Tourism Assessment Process

Linking Communities, Tourism & Conservation A ourism Assessment Process EIlEEn GutIErrEz KrIstIn lamourEux sElEnI matus Kaddu sEbunya

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Acknowledgements Many thanks to our ocial reviewers who provided extensive input and alternative views: • • •

Sylvie Blangy, Board o Directors, Te International Ecotourism Society; Allison Rossetto, James Cook University; Donald E. Hawkins, George Washington University.

Additionally, much gratitude to Stephen Edwards or his early input on the overall rame work and approach; as well as, Edward Millard, Megan Havdra, Susan Kennedy, Scott Wayne, and Janet Edmonds or their constructive comments and assistance. Finally, this publication would not have been possible without the encouragement and support rom Fred Boltz o Conservation International and Roberta Hilbruner o the United States Agency or International Development ‘s Sustainable ourism Program. All photos copyright Conseration International unless otherwise noted. Cve ige  sig Ci; H C: Iie cve, pge 11, 19, 20, 31, 55, 69, 113, 118, 119; Pick Jh: Pece; Je Ge: te  Ce, pge 7, 23, 47,  102; Eii Hie: pge 5  17; sh Fee: pge 8; Pi nkecki: pge 9; Cii mieeie: pge 10, 89 , 90, 97  100; nic V sie/IrF: pge 13; bi K: pge 14; re mieeie: pge 15, 22, 30, 39, 56, 57, 63,  71; t l/l si: pge 21  45; the a: pge 29; miche Pi/Wiee si: pge 37  94; Fk sew: pge 46  48; Pici re Gi/agpció sie me: pge 65, 93, 99, 103  106; Chi bk: pge 66; Che Qi: pge 72; H P, J.: pge 73; rge seee: pge 91; s Kee: pge 101; reic m: pge 105; li a: pge 107; dv Kikw: pge 111; oivie lg: pge 114; t me: pge 115; Gv Fec: pge 116;  CI’ Eci depe: pge 117.



























Preace Linking Communities, ourism and Conservation – A ourism Assessment Process has been designed by Conservation International (CI) and Te George Washington University (GW) or eld practitioners to perorm a rapid assessment and analysis o tourism potential in a destination. Te guidelines and tools provided are research-based and reect accepted criteria and principles o sustainable and ecotourism development. It incorporates sustainability concepts that aim to optimize tourism development in an efort to protect natural and socio-cultural resources and improve the welare o local people, while enhancing monetary gains and market access. Tis hands-on manual is also a tool or practioners engaged in applying tourism as a strategy or biodiversity conservation and poverty reduction. Conservation International and Te George Washington University have successully employed many o the concepts presented in Linking Communities, ourism and Conservation – A ourism Assessment Process in Process in developing destinations around the globe. Tese concepts are based on a culmination o over 25 years o eld experience in conservation and tourism development between both organizations and their partners. Te ourism Assessment Process (AP), outlined in this manual, addresses the complexities o tourism at both the national and local levels. While the authors acknowledge the importance o applying sustainable and ecotourism tourism principles to all scales o tourism development, this assessment tool ocuses primarily on tourism development at a destination or site rather than a specic business or venture. Assessment Teams comprised o technical specialists working within or near high biodiversity areas and rural communities will guide this highly participative assessment process. Tese multidisciplinary teams should be joined by an experienced tourism development specialist and include community extensionists, economists and other development specialists, parks and protected area personnel, government ocers, educators, non-governmental and private sector organizations. It is assumed that users have some basic knowledge o ecotourism and sustainable development, experience in conducting primary and secondary research, as well as experience working with a range o stakeholders on a coordinated efort. Te AP is also designed to involve local stakeholders with or without tourism experience.

Te goal o Linking o Linking Communities, ourism and Conservation – A ourism Assessment Process is Process is to help you determine whether a destination is suitable or unsuitable or sus-



























Table o Contents

4 6

Introduction Assessment Process Oeriew Iegig he aee Pce 6 biig he ti aee te 6 ti aee Pce – thee Phe  scce

7

2

Phase I Assessment Preparation Iii d Ceci 12 ueig Evie, Evie, biivei & n rece Ie 13 Ieiig l ue P  zig 15

6 8

Phase II Assessment Inoling Local Stakeholders meh  Ivvig Ci skehe 20 Hw  H Pic meeig  Wkhp 20 Geeig dige   Viiig Eecie 21 uig Iivi Ci 22 seecig aee Picip 22 t: ti deii Viiig Eecie 24 t: sWot ai 26

28

Attractions Inentory Cpe  he aci Ive 28 Ccig he aci Ive 29 Wkhee 1: n aci 32 Wkhee 2: C aci 33 Wkhee 3: Hiic  Heige aci 34 Wkhee 4: recei aciviie 35 Wkhee 5: Ive Evi shee 36

38

Inrastructure and Serices Ieiig oppiie  ovecig oce Wkhee 6: tpi 40 Wkhee 7: acceiii s 41 Wkhee 8: Pic sevice 42 Wkhee 9: Evi  sig 43

38

Market Demand Analysis sce  Ccig mke de reech 44 the Ve  Ccig Vii sve 45 ueig mke sege 46

44



























sveig he ti I 55 Cpeiivee  siii 57 Wkhee 10: Cpeiive avge Eecie 58 t: spe acci Fciiie sve 60 t: spe t ope sve 61 t: spe a  C Eepie sve 62

64

Human and Institutional Capacity the Pce  mppig avie H rece 64 devepig  l Fce Pe 65 aeig Iii spp  ti 65 Wkhee 11: l Fce Pe 67 Wkhee 12: ti l de 68

70

Socio-Economic, Cultural and Natural Resource Use Considerations the Ve  Ci mppig 71 the Ve  skehe ai 72 the Ve   reie sve 72 t: Hw  Cc Ci mppig 74 t: Hw  Cc  skehe Fc Gp 76 t: spe skehe Fc Gp Qeiie 77 t: Hw  Cc  reie sve 79 t: Hw  ae  Iepe sve re 81 t: spe reie Qeiie 82

88

Enironmental and Biodiersity Footprint ueig Pei bee 88 ueig negive Ipc 89 sce  Ieiig Pei Ipc  bee 91 tppig i Evie  biivei Epe 93 Gieie  aeig re 94 Wkhee 13: Evie  biivei Fpi mi t: aeig ti’ Fpi spe Ieview 96

Cost Benet Analysis

95

98

Hw  Cc he Ecic C bee ai 99 Ccig Ecic bee 100 Ccig Ecic C 102 Ccig sci-Ecic, C & Evie C  bee 103 aeig ove re 106 Wkhee 14: Ecic C bee ai 108 Wkhee 15: Eiig uee C & bee 109



























Introduction

WHat maKEs  eii ie  eci  ie i evepe? me ip, hw c i e evepe  ecp ie  eci picipe  ? thi h- gie, evepe  Cevi Iei  the Gege Whig uivei, wi hep  we hee qei   he e  ee ee   ce  pei i ii  he eii-eve.

Relationship o Ecotourism to Sustainable Tourism

Sustainable Tourism Principles

Ecotourism Principles

Linking Communities, ourism and Conservation – A ourism Assessment Process provides a planning ramework and easy-to-use processes or: • • •

Conducting an inventory o attractions; Analyzing market demand and competitiveness; Investigating associated socio-cultural and natural resource issues.

Te goal o this manual is to provide practitioners with a practical means o planning tourism that saeguards a destination’s cultural heritage and enhances its natural environment, while while at the same time improves the welare welare o people in the destination. ypically, sustainable sustainable tourism and ecotourism seek to achieve these goals.

The Role o Sustainable Tourism and Ecotourism Ecotourism Adventure Tourism Nature-Based Tourism Volunteer Tourism

Beore proceeding, it is important to understand the concepts o sustainable tourism development and ecotourism. Te International Ecotourism Society (IES) denes ecotourism as “responsible travel to natural areas that conserves the environment and improves the welare o local peoples.” 1

Ethical Tourism Educational Tourism All Other Tourism

Sustainable tourism, as outlined by the World ourism Organization (WO), should make optimal use o environmental resources that help conserve natural heritage and biodiversity, respect the socio-cultural authenticity o host communities and provide socio-economic benets to all stakeholders. 2 According to the World ourism Organization, “Te development o sustainable tourism requires the inormed participation o all relevant stakeholders, as well as strong political leadership to ensure wide participation and consensus building. Achieving sustainable tourism is a continuous process and it requires constant monitoring o impacts, introducing the necessary preventive and/or corrective measures whenever necessary.”3





























“ecotourism embraces the principles o sustainable tourism… and the ollowing principles, which distinguish it rom the wider concept o sustainable tourism: • • • •

Contributes actively to the conservation o natural and cultural heritage. Includes local and indigenous communities in its planning, development, and operation, contributing to their well-being. Interprets the natural and cultural heritage o the destination to visitor(s). Lends itsel better to independent travelers, as well as to organized tours or small size groups.”

Both ecotourism and sustainable tourism have the potential to link the conservation o nature with the well-being o local communities through a number o positive benets including revenue generation, cultural preservation, and capacity building.

Positie Outcomes As a member o the Assessment Team, you play an important role in the development o tourism’s positive results: •

•

•

As a development strategy, tourism can provide economic opportunities, ofer direct benets to environmental conservation and empower local communities to manage their own resources in a sustainable way. ourism enterprises can provide meaningul employment and increased income or community members. ourism related employment opportunities include lodging, ood service and tour operations, construction, agriculture and shing, transportation, and many others. As a source o nancing, tourism can generate revenues rom entrance ees, concessionary ees and taxes to und increased or improved protected area management, capacity building and education. In some areas, tourism can also inuence voluntary nancial contributions rom visitors

TOOLS FOR SUCCESS ti deii Viiig Eecie sWot ai Hw  deig  Qeiie spe Vii Qeiie Ccig  Vii sve Hw  ae & Iepe sve re spe acci Fciiie sve spe t ope sve spe a & C Eepie sve Hw  Cc Ci mppig spe skehe Fc Gp Qeiie Hw  Cc  reie sve spe reie Qeiie aeig ti’ Fpi spe Ieview

READY-TO-USE WORKSHEETS 01: n aci aci 02: C aci aci 03: Hiic & Heige aci aci 04: recei aciviie aciviie 05: Ive Evi Evi shee 06: tpi 07: acceiii s 08: Pic sevice





























Assessment Process Overview

tHE tourIsm

aee Pce (taP) h ee eige  hep  pce ecei  i evepe h ece he picipe  eci  ie i. thi  wi gie  e  c  e pciie  epe ppiie  evepig i   pecic eii  eig:

Getting Started thi ie veview highigh he ie  ech phe  he ti aee Pce  i cpe. a  e he wig hee eci, i i ip  c  he ppe  pei ce  ech phe h e ecie i ei. thi eig wi hep   eece he ece pepi,   ci ep  cce cpee aee Pepi, aee

1. 2. 3. 4. 5. 6. 7.

Existing and potential attractions Market demand Supporting inrastructure and services Overall competitiveness Human resource and institutional capacity Socio-cultural and economic considerations Environmental and biodiversity considerations

Integrating the Assessment Process Te success o tourism development relies on a myriad o actors that range rom a healthy environment to socio-economic and political stability. With this in mind, it is important that the ourism Assessment Process be carried out with reerence to larger planning rameworks that may include: • • • • •

Integrated or rural development plans (including transportation and other major inrastructure); Community based natural resource management plans; Integrated coastal zone management plans; Conservation biodiversity and environmental management plans; Economic strategies; ourism planning (including destination marketing).





























Due to the varied and ragmented nature o the tourism industry, the assessment relies on multidisciplinary tools and techniques to increase its reliability. In the same way, the assessment process attempts to minimize biases by encouraging perspectives rom a cross-section o stakeholders.

Importance o Local Community Participation Successully planning or tourism development requires the active support and involvement o the local community. It is important to recognize that host communities have a stake in ensuring that tourism does not compromise their quality o lie. Tis can include issues such as over-crowding at traditionally local venues, rapid changes in social values, increased demand that raises the price o consumer commodities, and degradation o the natural environment. In addition, land tenure, indigenous people’s rights, poverty, and lack o access to basic services are core community issues, which exist globally and may signicantly impact the viability o tourism development. By involving the local community in the highly participatory AP, the Assessment Team can help ensure that the community’s concerns and priorities are addressed. Te AP guides the Assessment Team on gathering stakeholders and getting them involved in the assessments prior to starting the process. Te ollowing ow chart illustrates the three phases o the ourism Assessment Process.

TOURISM ASSESSMENT PROCESS - THREE PHASES TO SUCCESS PrEParatIon  E S

DESTINATION REvIEW PHYSICAL

SOCIAL CONTExT

the ee pce ep  iiie ie  ecgig pepecive   ie  kehe.

the cce  i evepe eie   i  c h ge   heh evie  ci-ecic  piic ii.





























“ THE ASSESSMENT ASSESS MENT RELIES ON MULTIDISCIPLINARY TOOLS AND TECHNIqUES TO INCREASE ITS RELIABILITY.”

Understanding Phase I: Assessment Preparation o prepare or the assessment, the tourism Assessment Team should conduct an Review to gain a basic understanding o the ocus country and initial Destination Review to particular destination. Tis involves gathering baseline data in the ollowing areas: • • • •

Physical – Geography, environment, biodiversity, etc.; Social Context – Population proles, history, cultural backgrounds, etc.; Policy – Political and economic climate; ourism Industry – Known attractions, existing hotels and services, general trends in arrivals.

Tis insight is critical when making uture recommendations or tourism development. Since tourism is oten an important economic and political driver, a review o the government’s policy towards tourism is a necessary step during this phase.

Understanding Phase II: Assessment Te Assessment Phase requires two steps: 1. 2.

Involving local stakeholders in the assessment process. Conducting the actual assessment.

When local stakeholders are involved in the initial participatory process, it helps the team identiy potential project partners and stakeholders, learn about community priorities and concerns and their capacity to work together, as well as leverage additional support or the assessment process. process. Te AP manual provides the Assessment Team with several approaches or involving local stakeholders in the assessment process.





























unique attractions. Accessibility, communications, transportation, and waste management are among the services essential to tourism. Among the issues assessed are accessibility accessibility;; transportation inrastructure and services; available public services such as water, energy, health, and security; health o the surroundings; surroundin gs; and general land use and availability. Market Demand —Market —Market potential or a destination is determined by the assessment o the tourism trends and visitor proles. Based on tourist demographic proles, this assessment analyzes travel interest in the destination and identies existing and uture travel markets. Te markets can be identied by nationality/ country o origin and/or by segment. It is crucial to determine the potential demand in the ocus destination and develop a strategy or meeting this demand. It will be equally important to collect inormation on tourist activities, as well as inormation on travel motivation and behavior. Supply and Competitiveness —An —An assessment o the competition in the region can give the destination a clear idea o what competitors are doing and how to compete with other local destinations. It is also important to consider destinations around the globe that ofer similar products and services because they are competing or the same travel markets. Tis section analyzes the current structure, size, and health o tourism acilities and services in the ocus destination. It can also help to urther identiy additional potential markets and opportunities or partnerships and collaboration. Human and Institutional Capacity —ourism —ourism is a people-oriented business and depends on quality service rom trained managers and employees. Understanding the actual and potential human resource base o a destination is critical in determining to what degree a community can meaningully participate in the development o

b ivvig he c ci i he high picip aee Pce, he Assessment

Team c hep ee h he ci’ cce  piiie e ee.

thi  pvie gieie  hw  cc eve iee ee: • aci Ive • Ice Ice  sevice • mke de ai • spp 































“ FINAL RECOMMENDATIONS WILL BE ENHANCED BY INTEGRATING ASSESSMENT RESULTS.”

ora and auna, unctioning ecosystems, physical landscapes, identied important biodiversity areas, water and energy sources, waste management systems, and other general environmental considerations. Although each assessment is designed as an independent stand-alone module that addresses a specic thematic or technical area, the integration o the nal results o each will enhance the overall recommendations or tourism potential in the region.

Cost Benet Analysis o Results A nal step in the Assessment Phase is the development o a Cost Benet Analysis based on the results o each assessment. Te process attempts to weigh both measurable benets and costs such as market demand and necessary inrastructure investment costs, and unmeasurable benets and costs such as potential sociocultural conicts and benets or threats to high biodiversity areas. Te cost benet analysis allows the Assessment Team to objectively weigh positive and negative impacts beore nalizing their recommendations.

Understanding Phase III: Recommendations





























































Phase I Assessment Preparation

tHE FIrst stEP  he Assessment Team i ccig  eii eview. thi pce ce  gheig eev peii ii  he ppe ie  eii. Tis benecial inormation helps the team better plan and prepare or the assessment phase, where the eldwork takes place. ourism assessments are more successul when the team has a general understanding o the physical attributes, social and political context and general tourism trends in the ocus country and destination.

Initial Data Collection Prior to initiating any eldwork, the team should attempt to gather as much existing baseline data, logistical and general inormation as possible. Below is a useul list o generally available inormation that can be gathered by the Assessment Team . Gathering more destination or site specic inormation will be part o the actual assessments completed in the eld.

GETTING STARTED InFormatIon nEEdEd

usE

PotEntIal sourCE































Understanding Enironmental, Biodiersity and Natural Resource Use Issues As one o the six areas o data collection, biodiversity is a common area o concern world wide, but one that all team members may not ully understand. o better grasp its scope and implications, the ollowing short primer o key concepts may help build a general understandingg among all team members, as well as help guide research on these key issues. understandin

Pi  iiiig  ewk, he e h ep  ghe  ch eiiig ii  he eii  pie.

Biodiversity is the sum o all the diferent species o animals, plants, ungi, and microbial organisms living on earth and the variety o habitats in which they live. Each species is adapted to its unique area in the environment – rom mountain peaks to the deep sea and polar ice caps to tropical rainorests. Te array o living organisms ound in a particular environment, together with their interaction with physical and environmental actors, is called an ecosystem. Healthy ecosystems are vital to lie. For example, rainorests help cool the air and ofset carbon dioxide, while wetland areas are oten important water lters and sources o ood or humans. Critical to healthy ecosystems is genetic diversity. It enables species to respond to environmental change and ulll important unctions such as birds, which pollinate native plants.

P  he chege  

Assessment Team wi e  ee hw i evepe  cie  ee































“ IT WILL BE IMPORTANT TO KNOW IF THE DESTINATION IS LOCATED IN A KEY BIODIvERSITY AREA.”

Identiying Key Biodiersity Areas in the Assessment Process Biodiversity varies throughout the world. Some areas are higher in biodiversity than others. Just as some areas may be more highly threatened than others. It will be important to know i the destination is located in a key biodiversity area. Many o these have been researched and dened by scientists and organizations such as Conservation International. Tey may be reerred to under the ollowing names: Biodiversity Hotspots —CI —CI denes hotspots as regions that harbor a great diversity o endemic species – those that only naturally occur in that area – and at the same time, have been signicantly impacted and altered by human activities. Hotspots have already lost at least 70% o their original vegetation. CI has identied 34 hotspots throughout the world. For more inormation, go to www.biodiversityhotspots.org. High-biodiversity Wilderness Areas —CI —CI denes high-biodiversity wilderness areas to be vast regions o relatively undisturbed land with many species ound nowhere else. Tese areas still claim at least 70% o original vegetation and have low human population densities.5 Five high-biodiversity wilderness areas recognized by CI – Amazonia, the Congo Forests, the Miombo-Mopane Woodlands and Savannas

































•

• • •

Strict Nature Reserve: An area protected and managed exclusively or scientic purposes. Oten the area may include important or unique ecosystems, species, or physical eatures. Wilderness Area: Large areas o intact and relatively unspoiled land and sea that is protected to preserve its natural condition. National Park: Mainly managed or the protection o an ecosystem and recreational purposes. Natural Monument: Areas protected or their unique, rare and signicant natural, or cultural eatures.

ti ee e e cce whe he e h  gee eig  he phic ie, ci  piic ce  gee i e i he c

































Phase II Assessment

tHE assEssmEnt PHasE i eei whee   he ewk ge e. I hee i cpe c : • •

Involving local stakeholders. Conducting seven individual assessments: 1. Attractions Inventory; 2. Inrastructure and Services; 3. Market Demand; 4. Supply and Competitiveness; 5. Human and Institutional Capacity;

































































Involving Local Stakeholders in the Assessment Process

InVolVInG   kehe  pie — icig he c ci, i i  gvee — i he pce  pig  ipeeig i evepe, ge icee he chce  g-e cce.8 Tis is due in part to the act that tourism is widely impacted by the ollowing:

Getting Started

• •

Resident-tourist interactions; Availability o public and private inrastructure;

































• • • • •

Give opportunities to answer questions and explain details o the assessment. Engage in open discussions o concerns regarding any immediate concerns about tourism development. Allow communities to cite key issues that they think are important. Decide on the community’s level o “general readiness” or tourism development. Decide i the assessment should proceed in ull, in part, part, or not not at all.

The Scope o Local Community Stakeholder Representation

F  eii  e cce,  cii  cpee ecii  e e   iee kehe icig  pe, gvee, ciie,



































“BY INvOLvING LOCAL STAKEHOLDERS, THE TEAM CAN RAISE AWARENESS OF THEIR OWN RESOURCES AND HOW TO LEvERAGE THESE FOR SUSTAINABLE DEvELOPMENT.”





































































“ BY WORKING TOGETHER, THE DESTINATION WILL BE BETTER ABLE TO COMPETE IN THE GLOBAL MARKET.”





































































Tourism Destination Visioning Exercise TOOL



































































































































































































































































































































































































































































































































































































































































































































































































































































































































Sample Accommodation Facilities Survey 16 TOOL busInEss namE addrEss PHonE

Which one o the ollowing most accurately describes the lodging acility? He me q ohe (peci) q

q

q

q

Cge/bgw be  bek/I

re Pive He

q

q

q

Cpg/cpie He

q

bckpcke

q

ohe (peci)

q

Which best describes the style o lodging you oer? q

Fi Ve

q

l

q

Ec

Number o units by type: Single:

Double: Double:

Suite:

Other:

Total:

Amenities aailable: re l q ohe (peci) q

q

q

q

24 H recepi svei shp

q q

tpi sevice tpi Pe

q

swiig Fciiie

About how many customers do you sere on aerage or each year? Do you eperience seasonality? I so, how much (% in high season)? What is the aerage price o a room? High $

Mid $

Low $

For the past year, what was the aerage number o days your guests stayed? Where do most o your guests come rom? C # 1 C # 2 C # 3

%   ge %   ge %   ge

O those that are traeling or Leisure (or on acation), what is their main reason or isiting? (one only) Ce ne/Wiie q ohe (peci) q

q

q

q

avee tve Epi a

q q

dee tve Hiic aci

How do you adertise your business: W  mh tve age q tve shw

Pphe Vii I. Cee q r sig

Fiiii t Iee q ohe (peci)

q

q

q

q

q

q

What is your ull-time employment gure in High Season?

Mid?

Low season?



























Sample Tour Operator Survey TOOL busInEss namE addrEss PHonE

Which one o the ollowing most accurately describes your tour operations? q

lge (>20), i 

q

lge, i  

q

s, i - i

q

s, i  

q

s, c e 

q

b t

q


q

Hiic

q

ne/avee ne/ave e (ikig, ig, ekkig)

q

b t

q

bech

q

ne Iepei (wiie, cpig)

What type o tours do you mainly proide? q q q

C/Heige bech ohe (peci)

About how many customers do you sere on aerage each year? Do you eperience seasonality? I so, how much (% in high season)? What is the price range or your packages (all inclusie)? 1 :

1 igh/2 :

2/3 :

3/4 :

1 week:

Where do most o your guests come rom? C # 1

%   ge

C # 2

%   ge

C # 3

%   ge

Wh   hik i he i e pepe e  evice?

How do you adertise your business: q

W  mh

q

Pphe

q

Fiiii t

q

tve age

q

Vii I. Cee

q

Iee

q

tve shw

q

r sig

q



Mid?

Low season?



























Sample Arts and Crats Enterprise Survey TOOL busInEss namE addrEss PHonE

Which one o the ollowing most accurately describes your operation? q

lge  ei-ie eepie

q

s-ie eepie

q

mic-ie eepie

q

mce

q

Whee

q

reie

q


What type o product do you produce, wholesale or retail? q

Chig

q

bke, Wevig

q

a (i.e. piig  cpe)

q

Fie

q

Jewe

q

Heh Ie (i.e. pce )

q


q

W Cvig

About how much product do you sell on aerage each year? Do you eperience seasonality? I so, how much (% in high season)? What type o product do you produce? q

Epeive, high-e

q

ree

q

Iepeive

Where do you sell most o your products? #1

%   e

#2

%   e

#3

%   e

What do you think is the main reason people purchase your products? How do you adertise your business: q

W  mh

q

Pphe

q

aveiig

q

r sig

q

lci (i.e. ie  he )

q

Iee


Mid?

What do you epect your aerage ull-time employment gure to be net year?

q

Low season?






















































Human and Institutional Capacity

tHE suCCEss  ie i evepe wi e eeie   ge ee  he vie h ece  eiig iii cpci. ti evepe eqie   ge  h cpci  ki,  we  iii pp.

Getting Started • thi ee i ivie i  cpe: 1. mppig vie h ece; 2. devepig   ce pe; 3. deeiig gp ewee pei ee  eiig cpci; 4. aeig iii pp ce. • ue Worksheets 11 Labor Force Profle and 12 Tourism Labor Demand .

• ue ie ve e  spp  Cpeiivee t – i vie.

Tis capacity assessment evaluates the available human resource pool within the destination and the institutions or organizations available to support development o a tourism labor orce. Te destination will require people skilled in operations, management, administration, maintenance, transportation, and so orth. Well-established tourism institutions and organizations, at diferent levels, can efectively acilitate tourism development in the destination. Government organizations such as National ourism Boards or Administrations and Ministries o ourism, local industry associations, and other non-governmental organizations oten play a key role in successul tourism development. Human resource planning, capacity building and institutional strengthening are oten central components o planning or successul tourism development.

The Process o Mapping Aailable Human Resources Te rst step in the process is orecasting the human resources needs by asking the ollowing question, “What knowledge and skills exist in the destination?” Te idea here is to develop an inventory o the existing knowledge and skills. Knowledge and skills needed or tourism include but are not limited to: • • • • • • • • • • • • • •

Managerial and operational; Accounting and controlling; Human resource management; Marketing and sales; Leadership; Food services skills such as menu planning, ood preparatio preparation n and and waiting waiting tables; Housekeeping; Reception guest services; ravel agency services; our operations; Attraction and recreational management; Knowledge o destination; i.e. cultural heritage, history and biodiversity; Interpretation, guiding and languages; Park and protected area management;





























Deeloping a Labor Force Prole Most countries compile statistics statistics on employment rates. Tis index is a measure o the proportion o people eligible or inclusion in the labor orce that are actually working. Tis index can be used to project labor orce availability within diferent employment sectors. By comparing the employment rates to population population demographics, it is possible to determine which segments o the labor orce to target, and whether the skills o the labor orce rom specic employment sectors are transerable to the tourism industry. Population demographics can also reveal any critical issues, such as migration trends, that may need to be actored into human resource Prole to help guide the Assessment planning. Use Worksheet 11 Labor Force Prole to Team’s research. It is important to be cognizant o the act that while national-level statistics and inormation may be readily available rom secondary sources, this may not be the case or local-level inormation. Tis limitation may be addressed by asking labor market prole questions as part o any surveys done o local businesses (see Supply and Competitiveness Section ools ). ). In addition to general labor orce trends, it is equally important to obtain inormation that is specic to the tourism industry and the geographic region in which tourism development will be based. Tis layer o data is crucial to assessing the situations that may be encountered when trying to oster a workorce that is likely to succeed. ourism agencies and associations are oten good sources o local-level labor orce inormation.

Comparing Forecasted Needs to Labor Market Realities With a better understanding o general labor orce trends—and more specically,

We-eihe i iii  gii,  iee eve, c eecive ciie i evepe i evepe he eii.

H ece pig, cpci iig  iii eghei iii egheigg e e ce cpe  pig  cce i evepe.





























“ HUMAN RESOURCE PLANNING, CAPACITY BUILDING AND INSTITUTIONAL STRENGTHENING ARE OFTEN CENTRAL COMPONENTS OF PLANNING FOR SUCCESSFUL TOURISM DEvELOPMENT.”

and industry associations. Te institutional support available and their capacity to engage in tourism development eforts will impact nal recommendations.

Institutional Capacity Te box below contains a listing o sources o inormation, which will help the Assessment Team answer the ollowing key questions about available institutional support: •

Which institutions are available to support tourism development in the area?

•

Are they efective? Would they be able to provide support in developing capacities to engage in tourism development in the targeted area?

•

I there is current or uture demand, are there adequate resources and available training or building an adequate labor orce?

•

Where are there major gaps or building adequate capacity to support tourism development? What type o institutional support is required to achieve this?

Tapping into Eisting Inormation Institutional Support or ourism Development can come rom: •

Government tourism organizations and their hierarchical structures (Ministries o ourism and National ourism Boards and Administrations, Park and Protected Area Management, Forestry Departments, Environmental Agencies, Economic Development





























Labor Force Prole17 WORKSHEET  . Population in Study Area . ne

te

. age ce (e) e 20 20–30 31–50 51–65 ve 65

te te te te te

2. Labor Force . t civii  ce

te

. uepe e

te

c. tpe  epe agice miig Cci mcig tie tpi te Fice/Ice/re Fice/I ce/re Ee sevice Gvee . lc eci eve •

% cpee pi ch % cpee ec ch

ne

avege h wge eig

te





























Tourism Labor Demand WORKSHEET 2 . Labor Force Aailability . de he ce vie  ce ee he i  e?

. I he vie  ce iceig  eceig?

c. Wh e he i c cig hi e?

. I hee  wi hee e icee e     he iie?

e. ae he ki eqie  wk i hee he iie ee ee  he i i?



























































Socio-Economic, Cultural and Socio-Economic, Natural Resource Use Consideratio Considerations ns18

bECausE tourIsm InVolVEs igig “ge” i  ci, i i ip  cie ci, ecic, c  ee  ece e ipc  he ici  ehcee  i i  eii. ti h he pei  geee h piive  egive ipc   e  i ihi.

Getting Started • the Assessment Team   cc  ci-c ipc ee hgh  cii  he wig ehgie: 1. Ci mppig; 2. skehe ai;

Negative impacts o tourism, particularly to the social and cultural integrity o a community, usually occur when the values and behaviors o the local community are threatened. Tis can include changes to the amily structure, relationships, collective traditional liestyles, and on moral values. On the other hand, tourism can be positive by ostering local pride, decreasing urban ight and increasing global understanding. In addition, tourism activity can positively or negatively impact on a host community’s use o natural resources. Tese resources can include water, clean air, agricultural lands, recreational areas, and important ecosystems such as orests, grasslands, wetlands, and coastal areas. ourism can also compete with host communities or scarce resources such as ood, uel, wood, and other sources o energy. Tese































The value o Community Mapping Community mapping is a participatory process in which stakeholders draw an illustrated geographical map. Tis tool shows the location o tourism and community resources and supporting inrastructure that will help the team determine any gaps that need to be addressed or the basis or tourism development decisions. Te process involves: • • •

Working together with local stakeholders to draw a map that identies where resources, activities and opportunities are located; Determining specic problem areas and potential or improvement and the dimension and scope o issues to be investigated; Open and intensive community discussions on tourism resources, activities, potential problems, and opportunities.

Community mapping is most efective in areas where there is clear potential or tourism development and where the Assessment Team has an opportunity to have a general meeting with the majority o community representatives. It is important to realize that community mapping takes time (average at least 6 hours) and stakeholders will need to be able to commit to this time.

Ci kehe kehe  e kwegee  c e pvie  weh  ii  i evepe  iii c.

ti c piive  egive ipc   h egive ci’ e  































“ IT IS CRITICAL TO IDENTIFY WHICH STAKEHOLDERS HAvE THE RESPECT AND CONFIDENCE OF THE COMMUNITY, ARE KNOWLEDGEABLE AND CAN ENGAGE IN DISCUSSIONS ON TOURISM DEvELOPMENT, SUSTAINABILITY AND ECOTOURISM FACTORS.”

7.

Te discussions discussions might begin to organize the range o opportunities or the community to consider. Additionally, it will ocus community attention on the positive and negative aspects o resource use and on its traditional resource management practices.

The value o Stakeholder Analysis Tis process identies which individuals and groups will be impacted – and how – through group interviews with stakeholders. It aims to speciy who is likely to gain rom tourism development and who is likely to lose, and by how much. It is also an attempt to predict changes in social behavior, local culture, traditions, and quality o lie issues that might result rom tourism development. By ully exploring the potential – real and perceived – impacts o tourism development in general, or o a proposed project/product, this process allows destination stakeholders to anticipate and take actions to avoid unintended negative consequences. Tis process will also help the Assessment Team augment and analyze the potential socio-cultural and biodiversity conservation impacts – positive and negative – o tourism development.

The value o a Resident Surey































Drawing Conclusions on Socio-Economic, Cultural & Natural Resource Use Considerations

We-pe i c e i piive ipc   ece e. I

When reviewing the results o the surveys, consider: 1.

2.

3.

How tourism will contribute contribute to the the welare/development welare/development o local people.

ece  cpe

Dening threats attributed to tourism development plans by communities.

ceig  ecic

Opportunities identied to adequately mitigate short- and long-term threats to a community and tourism product relations.

4.

Community interests, needs and impacts clearly dened.

5.

Sucient social cohesion and unctioning institutions to enable communities to manage their role and any benets.

6.

 eii, piie

Gender roles (men, women, old, and young) young) and how they

e ece  i, eice   heh  evie. I hee ce, h ciie e ece ew  hee ece, eeig  pecig ip ece  cpe































How to Conduct Community Mapping 19 TOOL Introduction

Getting Started • review  e TOOL: How to Conduct Community Mapping .

• sce  pepe  e p h ice ipe pgphic  (eevi – we/ppe, ec.); ipe ii  i, vegei, ecgic e, we viii,  i eii ie;  ice ch  , ch, heh ciiie, pice p. • seec  ciii e  c gii  ice echic epeie i gice, ci ciece, evie,,  evepe evie evepe. .

A community map shows the Assessment Team and stakeholders where tourism resources, activities, problems, and opportunities are located; the dimension and scope o issues – social, cultural, cultural, economic – and their relationships to biodiversity biodiversity.. It helps in understanding the boundaries and characteristics o the community involved or targeted or tourism development.

Participants A team comprising the core Assessment Team, extension eld staf, government representatives, natural resource managers, and local community representatives should undertake this exercise. Someone on the Assessment Team should have good map drawing skills. Te various representatives bring diferent but complementary ideas to the process. While the natural resource managers and tourism ocers will veriy technical issues, the community representatives will provide clear guidance on such matters as the correct position o boundaries

































How to Conduct Community Mapping 19 (Continued) TOOL • • • • • • •

Elevations – lower/upper, etc.; Simple inormation on soils; Vegetation; Ecological zones; Water availability; ourist destination sites; Inrastructure such as roads, schools, health acilities, police posts, etc.

Once the main eatures are in place, a more comprehensive participation o stakeholders can then be conducted. Participants

































How to Conduct a Stakeholder Focus Group TOOL

Getting Started • review  e: tool: Hw  deig  Qeiie (ee  spp  Cpeiivee chpe)

Tere are many stakeholders in every community. It is critical to identiy which stakeholders have the respect and condence o the community, are knowledgeable and can engage in discussions on tourism development, sustainability and ecotourism actors. Diferent stakeholders have diferent interests and diferent perceptions o what might be problems or opportunities or tourism development in the locale. Tereore, it is important that during the ocus group, stakeholders develop a shared perception o the problem and opportunities without undermining their variety o diferences.

Participants Should Refect varied Perspecties

































Sample Stakeholder Focus Group Questionnaire 20 TOOL Stakeholder Inormation de: ne: teephe/ae: occpi: leve  Eci:

































Sample Stakeholder Focus Group Questionnaire 20(Continued) TOOL Inrastructure and Public Serice Comments: 1.

Wh evice evice e eee i he ci  ke i e ce   eie eie  vii?

2.

d  hve picee, picee, ee  eic eegec pecii i he ci?

3.

d  hik h h vii ee e e wkig/veig wkig/veig e i he ci? I , wh? Hw c hi e ee  e?

































How to Conduct a Resident Survey 21 TOOL Tis snapshot o residents’ attitudes is crucial to determining local receptivity to tourism development and promotion. It is the baseline rom which to build a broad network o support or—and participation in—the tourism assessment, planning and implementation process. It will provide you with inormation to help direct any tourism development into projects that are acceptable to residents and identiy the role that residents see or tourism in the local area.

Getting Started • review  e:

In the case o conducting a resident attitude survey, it is advisable that only outside help or members o the original Assessment Team do it. I local people conduct the survey survey,, the results could be less objective or less valid due to personal interests.



































How to Conduct a Resident Survey 21 (Continued) TOOL



































How to Analyze and Interpret Survey Results TOOL



































Sample Resident Questionnaire 22 TOOL



































Sample Resident Questionnaire 22 (Continued) TOOL



































Sample Resident Questionnaire 22 (Continued) TOOL



































































































































































































































































































































































































































































































































































































































































































































































































































































































































Reerences

Endnotes 1. lieg, K.  Hwki, d. Eci: a Gie  Pe  mge, V. I, the Iei Eci scie, nh beig, Vt, Vt, (1993). 2, 3. W ti ogii. Wto Weie “sie devepe  ti: Ccep  deii”. reieve 8/10/05, hp://www.w-i. g/ee/e_ie.h. 4. uie ni Evie Pge. unEP Weie “a Eci”. reieve 8/10/05, hp://www. hp://www.epie.g/pc/i/eci/he.h epie.g/pc/i/eci/he.h.. 5. mieeie, r., e . Wiee: Eh’ Eh’ l Wi Pce. Cevi Iei, Whig, dC (2003). 6. mieeie, r. e . Hp: Eh’ bigic riche  m Egee teei Ecegi. uivei  Chicg Pe, Cevi Iei, Whig, dC, (2000). 7. IuCn – W Cevi ui. IuCn Weie “Pece ae mgee Cegie”. reieve 8/01/05, www.ic.g/hee/wcp/wpc2003/ www.ic.g/hee/wcp/wpc2003/ p/p/pc/pcev_i3.p 8. ape  lh, G. & ai d. r Eci aee Pg, a Gie  Ci aee  Eci, a  t  sie devepe, EpeW Iei, (2003). 9. ape  he uie ni Evie Pge. unEP Weie “unEP Picipe”. reieve 8/3/05, hp://www.epie.g/pc/i/pic/picipe.h. hp://www.epie.g/pc/i/pic/picipe.h. 10. ape  P, t. d. devepig n: a Ep Pce  ne-be Ci ti, Cpeive Eei sevice, Ce uivei. reieve 6/1/05, www..ce.e/pici/P/ev.h. www..ce.e/pici/P/ev.h. 11. ape  m ti Pie   rich, sh l. C Ci ti aci Gie. C Cee  Ci devepe, uivei  C  deve  the Cee  recei  ti devepe, uivei  C  be, be, Co (1991);   Ke, Wii, re se,  m Ee. mkeig y Ci:  mkeig P Wkk  acig reiee   Ecic diveici seg. lewi, Id: Ih s bie devepe Cee  lewi-Ck se Cege Iie  Ci devepe, (1991). 12. ape  Ke, W. se, r.  Ee, m. mkeig y Ci:  mkeig P Wkk   acig reiee   Ecic diveici seg. lewi, Id: Ih s bie de vepe Cee  lewi-Ck se Cege Iie  Ci devepe (1991);  Weve, Ge d. ti devepe: a Gieie  r Ciie. tve  ti aiii, u.s. depe  Cece, Whig, dC, (1993). 13. Fechig, d.C. ti spe sve, the Gege Whig uivei, Whig, Whig, dC, (2002). 14. ape  lee, J. a Gie t deigig  Ccig Vii sve . ai Cpeive Eei, Cege  agice, the uivei  ai, tc, az, (1998). 15. ape  Wee r devepe Cee/michig se uivei Eei. Ci ti aee Hk. WrdC/msu, Eie  Je l. b. reieve 12/01/04, hp://www..e/wwwwc/ch8-.h. ne: m  he wkhee pvie i hi ce wee pe  ecepe  he Ci ti Hk, which w gii pihe  he WrdC/msu Eei wih pp  he us depe  agice, (1997). 16. ape  Wee r devepe Cee/michig se uivei Eei. Ci ti aee Hk. Hk. WrdC/msu, Eie  Je l. b. reieve 12/01/04, hp://www..e/wwwwc/ce.h hp://www..e/wwwwc/ce.h.. 17. ape  Wee r devepe Cee/michig se uivei Eei. Ci ti aee Hk. Hk. WrdC/msu, Eie  Je l. b. reieve 12/01/04 hp://www..e/wwwwc/9-1. hp://www..e/wwwwc/9-1.h. h. 18. ape  Ecic, sci,  Evie apec  ti. the Gege Whig uivei Iei Iie Ii e  ti sie, Whig, Whig, dC, ( e). 19. ape  W rece Iie, Cee  Iei devepe devepe  Evie. Picip r appi Hk, Hk, (1990). 20. ape  lh, G. & ai d. r Eci aee Pg, a Gie  Ci aee  Eci, a  t  sie devepe, EpeW EpeW Iei (2003). 21. ape  Wee r devepe Cee/michig se uivei Eei. Ci ti aee Hk. Hk. Eie  Je l. b. reieve 12/01/04, hp://www. hp://www..e/wwww .e/wwwwc/eci3.h c/eci3.h 22. ape  he aic Cevi Cee. ak-skke ak-skke Fe sve, (2002). 23. b, Ki. Eci  Cevi: a review  Ke Ie. W bk Pici, Whig, dC, (1996). 24. sweeig, J.  sweeig, a. a Pcic Gie  G Pcice: mgig Evie  sci Ie i he acci sec. uie ni Evie Pge t ope Iiiive  Cee  Evie leehip i bie, (2003). 25, 26, 27. ape  Wee r devepe Cee/michig se uivei Eei. Ci ti aee Hk. Hk. Eie  Je l.



























Reerences

Bibliography and Further Sources o Inormation aic Cevi Cee (2002). ak-skke Fe sve. b, J. (E.) Wee r devepe Cee/michig se uivei Eei (1997). Ci ti aee Hk. Eie  Je l. b, Wee r devepe Cee, oeg se uivei, Cvi, or. bcke, r. (2003). Ce sie i Eci. CabI Pihig. b, K. (1996). Eci  Cevi: a review  Ke Ie. W bk Pici, Whig, dC. d, a.  me, a. (2002) Eci devepe: a m  Cevi Pe  mge, Ve I. the ne Cevc, aig, Va. d, a., me, a., se, a., Pe, C., tegh, J. (2004) Eci devepe: a m  Cevi Pe  mge, Ve II. the ne Cevc, aig, Va. Ege, P. P. mcC, s., He, C. (2002) sie ti i Pece ae: Gieie  Pig  mgee. WCPa/IuCn, Cige, uK. Fechig, d.C., (2002). ti spe sve, the Gege Whig uivei, Whig, Whig, dC. Fige, Jeph d. (1996). diei   ti, Eci Iie  he aeic He  me acii, michig. Gege Whig uivei ( e). Ecic, sci,  Evie apec  ti. the Gege Whig uivei Iei Iie  ti sie, Whig, dC. IuCn – W Cevi ui (2003). IuCn Weie “Pece ae mgee Cegie”. reieve 8/01/05, www.ic.g/hee/wcp/wpc2003/ www.ic.g/hee/wcp/wpc2003/ p/p/pc/pcev_i3.p Ke, Wii, re se,  m Ee. (1991). mkeig y Ci:  mkeig P Wkk  acig reiee   Ecic diveici seg. lewi, Id: Ih s bie devepe Cee  lewi-Ck se Cege Iie  Ci devepe. lh, G. & ai d. (2003). r Eci aee Pg, a Gie  Ci aee  Eci, a  t  sie devepe, EpeW Iei, hp://www.epew.c, big, Vt. lee, Jie lee (1998) ( 1998) a Gie t deigig  Ccig Vii sve . ai Cpeive Eei, Cege  agice, the uivei  ai, tc, az. lieg, K.  Hwki, d. (1993). Eci:  Gie  Pe  mge, V. I. the Iei Eci Ec i scie, nh beig, Vt. mieeie, r., e . (2003). Wiee: Eh’ l Wi Pce. Cevi Iei, Whig, dC. mieeie, r. e . (2000). Hp: Eh’ Eh’ bigic riche  m Egee teei Ecegi. Pihe  uivei  Chicg Pe  Cevi Iei, Whig, dC. m ti Pie (1993). uivei  m, mi, mt. P, t. d., ( e). devepig n: a Ep Pce  ne-be Ci ti. Cpeive Eei sevice, Ce uivei. uivei. reieve 6/1/05, www..c www..ce.e/pici/P e.e/pici/P/ev.h /ev.h ri Fe aice (2004). ri Fe aice Weie “o Gie  be mgee Pcice” reieve 8/10/05, hp://www.ie-ice. hp://www.ie-ice. g/pg/i/ceici/e-gee-pcice.h rich, sh l. (1991). C Ci ti aci Gie. deve, Co. C Cee  Ci devepe, uivei  C  deve,  the Cee  recei  ti devepe, uivei  C  be. sweeig, J.  sweeig, a. ( e). a Pcic Gie  G Pcice: mgig Evie  sci Ie i he acci sec. uie ni Evie Pge t ope Iiiive  Cee  Evie leehip i bie uie ni Evie Pge, (2005) unEP Weie “a Eci”. reieve 8/10/05, hp://www.epie.g/pc/i/eci/he.h uie ni Evie Pge (2005). unEP Weie “Ecic Ipc  ti”. reieve 6/1/05, hp://www.epie.g/pc/i/hp://www.epie.g/pc/i/i/ecic.h uie ni Evie Pge (2005). unEP Weie “Picipe”. reieve 8/3/05, hp://www.epie.g/pc/i/pic/picipe.h. hp://www.epie.g/pc/i/pic/picipe.h. uie ni Evie Pge (2005). unEP Weie “sci-C Ipc  ti” reieve 6/1/05, hp://www.epie.g/pc/i/ hp://www.epie.g/pc/i/ -i/ci.h unEsCo, unEP, unEP, rarE (2001). likig Cevi  biivei  sie ti  W Heige sie, pjec ce.



























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EILEEN GUTIéRREZ Eci avi, deii mgee  tiig Cevi Iei speciiig i eci evepe, Eiee pp c pg wih eii gee, ee, pc evepe,  keig i ke iivei e  he ge. she h pvie echic ice  pjec ch  Ch Ecge i bivi, Fe ri neg i bi,  Gigw Cp i bw. she h  ppe pig e i Ci  Chi. Pi  jiig CI, Eiee ce wih he W bk  ie i iiiive i he Cie  me-aeic. she h  me  ti aiii  deii mgee  Gege Whig uivei. Eiee eg he wk i eci gig  i-we ge i he Cweh  diic.

KRISTIN LAMOUREUx diec  Iei Iie  ti sie the Gege Whig uivei Kii veee he Iie’ eech, echic ice  pei eci civiie  cie he ti deii mgee ti Ceice Pg  GW. a  jc c ee, he  eche ce  GW’ depe  ti  Hpii mgee. Kii h ee ivve i i evepe  he w  eve  he seeig Ciee  he bie Eepie  sie ti Eci newk. Pi  jiig GW, he wke wih bii tve, evepig cie ve pg. she i ce  cie   Ph.d. i bie aiii wih  c  segic mgee  ti devepe.

SELENI MATUS diec, the meeic ree ti Iiiive diec, the Cee  Evie leehip i bie (CElb), Cevi Iei seei iec ipeei  CElb’ CElb’ pg  ifece ie i pcice g C  yc, meic  beie  hep pec he meeic bie ree. seei eg  CI pviig echic  cpci-iig pp  li aeic pg i he e  i   ke cevi eg. eg. Pevi, he wke  Pge  beie,  eig beie cevi nGo, gig he gii’ eci pei. she w ie i he eihe  he meeic Eci aice (beie, Ge, H,  meic), evig   ig ee  i  Peie.

KIWE KADDU SEBUNYA Eci avi, avi, Pic  Pig Cevi Iei K pvie CI’ eci pg wih echic epeie i egic pig  i,



























CONSERvATION INTERNATIONAL Fe i 1987, CI eieve h he Eh’  heige  e iie i e geei e  hive pii, c  ecic. CI’ ii i  ceve he Eh’ ivig heige,  g iivei   ee h h cieie e e  ive hi wih e. Wih heqe i Whig, d.C, CI wk i e h 40 cie   cie. CI h ve 15 e  epeiece  ppig ivi h ee eci c pvie ice  c pepe ,  i eice  heh ece, e  pwe iceive  ceve  pec iivei. CI’ eci pjec hve pce i  he e  cevi e i e  he Eh’ iche egi  p  i ivei. thee ice cce ie ch  he Ch Ecge i bivi’ mii ni Pk, he Kk Cp Wkw i Gh’ uppe Gie Fe,  Ec-ece lgge sch i Ge’ m biphee reeve.

THE GEORGE WASHINGTON UNIvERSITY sice 1972, GW h ee  piee i i gee, eci, eech  echic ice. GW w he  ivei i he uie se  e  e’ egee i i iii,  cie i ii  “”  ceig he Iei Iie  ti sie (IIts), he  ivei-e W ti ogii Cee  ti Eci  reech. IIts ece i pei evepe  cee eci ceice pg icig he ti ti  deii Ceice Pg. thi pei ceice pg h hepe he  iivi wkig i he pic  pive ec  we  civi cie egi  ehce hei cee i he i i. the CI-GW Eci leig Pg i e i p  he IIts ti ti  deii mgee Pg.

THE CI-GW ECOTOURISM LEARNING PROGRAM the CI-GW Eci leig Pg i  cive pehip ie  eeig he ge ee  cpci iig  iig i i ppche h  ee cevi ie  cee eee j  ice ppiie. Linking Communities, Tourism and Conservation: A Tourism Assessment Process i e   eie    ce evepe ji  CI 

GW  p  he pg.



























Conseration International Eci Pg 1919 m see, nW, sie 600 Whig, dC 20036 T 202 912 1000 202 912 1042

Tourism Assessment Process

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