Guatemala Case Study FV 21AUG2015

GUATEMALA
CASE STUDY
April 2015 TECHNICAL AND VOCATIONAL EDUCATION AND
TRAINING (TVET)
GUATEMALA
With many thanks to the French Development Agency (AFD) for financing this
study.
Region: Caribbean
Project Name: Training for Careers in Sustainable Tourism
Funding Agency: Agence Franaise de Dveloppement (AFD) -French Development AgencyTitle of Consulting Services: Study on Technical and Vocational Education and Training (TVET) in Tourism in the Greater
Caribbean
Date: October 2014 to April 2015
This project is an initiative of the Association of Caribbean States (ACS) in collaboration with the French
Development Agency (AFD), and is designed as a proactive approach to produce documentation and provide
recommendations for strategies and procedures to strengthen human resource capacities in cross-cutting areas
necessary for a sustainable and competitive Regional Tourism Industry.
Association of Caribbean States (ACS)
Secretary General Ambassador/Secretario General Embajador/ Secrtaire Gnral Ambassadeur
Alfonso Mnera Cavada
Director Sustainable Tourism / Director de Turismo Sostenible / Directorat du Tourisme Durable
Julio Orozco
5-7 Sweet Briar Road, St. Clair, P.O Box 660, Port of Spain.
Republic of Trinidad and Tobago.
Tel: 868-622-9575/ Fax: 622-1653
Website: www.acs-aec.org
Consulting firm: Certificaciones de Centroamrica, S.A. CERTIFICA

Consulting team for this consultancy: Ral Palma, Damaris Chves, Stephanie Simion, Gladys
Padilla, Denia Del Valle (Technical Coordinator), and
Carmen Rosa Prez (General Coordinator)
Website: www.certificaconsulting.com
[email protected]
EDITORIAL NOTE
Documents that are part of this study on "Technical and Vocational Education and Training (TVET) in tourism in the
Greater Caribbean" were made between October 2014 and April 2015, on the basis of various documents made under the
auspices of national, regional and international organizations since the themes, which form the central part of this
consultancy, have been addressed extensively for more than fifteen years. Used as reference documents and dating from
1995 to 2015, those are the work of professionals of various nationalities.
When these authors are cited in our texts, it means having used the style of writing, vocabulary and terminology used
originally; so, there is not a precise or rigorous homogeneity in the texts that make up this study with respect to the use of the
languages (Spanish, English and French).Additionally, the final documents that compose this study were originally written
in, either French, or Spanish or English. The translations of these documents are free-lance translations.
GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)
GUATEMALA
PRESENTATION
The following TVET Case Study was developed to provide information regarding the status of the technical
vocational and training programmes related to the tourism industry of the country. The Case Study highlights
the approach of the Instituto Tcnico de Capacitacin y Productividad INTECAP (Training and Productivity
Technical Institute) and its activities and efforts to strength the local capacity of the tourism labor force. It starts
with an overview of the economy and the tourism industry to put into context the importance of tourism in the
country.
It is not the purpose of this document to rewrite all the information that is available from several authors and/or
publications but to complement, amplify and supplement this report. Every effort has been made to make this
Case Study as accurate as possible. However, there might be some slight differences due to the fact that there
are not accurate or actual statistics on all themes. Although, several international and national organizations
have carried out researches that include not only statistic but some projections on the topics, just some the
information is included in this document.
Therefore, this Case Study should be used only as a general information and general reference and not as the
ultimate source on TVET in general and TVET for the tourism sector.
This Case Study on TVET in Guatemala was developed by CERTIFICACIONES DE CENTROAMRICA, S.A.
(CERTIFICA) under the consultancy Training for Careers in Sustainable Development of the Association of
Caribbean States (ACS) with the support of the French Development Agency (AFD). The CERTICA team members
that contributed to this Case Study were:
Denia Eunice Del Valle Barrera, Sustainable
Tourism and Human Resources Development
Specialist:
Gladys Mara Graciela Padilla A., Labor

Competencies Specialist:
Roberto Mazariegos, INTECAP:
Overview of the Tourism and Hospitality Industry

TVET Legislation and Policies
Country Education Profile
Country Education Profile
INTECAP Case Study
Administrative Structure of Labor Competencies
Methodology used to build key standards and
methodology to design competence-based training
modules
Process of development competence-based (key
and basic) curricular adaptation
Procedure for the assessment and certification of
key and basic labor competencies
Results to date
INTECAP prospects on tourism, hospitality and
gastronomy industries
Challenges related to TVET ad Competence-based
training for tourism sector in Guatemala
Recommendations
Main research contributor
GUATEMALA
TABLE OF CONTENT
I.
II.
OVERVIEW OF THE TOURISM AND HOSPITALITY SECTOR........................................................................ 5

A.
OVERALL COUNTRY PROFILE.......................................................................................................... 5
B.
TOURISM PROFILE ......................................................................................................................... 7

1.
TRENDS IN NICHE MARKETS ................................................................................................... 9
2.
IMPACT IN ECONOMY .......................................................................................................... 11
3.
EMPLOYMENT IN TOURISM ................................................................................................. 14
4.
COMPETITIVENESS ............................................................................................................... 15
EDUCATION OVERVIEW ......................................................................................................................... 17

A.
FORMAL SCHOOL SUBSYSTEM..................................................................................................... 18
B.
EXTRACURRICULAR OR INFORMAL EDUCATION .......................................................................... 21

1.
C.
MIDDLE TECHNICAL EDUCATION OR TECHNICAL COLLEGES ........................................................ 23
D.
INTERRELATIONSHIP BETWEEN THE EDUCATION/TRAINING SYSTEMS ....................................... 24

1.
III.
IV.
RELATIONSHIP BETWEEN TRAINING AND EDUCATION ........................................................ 24
E.
EDUCATION LAWS ....................................................................................................................... 26
F.
NATIONAL POLICIES AND LEGISLATION RELATED TO TVET .......................................................... 27
STRUCTURE OF THE LABOR COMPETENCIES MANAGEMENT................................................................. 28

A.
MINISTRY OF LABOR AND SOCIAL WELFARE................................................................................ 28
B.
INSTITUTO TCNICO DE CAPACITACIN Y PRODUTIVIDAD INTECAP (TECHNICAL INSTITUTE FOR

TRAINING AND PRODUCTIVITY)................................................................................................... 29
METHODOLOGY USED FOR THE CONSTRUCTION/IMPLEMENTEATION OF KEY STANDARDS AND LABOR

COMPETENCIES OR METHODOLOGY USED TO DESIGN TRAINING PROGRAMS CONTENTS INDUCLING
STAKEHOLDERES CONSULTATION PROCESS ......................................................................................... 30
A.
V.
CRITERIA FOR EDUCATIONAL ESTABLISHMENTS FROM THE MINISTRY OF EDUCATION....... 22
INTECAPS COMPETENCY IMPLEMENTATION IN THE TOURISM SECTOR ..................................... 30

1.
TRADITIONAL APPROACH PROGRAMS ................................................................................. 31
2.
LABOR COMPETENCY APPROACH ........................................................................................ 32
B.
COMPONENTS OF TRAINING BY OCCUPATIONAL SKILLS ............................................................. 33
C.
OCCUPATION AND COMPETENCY LEVELS FOR THE DESIGN AND IMPLEMENTATION OF INTECAPS
TRAINING PROGRAMS ................................................................................................................. 33
CURRICULUM ADAPTATION DEVELOPMENT PROCESS, BASED ON KEY AND BASIC STANDARDS .......... 35
GUATEMALA
VI.
EVALUATION AND CERTIFICATION PROCEDURE OF KEY AND BASIC LABOR COMPETENCIES ................ 37
VII.
RESULTS TO DATE OR EXPECTED RESULTS IN THE SHORT AND MEDIUM TERM .................................... 37
A.
INTECAP TRAINING OFFER IN TOURISM SECTOR ......................................................................... 38

1.
TECHNICAL MIDDLE LEVEL OR MIDDLE MANAGEMENT ....................................................... 38
2.
TECHNICAL MIDDLE LEVEL OR SUPERIOR ............................................................................. 38
3.
FORJA FORMACIN DE JVENES Y ADULTOS (YOUTH AND ADULT EDUCATION AT THE

OPERATIONAL LEVEL) ........................................................................................................... 39
B.
INTECAP PROJECTIONS IN HOSPITALITY, TOURISM AND GASTRONOMY AREAS ......................... 40
C.
SUCCESS KEY ELEMENTS OF THE PROGRAM OR METHODOLOGY OF VOCATIONAL EDUCATION OR

VOCATIONAL TECHNICAL TRAINING ............................................................................................ 41
D.
OPPORTUNITIES AND CHALLENGES OF THE ORGANIZATION ON THE SUBJECT OF VOCATIONAL

EDUCATION AND/OR TECHNICAL AND VOCATIONAL TRAINING BASED ON COMPETENCIES FOR
THE JOB. FUTURE ORGANIZATION PLANS.................................................................................... 41
VIII. OTHER CHALLENGES RELATED TO TVET AND TRAINING BY COMPETENCIES IN THE TOURISM SECTOR
AND OTHERS IN GUATEMALA ............................................................................................................... 45
A.
DIVERSIFIED CYCLE COVERAGE AND QUALITY ............................................................................. 45
IX.
RECOMMENDATIONS ............................................................................................................................ 46
X.
ACRONYMS AND ABREVIATIONS........................................................................................................... 48
XI.
SOURCES AND REFERENCES................................................................................................................... 50
ANNEX - LIST OF POST-SECONDARY TOURISM VOCATIONAL INSTITUTIONS ................................................... 53
GUATEMALA
I.
OVERVIEW OF THE TOURISM AND HOSPITALITY SECTOR

A.
OVERALL COUNTRY PROFILE
Guatemala is located in Central America, bordering the North Pacific Ocean, between El
Salvador and Mexico, and bordering the Gulf of Honduras (Caribbean Sea) between
Honduras and Belize. With a total area of 108,889 square kilometers is a land of numerous
volcanoes and mountains, tropical forest, exotic flora and fauna (along with 14 other
countries in The Americas, Asia and Africa, Guatemala is considered a megadiverse1 county
in the world), a strong indigenous culture, and the nest of the Mayan Civilization.
Guatemala has a rich cultural heritage and considerable economic potential, but a
challenging history of conflict and exclusion. The country has made progress in consolidating
democratic institutions since the end of the 36-year civil war in the mid-1990s. Economic
and social challenges remain, however, including achieving higher and more equitable
growth. 2
Guatemala is the most populous country in Central America (14.6 million on inhabitants
estimated as of July 2014), and has the highest fertility rate in Latin America. It also has the
highest population growth rate in Latin America (1.86% est. 2014), which is likely to continue
because of its large reproductive-age population and high birth rate. Almost half of
Guatemala's population is under age 19, making it the youngest population in Latin America
(21.7 years, est. 2014). Guatemala's total fertility rate has slowly declined during the last few
decades due in part to limited government-funded health programs. However, the birth rate
is still more than three children per woman and is significantly higher among its rural and
indigenous populations.3
Guatemala is a constitutional democratic republic with an administrative division of 22
departments (departamentos) and 335 municipalities. The GDP per capita is roughly onehalf that of the average for Latin America and the Caribbean. The 1996 peace accords, which
ended 36 years of civil war, removed a major obstacle to foreign investment, and since then
Guatemala has pursued important reforms and macroeconomic stabilization. The Dominican
Republic-Central America Free Trade Agreement (CAFTA-DR) entered into force in July 2006,
spurring increased investment and diversification of exports, with the largest increases in
ethanol and non-traditional agricultural exports.
Tourism is the main foreign income source followed by coffee, bananas, and sugar cane.
Other industries such as textiles and clothing, furniture, chemicals, and rubber also are
Megadiverse are those countries with the highest biodiversity indexes of the world. Nine of these are in The Americans,
four in Africa and six in Asia.
2
Guatemala Country partnership strategy for the period 2013-2016. World Bank
3
https://www.cia.gov/library/publications/the-world-factbook/geos/gt.html. Accessed on April 4th, 2015.
GUATEMALA
important contributors to the national economic development. Some foreign investments in

mining, oil extraction, and renewable power generation are flourishing in the latest years.
Labor force of the country is 4,576 million (est.2014), 38% involved in agricultural activities,
14% in industrial processes and activities, and 48% in services.
The telephone system has a modern network, which is centered in Guatemala City. A Stateowned telecommunication company privatized in the late 1990s opened the way for free
competition; fixed-line density is roughly 10 per 100 persons; fixed-line investments are
being concentrated on improving rural connectivity; mobile-cellular tele density approaching
140 per 100 persons. Landing point for both the Americas Region Caribbean Ring System
(ARCOS-1) and the SAM-1 fiber optic submarine cable system that, together, provide
connectivity to South and Central America, parts of the Caribbean, and the US; connected to
Central American Microwave System; satellite earth station - 1 Intelsat (Atlantic Ocean)
(2013)4..
Four privately owned national terrestrial TV channels dominate TV broadcasting; multichannel satellite and cable services are available. There is one government-owned radio
station and there are hundreds of privately and community-owned radio stations within the
country.
There are two international airports, La Aurora International Airport located in Guatemala
City and Mundo Maya International Airport located in Petn; there are also 16 small
municipal or private landing paved runways, 275 unpaved runways, and several private
owned heliports mainly in Guatemala City. A total of 11,501 kilometers of roadways, 6,797
of which are paved; and 990 kilometers of waterways; plus two passenger and freight ports
and terminals (Puerto Quetzal in the Pacific coast and Santo Toms de Castilla in the Atlantic
coast).
Despite the global financial crisis and recent natural disasters, Guatemala continues to have
huge potential for economic growth; due to its privileged location and logistical performance
is the economic hub for Central America and the meeting point for businesses. The
attraction of Foreign Direct Investment has increased in the last years ($1.3 billion in
2013).
Guatemala is not only a country with wide cultural diversity, beautiful landscapes, and a
highly developed capital city (the most developed in Central America); it is also an excellent
destination for investments in a wide variety of industries. According to UNCTADs World
Investment Report 2013, Guatemala is ranked among 20 countries at the worldwide level
with high rates of return on foreign investment. In fact, it is ranked as the third country in
https://www.cia.gov/library/publications/the-world-factbook/geos/gt.html
GUATEMALA
Latin America with high returns, just below Peru and Paraguay. Just one more reason to
invest in Guatemala.5
Guatemala has solid infrastructure and increasing technological avidity, positioning itself as
the metropolis of the region. Since 2003, the country has shown an important growth in
Foreign Direct Investment (FDI) index, which shows the strength of its economy and the
confidence of large foreign and multinational companies.
B.
TOURISM PROFILE
Guatemala, the heart of the Mayan World. The historic, natural, and cultural heritage of
Guatemala may be discovered throughout the whole territory. The magic and mystery of the
Mayan world subsist in the millenary cities such as Tikal, Yaxh, Aguateca, and Quirigu among
others. The faces, the colorful regional costumes, and the kindness of the people from the
highlands are like an echo of an impressive colonial past that may be heard in the churches and
convents of Antigua Guatemala. Such resonance is also the contact with an exuberant nature,
which is the origin and destination of a unique biodiversity in the world.6
The Guatemala Tourist Commission (Instituto Guatemalteco de Turismo INGUAT) divided the
tourism offer of the country in 7 destinations:
5
6
Guatemala, modern and colonial; which includes Guatemala City and the Central Valley
as well as Antigua Guatemala and its surroundings. Entertainment, distraction sites, and
business facilities ca be found in Guatemala City as well as health and wellness facilities,
shopping centers, golf courts and convention centers. Colonial and Neoclassic buildings
and cities such as the Centro Histrico de la Ciudad de Guatemala (Historic Center of
Guatemala City) where 400 years churches and many museums are part of the attractions.
Antigua Guatemala, third colonial city founded by the Spanish Conquers is a World
Heritage Site that attracts millions of national, regional and international tourists,
especially during Easter Week, as it is famous for its beauty and colorful rugs and
magnificent and stunning processions.
Highlands, living Maya culture: It is a region that offers the perfect combination of
natural beauties, spectacular mountain landscapes and traditions of living Mayadescendant cultures. The highlands of Guatemala provide a folkloric display that unifies
the pre-Columbian cosmogony and the customs of the conquerors. Most known and
main sites are Chichicastenango, Atitlan Lake, Quetzaltenango, and Todos Santos
Cuchumatn. However, many picturesque small towns that offer numerous options of
personal encounters with its communities can be found; which is ideal to enjoy the
cultural diversity, to learn languages, and to live local traditions.
http://www.investinguatemala.org/en
http://www.visitguatemala.com/en
GUATEMALA
Petn, adventure in the Mayan World. Petn is the biggest department of Guatemala
(35,854 square kilometers). The department holds a unique historic value for its
archaeological richness, its rich fauna and its biosphere reserve, one of the most important
and biggest one in The Americas. Tikal, World Cultural and Historical Heritage Site is one
of more than 300 archaeological sites within the country. Yaxh, Ceibal, Aguateca, San
Bartolo and El Mirador where the biggest pyramids, for the size of its base, of the Mayan
world. Another interesting site is Uaxactn that had an astronomical observatory in one
of the most important buildings of the area. These places were the scenery of the Mayan
culture development.
Izabal, a green Caribbean. With an original charm, rich ecosystems and happiness of the
Garifuna culture, Izabal offers is a small sample of the exuberant and natural beauty of the
Caribbean. Ro Dulce, Bocas del Polochic, Punta de Manabique, and Biotope Chocn
Machacas are some other natural protected areas in the region. Here is also Quirigu,
another World Cultural Heritage, where the famous Estela E, the biggest Mayan stela,
of 10.5 meters high is found. Besides, the experience of visiting Castillo de San Felipe, built
in the colonial era to avoid English pirates attacks, is offered to visitors. The stunning Lago
de Izabal, the largest in the country, the contrast among jungle, rivers and sea, and the
mixture of the Garifuna and Mayan cultures make this a magic and fantastic paradise.
The Verapaces, natural paradise. This region is characterized for its caves (Lanqun and
Candelaria are the most famous), its leafy forests, singular waterfalls, natural pools, and a
variety of flora and fauna. Its territory is ideal for those who like extreme sports, and
outdoor recreation such as water rafting at the Cahabon River. In the humid forest the
Quetzal Biotope (Biotopo del Quetzal, Mario Dary) is located. Other important attractions
are Semuc Champey, for its waterfalls of 40 feet high and a natural limestone bridge of
great ecologic richness since more than 100 bird species have been identified. All these
and more make this region one of the favorite destinations for adventure, ecotourism, and
community-based tourism.
The Pacific Coast, exotic and diverse. Extensive coasts of volcanic sand will welcome
visitors to a beautiful place of natural reserves. Its splendid 300- kilometer- long beach
allow visitors to practice surfing and sport fishing, especially sailfish, sport that has been
recognized as number one in the region and second in the world. The habitats of this
region are great for the development of turtle hatcheries and mangroves, and facilitate
the subsistence of the ecosystems for diverse species. In this region, it is also possible to
climb volcanoes, to practice birdwatching, to visit important archeological sites like Takalik
Abaj in Retalhuleu and El Bal in Escuintla. In Retalhuleu, the whole family may also enjoy
important recreational and theme parks that allow the experience of harmony and
entertainment.
The East, mystical and natural. This is one of the religious centers of most importance for
its spiritual awareness and mysticism. Sierra de las Minas is home of more than 885 species
of mammals, reptiles, and birds being 20 of them endemic bird species that live in the
cloud forest reserve, the most extensive of Central America. Esquipulas is an important
destination for religious meetings and its icon is the well-recognized Basilica Menor del
Cristo Negro. This region also offers trips around natural treasures like the Ipala Volcano
and Lagoon and the Gija Lagoon. Its visitors are delighted with the ecologic excursions
GUATEMALA
and the enjoyment of the parks and history of the Paleontology and Archeology Museum
Ing. Roberto Woofolk Saravia in Estanzuela. Such museum keeps skeletons of mastodons
and whales that are 50 thousand years-old. Besides, this region possesses colonial
churches and artistic treasures worthy of visiting.
Besides all that, Guatemala was ranked among the top 10 happiest countries in the world,
according to the "Happy Planet Index" of the New Economics Foundation, which makes it a
perfect getaway destination.
1.
TRENDS IN NICHE MARKETS 7

Guatemala offers a broad range of possibilities for those who prefer specialized tourism with
excellent services and cordiality like the one that distinguishes Guatemalans.
A)
WEDDINGS & HONEYMOONS
The diversity of wedding locations or honeymoon destinations to choose from in Guatemala, will
range from a romantic colonial city declared a "Cultural Heritage of Humanity Site" by UNESCO
to magnificent gardens with views of a lake nominated for the New 7 Wonders of the World or
views of majestic volcanoes. There are an extensive selection of unbelievable destinations to
choose from and also numerous activities to enjoy like canopy, rafting, and volcano climbing,
golf, sport fishing, bird watching or hiking, In addition to these wonderful advantages, the best
part of having a wedding or honeymoon in Guatemala is to have a more glamorous, less
expensive experience.
B)
CULTURAL TOURISM / MAYAN COSMOVISION
Guatemala, host of experiences that can be lived only in this country, is a rich country for its
culture and abundant nature with attractions that invite visitors to learn about the integrative
conception of an ancestral legacy. Such legacy, mystic and holistic, is able to induce the traveler
to find delight in the historic, harmonic, spiritual, natural, and living components , unique in the
communities of the country. These experiences are combined with the warmth of people, who
preserve the cultural and natural heritage, and share their lifestyle, work, knowledge and culture
with visitors. The tourist destinations are available for those who want to enjoy tourism that
fulfills all kinds of expectations, since they provide a variety of enchanting sites to visit; for
example, landscapes, sacred Mayan temples, museums, communities, and local plazas.
C)
BUSINESS MEETINGS TOURISM
Guatemala offers a privileged geographic location, the best hotel rates in Central America,
infrastructure, and experience for the organization of conferences, conventions and incentive
trips for business tourism. The city also offers national hotels and international hotel chains of
http://www.visitguatemala.com/en/planning/what-to-do-in-guatemala#.VTWu1Ol_nIU
GUATEMALA
four and five stars, modern facilities, convention centers, and a space to celebrate fairs with
18,885 square meters (104,500 square feet).
D)
CRUISE SHIP INDUSTRY
In the heart of the American Continent and with access from the Atlantic and Pacific Oceans,
Guatemala is a compulsory destination for cruise ships. Visitors may enjoy the touristic richness
of the country, like colonial cities, Mayan cities, natural beauties, and overwhelming landscapes.
Not to mention the local handcrafts shops and rural communities. The ports of Guatemala own
a modern infrastructure and specialized facilities that allow the access of all types of boats. In
the Atlantic Coast of Guatemala, it is located the Port Santo Toms de Castilla, which is naturally
protected from hurricanes for its geographic location. Therefore, it is a fast-growing economic
industry for the country. On the other hand, Port Quetzal provides service mainly in the Pacific
Coast and West Coast of the American Continent, and due to its closeness of the Panama Canal
to the rest of the world. Guatemala offers a unique experience full of culture and exotic
destinations for cruise ships arriving from both coasts.
E)
SPORT AND ADVENTURE TOURISM
Surfing, rowing, mountain cycling, hiking, horseback riding, canopying, fishing, and golf are some
of them. The country has quickly become into one of the favorite destinations for golf players.
Its pleasant weather allows the athlete to enjoy such sport during any season of the year in world
class fields. Guatemala is also well-known to be the best destination for the practice of sport
fishing of the sail fish and marlin. The country keeps the best scores of liberations per day, per
boat per day, and per boat per year. It is one of the few countries that regulate such sport with
the usage of circular hooks that do not harm and guarantee the conservation of the specie. Other
species that can be fished are the blue marlin, black marlin, tuna, and trout. Besides, the visitor
may admire hunchback whales and dolphins. Canopying is a great adventure that allows visitors
to observe a variety of flora and fauna from the top of the trees. Guatemala has norms that
regulate this activity. The Pacific Coast waves are some of the best in the world to practice surfing.
The water temperature is incredible during the whole year, different beaches are one hour away
from the city, and the prices are accessible. These are some reasons why practicing this sport is
an adventure. The variety of rivers in Guatemala to practice rafting are of level two to five, and
provide the possibility to practice the sport during most part of the year. The rivers where rafting
can be practiced in the Caribbean of the country are not only spectacular for their blue water,
but also for the monkeys, toucans, and guacamayas that can be seen through the run.
F)
HEALTH AND WELLNESS TOURISM
Guatemala is a dream destination for visitors who require a medical treatment, since it is the
perfect combination of first class health services and a beautiful location. Along with the
conventional medicine, Guatemala also offers centers of alternative medicine, recreational and
relaxation centers. All these factors are added to the excellent spring-like weather, ideal for
recovery and relaxation. The hospitality and the competitive prices are advantages that
distinguish Guatemala from other destinations.
10
GUATEMALA
G)
BIRDWATCHING
Even though Guatemala is a small territory, it is a huge country regarding natural and cultural
diversity. The country holds natural and diverse environments that go from beaches to volcanoes
and from dry forests to tropical humid jungles. In these ecosystems, Guatemala reports 732 bird
species from which at least 150 are native of the regions. The country has developed five tourist
routes for birdwatching. Such routes are: Center of the Highlands, Pacific-coast line, CaribbeanWest, the Verapaces, and Petn which together conform a total of 42 destinations having
facilities for birdwatching. Among the bird species that stand out are: the ocellated turkey, the
Horned Guan, the Pink-headed Warbler, the resplendent Quetzal, and the Cabanis Tanager.
Birdwatching is an important segment that contributes to the protection of the natural and
cultural heritage as it motivates the formation and assistance to the protected areas and the
development of communitarian tourist projects.
H)
SPANISH SCHOOLS
Guatemala is one of the favorite destinations in Latin America for learning Spanish through
personalized methodology regulated by the Ministry of Education of Guatemala in different
study programs. Students that come to learn the language have also the opportunity to stay with
Guatemalan families in their own home and share with them their daily life. This experience
increases the vocabulary learnt in class and the knowledge of the customs of the
country. Students may also enroll in other activities to enrich their learning such as social work,
cultural excursions, dance lessons, tours, cooking lessons, and sports among others. Guatemala
owns a variety of destinations for the learning of Spanish which can be also enjoyed by
experiencing the nature, the biodiversity, the ecotourism, the sun, the beaches, the volcanoes,
adventure, Mayan and colonial cities, culture, traditions, and exquisite gastronomy.
2.
IMPACT IN ECONOMY
Tourism is one of the top five important sources of economic growth for the country. Its
leadership in being the first export generator of foreign income since 2003 is consolidated. Even
though, the Central Bank (Banco de Guatemala) ranked it in second place, as remittances are the
first generator of foreign exchange earnings.
In 2014, inbound tourism has a growth of 7.1% over 2013, which means 142,272 more visitors,
with 2,142,398 foreign non-resident visitors.8
El Salvador, United States of America, Honduras, Mexico, Nicaragua, Canada, Costa Rica, United
Kingdom, Belize and Spain are the main tourism generating countries, representing 86% of the
Source: Boletn Estadstico de Turismo. Enero-Diciembre 2014, Instituto Guatemalteco de Turismo (NGUAT),
Departamento de Estadsticas. February 2015.
11
GUATEMALA
total; followed by Colombia, France, Germany, Australia and Italy. For the same period, tourism
industry generated US$1,563.8 million (5.6% more than in 2013) of revenue.
2015 Annual Research Key Facts9

GDP: DIRECT
CONTRIBUTION
The direct contribution of Travel & Tourism GDP was GTQ.

15.3 billion (3.4% of total GDP) in 2014.
GDP: TOTAL CONTRIBUTION
The total contribution of Travel and Tourism to GDP was

GTQ.40.1 billion (8.8% of GDP) in 2014
In 2014, Travel and Tourism directly supported 183,000 jobs
(2.9% of total employment).
In 204, the total contribution of Travel and Tourism to
employment, including jobs indirectly supported by the
industry was 7.9% of total employment (489,000 jobs).
Visitor exports generated GTQ. 12.4 billion (12.0% of total
exports) in 2014.
Travel & Tourism investment in 2014 was GTQ. 5.3 billion or
8.2% of total investment.
EMPLOYMENT: DIRECT
CONTRIBUTION
EMPLOYMENT: TOTAL
CONTRIBUTION
VISITOR EXPORTS
INVESTMENT
NOTE: All values are in constant 2014 prices and exchange rates.
Direct Contribution
The direct contribution of Travel & Tourism to GDP reflects the internal spending on Travel &
Tourism (total spending within a particular country on Travel & Tourism by residents and nonresidents for business and leisure purposes) as well as government 'individual' spending spending by government on Travel & Tourism services directly linked to visitors, such as cultural
(e.g. museums) or recreational (e.g. national parks).
The direct contribution of Travel & Tourism to GDP is calculated to be consistent with the output,
as expressed in National Accounting, of tourism-characteristic sectors such as hotels, airlines,
airports, travel agents and leisure and recreation services that deal directly with tourists. The
direct contribution of Travel & Tourism to GDP is calculated from total internal spending by
netting out the purchases made by the different tourism sectors. This measure is consistent
with the definition of Tourism GDP, specified in the 2008 Tourism Satellite Account:
Recommended Methodological Framework (TSA: RMF 2008).
Total Contribution3
The total contribution of Travel & Tourism includes its wider impacts (i.e. the indirect and
induced impacts) on the economy. The indirect contribution includes the GDP and jobs
supported by:
Travel and Tourism Council Economic Impact 2015 Guatemala, World Travel and Tourism Council (WTTC)
12
GUATEMALA
Travel & Tourism investment spending an important aspect of both current and future
activity that includes investment activity such as the purchase of new aircraft and
construction of new hotels;
Government 'collective' spending, which helps Travel & Tourism activity in many
different ways as it is made on behalf of the community at large e.g. tourism
marketing and promotion, aviation, administration, security services, resort area
security services, resort area sanitation services, etc.;
Domestic purchases of goods and services by the sectors dealing directly with tourists including, for example, purchases of food and cleaning services by hotels, of fuel and
catering services by airlines, and IT services by travel agents.
The induced contribution measures the GDP and jobs supported by the spending of those who
are directly or indirectly employed by the Travel & Tourism industry.10
The direct contribution of T&T to GDP in 2014 was GTQ. 15.3 billion (3.4%) of GDP. This is
expected to increase by 29% to GT15.7 billion in 2015. This primarily reflects the economic
activities generated by industries such as hotels, travel agents, airlines, and other passenger
transportation services (excluding commuter services). However, it also incudes, for example,
the activities of the restaurant and leisure industries.
The direct contribution of T&T to GDP is expected to grow by 3.3% per annum to GT21.8 billion
(3.3% of GDP) by 2015.
The total contribution of T&T to GDP (including wider effects from investment, the supply chain
and induce income impacts) was GTQ. 40.1 billion in 2014 (8.8%GDP and is expected to grow by
3.2% to GTQ. 41.4 billion (8.8% of GDP) in 2015. It is forecasted to rise by 3.5% per annum to
GTQ. 58.5 billion by 2025 (8.8% of GDP).
Money spent by foreign visitors or visitor exports, is a key component of the direct contribution
of T&T. In 2014, Guatemala generated GTQ12.4 billion in visitor exports. In 2015, this is expected
to grow by 2.4%, and the country is expected to attract, 2.4 million tourist arrivals.
10
Due to changes in methodology between 2010 and 2011, it is not possible to compare figures published by the WTTC
from 2011 onwards with the series published in previous years.
13
GUATEMALA
3.
EMPLOYMENT IN TOURISM
There are no accurate statistics on employment generation in the tourism industry in Guatemala.
Although several international and national organizations have carried out researches that
include some projections on the topic.
According to the WTTC study of economic impact of the travel and tourism for 2014, the total
contribution of T&T to employment (including wider effects from investment, the supply chain
and induced income impacts) was 489,0000 jobs in 2014 (7.9% of total employment). This is
expected to rise by 2.6% in 2015 to 501,500 jobs (7-9% of total employment). By 2025, T&T is
forecast to support 673,000 jobs (7.9% of total employment) an increase of 3% per annum over
the 10-year period.
The Asociacin de Investigacin y Estudios Sociales ASIES (Research and Social Studies
Association) carries out every a biannual poll among a sample of hotels and inbound tour
operators called Situacin del Sector Turismo Guatemala (Guatemala Tourism Perspective), the
edition 2013-2014 published in May 2014 includes a section about employment and training for
tourism workers, this are the results:
54% of the human resources hotel managers interviewed said that their hotels themselves
provided the training for waitresses, receptionist, bellboys and cookers; 31% took advantage of
the training courses/programs of INTECAP for the same positions, and 15% hired a private
company or individual trainer. They also said that 36.5% of the people they hired required in-job
training.
14
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Regarding the inbound tour operators, 21% of the tour guides they hired required in-job training
while 79% does not. As per the training sources, 37.9% trained them themselves, 31% took
advantage of INTECAP programs/courses, 17.2% used a private company or individual consultant
and 13.8% took advantage of INGUAT courses.
4.
COMPETITIVENESS
According to the 2014-2015 Travel and Tourism Competitiveness Report of the World Economic
Forum, Guatemala is moving forward from 97 overall position to 80 from 141 countries; scoring
3.5 from 7.
15
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Its best score is the price competitiveness (5.3/7) holding the 16th overall position from 141
countries, followed by natural resources 3.7/7 (37 overall position) and international openness
3.9/8 (39 overall position).
Its lowest overall ranking was safety and security (135/141), airport infrastructure (120/141),
and environmental sustainability (108/141),
The following chart shows Guatemala travel and tourism competitiveness performance11
11
Travel and Tourism Competitiveness Report 2014-2015. World Economic Forum. http://reports.weforum.org/travel-and-tourismcompetitiveness-report-2015/economies/#economy=GTM (accessed April 28th, 2015).
16
GUATEMALA
II.
EDUCATION OVERVIEW
Guatemala has a three tier system of education staring with primary school, followed by secondary and
tertiary education, depending on the level of technical training. Despite primary education is free and
compulsory for 6 years, the public education system in Guatemala is grossly inadequate, leaving the
country with the highest illiteracy rate in Central America, and one of the highest in the world. Although
Article 47 of the Constitution stipulates that students are required by law to attend school until the age
of 15, an estimated two million children do not (USAID).
Efforts have been made since the signing of the Peace Accords in 1996 to address gender disparities and
socioeconomic constraints; there is, however, great need for improvement to prepare Guatemalas
future generations.
Thanks to the Cuban method Yo si puedo (Yes, I can), nine municipalities have been declared free of
illiteracy. According to UNESCO, a community can be declared free of illiteracy if the rate is less than 4%.
The National Literacy Committee (CONALFA, for its Spanish acronym) in conjunction with the Cuban
program has collaborated with instructors to teach people how to read and write.
The program uses a combination of books, manuals, videos and songs to make learning easier. The
program began in Guatemala in 2008 and is located in several municipalities. Yo si puedo has succeeded
in educating more than 3 million people worldwide. In the Greater Caribbean, the program also has
presence in Mexico, Venezuela, Panama, and Colombia.
The educational system in Guatemala has two subsystems, according to the National Education Law:
a. Academic or formal
b. Extracurricular or informal
The most developed subsystem is the academic or formal. The extracurricular subsystem is
underdeveloped and still doesnt form a system properly.
In Guatemala the formal education has 5 levels: initial, preschool, primary, secondary and high school,
as detailed in the table below:
Guatemala Educational System structure by levels or cycles12

Educational level
Infant
Preschool
Primary
Secondary
12
Internal cycles
3 years: 0 to 3 years
4 to 6 years
Basic education cycle
(3 years)
Complementary
education cycle (3
years)
School age
Observations
7 to 9 years old
Basic competencies and

skills
10 to 12 years old
Basic competencies and

skills
Basic cycle (3 years)
13 to 15 years old
Diversified cycle (2 to 4
years)
16 to 18 or 20 years
old
Education with
vocational guidance
Technical and vocational
education with access to
higher education
Source: Chart based on the structures from Ministry of Education, reported by OEI and UNESCO.
17
GUATEMALA
Educational level
Higher
Internal cycles
Technical college
career
Bachelor
Postgraduate (Masters
and doctorates)
School age
Observations
19 to 21 years old
22 to 24 years old
24 years old and over
These 5 educational levels are also determined by the parameters and international agreements,
allowing international comparisons from country to country.
In Guatemala, multi-ethnicity and multi-language are present in all the levels and educational cycles,
which have not been considered in the Ministry of Education institutional structures or the State
institutional structures. Also vocational orientation and technical education have not considered this
particular feature of the countrys population.
A.
FORMAL SCHOOL SUBSYSTEM

The regularized entity responsible for the Vocational Education and Training in Occupational
Technical Level or High School in Guatemala is the Ministry of Education. These careers have
duration of 2 to 3 years, depending on the specialty.
It is considered that High School is the bridge, for young people who have the privilege to access
this cycle, to enter university education or the labor market. The proposed curriculum for this
cycle shows a strong vocational or occupational intention, specially focused in two areas: one
related to trading activities of the economy (Expert Accountant, Secretary and Office Worker,
Marketing, etc.); and the other, linked with scientific or humanist educational services (Teacher
Training).
The technical education model has been developed in the framework of formal education of the
middle level (High School) and high level (University). It allows students obtain a general and
vocational training to help them adapt to the constantly changing labor needs, to exercise and
have a successful integration in different areas of productive activity and/or continue into higher
education13. Its organized under the expectation of professionalization of middle grade and
post-secondary students to contribute to economic and social development of the country. It is
regulated and administrated by the Ministry of Education.
Since 2008, The Ministry of Education designs the National Curriculum (Curriculum Nacional
Base) for pre-school, primary and secondary education based on competencies and since 2009
it has also developed the Expert Accountant and a specialty of Expert Accountant with Banking
Orientation. According to recent research, it has started the development of the National
Curriculum based on labor competencies to include the post-secondary (vocational) cycle. In
13
IBERFOP, Programa de Cooperacin Iberoamericana para el Diseo de la Formacin Profesional, Santo Domingo, Repblica
Dominicana. 1999.
18
GUATEMALA
addition, the National Strategy for the development of basic competencies for life 14 was
designed, which provides a basis for competencies formulation. As employers search young High
School graduates with basic competencies, such as efficient oral and written communication,
technology information management and teamwork skills.
According to the Ministry of Education, there are 200 private and government institutes that
offer tourism careers in Guatemala (see Appendix 1); but the competence-based approach has
not yet been included in those studies. Therefore, they still have the traditional academic
orientation. The titles received by the graduates are:
Bachelor with Tourism Specialization
Bachelor in Tourism and Hotel Management
Bachelor in Tourism
Bachelor in Science and Letters with Tourism Orientation
Bachelor in Hospitality and Home
Industrial Bachelor with Cooking Specialization
Bachelor in Science and Letters with Hospitality and Home Orientation
Bachelor with Tourism and Hospitality Specialization
Bachelor in Tourism with Computer Orientation
Secretarial with Tourism Specialization
Secretarial with Tourism and Hospitality Specialization
Bilingual Secretarial with Tourism Orientation Travel Agencies
Bilingual Secretarial with Tourism and Hospitality Orientation
Expert in Tourism and Hospitality Management
Expert in Tourist Sciences
Expert in Ecotourism
Expert in Sustainable Tourism
The following graphic shows nationwide access to Secondary Education.
Access to Secondary Education in Guatemala15

80%
60%
40%
20%
0%
69%
47%
26%
33%
Secondary
21%5%
High School
The graphic below shows how the post-secondary (tourism vocational) institutions are distributed within
the country. From the 200 registered in the Ministry of Education 54 are located in Guatemala City.
14
15
MINEDUC - USAID. 2008 Estrategia nacional para el desarrollo de competencias bsicas para la vida. Available in:
http://www.estandaresdeguatemala.org/images/noticias/Estrategia%20 Nacional%20Competencias_LR.pdf
Source: MINEDUC Yearbook 2011
19
GUATEMALA
Number of education establishments in Guatemala that offer Tourism and

Hospitality careers - by Department
Baja Verapaz
El Progreso
Zacapa
Chiquimula
Quiche
Alta Verapaz
1
2
2
3
3
3
4
4
5
5
6
Escuintla
Chimaltenango
Quetzaltenango
Santa Rosa
Guatemala
8
8
9
11
12
12
14
16
17
54
Number of establishments
The Ministry also has authorized some specific tourism and travel related post-secondary vocational
careers as shown in the following table16:
CODE CAREER
Bachelor of Arts and Science
259
with Orientation on
Hospitality
Bachelor of Hospitality and
44
Home Management
INSTITUTION
Resolution DDEGS/3052012/STP/O.T. 01/02/2012
ESCUELA TECNICA DE
HOTELERIA Y HOGAR ZUNIL
Resolution 468-98-E.P.
19/10/1998
Resolution 245/2003
10/12/2003
ESCUELA TECNICA DE
HOTELERIA Y HOGAR ZUNIL
20
Bachelor in Tourism
246
Bachelor in Sustainable
Tourism
Resolution 1151 27/09/2004
INSTITUTO TECNICO DE
EDUCACION MEDIA DE
PETEN "ITEMP"
194
Bachelor in Tourism and

Hotel Management
Resolution 722-2005-A.S.E.
19/10/2005
COLEGIO VALVERDE
Ministerial Agreement 14511988 04/10/1988
INSTITUTO 'TECNICO
DIVERSIFICADO PARA
SECRETARIADO Y OFICINISTA
CON ORIENT. JURIDICA Y
BACH. EN TURISMO Y
HOTELERIA'
73
16
LEGAL AUTHORIZATION
Bachelor in Tourism and

Hospitality
LICEO TECPAN
Ministry of Education. http://www.mineduc.gob.gt/CATALOGOCARRERASESPECIFICAS/WbfrmCatCarrerasEspecificas.aspx
20
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CODE CAREER
Industrial Bachelor with Cook
234
Specialization
156
80
Accounting with Tourism and

Trade Specialization
Tourism and Hospitality
Management
LEGAL AUTHORIZATION
Ministerial Agreement 856
07/11/1983
Resolution 143/11/2008
24/11/2008
Resolution 42-2009/SACDTP-DDE 06/06/2009
Resolution NO. 122-2007
DDEP 23/07/2007
155
Environmental Science
60
Tourism Sciences
179
Ecotourism
163
Sustainable Development
Planning
268
Sustainable Tourism
Resolution DTP-067-2012
03/04/2012
79
Bilingual Secretary with

Orientation on Tourism and
Hospitality
Resolution 047-2011
09/03/2011
144
Bilingual Secretary with

Orientation on Tourism and
Travel Agencies
Resolution 36/1999
03/03/0099
B.
Resolution 138-2008/DDEP
16/06/2008
Resolution 128-2010
25/10/2010
Resolution 040-99
18/05/1999
INSTITUTION
INTECAP
ESCUELA NORMAL PRIMARIA
BILINGUE INTERCULTURAL
ADSCRITA A LA ENRO
COLEGIO INTERNACIONAL
AMERICANO EN TURISMO
LICEO PETENERO EN
CIENCIAS ADMINISTRATIVAS,
RECURSOS NATURALES Y
TURISMO
LICEO MAYA
COLEGIO SAN MARTIN DE
PORRES
COLEGIO PARTICULAR MIXTO
TEZULUTLAN
INSTITUTO PARTICULAR
MIXTO AK TENAMIT PUEBLO
NUEVO
ESCUELA NORMAL NACIONAL
RURAL DE OCCIDENTE
GUILLERMO OVANDO
ARRIOLA
COLEGIO MIXTO LICEO
LATINO
EXTRACURRICULAR OR INFORMAL EDUCATION

Extracurricular education is underdeveloped in the educational system; and it has a marginal
development.
The extracurricular education does not form an integrated system that would lead students from
Primary cycle to High School, passing through Secondary cycle, according to the informal
education modality. The equivalence between Primary and Secondary degrees and cycles is not
properly established, from the academic and extracurricular method, to allow students to move
from one subsystem to another.
In the Ministry of Education, the extracurricular education is available in both formal and the
informal subsystems, so its dispersion or lack of control by one or another specific General
Administration is noted.
Evening schools, accelerated Primary, Secondary and High School by maturity, are all under the
formal system. Vocational and occupational guidance offered by the Principal of Informal
21
GUATEMALA
Education (DIGEEX) has low coverage, and its institutional capacity to supervise the delivery of
this guidance by the private sector, is still under construction17.
1.
CRITERIA FOR EDUCATIONAL ESTABLISHMENTS FROM THE MINISTRY OF

EDUCATION
The type of financing is a basic criterion for classification of schools or educational
establishments used by the Ministry of Education. According to these criteria there are four
school sectors:
A)
OFFICIAL SCHOOLS SECTOR

Article 21 of the National Education Law, defines public schools as establishments that are
administered and financed by the State to provide educational services to the country
population, without discrimination, each level and type of school according to the
corresponding age, normed by specific regulation.
B)
COOPERATIVE SCHOOLS SECTOR

Article 25 of the National Education Law, defines cooperative schools as non-profit
establishments in departmental and municipal jurisdiction, which meet the educational
demand at the different levels of the education subsystem. Finance is tripartite, parents,
City Hall and the Ministry of Education, with financial predominance of the parents over
the City Hall.
C)
MUNICIPAL SCHOOLS SECTOR

Municipal schools are not recognized in the National Education Law and any other law,
but in the school classification by sectors from the Ministry of Education, they appear
registered as such. They also have tripartite financing (City Hall, parents and Ministry of
Education), with financial predominance of the City Hall. Generally, the schools emerge as
municipal, and end up as cooperative, since the latter offers greater stability and
sustainability.
D)
PRIVATE SCHOOL SECTOR

Article 23 from the National Education Law, defines private schools as establishments run
by private initiative, offering educational services in accordance with the regulations and
arrangements established by the Ministry of Education, who has the responsibility to
ensure their proper implementation and enforcement.
According to the Planning Department of Ministry of Education, the participation and coverage
of these sectors in 2009, is detailed in the following page chart. As the chart shows, the coverage
17
Cojt Cuxil, Demetrio. Diagnstico de la Educacin Tcnico-Vocacional y de las Carreras Tcnicas en el Ministerio de Educacin.
UNIN EUROPEA.
22
GUATEMALA
of the Secondary cycle in the Official Sector is almost equal to the Private Sector in number of
establishments and students, but in the High School cycle is minimal.
Participation of Educational Sectors according to classification18
SECTOR
OFFICIAL
COOPERATIVE
MUNICIPAL
PRIVATE
TOTAL
SECONDARY
CYCLE
ESTABLISHMEN
TS
2,553
858
165
2,879
6,455
241,101
156,672
HIGH SCHOOL
CYCLE
ESTABLISHMEN
TS
458
86
12,229
246,187
651,189
43
2,283
2,870
SECONDARY
CYCLE
STUDENTS
HIGH SCHOOL
CYCLE
STUDENTS
64,359
12,762
4,057
231,619
312,797
This summarized overview of the education structure by cycles and levels, its coverage deficits
and the classification of schools by type of financing in the middle cycles, allows the
understanding of difficulties that the educational system has to serve the young population in
school-age: disparities in school attendance by level, development inequalities between the
formal and informal subsystems, between Primary and Secondary cycles. But at the same time,
it allows the determination of the marginal location of technical and vocational education in the
Secondary and High cycles of middle education.
C.
MIDDLE TECHNICAL EDUCATION OR TECHNICAL COLLEGES

Universities are responsible for the Professional Technical or Superior Technical Education, such
education lasts from 2.5 to 3 years. There are six universities in the country that offer tourism
careers within this level19:
1.
2.
3.
4.
5.
6.
Universidad de San Carlos de Guatemala - USAC

Universidad del Istmo UNIS
Universidad Rafael Landvar URL
Universidad del Valle de Guatemala UVG
Universidad Mariano Glvez UMG
Universidad Galileo UG
18
Direccin de Planificacin DIPLAN (Planning Directorate), preliminary data for 2009.
19
Detailed information on careers for tourism and hospitality can be found in the TVET Catalogue for the Greater Caribbean, which is
part of this consultancy.
23
GUATEMALA
D.
INTERRELATIONSHIP BETWEEN THE EDUCATION/TRAINING SYSTEMS

The sequence and interrelationship between the Educational/Training Systems in Guatemala and
most countries from Central America, is shown in the following graphic.
This interrelationship involves 3 levels:
a. Basic education: this includes Pre-School, Primary and Basic Education.
b. Intermediate education: this includes High School level Vocational/Technical
Occupational Education, Teachers and Experts, regarding Formal Education. This type of
education is also provided in the informal subsystem, through Training Centers or
Institutes. Although this is not recognized by the Ministry of Education nor Universities
to continue with higher education, so graduates enter the labor market directly without
the opportunity to continue their education.
c. Higher education: this includes University education, Technical or Bachelor level,
Masters and Doctorates.
The chart in the following page shows this inter-relationship.
1.
RELATIONSHIP BETWEEN TRAINING AND EDUCATION

Education is immersed in formation in all its stages, since both are processes through
which knowledge, values, customs and behaviors are transmitted. Their relationship is or
should be complementary in order to achieve greater impact on its results, in terms of
human development: integral, progressive and continued, life-long learning.
Based on its own definition: Vocational training is a systematic, continuous and
comprehensive process, which main purpose is to take participants to higher levels of
competence, preparing them for professional life and make them individual transformers
of their environment20.
Since its inception, most Vocational Training Institutes VTI of the Central American
region, made efforts focusing on the prioritization of young people not incorporated into
the formal or regular education system, through a new learning modality, being the main
reason for the increase of number of these institutes. Therefore, the first institutions that
emerged in the region had the fundamental and almost exclusive purpose to structure and
manage training programs, to understand the learning modality that until then was
empirically attended and weakly regulated in some companies of the Industrial Sector;
based on the principle of knowledge transfer and practices of an occupation, from father
to son or from a craftsman or master to apprentices, from which the name is derived for
this the training modality.
20
Padilla A., Gladys. Diplomado de Formacin de Facilitadores por Competencia Laboral. Escuela Bancaria de Guatemala. Guatemala.
2012-2013.
24
GUATEMALA
Interrelationship of the education-training system in Guatemala and

Central America21
Learning was specifically directed to young people between 14 and 18 years old, who were
finishing the Primary education and had no possibility or aspirations to continue in the formal
education system. Originally, this offer had no recognition or equivalence with formal education
levels. It was designed as an independent system of work training, with no pretensions to parallel
with the regular system.
However, the regular education system had important effects on vocational training. During its
early years, almost all VTIs were forced to provide introductory courses of prior equalization
or as part of a module to provide elementary reading, writing, calculus, and mathematics
knowledge. All this with the objective to provide participants with the basic requirements to
understand and make the most out of the offered education and above all, the main purpose for
the participants to acquire basic knowledge (from formal education) necessary to work with
quality, the object occupation of their training. In many cases the VTIs were in the need to
21
Developed by Gladys Padilla A., Labor Competencies and Human Development Expert
25
GUATEMALA
implement literacy and adult education programs, specifically in the construction sector, through
coordination efforts with the Ministries of Education.
Experience with the attention on the disadvantaged (young with no access to Basic and High
Education), plus the mandate from the government, made it possible for Vocational Training
Institutions to be invited to undertake the implementation of social policies. Such policies were
made by an integrated educational effort toward job training, so that young people would have
the opportunity to enter the labor market, in order to achieve equity and overcome poverty and
extreme poverty, as part of the Millennium Development Goals, providing them with the tools
to acquire the competencies with an integral approach to join the labor market and achieve
higher living standards.
As a result of a substantial improvement in the levels of general population education, VTIs
gradually reduced their efforts to implement prior equalization and adult education programs,
devoting their time to their specific and original mission related aspects: training for productive
work. Nevertheless, there are still several training programs with math and language related
content, which sometimes is the same that should be provided in the regular education programs
required as minimum to access vocational training. In fact, the problems of direction, of poor
quality or insufficiency in the formal education area reflect when professional training practice
is applied, in workshops or practical areas designated, or at the moment when the participant
faces reality in the workplace.
The educational nature of training is not exhausted: the training provided by the Vocational
Training Institutions was never restricted to a mere training for job. On the contrary, they have
always contributed to the understanding of the meaning of work and the environment in which
it develops. While contributing to the awareness and appreciation of productive labor, by
developing the passion for the occupation learned and the sense of creativity, dignity and
professional pride.
Today, both the regular education system and the various training systems are faced to new
context which presents major challenges.
E.
EDUCATION LAWS
Guatemala has ratified all key international22 and regional23 human rights conventions; and the
right to education is also enshrined in the Guatemalan Political Constitution
22
23
UN Economic and Social Council, Plans of action for primary education (Art. 14) General Comment No. 11. Geneva 1999;
International Covenant on Civil and Political Rights; UN-Convention on the Elimination of All Form of Racial Discrimination; UNConvention on the Rights of Migrant Workers and their Families; UNESCO Convention against Discrimination in Education; The
Convention of the Rights of Child (CRC); the ILO Convention No. 169 concerning Indigenous and Tribal Peoples.
American Convention on Human Rights; the Additional Protocol to the American Convent on Human Rights in the area of Economic
Social and Cultural Rights (Protocol of San Salvador).
26
GUATEMALA
F.
Article 51 of the Guatemalan Political Constitution: guaranteeing State protection of

physical, mental and moral health of children and providing for childrens right to good
health, education, social security, and insurance.
Article 74 of the Guatemalan Political Constitution: establishing right to pre-school,

primary and secondary school education to be enjoyed without discrimination by all
inhabitants, however there exists a limit of age established by the National Education Act.
Article 76 of the Guatemalan Political Constitution stipulates that the education system shall
be decentralized and that bilingual education preferably be provided in those regions where
indigenous population constitutes a majority.
Agreement on Social and Economic Aspects and Agrarian Situation. Between 1994 and 1996
a number of Peace Accords were signed between the Guatemalan Government and the
leftist insurgency Unidad Revolucionaria Nacional de Guatemala (Guatemalan
Revolutionary National Union), aiming to transform 36-years of civil war. As result of the
provisions of the Peace Accords a Bipartite Commission on Education Reform (Comisin
Paritaria de Reforma Educativa) was established in 1997, consisting in equal parts of
government and indigenous organizations representatives24
National Education Act, consisting of 8 chapters and 60 articles it establishes the principles
and purpose of education, and the general dispositions. It describes the National Education
System and its governance; regulates the educational service career for the first time;
describes the School System, regulates the quality of educational services, and the granting
of scholarships.
NATIONAL POLICIES AND LEGISLATION RELATED TO TVET 25

At national level there is no policy or specific law to regulate the training by labor competencies,
there are just Ministry of Labor policies focused on job training and employment pacing.
Currently there is a law proposal, to regularize labor competencies at national level, as well as
their implementation, policies and methodology to standardize the identification,
standardization, training, evaluation and certification of labor competencies in Guatemala.
24
25
The Guatemalan Political Constitution does not explicitly recognize the technical and
vocational education and training (TVET), but indirectly refers to it in the article 79, which
stipulates that it is of national interest study, learning, development, commercialization
and industrialization.. And Article 80 provided for the promotion of science and
Diseo de la Reforma Educativa, Guatemala 1998. Comisin Paritaria de Reforma Educativa.

Diagnstico de la Situacin de la Educacin Tcnico-Vocacional y de las Carreras Tcnicas en el Ministerio de Educacin. Programa
de Fortalecimiento Institucional del Sector Juventud en Guatemala. Demetrio Cojt Cuxil.
27
GUATEMALA
technology The State recognizes and promotes science and technology as the foundation
of national development.
III.
National Educational Act (Decree 12-91), does not explicitly refers to TVET, but Chapter IX
defined Extracurricular or Parallel Education, and Article 2, said: a) Providing an education
based on human, scientific, technical, cultural and spiritual principals that integrally
forming the learner and preparing him/her for work, social life and allow them to improve
their standard of living.
In chapter IV of the Education Act are described the modalities of education (initial,
special, experimental, aesthetic, physical, by distance, adult learning, bilingual,
cooperative, etc.); but does not mention the technical and vocational education and
training as one of those modalities. Even though, within the special education it refers to
occupational training: Article 51 Orientation and Special Occupational Training: The
Ministry of Education will promote and will support the development of disadvantaged
people training programs and centers in order to contribute to their personal
independence and integration to the work life.
In and old Education Act (Decree 14-85), Chapter II, Article 9), there was included the
technical and vocational education and training by stating that the vocational and
technical education comprised all the commercial science schools, the housekeeping
schools, artistic education schools, and technical-industrial schools, and that all must be
created within this type of education.
Decree 17-72 of the Guatemalan Congress, creation of the INTECAP.
Decree 27-2003 Law of Child and Teenagers Protection; does not define TVET, but
recognizes its existence under the expression vocational education and training. In the
Article 68, Learning stated: It is considered vocational education and training as a learning
method while it followed the bases of the current education laws. In the Article 69,
Principles it said: The vocational education and training will follow the principles of a)
mandatory regular assistance and accessibility; b) compatibility with teenagers activities;
c) special schedule for practice.
STRUCTURE OF THE LABOR COMPETENCIES MANAGEMENT

A.
MINISTRY OF LABOR AND SOCIAL WELFARE

The Guatemalan Political Constitution establishes in its Article 193 the Ministries as part of the
Executive Power, along with their general functions, their responsibilities and the requirements
to become a Minister. The Ministry of Labor and Social Welfare is responsible for ensuring and
promoting the efficient and effective implementation on legislation, policies and programs
relating to labor and social welfare. It was first established in April 1945 by the Decree 93 of the
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Guatemalan Congress; its latest amendment was in April 1961 with the Decree 1117 of the
Guatemalan Congress. Among its functions there is the responsibility to design the
corresponding technical and vocation training of workers policy and establishes that the
implementation of training programs shall be responsibility of private and government
organizations.
B.
INSTITUTO TCNICO DE CAPACITACIN Y PRODUTIVIDAD INTECAP

(TECHNICAL INSTITUTE FOR TRAINING AND PRODUCTIVITY)
INTECAP was created in 1972. It is regulated according to its Organic Law as stated on the
Decree 17-72 of the Guatemalan Congress. INTECAP was created in order to provide training and
technical assistance services to the productive sector of the country, covering the 3 sectors of
the economy: Agriculture or Primary Sector, Industry and Construction or Secondary Sector and
Service or Tertiary Sector.
INTECAP financing comes from employers taxes, consisting of 1% on all payrolls and monthly
wages, of private companies.
The main purpose of INTECAP is to increase the productivity of businesses and train human
resources of the country of the 3 productive sectors and the respective areas that it serves:
Primary Sector: agriculture, cattle rising, forestry, hunting and fishing, and mining.
Secondary Sector: Textile, food, wood, graphic arts, construction, metalworking, leader, and
other industries.
Tertiary Sector: Commerce, services, banks and other financial institutions, insurance,
transportation, and tourism.
INTECAP is a semi-autonomous entity and the Chairman of the Board of Directors is the Minister
of Labor and Social Welfare, through whom the government policies and strategies are
transmitted in the actions of INTECAP. The Organization is closely related to ILO (International
Labor Organization) and CINTERFOR (International Training Centre), which support INTECAP in
the methodological and technological implementation of the Labor Competencies model and
policies.
INTECAP applies the model following the guidelines of ILO and CINTERFOR, to three basic
elements: education quality or academic excellence, quality of didactic and evaluation materials
and teacher quality.
INTECAP offers:
Training
Technical Assistance
Information and
Technical Documentation
The highest authority of INTECAP is the Board of Directors, which is integrated by twelve
directors and their respective alternates as follows:
3 from the Government Sector
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6 from the Private Sector

3 from the Labor Sector
INTECAP operates through Divisions and Departments, Sections and Units, within which the
Technical Division is in charge of the design and implementation of methodologies, technologies
and materials, required for normalization or standardization, design, training, evaluation and
certification of training programs or traditional training or by Occupational Competency.
Below, the structure of INTECAP, through which it achieves the Organizational Mission and Vision.
IV.
METHODOLOGY USED FOR THE CONSTRUCTION/IMPLEMENTEATION OF KEY

STANDARDS AND LABOR COMPETENCIES OR METHODOLOGY USED TO DESIGN
TRAINING PROGRAMS CONTENTS INDUCLING STAKEHOLDERES CONSULTATION
PROCESS
A.
INTECAPS COMPETENCY IMPLEMENTATION IN THE TOURISM SECTOR

Since 1999, INTECAP began with the design and management by occupational competency
introduction, in the programs of the construction, tourism, banking and insurance areas, with
the support of ILO, CINTERFOR and CONOCER from Mexico. Of which the Technical Standards of
Competence work for these sectors had generated in specific areas, training plans based on such
standards as well as the infrastructure construction, manual and proficiency test designed for
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the operation of two Specialized Training Centers, for full implementation of the model and
Labor Competency designed programs, being:
Tourism Training Centre, located on the second level of INTECAP Headquarters (Street
Estadio Mateo Flores 7-51 zone 5).
Restaurant School, located on the first level of INTECAP Headquarters, which is part of the
INTECAP Training Center for Tourism.
All INTECAP Centers have been designed and equipped with the necessary to provide
comprehensive training facilities, taking into account technical and didactic aspects in each
particular case, and the level of competence of the program. Levels that are attended by the
INTECAP in training programs of tourism are: operational (level 1) and operational technical
(level 2), as well as middle technical (level 3-4 of competence), in a real environment as close to
the work environment.
Recently a new Gastronomy Center was implemented, for the food and beverages area in
INTECAP Training Center Guatemala 1, located in zone 7 of Guatemala City; and several more at
the INTECAP Regional Offices.
In order to bring the benefits of competency-based training across the country, the project of
Mobile Units was designed and implemented through which 6 mobile units were constructed
and equipped, financed by European Union. The units related to tourism were food and
beverages preparation and housekeeping.
The methodology used by INTECAP for the construction, design and implementation of key
standards, is the approach of Labor Competency. And the methodology used to design training
program contents; including the consultation process with the various stakeholders (customers
or users, participants, trainers, organizers and curricula designers, etc.); is through the
application of two approaches:
a. Traditional academic approach
b. Labor competency approach
1.
TRADITIONAL APPROACH PROGRAMS

In the traditional approach programs, the design starts with the establishment of
Technical Groups, composed of experts from productive sector or INTECAP instructors,
related to the programs to design. Whose function is the task and step identification, as
well as the theoretical and practical contents, basis for the training and evaluation
program design (curricula), which are made by the trainers or experts hired by INTECAP.
The contents and materials designed for the implementation of Training Programs are
analyzed and evaluated by the Technical Groups prior to being implemented. With this
same goal, it prepares program instructors, as facilities, equipment, tools, materials and
other inputs needed for training and participants skills development.
Before the implementation of a new training program, a group of participants and
instructors are selected as part of the pilot group, who are responsible for issuing its
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assessment of the program received and evaluations made, in order to execute the
corresponding improvement.
For the program implementation, the Head of the corresponding area, of a Technical
Division, along with Regional Divisions, carry out the programming, planning and
implementation of the corresponding programs, according to customer demand, who
ultimately evaluate the program as part of the design process of continuous
improvement.
2.
LABOR COMPETENCY APPROACH

The design in the programs by labor competence starts with the formation of the
Competencies Committee and Technical Groups, integrated by various actors in the
productive sector, related companies workers and INTECAP instructors. The function of
the Committee is to identify the roles and competencies required to perform the object
occupations with quality, with which the Rules and Standards of Competence for the
Sector or Area will be structured, basis for the training program design (curricula) made
by experts hired by INTECAP.
Training programs are designed on the basis of information provided by the Productive
Sector, through the Competencies Committee and Technical Groups, in order to get the
primary source, the required inputs for the program contents design, evaluation
instruments design, the certification requirements for the competencies and teaching
materials. Which are analyzed and evaluated then by the Competencies Committee and
Technical Groups prior being implemented.
As part of the implementation of INTECAPs training programs by Occupational
Competency, instructors are prepared in the methodology and training strategies for the
competencies development. The instructor plays an important role in the expected
achievements; since the Occupational Competency approach differs from the traditional
approach that is not based solely on the participants approval on theoretical and
practical contents of the program, but also develops in them all those attitudes, values,
behaviors and experiences, necessary to perform in an adequate way all job functions.
In the same direction, the facilities, equipment, tools, materials and other inputs needed
for the training of the participants are designed and prepared, creating similar conditions
to work reality.
Prior implementing a new training program by Labor Competence, a group of
participants and instructors is selected as the pilot group, who are responsible for issuing
its assessment of the program received and evaluations applied to measure the level of
competence achieved, with the purpose of making appropriate improvements in a
process of continuous improvement.
For the program implementation, the Head of the corresponding area, of Technical
Division, along with Regional Divisions, carry out the programming, planning and
implementation of the corresponding programs, according to customer demand, who
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ultimately evaluate the program as part of the design process of continuous
improvement.
B.
COMPONENTS OF TRAINING BY OCCUPATIONAL SKILLS

The process for training, evaluation and certification of competencies in INTECAP, is developed
based on the ILO and CINTERFOR four defined components
1. Identification and standardization of labor competencies.
2. Training and development of labor competencies.
3. Evaluation of labor competencies.
4. Certification of labor competencies.
These components are interrelated, on the basis that it is the identification and standardization
of competencies, which is conducted with the support of the productive sector and the different
actors involved in the area to be designed.
In component 1 the functions and competencies to develop are identified and the Standards of
Labor Competency are made. In which the development quality of each function is identified, as
well as the evaluation form, if the person meets the requirements or competencies identified.
Based on the identification and standardization of Labor Competencies for a Sector or
Occupational Area, two system components can be made, in parallel:
Component 2: training and development of Labor Competencies for people who are new to
the industry or Occupational Area.
Component 3: Labor Competencies evaluation, to determine if the candidate possesses
competencies in a certain labor competency standard and subsequently certify the
participants Labor Competency, no matter where it has been acquired; as well as
determining the gaps, in order to define a training plan, to acquire the missing competencies
to certify him.
All based on the standard or competency standard defined by the Productive Sector.
C.
OCCUPATION AND COMPETENCY LEVELS FOR THE DESIGN AND

IMPLEMENTATION OF INTECAPS TRAINING PROGRAMS
INTECAP designs training programs, both traditional and by Labor Competency, taking into
consideration the characteristics and differentiations of the 3 occupational levels and the 5
Competency levels, internationally established by ILO.
Below is the Occupational Pyramid with the 3 levels that are used for the design of traditional
training programs in INTECAP.
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Administration and
management of the Company
Intermediary between the Executive and

Operative level
Manual operations, use of mechanical or electronic tools.

High supervision needed.
The pyramid above can be divided according to the chart below. Different jobs can be classified
through this pyramid, depending on the level they occupy in the company. This classification is
used for the design of INTECAP traditional programs.
Always taking into account the occupational pyramid, the 5 level competency pyramid is
presented below, which is used to design INTECAP training programs by Occupational
Competency.
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Levels
Competency levels have been differentiated according to the activity variability, functions and
autonomy complexity. The greater variability, complexity and autonomy, the greater the
competition will be, as shown in the graph.
5
4
3
2
1
V.
CURRICULUM ADAPTATION DEVELOPMENT PROCESS, BASED ON KEY AND BASIC

STANDARDS
Adaptation and curricular structure of INTECAP is made based on the methodology of ILO Curriculum
Design by Labor Competency26. Structuring training programs or curriculum design is made through
training modules and units, taking a module as a function recognized in the workplace. Technical or
26
Centro Internacional de Formacin de OIT, Diseo Curricular por Competencias, 2010, 26 pgs.
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specific modules from training programs are defined by the Standards Committee and the Technical
Groups based on the functions map and competency standards, which become the Programmatic Map
of the Training Plan and the main input for INTECAPs curricular design for training programs. Specific or
technical modules become the key standards of training for various occupations; modules for basic and
generic or transversal competencies become complementary training modules and are made to achieve
the participants integral training by specialty.
INTECAP has defined modules for basic and generic or transversal competencies27 at the operational and
technical level, to be taught in parallel to the participants of various programs, in order to achieve their
integral development.
The units of the basic competencies module are:
Mathematics
Calculus
Oral and written communication
Use of technology and computing, among others.
As part of the generic or transversal competencies, it uses those defined by ILO and CINTERFOR through
several studies, which are applied to the programs according to the 5 competency levels defined by ILO
and the Competencies Catalog developed by INTECAP28:
Emotional Intelligence at Work

Problem Solving at Work
Teamwork
Decision making
Goal Achievement and Change Orientation
Business Administration and Workshop Management
Activity Planning and Organization
Activity Supervision
Budgeting
Quality Assurance
Negotiation, Marketing and Sales
Each unit of these two modules is adapted to every occupation or profession through practical exercises
focused on the specific or technical specialty.29
27
28
29
Synonyms: in the Constructivist Model = transversal Competencies. In the functionalist model = Generic Skills. This means, they are
the cut-crossing skills for all occupations or skills that are applicable to all occupations or professions. These competencies must be
part of the curricula of each occupation, to comprehensively develop the participant.
Padilla A. Gladys - INTECAP, Definicin de las Competencias Bsicas y Genricas a los 5 niveles de Competencia. 2000.
Synonyms: In the Constructivist Model = Technical Competencies. In the Functionalist Model = Specific Competencies. This means,
that the knowledge, skills, values and attitudes are directly related to the occupation or profession subject to certification or
training.
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VI.
EVALUATION AND CERTIFICATION PROCEDURE OF KEY AND BASIC LABOR

COMPETENCIES
The competencies evaluation is not limited to a theoretical and practical test at the end of the program,
in which the participant shows that knowledge on the subject was acquired.
The evaluation by competence requires constant and personalized monitoring from the Instructor to
each participant, which involves a different attitude of them, since he must implement a great number
of elements and teaching strategies to assess whether each of the participants has acquired the
competencies in each session. For this he uses a combination of teaching materials: theoretical quizzes,
questions and practical exercises in the classroom and home exercises, in order to measure the
application extent of the contents, for each of the participants.
Every participant as well, must go to supervised practices in workshops and classrooms adapted to the
reality of work, which have been specially designed to create environments as close to this, in order to
evaluate not only the knowledge acquired in classroom, but specially the implementation of these in
each of the functions to be performed. The behaviors and attitudes that the participant must develop or
change are also evaluated, to execute with quality and according to the defined standard, each of the
training objective functions. For the skills, abilities and attitudes evaluation, the instructor uses practice
booklets and checklists designed for this, correcting and designing new exercises or tools, to ensure that
each participant acquires the competencies, which is the objective of the training.
At the end of the program, a labor competency certificate or diploma is issued, according to the
complexity and module number of the training program, which is recorded in the corresponding INTECAP
unit. The certification is granted only to participants who have met the standard of labor competency
defined in a policy or competency standard, which ensures that the participant: a) knows (knowledge),
b) knows how to do, c) knows how to be and d) knows how to learn, in relation to a particular function
or occupation.
VII.
RESULTS TO DATE OR EXPECTED RESULTS IN THE SHORT AND MEDIUM TERM

INTECAP has the Tourism and Hospitality Center, the Gastronomy Center and the Meat Technology
Center; with all the necessary facilities to train the participants who want to start or complement their
competencies in the profession, in an environment close to the working reality. It has also a School
Restaurant, where participants have the opportunity to put into practice the knowledge, skills, attitudes,
behaviors and necessary values to fulfill the functions assigned with quality, according to the object of
the training. In the School Restaurant each participant is rotated to cover all functions of the kitchen and
restaurant areas, with the purpose to help them develop multifunctional competencies.
INTECAP also provides technical support and technical documentation services to hotels and national
gastronomy companies.
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A.
INTECAP TRAINING OFFER IN TOURISM SECTOR

Within the current training offer, INTECAP has Hospitality, Tourism and Gastronomy related
specialties, listed below.
1.
2.
TECHNICAL MIDDLE LEVEL OR MIDDLE MANAGEMENT

A)
SHORT TECHNICAL CAREER ON SMALL BUSINESS

ADMINISTRATION:
During the career development, the participant will acquire skills to plan,
organize, direct and control a small business, as well as implement
preproduction, production, marketing and after sales service activities, allowing
the achievement of the foreseen objectives, according to successful
contemporary management approaches, meeting procedures, best practices
and positive behaviors in work activities.
B)
SHORT TECHNICAL CAREER ON MICROBIOLOGICAL CONTROL ON

FOOD:
During the career development, the participant will acquire skills to make
sampling techniques, quality control, bacteria analysis and pathogen
identification in food, allowing the achievement of the foreseen objectives,
according to successful contemporary management approaches, meeting
procedures, best practices and positive behaviors in work activities.
TECHNICAL MIDDLE LEVEL OR SUPERIOR

A)
INTERNATIONAL CHEF TECHNICAL CAREER:

During the career development, the participant will acquire skills to plan, prepare
and present dishes, cakes, desserts and drinks of national and international
cuisine, meeting procedures, best practices and positive behaviors in work
activities.
B)
HOTEL AND TOURISM TECHNICIAN:

organize, direct and control functional areas of small and medium hotel
establishments and companies providing tourist services, meeting procedures,
best practices and positive behaviors in work activities.
C)
INDUSTRIAL FOOD PROCESSING TECHNICIAN:

During the career development, the participant will acquire skills to manage,
inspect and process food to preserve raw materials and products in industrial
plants, using own equipment from occupation, meeting procedures, best
practices and positive behaviors in work activities.
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3.
D)
REFRIGERATION AND AIR CONDITIONER TECHNICIAN:

During the career development, the participant will acquire skills to install and
assemble industrial refrigeration equipment, transportation and air conditioner
systems, as well as servicing domestic and commercial refrigeration equipment,
meeting procedures, best practices and positive behaviors in work activities.
E)
TOURISM SECTOR BUSINESS ADMINISTRATION:

During the career development, the participant will acquire skills to plan and
manage different processes of functional areas of small and medium enterprises
providing services in the tourism sector, meeting procedures, best practices and
positive behaviors in work activities.
FORJA FORMACIN DE JVENES Y ADULTOS (YOUTH AND ADULT

EDUCATION AT THE OPERATIONAL LEVEL)
Initial or complementary training provided through short, medium and long duration
careers, for participants to develop the skills that enable them to work in middle and
operational level occupations.
A)
TOURISM SECTOR BUSINESS ADMINISTRATOR:

During the career development, the participant will acquire skills to plan and
manage different processes of functional areas of small and medium
establishments providing services in the tourism sector, meeting procedures,
B)
BARTENDER:
During the career development, the participant will acquire skills to prepare and
present different drinks, non-alcoholic and alcoholic beverages, prepare and
serve snacks, as well as providing advice and customer service, meeting
C)
HEAD WAITER:
organize and manage food and beverage service, as well as cleaning, workstation
supply and restaurant service, meeting procedures, best practices and positive
behaviors in work activities.
D)
BUTCHER:
During the career development, the participant will acquire skills to dismember
animal carcasses for human consumption, beef filleting and packing of meat
pieces, meeting procedures, best practices and positive behaviors in work
activities.
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B.
E)
GUATEMALAN GASTRONOMY CHEF:

During the career development, the participant will acquire skills to plan, prepare
and present different dishes of national cuisine by region, meeting procedures,
F)
GENERAL TOURIST GUIDE:

During the career development, the participant will acquire skills to lead tourist
groups at nationwide tourist sites, meeting protocols and positive behaviors in
work activities.
G)
LOCAL TOURIST GUIDE:

During the career development, the participant will acquire skills to lead tourist
groups at a specific site or region, meeting protocols and positive behaviors in
work activities.
H)
BAR AND RESTAURANT WAITER:

During the career development, the participant will acquire skills to organize and
prepare the work and service area, provide advice to customer and provide food
and beverage service in restaurants, meeting procedures, best practices, and
positive behaviors in work activities.
I)
EVENT ORGANIZER:
During the career development, the participant will acquire skills to coordinate,
prepare, plan, set up and supervise the events service, meeting procedures, best
practices and positive behaviors in work activities.
J)
PASTRY CHEF:
During the career development, the participant will acquire skills to plan, design,
prepare, produce, assemble and present various pastry products, meeting
INTECAP PROJECTIONS IN HOSPITALITY, TOURISM AND GASTRONOMY

AREAS
As a mid or long term projection of INTECAP, an expansion on its specialized services is expected,
in Hospitality, Tourism and Gastronomy areas. Not only at a national but at a regional level,
making its training programs and its Specialized Center available, for which it has signed
agreements with Central America, Panama and Dominican Republic Vocational Training
Institutes, for the approval of the labor competency norms and standards. This could be part of
the activities to be undertaken in a second phase by the AEC, which would involve the addition
of the Great Caribbean Region, South America and Mexico.
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C.
SUCCESS KEY ELEMENTS OF THE PROGRAM OR METHODOLOGY OF

VOCATIONAL EDUCATION OR VOCATIONAL TECHNICAL TRAINING
The key aspect of INTECAP training programs in the tourism area is based on the involvement of
the productive sector in the functions and competencies definition. From the definition of
information that forms the basis for competency policy or standard development, which serves
as the base for the design and definition of the programs and careers offered. As well as for the
definition of instruments for competency evaluation and the certification of persons who have
acquired the defined competencies in the standard or labor competence policy.
D.
OPPORTUNITIES AND CHALLENGES OF THE ORGANIZATION ON THE

SUBJECT OF VOCATIONAL EDUCATION AND/OR TECHNICAL AND
VOCATIONAL TRAINING BASED ON COMPETENCIES FOR THE JOB. FUTURE
ORGANIZATION PLANS.
INTECAP is pioneer in Guatemala, in the implementation of the methodology by labor
competencies; its work began in 1999 in the Construction, Tourism, Banking and Insurance areas.
It has the expertise to expand nationally the programs standardized and designed by the labor
competence methodology. Which the Ministry of Education, along with the productive sector,
the Ministry of Labor, national Universities and International Cooperation, may become the basis
to promote development at the sector level of the country or the region, including the Great
Caribbean, achieved through a scholarship program, with the support of ILO and CINTERFOR.
Another big challenge for INTECAP, is to increase the training coverage nationwide, in the tourism area.
This is reflected in the data of Tourism Competitiveness Report 2013.30
In the chart above, the position of the Competitiveness of Tourism Area in Guatemala is reflected,
considering 5 different aspects, in relation to 140 countries, according to the World Economic Forum
2013. The need to strengthen the Education and Training areas is reflected, since in this aspect
Guatemala occupied the 93 position, with a score of 4.4 out of 7.
HUMAN RESOURCES
Education and Training
Primary education enrollment, net %
Secondary education enrollment, gross %
Quality of the educational system
30
Rank
(out of 140)
Score
(1-7)
86
93
41
108
127
4.7
4.4
96.9%
58.5%
2.6
World Economic Forum (2013). The Travel and Tourism Competitiveness Report 2013 Reducing Barriers to Economic Growth and
Job Creation, Geneva. 517p.
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Local availability specialized research &
training
Extent of staff training
Availability of qualified labor
Hiring and firing practices
Ease of hiring foreign labor
HIV prevalence, % adult population
Business impact of HIV/AIDS
Life expectancy, years
53
4.4
40
66
54
59
96
61
90
4.3
5.1
4.2
4.2
80.0%
5.5
71.1
In the chart above the critical aspect to overcome, in the ranking, can be noticed, the Quality of the
educational system, occupying the 127th position in relation to 140 countries, followed by the Secondary
education enrollment, gross %.
This means that the aspects of design, development and evaluation for the educational and training
programs has to be reinforced, that are developed in the Tourism Area, which implies greater investment
in methodology aspects, material design and training-education strategies, greater program diversity,
coverage and investment in Educational Technology ICT through e-learning and the platform launched
in 2005 and in the training of Facilitators and Tutors; to actually help in the development of the
participants competencies, defined as the sum of knowledge, skills, attitudes, behaviors, values and
experiences they need to fulfill their functions with quality, not only to materialize the mere transmission
of knowledge and evaluation of traditional education.
Although the main problem is that both educational and work training systems, have a lack of
conceptualization and coordination on its purposes and therefore a mid and long term integral vision, of
the organizational requirements (study plans and programs with close connection to the productive and
service country sectors), and technical educational infrastructure, required to provide technical
vocational education and training TVET, by labor competence for the Tourism Sector, to achieve integral
development of complementary competencies, both basic and generic.
Therefore the challenge is to establish such coordination and definition of the actors involved and their
functions, with the purpose that each of them focus on their role and do not intend to cover functions
that do not correspond to them, to achieve optimization of resources and the ultimate goal of the
consultancy, which is to improve the productivity and competitiveness of the Regional Tourism Industry.
In Guatemala, there are 7 tourist regions defined at national level31 (see map below), and one of the
main challenges and opportunities in relation to it, is to define the tourism potential and characteristics
of each, to offer a variety of tourism services to promote the tourism development in the 7 regions. This
will not only create employment opportunities but also new revenue sources to municipalities and
communities, for the tourism services that may result. And therefore, training and education will be
needed at TVET level, to meet the generated demand.
31
Fuente: INGUAT, Regiones Tursticas de Guatemala.
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7 TOURIST REGIONS OF GUATEMALA
The following chart shows that during 2013, INTECAP has managed to cover the training of 183, 124
women and 127, 010 men, for a total of 310, 134 people. Engulfing 4, 159,583 people since 1972 to 2013.
This represents just 2.14% of the total population of 2013 (14.5 million) and 3.52% of the EAP (60.70% in
2013, about 8, 801,500 inhabitants).
Currently Guatemala has a population of 14.6 million inhabitants, challenge that is increasing for both
the educational system and for vocational training system, not only in Guatemala but in Central America.
PEOPLE TRAINED BY INTECAP FROM 1972 TO 201332
32
Memoria de Labores INTECAP 2013. February, 2014.
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VIII.
OTHER CHALLENGES RELATED TO TVET AND TRAINING BY COMPETENCIES IN

THE TOURISM SECTOR AND OTHERS IN GUATEMALA
A.
DIVERSIFIED CYCLE COVERAGE AND QUALITY

Guatemala has one of the lowest net rates in secondary education enrollment in Latin America.
In 2007, while Latin American rate was 69%, Guatemalan rate was 38%. Although primary
coverage has increased in recent decades, the rate of basic cycle and the diversified cycle are still
low. Data from the 2007 Statistical Yearbook allow the characterization of the diversified cycle
as follows:
Coverage is low. Only one of five young people is at the right age cycle. In 2006, according
to ENCOVI, 55.3% of young people between 16 and 18 years old were outside the education
system. This implies that for those inside the system, 44.7% were in the diversified cycle and
others in the basic and primary cycles.
Coverage is concentrated in metropolitan and urban areas. 37.2% of students are in the
department of Guatemala, 8.8% in Quetzaltenango and 5.3% in San Marcos. The other
departments have lower percentages. On the other hand, 93.4% of the students are in urban
areas.
This implies that in rural areas young people have no access to diversified cycle or their
families must make financial efforts to send them to municipal or departmental capitals so
they can study.
Women ratio: At national and urban areas, women are favored; in the rural area men are
favored. 33 The ratio is 1.02 at national level, 1.03 in the urban area and 0.92 in the rural
area. The greatest gaps related to gender in favor of men are found in the departments of
Chimaltenango (0.7), Alta Verapaz (0.7) and Suchitepequez (0.7); and in favor of women,
Quetzaltenango (1.4), Baja Verapaz (1.4) and Chiquimula (1.4).
Unequal access by ethnic affiliation is highly noted and unfavorable to the indigenous
population. According to the 2002 census, 41% of the population is indigenous. However,
only 12.9% of students in the diversified cycle are indigenous. Out of 36, 382 indigenous
students, only 6, 126 (16.8%) are in rural areas.
Funding is concentrated in the private sector. In contrast to the primary level, dominantly
covered by the public sector, 77.3% of the students in diversified cycle are attended by the
private sector, 18.9% by the public sector and 3.76% by the cooperative sector. The last
refers to education institutes by cooperative, whose financing is tripartite: Ministry of
Education, municipality and parents contributions.
The data presented above support the conclusion that youth between 16 and 19 years old, have little
access opportunities to the diversified cycle, if the following characteristics are combined: residence in
departments and rural areas, indigenous ethnic affiliation, low or extreme low socioeconomic level, and
being woman in Chimaltenango, Alta Verapaz and Suchitepequez, or being a man in Quetzaltenango,
Baja Verapaz and Chiquimula, these are opportunities that the Ministry of Education, INTECAP and the
Tourism Sector have to expand their services coverage at the national level.
33
Millennium Objective 3: Equity gender promotion and women autonomy.
45
GUATEMALA
IX.
RECOMMENDATIONS
The specific goal to be achieved with this project is to improve the productivity and competitiveness of the
Regional Tourism Industry (in the Great Caribbean) to gain a better understanding in the area of human
resource development. Based on this, the following recommendations are posed for Guatemala:
a. Define and standardize, at a regional level by the ACS, the model and methodology for EducationTraining by Competencies to be applied to TVET for Tourism Sector, based on the experience of each of
the subject countries and the proposal made as result of this consulting.
b. Create a multi-stakeholder organization, responsible for defining national policy to address the issue of
identification, standardization or normalization, training-education, evaluation and certification of
competencies in the Tourism Sector in Guatemala, as well as to define and coordinate actions of the
different actors to have a National System to help improve the productivity and competitiveness of the
Regional Tourism Industry, that fosters integral development of the human resource competencies, in
coordination with other Great Caribbean countries inter-agencies, as proposed by the consultancy.
c. Define the characteristics and potential of each of the seven tourist regions and based on this, define
differentiated services that will generate new jobs, raising the rates of employment34. And it will also
provide revenue to the municipalities and communities through the new generated touristic services.
This revenue may be used by municipalities to cover the basic services of electricity, water and sanitation,
and the additional revenue may contribute to designate local protected areas and to design sustainable
management systems to develop ecotourism and other tourism activities under the sustainability scope,
which are related to the Millennium Development Goals35. Each touristic destiny will require boosting its
own specialty in the field of culinary products with a more specific type of training.
d. Update the map of functions and competencies of the Tourism Sector, made by INTECAP in 2000 and a
standardization process with other countries of the Great Caribbean.
e. Identify and collect the existing national competency rules of tourism sector (made by INTECAP in 2000)
and in each of the countries of the Great Caribbean.
f. Prioritize and distribute among countries of the Great Caribbean, the Tourism Sector areas that the
country wants and needs standardize, in order to join efforts and minimize costs and time in the
development of the competency standard.
g. Identify and standardize through labor competency rules, the functions and competencies of each of the
areas of Tourism Sector assigned as the previous point, with the participation of the Tourism Sector, prior
to establish the gaps for training, TVET and other existing education levels nationwide.
h. Homologate the standards defined at national level, with the other countries of the Great Caribbean so
that they can be used or adapted by each of the other countries.
i. Evaluate and identify the training-education TVET gaps of Human Resource from the Tourism Sector, at
a national level, based on standards defined and approved at the regional level, depending on the model
and methodology approved by ACS and the countries that comprise it.
j. Define the continuous education-training plan and strategies, as it corresponds to each location or
destination of the Tourist Sector. According to the potential and characteristics of the 7 regional
established at a national level, fulfilling the needs in stages (short, medium and long term) and
34
35
Objetivo 1: Erradicar la pobreza extrema y el hambre.

Cumple con el Objetivo 7: Garantizar el sustento del medio ambiente y con el Establecimiento de la Zona de Turismo Sostenible
del Caribe (ZTSC), una de las reas estratgicas del Programa de Trabajo de Turismo Sostenible de la AEC:
46
GUATEMALA
k.
l.
m.
n.
o.
p.
incorporate the 4 strategic areas of the Sustainable Tourism Work Program from ACS 36 into the
curriculum, complemented by the identified needs and priorities during the investigation, raised in the
proposal.
Make continuous education-training awareness and tourism awareness workshops for the service
providers (drivers and others), with the participation of the productive sector of Tourism and Hospitality,
involving municipalities and key communities (in accordance to the 7 tourism regions of the country),
who are demanding these services, and technical training-education institutions. Government entities,
municipalities, private organizations and NGOs can be a financing source for the program development.
As a result of the workshops, prioritization of areas and subjects, focus in terms of beneficiaries and
funding formulas should emerge.
Regarding food services, whatever the destination and type of service is, training in matters of general
nature are required, such as food handling and preparation, to ensure the health and even the tourists
lives.
Define, design and reproduce learning materials and competency evaluation instruments, according to
the competency rules defined and the training plans. As part of this, form a platform or e-learning
network, through which the contents of professional training-education will be standardized, with the
advantages and benefits of ICT. Achieving cost reduction, tool, instrument, and program and material
access for all the members of the TVET Education by Labor Competence Network, by Internet from any
place in the word. Each country will design the materials and instruments of the rules that were assigned,
according to item f.
Organize training pilot plans in different countries, in order to evaluate the quality of each designed
program, and detect at a smaller scale the improvement points, necessary adaptations and changes that
have to be implemented to achieve integral development of the participants competencies, to improve
the Tourism Regional Industry productivity and competitiveness in Guatemala, Central America, Mexico,
South America and the Great Caribbean.
Define and design a Certification System for the TVET Education by Labor Competence Network, as
well as stakeholders and roles that apply to each.
Establish a periodic audit system, applicable to all components and stakeholders of the Model and the
System, to ensure continuous improvement and the satisfaction of all customers.
36
Establishment of the sustainable tourism areas in The Caribbean (STZC), 2. Safety for tourists, 3. Promotion of the languages
and cultures of the Greater Caribbean, 4. Promotion of multi-destination tourism.
47
GUATEMALA
X.
ACRONYMS AND ABREVIATIONS

ASIES
Asociacin de Investigacin y Estudios Sociales (Research and Social Studies

Association)
ACS
Association of Caribbean States
CONOCER
Centro de Normalizacin y Certificacin para el Trabajo (Council for

Normalization and Certification)
CINTERFOR
Centro Interamericano para el Desarrollo del Conocimiento en la Formacin

Profesional (Interamerican Center for the Development of Knowleddge and
Professional Training)
CONALFA
Consejo Nacional de Alfabetizacin (National Literacy Committee)
DIPLAN
Direccin de Planificacin (Planning Directorate, Ministry of Education)
DIGEEX
Direccin General de Educacin Extracurricular (General Directorate of

Extracurricular Education, Ministry of Education)
CAFTA-DR
Domenic Republic-Central America Free Trade Agreement
FDI
Foreign Direct Investment
FORJA
Formacin de Jvenes y Adultos (Young and Adult Education)
AFD
French Development Agency
GDP
Gross Domestic Product
INGUAT
Guatemala Tourist Commission
FUNDESA
Guatemalan Development Foundation
INTECAP
Instituto Tcnico de Capacitacin y Productividad (Technical Institute of

Training and Productivity)
ILO
International Labor Organization
MINEDUC
Ministry of Education
GTQ.
Quetzales (local currency)
TVET
Technical and Vocational Education and Training
TSA
Tourism Satellite Account
T&T
Travel and tourism
UNESCO
United Nations Education Sciences and Culture Organization
48
GUATEMALA
USAID
United States Agency for International Development
USAC
Universidad de San Carlos de Guatemala (San Carlos University)
VTI
Vocational Training Institutes
WEF
World Economic Forum
WTTC
World Travel and Tourism Council
49
GUATEMALA
XI.
SOURCES AND REFERENCES

Guatemala Country partnership strategy for the period 2013-2016. World Bank
https://www.cia.gov/library/publications/the-world-factbook/geos/gt.html.
2015.
Accessed on April 4th,
Invest in Guatemala: http://www.investinguatemala.org/en

World Economic Forum. The Travel and Tourism Competitiveness Report 2013 Reducing Barriers to
Economic Growth and Job Creation, Geneva.
Travel and Tourism Competitiveness Report 2014-2015. World
http://reports.weforum.org/travel-and-tourism-competitiveness-report2015/economies/#economy=GTM (accessed April 28th, 2015).
Economic
Forum.
Travel and Tourism Council Economic Impact 2015 Guatemala, World Travel and Tourism Council
(WTTC).
Boletn Estadstico de Turismo. Enero-Diciembre 2014, Instituto Guatemalteco de Turismo (NGUAT),
Departamento de Estadsticas. Febrero 2015
INGUAT: www.visitguatemala.com
Ministry of Education: www.mineduc.gob.gt
Ministry of Labor and Social Welfare: http://www.mintrabajo.gob.gt/
ILO/CINTERFOR: www.cinterfor.org
World Data on Education. VII Ed. 2010/2011. Guatemala. International Bureau of Education, United
Nations Educational, Scientific and Culture Organization (UNESCO).
Asociacin de Investigacin y Estudios Sociales ASIES (Research and Social Studies Association).
Situacin del Sector Turismo Guatemala (Guatemala Tourism Perspective), Ed. 2013-2014. May 2014
Arriola, G. 2007. Desarrollo humano: una introduccin conceptual. Textos para las nuevas generaciones
1. Guatemala: Programa de los Informes Nacionales de Desarrollo Humano, PNUD.
ASIES, 1991, Propuesta de Sistema Nacional de Formacin para el Trabajo, documento matricial,
fotocopias, Guatemala, 89 pginas.
ASIES, 1991, Propuesta de Sistema Nacional de Educacin para el Trabajo, Publicaciones de ASIES,
Guatemala, 241 pginas.
ASIES, Anlisis, Investigacin e Incidencia en Guatemala, del Subsistema de Educacin Extraescolar.
Revista de Informacin Tcnica No. 2-2013.
Asturias, Linda de Barrios. El Ciclo Diversificado, como puente entre la Educacin Media y el Trabajo,
para la Juventud Guatemalteca. 2008.
50
GUATEMALA
Benavides , L. 2005. Fortalecimiento de la educacin secundaria en Guatemala: Anlisis institucional y
propuestas de opciones, estrategias para el futuro. Versin preliminar. Guatemala: Ministerio de
Educacin-UNESCO.. 2005.
Castillo, . 2005. Estudio de demanda laboral de recursos humanos con educacin media. Informe de
consultora. Guatemala: Ministerio de Educacin-UNESCO.
CIEN, 1998, Educacin y Capacitacin para la Productividad, Consultora del Centro de Investigaciones
Econmicas NacionalesCIEN para la Comisin Paritaria de Reforma EducativaCOPARE, versin en
fotocopia, Guatemala, 55 pginas.
CINTERFOR/OIT, 2001, Formacin para el Trabajo Decente, Captulo III, Formacin Profesional y
Promocin del Empleo, Publicaciones del Centro Interamericano para el Desarrollo del Conocimiento
en Formacin Profesional.
http://www.oitcinterfor.org/public/spanish/region/ampro/cinterfor/rct/35rct/doc_ref/doc1/iv.htm
CINTERFOR. Manual para Directivos de Centros de Formacin. Montevideo, 1999.
COSEP-EDUQUEMOS, Invertir en Capital Humano: Hacia Oportunidades que Fomentan la Participacin
del Sector Productivo, en la Educacin Tcnica-Vocacional. Nicaragua. 2010
FUNDESA. Guatemala hoy; La Estructura de Desarrollo Educativo. Mejoremos Guatemala. 2010.
IBERFOP, Programa de Cooperacin Iberoamericana para el Diseo de la Formacin Profesional, III
Seminario: Organizacin y Gestin de Proyectos de Reforma de la Formacin Profesional basada en
Competencias. Centroamrica y el Caribe. Santo Domingo, Repblica Dominicana. 1999.
IBERFOP, La Gestin por Competencia Laboral en la Empresa y la Formacin Profesional. Leonard
Mertens. Espaa. 1998.
MINEDUC - USAID. 2008 Estrategia nacional para el desarrollo de competencias bsicas para la vida.
Disponible en-lnea:
http://www.estandaresdeguatemala.org/images/noticias/Estrategia%20Nacional%20Competencias_LR
.pdf
MINEDUC - USAID. 2008 Estrategia nacional para el desarrollo de competencias bsicas para la vida.
Disponible
en-lnea:
http://www.estandaresdeguatemala.org/images/noticias/Estrategia%20Nacional%20Competencias_LR
.pdf
Padilla A. Gladys - INTECAP, Definicin de las Competencias Bsicas y Genricas a los 5 niveles de
Competencia para Guatemala. Modelo Funcionalista. 2000.
Padilla A. Gladys - INTECAP, Definicin de Procedimientos y Metodologa para el Diseo, Evaluacin y
Certificacin de la Formacin Profesional por Competencia laboral, 2002
Centro Internacional de Formacin de OIT, Diseo Curricular por Competencias, 2010, 26 pgs.
Instituto Tcnico de Estadstica INE, Encuesta Nacional de Egresos e Ingresos ENEI 2011Instituto Tcnico de Capacitacin y Productividad Direccin Tcnica Quiche INTECAP
51
GUATEMALA
Observatorio del Mercado Laboral, Ministerio de Trabajo. Diagnstico de Necesidades de Empleo
Formacin y Capacitacin para el Trabajo, Guatemala, 2012.
Guatemala Political Constitution.
Guatemala Education Act.
52
GUATEMALA
ANNEX - LIST OF POST-SECONDARY TOURISM VOCATIONAL INSTITUTIONS

CITY
NAME
Centro Cultural de las Amricas No. 3
Centro Educativo Montenevado

Colegio Francs Americano
Instituto Coactemalan
Centro de Estudios Tursticos y
Financieros Continental
Ciudad Guatemala
Liceo Tcnico Comercial

Royalty Escuela Internacional de Viajes,
Turismo y Comercio
Centro Intercultural de Computacin y
Turismo C.I.C.T.
Liceo Profesional en Computacin y
Ciencias Comerciales
Liceo Tcnico Integral en Computacin y
Turismo
Colegio Valverde
Colegio Evanglico Mixto La Patria
Instituto Nacional de Formacin Tcnica
Instituto Tcnico en Electrnica y Dibujo
I.T.E.D. II
Liceo de Computacin C.S.S.
Colegio Panamericano No. 4
Colegio Valverde No.3
Liceo Juvenil Guatemalteco
Colegio Panamericano No.6
Escuela Tcnica de Hotelera y Hogar
Zunil
Liceo Integral Milenium
COURSES/CAREERS
Secretariado Bilinge, Perito Contador,
Bachillerato y Secretariado Oficinista con
especializaciones en: Turismo, Hotelera, Agencias
de Viajes y Lneas Areas.
[email protected]
Bachillerato en Turismo y Administracin de
Hoteles
Hoteles
Perito en Administracin Turstica y Hotelera
Bachillerato en Turismo
Hoteles
Bachillerato en Ciencias y Letras con Orientacin
en Turismo
Hoteles
Hoteles
Hoteles
en Turismo
Bachillerato Industrial con Especialidad en Cocina
en Turismo
en Turismo
Bachillerato en Hotelera y Hogar, Bachillerato en
Turismo
en Turismo
en Turismo
en Hotelera y Hogar
en Turismo
Bachillerato en Hotelera y Hogar, Bachillerato en
Turismo
53
GUATEMALA
NAME
Instituto Nacional de Educacin
Diversificada
Colegio Panamericano
Colegio Bilinge Especializado en
Computacin Kairos
Santa Catarina Pinula
CITY
San Jos Pinula

Mixco
Villa Nueva
Amatitln
Sn. Pedro
Sacatepquez
COURSES/CAREERS
en Turismo
en Turismo
Colegio Privado Mixto Beln
en Turismo
Servicios educativos carreras: Secretariados y
Bachillerato especializados en Turismo y Hotelera
o especializados en Call Center. Servicios de
Centros de Estudios Tursticos
consultora en capacitacin de Recursos Humanos
Continental
en los campos del sector turstico, incluye campos
de hotelera, agencias de viajes, ecoturismo,
cultura turstica, gestin de recursos humanos,
liderazgo y habilidades gerenciales
Diversificada
en Turismo
Diversificada
en Turismo
Colegio Liec
en Turismo
Diversificada
en Turismo
Diversificada
en Turismo
Colegio La Place
en Turismo
Diversificada
en Turismo
Diversificada
en Turismo
Liceo Integral Sanpedrano
en Turismo
Colegio de Computacin CEI-PC Villas
en Turismo
Colegio Formacin Integral de Amatitln
en Turismo
Diversificada
en Turismo
Liceo Mixto San Juan
en Turismo
Liceo Cristiano Beth Shalom
en Turismo
Diversificada
en Turismo
Diversificada
en Turismo
54
GUATEMALA
CITY
NAME
Diversificada
Diversificada
Diversificada
Colegio Evanglico Bet-El Shamma
Centro Educativo Jos Milla y Vidaurre
Centro Cristiano Educacional Vida, S.A.
San Miguel Petapa
Liceo Tcnico de Villa Nueva

Diversificada
Centro Educativo Bertrand Russell
Centro de Estudios Mercadolgicos y
Publicitarios
Guast
atoya
Colegio Mixto Valle del Saber

Colegio Catlico Particular Mixto Padre
Gabriel Peate Rodrguez
Colegio Profesional de Turismo
Guatemalam
Liceo Antigeo
Instituto Municipal de Educacin
Diversificada
Antigua Guatemala
Sanarate
Instituto Tecnolgico Empresarial

Centro Educacional Valle Colonial
Colegio Antigua
Jocotenango
Colegio Mixto Liceo Latino
Pastores
Sumpango
Sn. Lucas
Sacatepquez
Sta. Luca
Milpas Altas
Ciudad Vieja
COURSES/CAREERS
en Turismo
en Turismo
en Turismo
Bachillerato en Turismo y Hotelera
en Turismo
Hoteles
en Turismo
en Turismo
en Turismo
en Turismo
Hoteles
en Turismo
en Turismo
Secretariado Bilinge con Orientacin en Turismo
- Agencia de Viajes
Instituto Tcnico Diversificado para

Secretariado y Oficinista con Orientacin
Jurdica y Bachillerato en Turismo y
Hotelera
Liceo Mixto Bilinge Empresarial
Colegio La Esperanza
en Turismo
Liceo Cientfico Tecnolgico Israel
Hoteles
Liceo John Dewey
en Turismo
Instituto Mixto Municipal de Educacin Bachillerato en Ciencias y Letras con Orientacin
Diversificado
en Turismo
Liceo Teresa de vila
55
GUATEMALA
CITY
NAME
Liceo de Computacin Ciencia y
Tecnologa
Liceo Mixto Integral
Colegio Nuestra Seora de Lourdes
Alotenango
Colegio Particular Alpha y Omega
Tecpn
Guatem
ala
Chimaltenango
Colegio Jos Simen Caas y Villacorta
Sn. Miguel
Pochuta
Escuintla
Cuila
pa
Nueva
Concepcin
Iztap
a
San Jos
La Gomera
COURSES/CAREERS
en Turismo
en Turismo
Hoteles
Hoteles
Hoteles
Centro de Estudios Tcnicos y Avanzados

de Chimaltenango No. 2 C.E.T.A.CH. No.
en Turismo
2
Colegio Bless
en Turismo
Liceo Nueva Generacin
en Turismo
Liceo Cristiano Hispanoamericano
en Turismo
Centro de Estudios Tcnicos y Avanzados Bachillerato en Ciencias y Letras con Orientacin
de Chimaltenangov C.E.T.A.CH.
en Turismo
Liceo Cientfico Tecnolgico EN-GADI
Hoteles
Bachillerato en Turismo y Hotelera, Bachillerato
Tecnolgico Preuniversitario
en Turismo con Orientacin en Computacin
Diversificada 6 de febrero
en Turismo
Liceo Tecpn
Instituto Municipal de Diversificado
Pochuta Centenario
en Turismo
Centro Educacional Guatemalteco del
Sur
en Turismo
Diversificada
en Turismo
Diversificada
en Turismo
Colegio Particular Mixto Santa Mara
en Turismo
Diversificada
en Turismo
Diversificada
en Turismo
Instituto Municipal de Educacin
Diversificada
en Turismo
Colegio Evanglico Elim
en Turismo
Diversificada
en Turismo
56
GUATEMALA
CITY
NAME
Colegio Bilinge Centro de las Amricas
Colegio Tcnico Industrial Emanuel
Sta. Rosa de
Lima
Sn. Rafael Las
Flores
Oratorio
Chiquimulilla
Sn. Juan
Tecuaco
Taxisco
CPMI Centro Integral Sistemtico C.I.S
Guazacapan
Nueva Sta.
Rosa
Sta. Cruz
Naranjo
Sn. Lucas
Tolimn
Panajachel
Sta. Luca
Utatln
Solol

Diversificada
Diversificada
Diversificada
Diversificada
Diversificada
Diversificada

Diversificada
Diversificada
Diversificada
Diversificada
Diversificada
Diversificada
Liceo Mixto Privado Solol
Instituto Privado de Educacin
Diversificada "Conocimiento y Verdad"
Colegio Privado Dr. Jorge Romero Imery
Colegio Mixto Juan Pablo II
Diversificada
Liceo Urrutia CEEP
Instituto Nacional de Diversificado
COURSES/CAREERS
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
57
GUATEMALA
COURSES/CAREERS

Diversificada

en Turismo

Diversificada

en Turismo
Escuela Normal Nacional Rural de

Occidente Guillermo Ovando Arriola

y Hotelera
en Turismo
Perito Contador con Orientacin Comercial y
Turismo
Hoteles
Hoteles
en Turismo
en Turismo
Hoteles
Hoteles
Hoteles
Hoteles
en Turismo
Hoteles
Hoteles
en Turismo
en Turismo
Totonicapn
Sn. Juan
La Laguna
NAME
Sn. Pedro
La Laguna
CITY
Colegio Privado Mixto La Familia

Escuela Normal Primaria Bilinge
Intercultural Adscrita a la ENRO
Colegio Evanglico Bethania
Diversificada
Quetzaltenango
Colegio John Harvard

Colegio Continental
Colegio Mixto Centro de Estudios
Integrados
Colegio Preuniversitario Friedrich Von
Hayek
Colegio Preuniversitario El Prado
Colegio Evanglico La Patria
Coatepeque
Sn. Martn
Sacatepquez

Diversificada
Instituto Privado Tcnico Empresarial
Coatepeque
Instituto Tecnolgico Privado de
Coatepeque
Mazatenango
Instituto Particular Mixto Pedro Molina

Sn. Fco.
Zapotitln
Retalhuleu
Colegio Privado Mixto Santa Mara del

Camino
Colegio Privado Mixto Rosario
Colegio Preuniversitario Camino a la
Excelencia
Colegio Privado Urbano Mixto
Monterrey

en Turismo
Hoteles
58
GUATEMALA
CITY
NAME
Colegio Privado Urbano Mixto Bilinge
Paraso
Sn. Martn
Zapotitln
Champerico
El Asintal
Sn. Marcos
Sn. Pedro
Sacatepquez
El Tumbador
Sn. Jos El
Rodeo
Malacatn
Catarina
Ayutla
Pajapita
Huehuetenango
Centro de Estudios Integrales

Diversificada
Diversificada
Escuela Tcnica de Computacin
Colegio Privado Urbano Mixto de
Estudios Avanzados CESC
Diversificada
Diversificada
Colegio Evanglico Mixto
Centroamericano
Diversificada
Diversificada
Diversificada
Liceo Preuniversitario de Informtica
Colegio Privado Mixto Americano
Sta. Cruz del

Quich
Instituto Privado Tcnico Industrial

Quich
Liceo Tecnolgico de Occidente La
Preparatoria
Instituto Tcnico de Nivel Medio
Sto. Toms
Chichi.
Nebaj
Cobn
Salam

Diversificada
Diversificada
Colegio Particular Mixto Ciencia y
Desarrollo
Centro de Formacin Integral Ciudad de
la Esperanza
Colegio Nuestra Seora de la Esperanza
Colegio Particular Mixto Imperial
Liceo Preuniversitario del Norte
Sn. Pedro
Carch
Colegio Sthella de Hernndez
COURSES/CAREERS
en Turismo
Hoteles
en Turismo
en Turismo
Hoteles
Hoteles
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
Hoteles
en Turismo
en Turismo
en Turismo
en Turismo
Hoteles
en Turismo
en Turismo
en Turismo
en Turismo
59
GUATEMALA
Flores
CITY
Sta. Mara
Cahabn
Sn. Benito
NAME
Diversificada
Liceo Petenero en Ciencias
Administrativas, Recursos Naturales y
Turismo
Instituto Tcnico de Educacin Media de
Petn "ITEMP"
Liceo Maya
Diversificada
Sn. Andrs
Centro Educativo The Jungle School

Colegio Privado con Orientacin
Cristiana Liceo Emanuel
Centro Estudiantil Carlos Sosa
La Libertad
Colegio Santa Cruz
Dolores

Diversificada
Colegio San Martn de Porres
Liceo Educativo Salem
Poptn
Melchor de
Mencos
Centro Educativo Bilinge Valparaso de

Jess
Diversificada
Centro Educativo El Bosque
Pto. Barrios
Colegio Particular Mixto Cristo Rey

Diversificada
Diversificada
Colegio Mixto Bilinge Quetzalli
Livingston

Diversificada
Colegio Cristiano Privado Mixto de
Educacin Bsica y Diversificada Monte
Peniel
Instituto Privado Mixto de Formacin
Juvenil Rio Dulce
Instituto Particular Mixto Ak Tenamit
Pueblo Nuevo
COURSES/CAREERS
en Turismo
Bachillerato en Turismo Ecolgico
Perito en Ciencias Tursticas
y Hotelera
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo, Perito en Ecoturismo
en Turismo
Hoteles
en Turismo
en Turismo, Perito en Administracin Turstica y
Hotelera
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
en Turismo
Perito en Turismo Sustentable
60
GUATEMALA
CITY
NAME
Colegio de Educacin Bsica y
Diversificada en Estudios Comerciales
con Orientacin en Computacin y
Turismo Nuevo Amanecer
COURSES/CAREERS
en Turismo
Instituto Particular de Educacin Bsica y

Diversificada adscrita a Colegio Mundo
en Turismo
Infantil
Morales
Los Amates
Escuela Particular Mixta Licenciado

David Vela
Colegio J. Harvard
Gualn
Teculutn

Diversificada

en Turismo

Diversificada

en Turismo
en Turismo
Colegio Maya Teculutn
Esquipulas
Chiquimula
Colegio Internacional Americano en

Turismo
Instituto Tcnico Industrial Henry Ford
Diversificada
Instituto Tcnico Industrial Albert
Einstein
Einstein
Diversificada
Einstein
Ipala
Jalapa
Monjas
Asuncin Mita

en Turismo
en Turismo
Instituto Tcnico Industrial Henry Ford

Hoteles
en Turismo
Hoteles
Hoteles
en Turismo
Hoteles
Hoteles
61

Guatemala Case Study FV 21AUG2015

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GUATEMALA

Consulting firm: Certificaciones de Centroamrica, S.A. CERTIFICA

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

Gladys Mara Graciela Padilla A., Labor

Roberto Mazariegos, INTECAP:

Overview of the Tourism and Hospitality Industry

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

OVERVIEW OF THE TOURISM AND HOSPITALITY SECTOR........................................................................ 5

OVERALL COUNTRY PROFILE.......................................................................................................... 5

TOURISM PROFILE ......................................................................................................................... 7

TRENDS IN NICHE MARKETS ................................................................................................... 9

IMPACT IN ECONOMY .......................................................................................................... 11

EMPLOYMENT IN TOURISM ................................................................................................. 14

EDUCATION OVERVIEW ......................................................................................................................... 17

FORMAL SCHOOL SUBSYSTEM..................................................................................................... 18

EXTRACURRICULAR OR INFORMAL EDUCATION .......................................................................... 21

MIDDLE TECHNICAL EDUCATION OR TECHNICAL COLLEGES ........................................................ 23

INTERRELATIONSHIP BETWEEN THE EDUCATION/TRAINING SYSTEMS ....................................... 24

RELATIONSHIP BETWEEN TRAINING AND EDUCATION ........................................................ 24

EDUCATION LAWS ....................................................................................................................... 26

NATIONAL POLICIES AND LEGISLATION RELATED TO TVET .......................................................... 27

STRUCTURE OF THE LABOR COMPETENCIES MANAGEMENT................................................................. 28

MINISTRY OF LABOR AND SOCIAL WELFARE................................................................................ 28

INSTITUTO TCNICO DE CAPACITACIN Y PRODUTIVIDAD INTECAP (TECHNICAL INSTITUTE FOR

METHODOLOGY USED FOR THE CONSTRUCTION/IMPLEMENTEATION OF KEY STANDARDS AND LABOR

CRITERIA FOR EDUCATIONAL ESTABLISHMENTS FROM THE MINISTRY OF EDUCATION....... 22

INTECAPS COMPETENCY IMPLEMENTATION IN THE TOURISM SECTOR ..................................... 30

TRADITIONAL APPROACH PROGRAMS ................................................................................. 31

LABOR COMPETENCY APPROACH ........................................................................................ 32

COMPONENTS OF TRAINING BY OCCUPATIONAL SKILLS ............................................................. 33

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

INTECAP TRAINING OFFER IN TOURISM SECTOR ......................................................................... 38

TECHNICAL MIDDLE LEVEL OR MIDDLE MANAGEMENT ....................................................... 38

TECHNICAL MIDDLE LEVEL OR SUPERIOR ............................................................................. 38

FORJA FORMACIN DE JVENES Y ADULTOS (YOUTH AND ADULT EDUCATION AT THE

INTECAP PROJECTIONS IN HOSPITALITY, TOURISM AND GASTRONOMY AREAS ......................... 40

SUCCESS KEY ELEMENTS OF THE PROGRAM OR METHODOLOGY OF VOCATIONAL EDUCATION OR

OPPORTUNITIES AND CHALLENGES OF THE ORGANIZATION ON THE SUBJECT OF VOCATIONAL

DIVERSIFIED CYCLE COVERAGE AND QUALITY ............................................................................. 45

ACRONYMS AND ABREVIATIONS........................................................................................................... 48

SOURCES AND REFERENCES................................................................................................................... 50

ANNEX - LIST OF POST-SECONDARY TOURISM VOCATIONAL INSTITUTIONS ................................................... 53

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

OVERVIEW OF THE TOURISM AND HOSPITALITY SECTOR

OVERALL COUNTRY PROFILE

important contributors to the national economic development. Some foreign investments in

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

TRENDS IN NICHE MARKETS 7

WEDDINGS & HONEYMOONS

CULTURAL TOURISM / MAYAN COSMOVISION

BUSINESS MEETINGS TOURISM

CRUISE SHIP INDUSTRY

SPORT AND ADVENTURE TOURISM

HEALTH AND WELLNESS TOURISM

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

2015 Annual Research Key Facts9

The direct contribution of Travel & Tourism GDP was GTQ.

GDP: TOTAL CONTRIBUTION

The total contribution of Travel and Tourism to GDP was

GUATEMALA | TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)