Quality improvement for the cross-border tourism in

the Danube Delta (Romania, Ukraine and Moldova)

Tour Guide Syllabus

Naturefriends International

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Curriculum
title:

Tour Guide Training at natural sites

Course
Format

Flexible adaptable to needs and circumstances

Objectives

To provide a flexible and widely adaptable framework for tour guide training
primarily at natural, but also at other heritage sites.
To ignite thinking about the potentials of tour guiding, so tours will become an
effective tool in site and visitor management.
To provide guidelines on the actual organization and implementation of tour guide
training, as well as monitoring and follow-up actions.
Disambiguation of terms.

Theoretical approach
Suggests mutuality and creates a cycle.
The concept
of tour
It is a form of interpretation.
guiding
It is a communication opportunity bw. site management and audience.
It is a management tool.
It is an educational opportunity.

Main
components
of tour
guiding

The ATTRACTION:
Be it a forest, a meadow, a river, a cave or any other natural site they all have a story to
tell. While our visitors might come only for regeneration or relaxation, once they engage
in a guided tour they are certainly open to hear that story. This way the type of guided tour
we promote is much more than using the site as a resource, but it definitely should have the
mission to safeguard the sustainable use of the asset(s) and communication of the
underlying meanings and the full-scale sense of the place. Also the central attraction can be
an ambassador to further natural and cultural assets in its environment. Guided tours are
also tools to present the full context. Approaching an attraction with the bigger picture in
mind should also include the consideration of carrying capacity of the attraction and its
environment. In this respect it is not only ecological carrying capacity we should not

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compromise, but also physical, social, economical to name only the most important
aspects.
The VISITOR:
The basic rule of any interpretive activity is Know your VISITOR. This way the cycle of
tour guiding figure (see above) applies in a reverse situation, i.e. how interpreters
behaviour can change (towards visitors) as a result of learning about the audience and the
attitude change it should cause. To put it more pragmatic, if we know who participate in
our guided tour, we can adapt our programme to their needs, requirements, knowledge
level, abilities, motivations, agendas, etc., while we can achieve our objectives. As
admitting visitors at heritage sites is still often considered merely as a tourism issue, data
collection and surveys on visitors are often restricted to the service/business side of it (e.g.
demographics, socio-economic characteristics, numbers and satisfaction). While these are
very important features, not looking into the learning-knowledge-attitude-behaviour cycle
or even specific links within it gives a quite lop-sided result. In fact, it is not easy at all, but
only this way can we reveal deeper connections and efficiency of our activities.
The GUIDE:
As tour guiding is a live or personal form of interpretation (just like a lecture or a
presentation), the presence of an interpreter, i.e. TOUR GUIDE is indispensible. He/She is
another key figure: the front line representative of the organization, the embodiment of
credibility, authenticity and knowledge, but also the one looking after, serving and
directing visitors. If all these qualities and roles of a guide were acknowledged, probably it
would be a much more respected position. The advantage of this interpretive form is that
real conversation/communication/interaction can develop, thus many experts consider this
one of the most effective interpretation forms.

The structure of the tour guide training course

Preparatory
phase

Some key issues have to be clarified before starting to organize a tour guide training
course:
The need for training:
- Why is the training necessary? What market needs it would serve? Is it a demand within
the organization or maybe the would-be trainees approached your organization?
Who are the trainees?
- Candidates will be familiar or rather unfamiliar with the lexical and technical
knowledge on a very different level and their specific skills have to be enhanced.
Also, the trainees motivation might be very different: some seek employment,
others some sort of adventure, and yet others more professional services or simply
fulfilment in personal interests.
- As all personal services, tour guiding too is a form of employment. Local people
might find an alternative or second or even the only job opportunity in tour
guiding. Other advantages of local tour guides are that they have a sense of
ownership of, emotional link to the place, thus they offer a special insight and
authenticity. Either way, involving locals in tour guiding supports sustainable
tourism in a region. Of course, outsiders can become excellent guides, but
including local colour in guiding programmes is always a treat.
- A minimum set of criteria has to be set how applicants are accepted to the course

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(e.g. minimum age, minimum educational attainment, etc.), or a clear and

transparent method how to select them. There should be a very good and objective
explanation for why anyone is refused not to risk compromising the project right at
the beginning.
- Minimum and maximum number of participants.
- A mixed composition of participants brings in all sorts of personalities, qualities,
knowledge, competence, etc.
Who are the trainers?
- The content of the training, eventually the necessary knowledge and skills and
their depth will determine what types of trainers are to be involved.
- Does the staff of the organization have the necessary knowledge and skills to
provide all the training, or is it necessary to invite specialists?
- It is recommended to use local skills whenever possible.
- Teaching and communication skills of trainers.
How is the training arranged?
There are subsets of this question to be investigated.
Timewise:
- How many hours the course will be and what is the length and frequency of the
training sessions? Considering trainees capacities and schedule, as well as how
they can reach the course venue (e.g. public transportation time-table).
- Off-season is the reasonable time of any training.On the other hand some
spectacles, such as flowers, birds cannot be seen for real during the course, so it is
worth allocating some occasions in the vegetation period.
- If there are follow-up training sessions, it is worth scattering them throughout the
year in order to gain an insight in different aspects of nature.
- Does the training include staying overnight? If so, what is the venue? Anyhow, if a
training session exceeds 3-4 hours some sort of catering should be provided.
Venue:
- It comfortably has to hold the whole group, has to have minimum comfort
facilities and sufficient equipment.
- The venue can change throughout the course. It can even be an opportunity for
participants to familiarize with different sites and with different settlements.
- A very important training venue for nature guides is nature itself, so field trips
should definitely be part of the curriculum.
Finances:
Different approaches and methods, depending on various factors, e.g. who organizes
the course and for whom, if the course can be implemented with in-house or invited
trainers, etc.
- As tour guiding is very likely to generate income for the would-be guides on
the long run, taking a training course is a kind of investment, so some tuition
fee can be charged. Also, what is free of charge is usually less valued.
- If a course is organized for local unemployed people with the intention to
employ the most talented few, a free course might be a good educational
opportunity to make your organization more accepted and even transparent
within local communities.

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There are more sophisticated methods to compensate or pay back partially or

fully the tuition fee provided the trained guide does use the newly acquired
skills, and there is an organized form of monitoring this activity. This way the
financial arrangement can become a motivation factor, as well.

Transparency of the course:

- For the best possible results communicating with and encouraging applicants,
participants and trainers to share their ideas, concerns is much recommended, so
no hidden agenda undermines the outcome. Thus, besides good planning one has
to be adaptive to the particular group and individual needs.
- Candidates should be aware of what they can expect before, during and after the
course.
- At some points trainers should be aware of what the others will be talking about in
some details, the elaboration of module descriptors will help to reduce overlaps
between modules. Still one or more staff meetings before, during and after the
course will help to achieve the best coherence of the training.

Application
It is already a statement on the organizers part, and has a lot to do with transparency, thus
the following should be included:
- the criteria and form to apply,
- the type of certificate you will provide and how it can be used in the future
- at least the bullet-points of the course content,
- the timeframe of the course (total hours, dates, start and end time of the training
sessions),
- the name of the trainers and their subjects,
- if there is an exam and its main features (oral/written/practical; dates; the marking
scheme etc.) or the closure of the training,
- the presence/absence policy,
- what materials will be provided,
- what equipment should participants bring with them or if they are provided,
- in case of overflow of applications, the criteria for selecting actual participant
(which might be as easy as first come, first served, but can include more
utilitarian considerations),
- contact person(s) and contact(s) it is better to have only one responsible focal
point to contact both for the trainees and the trainers
The call for application and the application form should be made publicly and easily
available.
Enough time should be allowed both for spreading the word that such a course is coming
up, and also before the training starts to process applications.
Everyone should be thanked for their application and both positive and negative decisions
should be confirmed.

Running the course

Introduction

Introduction of participants and trainers.

Introduction of the course and its contents.
Questions, answers.

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Theoretical
background of
tour guiding

The policy of
tour guiding,
institutional
and legal
framework

The natural
history of the
target area

The cultural
and human
aspects

The definition and history of tour guiding

The importance and functions of guiding today
Categories of guided tours based on mode (i.e. non-motorized ways, such as
hiking, cycling, boating, caving, cross-country skiing or snow-shoeing, horse
riding), difficulty (i.e. physical fitness, technical equipment, terrain), length
(adjusted to the difficulty level), duration, aim and their description
Organizations active and initiatives in tour guiding in the region with a national
(possibly international) outlook
The legal environment of tour guiding - nature conservation, cultural, tourism:
o international strategies and conventions, laws;
o national legislation
o national standards and guidelines related to tour guiding
Regional/local strategies and management plans
Geographical situation, borderlines
Climatic features and their effects
Geology, hydrology and soil characteristics
Botanical assets
Zoological assets
Ecology
Nature conservation problems, potential dangers and their possible remedies
Nature conservation organizations

Even though these approaches might seem less relevant in nature guiding, in fact, to
present a region or landscape requires a holistic approach and it also supports the
understanding of the sense of the place.
-

Tourism issues

Visitor studies

History of the region (in a broader context), archaeology

Land use and human-nature interaction (although this can easily be discussed
under the natural history heading, as virtually no land untouched by man has
remained in Europe, what more, anthropogenic landscapes and habitats can be of
high ecological value, this feature is listed here)
- Anthropology and ethnography
- The tangible heritage (e.g. architecture, traditional utensils and objects, etc.)
- The intangible heritage (e.g. traditions, music, dance, literature, etc.)
- Cultural organizations
- System of tourism (international and national context) with local/regional focus
- Services, programmes and products
- Assets, attractions and sites
- Tourism stakeholders and their roles (businesses, GOs and NGOs)
- The infrastructure of tourism
- The infrastructure of guided tours (trails, signs, picnic areas, equipment shops, hire
and repair shops, etc.)
- Site specific information available to visitors and media forms
Here the presentation of theoretical knowledge and some level of practice should be
combined.
- Target groups and their segmentation the visitor profile; individual visitors and
clustering them into visitor groups
- Abilities and fitness with respect to the tour
- Cognitive characteristics and the learning process

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Interpretation

Technical
issues

Practicals and
field trips

Before the
exam and
closing the
taught part

Exam

- Psychological characteristics
- Visitors needs, motivations and wants
- Mapping and monitoring visitor experience and satisfaction
- Problem solving and conflict resolution
Here the presentation of theoretical knowledge and practice should be combined.
- Planning routes and guided tours
- Theme and message development and delivery
- Organizing the group (from meeting a group and conducting the tour to finishing
the programme) and group dynamics
- Communication skills (verbal and non-verbal)
- Using realia and other demonstrative techniques
- Communicating competence and authenticity; sustaining leadership
This is a section that can be very different content-wise depending on the mode of the tour,
and the curriculum does not aspire to provide specific guidelines here. As this point
requires specialist knowledge and input, and to some extent e.g. horse-back riding
competence is a precursor to participate in horseback tour guide training this section is to
be adapted to the particular needs. Still some general content requirements can be stated.
Here the presentation of theoretical knowledge and practice should be combined.
- Necessary equipment and their use (for guide and visitors)
- Health and safety (potential dangers and avoiding them, first aid, rescue basics,
emergency contacts, avoiding accidental and deliberate human damage, etc.)
It is absolutely essential to include on site visits. Doing so during the training gives a very
precious insight for trainees, as they can take both the visitors and the guides perspectives
at the same time.
Participants should be encouraged to join guided tours in their free time, so they can learn
from already established guides in action. It can easily build a master and apprentice
or rather a mentoring relationship between guides and trainees that can sustain when they
work together.
Some sort of exam should definitely close the training.
Latest at this point, trainees should be provided with all training materials. A summary of
the course and reflecting on its objectives can clarify a lot of things, but definitely
participants have to have an opportunity to ask their questions, too.
Enough time should be allowed, proportionate to the learning material for participants to
prepare for the exam.
Trainees should be fully aware of the course of the exam(s). For transparency, participants
have to be informed about the following:
-

Closing the
training

Who the members of the exam board are.

Type of written exam; list of oral exam questions; method of practical exam.
Time constraints.
Marking scheme and minimum pass requirements.
Exam discipline and consequences.
How to appeal.
Re-sit possibilities and requirements (after how much time, if fee applies, etc.),
limits of occasions.

Evaluation sheets from trainees and trainers it is a good way to receive mutual feedbacks,
so successful features can be carried on with, while less successful ones can be improved.

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Issuing certificates should take place within a reasonable time after the exams and
evaluations. It can be in a form and/or part of a community event, but mailing them should
be your last resort.
Monitoring
and follow-up
course(s)

For best result in using human resources and gained knowledge, it is warmly recommended
not to let certified trainees (and even drop-out applicants) hand go even if they are not
employed, or they do not engage in tour guiding immediately.
Different levels and different directions of tour guide training can be developed, and
renewing certification every 2-3 years can be required as there are always novelties to keep
pace with. System approach safeguards transparency and that the same students will keep
coming back for renewal trainings, or training for different levels or special skills.

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Glossary of terms:
Below some useful terms linked to tour guiding are defined and explained. Here are the links that have
been consulted. Some definitions have been fully borrowed and some further refined for the purposes
of this very project.
http://www.definitionsproject.com/definitions/media/definitions_list_0107.pdf
http://media.unwto.org/en/content/understanding-tourism-basic-glossary
http://en.wikipedia.org

Audience
A person or group of persons for whom messages and/or services are designed or delivered.
Synonymous terms might include: visitors, learners, customers, users, recreationists, stakeholders,
guests, buyers, consumers, clients, patrons.
Certification
The recognition of an individual who maintains a standard of professional practice. Sometimes used to
recognize a program, product or service that maintains or meets an established standard.
Communication
A process by which information is exchanged through a common system of symbols, signs, language,
or behavior.
Conservation
ResourceAn ethic of planned management of a natural resource or a particular ecosystem based on
balancing resource production, use, allocation, and preservation to ensure the sustainability of the
resource.
ObjectMaintenance and preservation of works of art, artifacts or objects, their protection from
future damage, deterioration, or neglect, and the repair or renovation of works that have deteriorated or
been damaged.
Competencies
Prescribed standards that enable people to perform successfully by achieving specific outcomes and
completing tasks effectively. A competency may consist of knowledge, skill, ability, attitudes, values,
and/or personal characteristics.
Curriculum
Typically refers to a written plan outlining what students will be taught (a course of study).
Curriculum documents often also include detailed directions or suggestions for teaching the content.
Curriculum may refer to all the courses offered at a given school, or all the courses offered at a school
in a particular area of study.
(Adapted from Association for Supervision and Curriculum Development)

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Environmental Education
A learning process that increases peoples knowledge and awareness about the environment and
associated challenges, develops the necessary skills and expertise to address the challenges, and
fosters attitudes, motivations, and commitments to make informed decisions and take responsible
action. (UNESCO, Tbilisi Declaration, 1978)
Education
Education is the process of developing an individuals knowledge, values and skills and encompasses
both teaching and learning.
Interpretation
A mission-based communication process that forges emotional and intellectual connections between
the interests of the audience and meanings inherent in the resource. (National Association for
Interpretation)
Interpreter
A person who employs a mission-based communication process that forges emotional and intellectual
connections between the interests of the audience and meanings inherent in the resource.
Interpretive
Technique that assists audiences through communication media in making both emotional and
intellectual connections with heritage resources.
Interpretive Program
Activities, presentations, publications, audio-visual media, signs, and exhibits that convey key heritage
resource messages to audiences. (Adapted from US Fish & Wildlife Service)
Interpretive Services
Any personal or non-personal media delivered to audiences.
Interpretive Theme
A succinct, central message about a topic of interest that a communicator wants to get across to an
audience.
Managing organization
An organization that is legally responsible for the operation and handling of a given site.
Natural Resources
Physical properties, materials, and on-going ecological processes that include but are not limited to air
and water atmospheric resources, marine and freshwater systems; geologic features and processes;
biological entities and systems; natural sound; day and night sky features and relationships; seasonal
and celestial fluctuations; and natural interactive processes.
Personal Interpretation
One person or persons proving interpretation to another person or persons.
Public/ general public
The community at large, without reference to the geographical limits.

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Tour guide
A tour guide is a person who is knowledgeable about a resource and is skilled in teaching others about
that resource, and often accompanies visitors from place to place in the area of the resource. A person
normally possesses an area-specific qualification usually issued and/or recognised by the appropriate
authority.
Tour guiding
An interpretive programme when an insightful explanation of the attraction and/or site is provided by
the tour guide. It can last any time less or more than a day. Depending on the mode of tour it can also
include some technical guidance, as well.

Tourist
Someone travelling to and staying in places outside their usual environment for not more than one
consecutive year for leisure, business and other purposes.
Tourist attraction
It is a place, object or phenomenon of interest that tourists visit, typically for its inherent or exhibited
cultural value, historical significance, natural or built beauty, or amusement opportunities.
Training
The systemic process of developing knowledge, skills, abilities, and attitudes for current or future jobs
through formal or informal learning experiences.
Visitor
A visitor is a traveller taking a trip to a main destination outside his/her usual environment, for less
than a year, for any main purpose (business, leisure or other personal purpose) other than to be
employed by a resident entity in the country or place visited. A visitor (domestic, inbound or
outbound) is classified as a tourist (or overnight visitor), if his/her trip includes an overnight stay, or
as a same-day visitor (or excursionist) otherwise.
Visitor Studies
The interdisciplinary study of human experiences within informal education settings; the systematic
collection and analysis of information or data to inform decisions about interpretive exhibits and
programs; measuring or assessing the effects of museum exhibitions and/or interpretive programs and
media on learners.

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