What is the reason for the lack of rural tourism talents in my country?

1. Talent training goals are inconsistent with the development needs of rural tourism. The transformation and development of rural tourism requires urgent adjustments to the training objectives and methods of tourism talent. However, many vocational colleges do not conduct comprehensive and in-depth research and analysis on the demand for talents for the development of rural tourism when setting up majors and courses. The professional setting is backward, the teaching resources and teaching methods are outdated, and it is difficult for the talents cultivated to meet the needs of the rural tourism industry. The lack of tourism talents directly affects all aspects of the integrated development of the rural tourism industry and consumption upgrading. The lack of professional talents in tourism planning in the early stage resulted in the overall layout of tourist destinations being irregular, the chain of tourism products and services short, and the vitality of stimulating tourism consumption insufficient. In the mid-term, the lack of organizational management and marketing publicity talents will make the tourism product operation model too single and lack the motivation to meet the diverse needs of tourists. In the later period, there will be a lack of experienced "composite" management talents, who will not be able to grasp the feasibility of local culture and economy. There will be an insufficient supply of competitive specialty tourism products, which will affect the quality and efficiency improvement of the local tourism industry. Therefore, in the face of the rapid development of rural tourism, vocational education must promptly adjust its talent training goals, optimize its curriculum, and cultivate comprehensive talents that the industry urgently needs.

2 There is a shortage of “double-qualified” teachers. The rural tourism major is both theoretical and practical and requires a large number of "composite" teachers who have tourism expertise, are good at tourism product design, tourism project planning, and have innovative abilities. At present, most professional teachers in vocational colleges only have relevant theoretical knowledge and no experience in rural tourism. The number of teachers who have passed the entrepreneurial instructor training and certification is even smaller, and there is a lack of key teachers and leaders for innovation and entrepreneurship. This causes many teachers to impart a lot of outdated knowledge to students mainly through theoretical lectures and case analysis when teaching, but cannot follow up on some new knowledge and skills that have been applied in the tourism industry in a timely manner. In addition, the interaction between teachers, students and enterprises is insufficient, and there is a gap between the teaching content and the actual needs of tourism enterprises, resulting in a disconnect between the theory students learn and the actual work. Therefore, building a "double-qualified" teacher team with excellent tourism business, rich teaching experience, reasonable age structure, and excellent both theory and practice is a top priority.

3. The practice of rural tourism innovation and entrepreneurship is not enough. At present, most vocational colleges offering tourism majors arrange practical teaching links, such as tour guide practice, scenic spot explanation practice, hotel service practice, tourism marketing practice, etc. However, because there are no self-led tourism enterprises or no in-depth cooperation with tourism enterprises, rural tourism practical teaching is mostly about knowledge verification, skill learning, and skill training, and there is a lack of innovative and entrepreneurial practice. Although various vocational colleges offer innovation and entrepreneurship education courses, most of the teachers who serve in these courses are non-full-time teachers or non-professional teachers. Therefore, the innovation and entrepreneurship education content has not been organically integrated into the professional curriculum theory and cannot be combined with the teaching content. The lack of practical training in innovation and entrepreneurship makes innovation and entrepreneurship education a mere formality. In addition, the tourism management major has insufficient participation in industry competitions and college student innovation and entrepreneurship competitions, and is not oriented towards output output to help the transformation and upgrading of the local cultural tourism industry. The leading role of the innovation and entrepreneurship practice bases of vocational college tourism majors in promoting the incubation of results is still Not fully utilized.

4. The lifelong training system for rural tourism is incomplete. Rural tourism employees mainly include original rural labor force, returning migrant workers, middle school students with low academic qualifications in rural areas, etc. These people are generally older and have low academic qualifications. They are mainly engaged in rural tourism reception, services and product sales. Moreover, there is not much systematic training on planning, management, marketing and other knowledge given to them. Even if there is, most of it is just a formality, and their skill level has not been truly improved, so they cannot provide tourists with unique, personalized and diversified services. services, limiting the sustainable development of rural tourism. In addition, college graduates engaged in rural tourism management must continue to learn new skills if they want not to be eliminated by the rapidly developing era. Therefore, vocational colleges need to be based on the positioning of "for everyone", give full play to the advantages of both academic education and non-academic education, regard non-academic education and training as an important function of running schools and a new growth point, and target different groups engaged in rural tourism. Develop vocational education courses with diverse forms and rich content to enable them to continuously be exposed to new knowledge and master new skills to meet the demand for talents in the transformation and upgrading of rural tourism.