons
of the
Province
of
Esmeral
das
Food
and
beverag
es
Lodgi
ng
Operato
rs and
Travel
Agencie
s
Tourist
Transportat
ion
Intermediat
ion
Stable
attracti
on
parks
Commun
ity
tourism
centers
Atacame
s
30
255
15
-
-
-
-
Eloy
Alfaro
1
23
2
-
-
-
2
Emerald
s
67
56
6
1
1
4
-
Muisne
6
18
2
-
-
-
-
Quinindé
15
16
-
-
-
5
-
San
Lorenzo
3
21
1
-
-
-
-
Rio
Verde
2
-
-
-
1
-
-
Own elaboration according to (MINTUR, 2021)
While the first, second and third year high school students of the
tourism career of the Margarita Cortes Educational Unit, with the
central problem of the training project, "Lack of basic knowledge on
issues related to the management of tourism companies for high
school students of the Margarita Cortes Educational Unit."This
allowed us to interview the teachers who transmitted the need for
students to perform their student practices require additional
knowledge in protocol and etiquette, because the tourist service
establishments where they do their academic practices are in the
hotel sector of the canton of Esmeraldas, becoming a limitation in
the performance of their practices, due to lack of knowledge.
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So a training program was implemented for high school students of
tourism of the Margarita Cortes Fiscal Educational Unit through a
partnership agreement with the Technical University "Luis Vargas
Torres" of Esmeraldas (UTLVTE); They learned how to design,
quote and establish commercial policies for tourism products,
facilitate technological tools to optimize tourism operations in travel
agencies, identify basic aspects of customer service, the service
cycle, the route of the satisfied customer and the internal customer.
Therefore, the teachers and students of the Faculty of Social Sciences
and Services Tourism Career, proceeded to carry out a project of
linkage with the community to be implemented, developing a
training plan for students of the Margarita Cortes Educational Unit.
With modules on etiquette and protocol, design of tourist packages,
management of tourist services and information, tics in travel agency
management.
As a result, the interviewed teachers of the educational unit agreed
that the methodologies for the instruction process to the students of
the educational unit, the main activities carried out were practical in
the classroom based on the topics covered, practical-theoretical
workshops were implemented, collective works of research and
exhibition, relating to each of the modules taught, with the
participation of students were carried out integrating dynamics for a
better understanding of the topics, demonstrative workshops,
readings, dramatizations, dynamics. Considering that in the
execution of the project, meetings were held to evaluate the progress,
control and follow-up visits that allowed to observe the motivation
of the students to know the importance of studying the career of
tourism, for the development of the sector in the province and the
country.
On the other hand, a record was obtained of beneficiaries of 69
students trained in the technical high school in sales services and
tourist information of the Margarita Cortes Fiscal Educational Unit,
68% were women and 32% were men. They lived in the urban parish
of Esmeraldas 64%; August 5 22%; Bartolomé Ruiz 4%; Simón
Plata Torres 4%, and in the rural parish of Tachina 6%. It should be
noted that, to date, two graduating classes have graduated, one on
February 26, 2020 and the other on February 23, 2021, with the title
of Bachelor of Technical Services, Specialty Sales and Tourist
Information. It should be added that there are currently some
students with disabilities in the Educational Unit.
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Discussion
Analyzing the results obtained, the Ecuadorian Education System
offers the technical baccalaureate, according to (UNESCO, 2016),
the largest number of enrollees is in the area of Services, it should
be noted that Esmeraldas in the geographical distribution is among
the main provinces with institutions that offer the technical
baccalaureate. On the other hand, the Curricular Grid of the
Technical Baccalaureate in Services - Sales and Tourist Information
(Ministry of Education of Ecuador, 2015a), due to the fact that more
than five years have passed, it is likely that it requires updating.
On the other hand, when reviewing the professional figure of the
technical bachelor's degree in tourism sales and information, it is
evident that, among the proposed occupational field in contrast to the
register of registered tourism establishments, the labor supply of
travel agencies in the canton of Esmeraldas is limited; moreover, the
largest number of registered establishments are the activities of food
and beverages, accommodation, therefore, are those that occupy
more staff.
It should be noted in relation to the size, the companies registered in
the tourism cadastre (MINTUR, 2021), lead the microenterprises
with 87.78%, it should be noted that based on the number of
employees we have the micro of 1 - 9, small 10 - 49, medium 50 -
199. In addition, in the province of Esmeraldas, similarly the
activities registered in the cadastre (MINTUR, 2021), the main
activities are lodging, in the canton of Atacames; food and
beverages, in the canton of Esmeraldas; unlike operators and travel
agencies with a minimum number of registered establishments; most
of them are located in the canton of Atacames.
It is worth mentioning that the Margarita Cortes Fiscal Educational
Unit, located in the canton of Esmeraldas, offers a Technical
Baccalaureate in Services - Sales and Tourist Information, so the
students of the technical baccalaureate need to do internships in
companies in the tourism sector. It is worth mentioning that there
are six tourism establishments in Esmeraldas canton (Image 6),
perhaps all of them are in activity or perhaps not.
It should be noted that the outreach project developed the skills,
theoretical and practical knowledge of the knowledge acquired in the
classroom, strengthening the learning of students. This demonstrates
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the importance of continuing to encourage students of the tourism
career to participate in social outreach projects. At the same time,
with the registration of the students who benefit from the training,
the graduates who will enroll in the UTLVTE will be followed up.
Another point, currently the Margarita Cortes Fiscal Educational
Unit has some students with special abilities, in view of, the proposal
of Specialized Education in Tourism, in regular education
institutions, given that the Education 2030 Agenda (UNESCO,
2016) pays great attention to the development of technical and
professional skills, access to affordable and quality technical and
vocational education and training; with a view to employment,
decent work and entrepreneurship; ensuring access for vulnerable
people.
Similarly, tourism is an activity that generates employment, the
(UNWTO, 2021) in the World Tourism Day pointed out "Tourism
for inclusive growth". Likewise, Waitoller (2020) cited in (Arnaiz
et al., 2021), considers that when measures to respond to the
schooling of students with severe and permanent educational needs
are more inclusive than special educational centers or therapeutic
institutions, but separate students in differentiated classrooms, a
paradox is created for inclusive education since it includes and
excludes. The author calls this phenomenon selective inclusion. He
further proposes specialized classrooms, as well as significant
curricular adaptations in most areas of the curriculum (Arnaiz et al.,
2021).
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