Page 101 - World Heritage and Tourism Innovation

Sibiya Thandeka Education and Heritage

this programme, community participation in various ing learner knowledge beyond the classroom. Recog-
tourism initiatives has increased. One of the key fac- nising Tourism’s vital role in driving economic growth
tors that renders this programme a success, is educa- and addressing historical inequalities in post-apart-
tion. The Madikwe Reserve operates various educa- heid South Africa, this approach may offer a pathway
tional programmes that aim to conscientise locals of to job creation through heritage-based initiatives,
the importance of conservation, empower locals with depending on weather communities are aware of
the knowledge and skills needed to engage in susta- the significance of heritage in this context. Howev-
inable practices. Some of the significant benefits of er, implementing this vision poses challenges. One
this initiative is the income generated from tourism. key concern is the shortage of professionally trained
The funds help fund local schools and educational teachers who understand the subject’s depth and so-
projects, thereby contributing to long-term commu- cietal relevance. Such educators are crucial in influ-
nity development. There is an increasing demand for encing school leadership to actively involve commu-
programs that produce socially conscious students nities in the educational process. The study suggests
armed with practical and contextual knowledge and that adopting a community sustainability perspective
ready to act accordingly (Arrobas, 2020). The tourism in the Tourism curriculum, particularly in rural and
sector requires students who can interprete theoreti- township schools, can reframe the subject to empha-
cal views into practical realities. sise heritage preservation, sustainable development,
Another case, is that of Khayelitsha Tourism Edu- and community-based education. This approach
cation Project. Khayelitsha is one of the biggest Black promotes a more integrated, relevant, and engaging
townships situated in Cape Town, formed by the curriculum. It prepares learners to become proactive
apartheid state (Mokoena, 2022). Upon its formation, agents in their communities and supports long-term
it was characterised by overcrowding and poverty. impact through strengthened school-teacher-learn-
Today, Khayelitsha is a predominantly characterised er-community relationships. Ultimately, the study ad-
by informal housing and unemployment and lack of vocates for a resilient educational model that fosters
infrastructure (Phelanyane, 2021; Kongo, 2022). De- community empowerment and sustainable develop-
spite these challenges, schools and other institutions ment through Tourism education.
remain radical in capacitating the youth. The Tour-
ism Education Project focuses on empowering youth References
through tourism. The curriculum includes modules Abdul Aziz, N. A., Mohd Ariffin, N. F., Ismail, N. A., &
Alias, A. (2023). Community participation in the
on local history, cultural tours, and sustainable busi- importance of living heritage conservation and its rela-
ness practices. The project has fostered a sense of tionships with the community-based education model
pride in local heritage and equipped students with towards creating a sustainable community in Melaka
practical skills to enter the tourism industry (Lange, UNESCO world heritage site. Sustainability, 15(3), 1935.
& Bricker, 2024), empowering the youth to contribute https://doi .org/10.3390/su15031935
to the local economy. Adukaite, A., van Zyl, I., & Cantoni, L. (2016). The role of
Digital Technology in tourism education: A case study
Conclusion of South African secondary schools. Journal of Hospi-
The study explored how Tourism education is per- tality, Leisure, Sport & Tourism Education, 19, 54–65.
https:// doi.org/10.1016/j.jhlste.2016.08.003
ceived through a community sustainability lens, par- Adukaite, A., Van Zyl, I., Er, Ş., & Cantoni, L. (2017).
ticularly in terms of preserving and promoting local Teacher perceptions on the use of digital gamified
heritage via the tourism curriculum. The literature learning in tourism education: The case of South Af-
highlights that community engagement, collabora- rican secondary schools. Computers & Education, 111,
tion, participation, and the recognition of community 172–190. https://doi .org/10.1016/j.compedu.2017.04.008
cultural wealth are essential elements of a successful
curriculum. These aspects also contribute to expand-

Proceedings of the 7th UNESCO UNITWIN Conference | 97