Educational Travel Overview

HK WongCreative TrendMarketing Consultancy

Profile

Biography of Mr. Wong Hoi Kuen - Managing Director Founder and Chairman of Creative Trend Bachelor Degree from the Chinese University of Hong

Kong with major in Fine Art and minor in French. Visual communication in Ecole d’Arts de Cergy-Pontoise in

Paris. Master of Social Science in Sustainable Tourism of CUHK Post graduate D.U.G.G.A.T, Université de Reims

Champagne-Ardenne Advanced Business Management, UC Berkeley, NTU

Singapore Professional certificate of Tourism Crisis Management of University of Florida.

Content

What is Educational Travel History of ET Content and component of ET Product Development ETC and consumer behavior

Definition

Tourist- World Tourism Organization defines tourists as people who "travel to and stay in places outside their usual environment for more than twenty-four (24) hours and not more than one consecutive year for leisure, business and other purposes not related to the exercise of an activity remunerated( 酬勞 )from within the place visited.

Definition

What is Education Tourism? education tourism or edu-tourism refers to any "program in which participants travel to a location as a group with the primary purpose of engaging in a learning experience directly related to the location" (Rodger, 1998, p.28).

Definition

“Today’s travellers are not fulfilled by getting on a tour bus. They want an interaction that comes from a host community,they want to go and learn something — to feel and touch.” Peter Semone, Vice President–Development for the Pacific Asia Travel Association (PATA). “

Definition

Definition

4L tourism (landscape, leisure, learning and

limit): responding to new expectations of tourists , with specific behavioural and motivational features

Definition

"All intellectual improvement arises from leisure."

- Dr. Samuel Johnson (Boswell, 1992)

Definition

The notion of traveling for educational purposes is not new (Gibson, 1998; Holdnak & Holland, 1996; Kalinowski & Weiler, 1992) and its popularity in the tourism market is only expected to increase (Gibson, 1998; Holdnak & Holland, 1996).

Definition

The size of the word market for international education travel is estimated to have increased from 4.8 million trips in 1985 to almost 8 million trips in 1996 (Smith & Jenner, 1997). This figure represents more than a 66% increase.

Worldwide Education Travel Trips and Spending, 1980-96

810800781771756Spending per tripUS

6.46.05.03.73.4Spending(US billion)

7.97.46.44.84.5No of Edutour(mn)

19961995199019851980

Adapted from Smith & Jenner, 1997

Benefits of Educational Travel ( Randell, 1992):

1. immediate and personal experience of an event, place, or issue that cannot be duplicated

2. offers opportunities for individuals within the group to explore specific and even individual issues and interests with other participants and the leader in a way that is usually impossible in the more usual educational environments.

Benefits of Educational Travel ( Randell, 1992):

2. provides the opportunity to combine leisure with a learning experience that is directed and meaningful

3. exposure to a different set of cultural values can lead to dramatic changes in a participant's perceptions and attitudes

Definition

Definition

Experience of Travel (own desire, well being, getaway.. ) ≠ learning Experience(to learn about the various aspects of

the destinations they visit, the people, lands, and alternative cultural experiences ….)

Educational Tourism Origin

First Leisure Travel Tour1845 Thomas Cook’s first leisure-only trip, to Liverpool. He checks the hotels and restaurants beforehand and organises the rail transport. 350 people take part

﹖

Educational Tourism Origin

Motivation of Thomas Cook , a Baptist, an evangelist, publisher of pamphlets and temperance promoter.

Objective - travelling in the East Midlands

was to get people together in a leisure context and to mix entertainment and education in a programme of activities for them

Educational Tourism Origin

Grand Tour - 1660 till mid 19th century Standard Itinerary served as

educational rite of passage (ritual event that marks a person's

progress from one status to another)

Educational Tour Origin

The primary value of the Grand Tour, it was believed, lay in the exposure both to the cultural legacy of classical antiquity and the Renaissance, and to the aristocratic and fashionably polite society of the European continent

-New York Times

Map of grand tour taken by William Beckford in 1780

Educational Tour Origin

Age of Discovery/Exploration 15th-17th Centuries

Educational Tour Origin

Stone Age -Stonehenge is being built and is attracting travellers, for religious rituals or to use it as a place of supposed healing, astronomical or tribal reasons. Attractive power be a motivation for tourist travel.

Content and Component

Content and Component

Design an educational day tour in TST!

Content and Component

Educational tours or field trips are learning experiences outside the classroom. These trips supplement classroom learning by providing students with an opportunity to see the actual places, artifacts, flora and fauna, or phenomena that are described in textbooks and lectures. They also enrich the students’ experiences by exposing them to situations that are new to them. Educational tours may also be undertaken by family groups, whether homeschooling or not. At the vocational and college level, highly specialized field trips may be taken in order for students to gain firsthand knowledge on their major.

Content and Component

Criteria determining the itinerary2. How effective will the itinerary be in

achieving the learning objectives for the activity?

3. Are the venues sufficiently educational and at the same time interesting to the students and appropriate to their age level?

4. Is each venue large enough to accommodate the group?

Content and Component

1. Is the venue is safe, comfortable, and equipped with sufficient facilities? You might have a problem if you go to a place where there are no bathrooms or where children can easily wander off and get lost.

2. How many school subjects or lessons can you relate the field trip to?

3. Is there a wide enough variety of attractions and activities to prevent boredom?

Content and Component

1. Are rest stops provided at appropriate points during the field trip?

2. How taxing ( 負擔 ) are the activities? Make sure that the amount of physical exertion is limited to what is manageable for the students and that there is enough time to rest between physical activities.

3. Is the tour affordable? Compare the rates of various tour operators and venues

Content and Component

1. Can the number of sites be covered at a leisurely enough pace? The number of venues should be limited so that students will have enough time to appreciate what the place has to offer. About an hour is sufficient for most museums, parks, and historical sites but more time should be given for larger venues with more activities to offer.

Content and Component

1. How likely is it that students could have gone to the place on their own? Try to choose places that most students would not have visited.

2. Are tour guides and learning materials like videos and brochures provided by the tour company or at the venue?

3. Are the sites convenient and cover the itinerary efficiently? To avoid wasted time, the sites should not be too far. A nearer venue that has similar attractions should be chosen over farther ones.

Content and Component

Content and Component

Ken Ching See-ho is founder and director of Eco-education and Resources Centre, an organization aimed at promoting eco-tourism in Hong Kong. He is also director of EcoTour Travel, a company providing ecological tours in

Hong Kong and other parts of the world.

城市大學環境教育工作坊

HKU 海洋論壇

Content and Component

Content and Component

Dr Young Ng

School of Geosciences, the University of Sydney, Australia.Chairman of the Association for Geoconservation of Hong Kong and member of the Preliminary Nomination Working Committee of the Hong Kong World Geopark.PhD research title: Geopark and Geotourism: a management approach for valuable geological heritages in China.

Content and Component

Study Global warming Impact

Tour of Ilog ni Maria Honeybee Farm 1700

Proceed back to Tagaytay 1530

Fishing Village StyleLate lunch along the way 1430

Guests will go to the crater

thru horseback Taal Volcano crater tour1200 - 1400

trekkingProceed to Taal Volcano 1130

Talisay tourism officer 1100

Presentation by volcanologist

Arrive Talisay and meet with PHILVOCS Representative

0900

Proceed to Talisay, Batangas 0800

Breakfast 0700

Geotourism ItineraryAugust 21, 2009 (Friday)

Content and Component

8:50 am : Welcome address by Mrs Colette Padet, Vice-president of the University of Reims and pedagogical director for the Diploma

·9-12 pm : Evolution of food consumption: what does the economic analysis teach us?(Pierre Combris, research director for INRA)

·12:30 pm : lunch at Café du Palais (5 minutes on foot)

·2-4 pm : Food packagings(Jacques Dumonceau, professor of chemistry at the University of Reims and Joaquin Orozco, packaging consultant)

·4:30-5:30 pm: vins clairs* tasting at Piper & Charles Heidsieck champagne house, with Myriam Faure-Brac, enologist, 2008 alumni. * a vin clair (« clear wine ») is a champagne wine whose alcoholic fermentation is over and is ready to be assembled with other wines before being bottled, where it will start a second fermentation to eventually become a champagne.

6 pm : Return to the hotel/Departure from the hotel: 7:10 pm

·7:30 pm: Pedagogical dinner on Champagne & Food Pairings under the auspices of the Winemakers’ Association of Champagne.

Students will be welcomed at Champagne Charles Heidsieck. Return to the hotel around 10:30 pm

Content and Component

CT User Behavior

ET user Behavior

There is a lack of reliable and appropriate (e.g. age and gender dis-aggregated) research data on the determinants of tourist demand, motivation and behaviour. Few countries, whether tourist sending or tourist receiving countries, collect such data that are helpful under sustainable development criteria. Most studies of tourist behaviour focus on mainstream markets or market segments, rather than assessing or modelling sustainable alternatives

ET user Behavior

Different tourist types by Holden (2008)

Recreational: Where emphasis is placed on restoring well being, profiting from entertainment, and returning to their society happily.

Diversionary: where the tourist seeks diversion from their mundane every day social centre

ET user Behavior

Experiential: where the behaviour of the tourist is largely aimed toward experiencing the guest culture, although remaining aware of it s „otherness and ‟ ‟inherent difference to the visitor s ‟society.

Experimental: where the tourist experiments with different ways of living within, rather than simply visiting, foreign cultures.

ET user Behavior

Existential: where the tourist finds a spiritual centre located elsewhere to their home society. (resonating)

ET user Behavior

Recreational and Diversionary tourists do not seek a learning experience from tourist experiences, whereas Experiential, Experimental, and Existential tourists are looking to expand their knowledge, and gain from the cultures and destinations they visit.

ET user Behavior

超越

基本

ET user Behavior

Past - passive type of tourist experience

Now - a more learning or “experiential” participation.

ET User Behavior

Diverse choices -

ET Product Development

ET Product Development

Partnerships – Academic/Professionals

ET Product Development

Malaysia Case -The main agency responsible for

the development of educational tourism is the Higher Education Ministry while the Tourism Ministry helps in terms of its promotion.

ET Product Development

USA Case – Council for Educational

Travel USA (CETUSA) "reaching out to encourage a lifelong journey of global peace and understanding..."

High School Program, Inbound and OutboundPrivate School ProgramsCommunity College ProgramShort-Term Programs, Inbound and OutboundTotal Immersions, Inbound and OutboundWork and TravelInternshipTraineeStudent Trips

ET Product Development

- Travel Study Testimonials – consumer survey

“My Travel Study Program to the Netherlands, Luxembourg and Belgium was not only an exciting adventure through new cultures, but it was an entire new way to experience my Berkeley education and resulted in the educational experience of a lifetime." --Szasha Ozard, Netherlands, Belgium & Luxembourg ’09

ET Product Development

The aim of the EMBOK executive is "To create a framework of the knowledge and processes used in event management that may be customized to meet the needs of various cultures, governments, education programs, and organizations."

Conclusion

” 讀萬卷書不如行萬里路” – 早的典故，是來自西漢劉向的《說苑》，

當中轉述春秋時代的一個《炳燭夜讀》的故事：晉平公問樂師師曠 , [ 吾年六十，老將至矣！惟平生有三願：登萬重山，行萬里路，讀萬卷書… ..] 。

Conclusion

見識，學識，人多含混其辭。昔人所謂“讀萬卷書，行萬里路”，以廣聞見︰“行萬里路”，然後可以言“見”；“讀萬卷書”，然後可以言“學”。有“識”者必待“見”與“學”；有“見”與“學”者，未必有“識”。具卓“識”者其在“思”乎 ? 然則“學而不思則罔；思而不學則殆”。學而達于識，必因才以佐成之，才學有高下，其識之高下亦然。