How do we encourage an appetite for a career in tourism?

A recent SHTA article in this newspaper examined the notion that there is a 'glass ceiling' in Seychelles, which some people believe prevents Seychellois tourism professionals from occupying senior management positions, especially in the larger tourism enterprises. SHTA has always challenged this perception, pointing out that when suitably qualified and experienced locals aspire to undertake greater responsibility they have as much chance as an expatriate — perhaps even having a cost-based advantage over competition from overseas.

The consensus view across the tourism sector is that we need more Seychellois to commit to tourism as a life-long career path, inclusive of working at the highest level in hotels and complementary businesses. But there are major challenges to achieving this — a general lack of interest, particularly amongst younger Seychellois, an adversity to meeting industry requirements with regards to working weekends and public holidays (tourism is a 365 day a year business), and shortcomings within the school and post-school training options — to name but a few.

SHTA believes that a meaningful increase in the number and quality of local staff will take some time to realise, and will involve a number of different government and private sector entities working closely together. Alongside the obvious players; ministries responsible for tourism, education and employment, the private sector and the professional centres will have an important role to play. Of course such collaboration already exists, but it is a little fragmented and uncoordinated, something which we will return to — with a solution/proposal — towards the end of this article.

The most fundamental tool for improvement is, and always has been, education. SHTA believes that the statutory school curricula (basically what is taught) must include units which explain the importance of tourism to the economy of the nation, and unwrap for all students the many possible career opportunities in the tourism sector in Seychelles. This should begin at primary school level and should be afforded a high status by being included in the formal academic timetable. After school clubs have added value of course (SHTA recognised this by starting Tourism Clubs in the majority of state and private schools in pre-pandemic times) but young people who attend do so in a voluntary capacity. Many do not choose to do so and therefore need to be exposed to tourism units in the regular school day.

Tourism education units should be part of a blended portfolio of lessons which cover such things as the economy, productivity, work ethic, money management and other core life skills. This content should continue and expand within the secondary sector without threatening to asset-strip (in terms of time) the core curriculum and examination courses. To do this well presents resource challenges. Teachers would require training, appropriate resources would need to be purchased or commissioned, and, as implied above, the curriculum time for this programme would have to be taken from somewhere.

SHTA's view is that successful partnerships between schools and the private sector would be essential to the realisation of such a programme, in the manner in which individual tourism businesses currently support the Department of Tourism and the Ministry of Education in delivering after-school tourism-focussed experiences. This interaction is also fundamental to the success of the Seychelles Tourism Academy which, theoretically, should be the hothouse for developing talented young Seychellois with aspirations to work in tourism. This collaboration should include curriculum planning and content as well as work experience placements which, from the private sector's point of view, are currently often unsuccessful. General Managers of hotels have reported that incoming STA students are more interested in 'phone-gazing than working, a sign which can be attributed to the Academy not adequately preparing students for internships in terms of the host's expectations and general work ethic. We understand that these concerns are being addressed by a new management team.

Apart from the STA there are other pathways into tourism post-secondary education. The Hilton FITR programme has successfully trained dozens of young Seychellois. Based at Labriz on Silhouette Island, the programme takes a holistic approach, developing confidence and skill sets across a broad range of contexts. The programme also incorporates meaningful internships and promises progression within the group (here and overseas) for successful graduates. The drop-out rate is almost non-existent. Unsurprisingly the FITR programme is over-subscribed. Constance group has a proud record of exceptional and accredited in-house training, however the difference here is that this is open to existing employees. FITR recruits from outside following an 'open call' to the community.

Successive governments have also tried to boost Seychellois involvement at higher levels across the tourism sector by sending students overseas — specifically to Shannon College in Ireland — however this initiative has not, over time, provided a good return on the significant costs involved, with many graduates choosing not to work in tourism upon their return to Seychelles. One reason often given for this is the unreasonable expectations adopted throughout, and at the conclusion of, the programme, which led to returning graduates expecting an instant and highly-paid management position and the inevitable disappointment when this did not materialise. The Shannon programme has now been terminated.

However individual Seychellois progress in the tourism sector they will — as we all do — need ongoing professional development. SHTA has provided inservice training courses for hundreds of tourism professionals, often working with third parties to provide relevant and cutting-edge training designed with the needs of the industry at heart. The majority of our trainees have been from smaller establishments which do not always have the resources to deliver the support that their staff need. The Department of Tourism similarly offers professional development opportunities. These initiatives, which support people once they are in post, are essential components of a progressive career structure.

SHTA believes that the encouragement and accommodation of greater numbers of Seychellois at all levels of the tourism sector is dependent on further improvements to the state and private sector educational institutions, working closely with key tourism businesses. Realistically this means bringing larger properties and related businesses on board, since they have the human resources to contribute effectively. It also requires government to pay attention to what the private sector advocates in order to avoid a credibility gap between what administrators think businesses want (in HR terms) and what they actually need.

Currently there are many initiatives seeking to achieve these objectives; some lesson content, some after school projects, formal and informal internships, hotel-based training programmes etc. However there is not, as far as we know, one 'hub' — a forum which, whilst not controlling these different initiatives, does provide a masterplan which links all parts together, avoids duplication and encourages an effective interface between all key partners, state and private. This could be in the form of the governing body of an academy, or through an independent group which has representation from all contributing partners. However this might be realised it would need to be a forum through which things happen, where good and well-considered initiatives can be executed with the minimum of delay, and where overall strategic objectives are endorsed by experts from both sides of the public/private divide.