In March 2007, the then Minister for Tourism, Shaun Woodward MP launched the National Skills Strategy (NSS) for the hospitality, leisure, travel and tourism sector in England.

The strategy called ‘raising the bar’ set out a Ten Point Plan to raise the skill levels of the sector’s current and future workforce. As the title suggests it also alluded to the massive opportunity that hosting the 2012 Olympic and Paralympic Games presents for the sector.

Hospitality, leisure, travel and tourism is a large, exciting, diverse and dynamic sector. It has a global reputation for quality and innovation which are richly deserved. However, the sector could be achieving much more if employers were able to recruit the right people with the right skills and that they could hold on to a highly skilled workforce. This is what the strategy aims to achieve. There are no easy answers, but what the ten point plan presents is a clear strategy to tackle existing challenges and raise the skills and performance of the sector.

Hospitality, leisure, travel and tourism is a large and growing sector currently employing nearly 1.4m people in England. The sector is made up of 14 industries; these vary in size with the largest industry – restaurants employing over 430,000 people and the smallest – youth hostels just over 1,600. England accounts for 83% of all sector employment across the UK.

There are approximately 155,958 individual hospitality, leisure, travel and tourism establishments in England of which a third are pubs, bars and nightclubs and an additional third are restaurants. Small and micro businesses are predominant with 76% of establishments employing fewer than 10 people. However, in terms of the workforce the industry is highly polarised. For example, in hospitality 45% of employees work for 280 employers and another 45% are employed in small and micro businesses.

The sector is hugely important for the economy. In 2005, it accounted for 3.5% of the UK economy and was worth approximately £85bn. In 2005 the UK ranked fifth in the international tourism earnings league behind the USA, Spain, France and Italy.

Sector performance is being undermined by a poor skills record:

• 54% of managers do not possess the minimum level of qualification required for their position
• 63% of employers believe their staff’s customer service skills are not sufficient to meet their needs
• 40% of chefs do not possess a qualification at level 2, the minimum required to prepare and cook from scratch
• High labour turnover is resulting in a chronic recruitment crisis with 70 percent of recruitment being undertaken to replace existing staff
• Conservative estimates suggest that we are annually losing 590,640 people or 30% of the workforce
• This costs the sector £886m a year
• By 2012, the sector would have lost 4.1m people costing the sector £6.2bn.

Learn Skills has sellected the Hospitality Sector as one it will focus on to deliver quality web-based training in order to upskill and improve retention rates among staff.  As in Ireland, the Hospitality sector is essential to the success of the economy as a whole and web-based training can delivery increased value and consistency of delivery to both employees and management with the Hospitality sector.

UK – 9th May, 2008 – The skills shortage in financial services has worsened, according to the Chartered Insurance Institute’s (CII) second annual skills survey.  Three quarters of the 3,511 CII members polled reported a shortage of technical skills, a 5% increase on last year’s survey.

Four out of five firms have said that the problem of recruiting skilled staff has become part of their boardroom agenda.  This increase of 20% on last year shows that more firms are looking to tackle the problem.

The education system took the brunt of the blame for the lack of trained people, with 57% of members saying that the education system had failed to meet the needs of the industry.  Just 3% described basic levels of education as ‘more than adequate’ and said they felt 61% of graduates struggled with basic literacy and numeracy.  The number of firms that believe their employees need higher qualifications has risen 14% from last year to 73%.

Lord Hunt, the CII president, said that the results of the survey served as a ‘wake up call’ and that advisers, professional bodies, the Financial Services Skills Council and the government needed to work together to solve the industry’s problems.

‘In this period of economic instability it is vital that we do not take our eye off the skills issue, tempting though that may be.  Cuts to training budgets in order to make a quick saving will in the end prove to be a false economy,’ he said.

‘The UK financial services industry is world renowned for its commitment to improving the skill levels of its staff.  Yet we cannot be complacent and must continue to commit time and resources to training and development if we are to remain competitive in the face of intense global competition.’

“It for reason like those concern outlined below that Learn Skills intends to offer a range of industry relevant and industry specific courses for the Financial Services Industry”, said Sean Griffin, Co-Founder of Learn Skills, who spend eight years working in this sector and saw first had the damage that can be done by undertraining workforce.

Source: Citywire

Without a doubt, today’s world is knowledge-based and depends on the rapid exchange of information. Countries that are equipped with the technology and knowledge to participate in the new electronic world are major players in its socio-cultural and economic developments. Education is changing, too. With the advent of multimedia technologies and the Internet, it is now possible to reach people who would otherwise have no access to certain courses or educational opportunities.

Electronic learning, or e-Learning as it has come to be known, makes use of the Internet and digital technologies to deliver instruction synchronously or asynchronously to anyone who has access to a computer and an Internet connection.

By some estimates, between 800,000,000 and 1,500,000,000 people world-wide understand English. Approximately 350,000,000 people use English as their mother tongue (mainly in the United Kingdom, the USA, Canada, Australia, New Zealand, Ireland, and South Africa). Some 400 million use English as a second language (in countries such as Ghana, Nigeria, Tanzania, Pakistan, and the Philippines). At least another 150 million people use English with some degree of competence. Furthermore, it is an official language in more than 60 countries (Crystal 1992, p.121). With such a large number of people using English, it is not surprising that English has become the lingua franca of the modern world.

In the current state of affairs, the global dominance of English in commerce, science, and technology has created the need for an ever increasing number of people to learn to communicate in the English language. There is a market demand for English courses on a global scale, and the English language teaching industry is thriving.

As English is experienced across different linguistic contexts, it may be experienced primarily as a language of education, or higher education, as well as in official contexts, popular culture, and the local vernacular. It may be regarded as a language of social and economic advancement, or it may be seen as an imposition or a necessary evil. However it is seen, the English language is used across the globe in countless contexts to very different effects.

Thus, proficiency in English is seen as essential for participation in the global arena, particularly in the economic domain, in which transnational corporations conduct business and trade beyond the national borders. In addition, the global spread of the English language is further facilitated by American media products of mass communication such as videos, music, news, magazines, TV programs, and so on. The dominance of English on the Internet reinforces the flow of international information in English, and affirms the structure of global communication. English is the most widely used and taught language in the world, and it is accepted easily almost anywhere.

Second-language acquisition and intercultural learning can be greatly facilitated through e-Learning. At present, e-Learning is itself becoming an important global business not only in the commercial sector, but also in the support that national governments are giving to educational institutions to increase their export income. There is a drive for change brought on by technological innovation to which governments and institutions of higher learning are responding at a rapid pace.

Learn Skills aims to address these needs outlined above through the provision of web-based language learning in English initially, and then to expand this range.

Courtesy: In Global Peace Through The Global University System, 2003 Ed. by T. Varis, T. Utsumi, and W. R. Klem, University of Tampere, Hameenlinna, Finland