**4.1 Education and training programmes as capacity building tools**

Although review of literature showed that community leadership is the main ingredient that makes community capacity building happen [35, 36], yet, findings showed that community leadership is difficult to be realised in the Langkawi environment because local communities may not be equipped with adequate capacities to make a difference. All respondents suggested that in order to be able to work together with local residents effectively, leaders need to equip themselves with sufficient knowledge and skills. The findings support [29] that implied education and training programs were needed in the tourism industry to educate residents about the impact tourism is having on their community. Education and training are the most common forms of strategies in tourism development. The Langkawi Tourism Academy is an educational institution funded by the Ministry of Education combined with Taylor's College in a joint venture to produce more human resources and stimulate workforce preparation in hospitality programs. '*We make efforts to encourage local communities to attend courses and obtain certificates to upgrade themselves within 16 months*', said a directory officer from Langkawi Tourism Academy (Respondent 3). She added, '*Compared to those without certificates, students with certificates will have higher salaries…Four and Five-Star hotels require employees with maximum educated background today*'. The college is intended to prepare local people to work in the tourism line by offering four courses covering Certificate in Culinary Arts (CCA), Certificate in Food and Beverages (CFB), Certificate in Rooms Division (CRD), and Certificate in Tourism. '*After 16 months of full-time courses all graduates will have to attend practical training arranged by college*,' explained the directory officer (respondent 3).

In addition, short courses such as Basic Pastry and Culinary Art, Marketing Strategy, Com‐ puter and Language courses are offered for local communities with age ranging from 12 to 70 years old. This was further explained by respondent 3 from the college, '*Sometimes volunteer lecturers here will go outdoors to teach in rural areas upon local request.*' Before allowing more local communities to step into the tourism industry, education and training remain fundamental mechanisms to create ethical awareness as well as to avoid exploitation. Basic English and Chinese classes were also conducted by LADA Tourism Division for Homestay operators and other small and medium scale entrepreneurs to improve their communication skills and certificates awarded to all attendees. For the homestay industry, education and training are seen as mechanisms that are closely linked to the success of the homestay business, because operators need skills on management courses and basic marketing strategies for their products. Respondent 9 disclosed that '*for those who want to apply for license, the Ministry of Tourism provides a 5 day course called* "*Kursus Asas Pengurusan Homestay*" *at the beginning stage and the purpose is to instil the right concept about Homestay. At the next stage are courses related to tourism such as "Think Tourism" and "Act Tourism", and eventually continue with English language classes.*'

Hence, better education and training provided by the government and relevant agencies are essential tools for rural villagers to ensure the sustainability of homestay businesses. To improve language capabilities, several plans, and programs have been implemented by NGOs to help their members. For example, for KPSP in Tanjung Rhu, English training classes have been organised since 2008 to improve communication skills of local fishermen to help them to become part-time boatmen. Respondent 13 remarked that '*seasonally we invite school teachers to come to our village and give all boatmen a one-week English course…so that they can provide explanation to tourists while conducting mangrove tours.*' Another NGO such as Hock Kean Hoay Kuan Association also put efforts to encourage their members from the younger generations to learn Mandarin and '*special rewards are given to those who perform well in Mandarin*', said the secretary from the society (respondent 14). For the Langkawi Tour Guides Association (LTGA), tour guides including nature guides and city guides are required to undergo 1200 credit hours of CTRE (Continual Tourism Related Education) courses to qualify as licensed tour guides. '*Once the tour guides pass the oral tests and practical exams, they must sign on as members of LTGA. To empower all tour guides, role play sessions have been conducted under the guidance of senior guides and the aim is to increase their understanding in cross cultural divides and teach them how to handle challenges while dealing with different customers*,' explained respondent 11.

Numerous hotels and private companies are using the top-down approach by providing internal training for staff or knowledge transfer sessions from the executive level staff to save training costs. According to respondent 15, the Underwater World Langkawi (UWL), '*this year, some animal-care takers were sent to Singapore for training sessions on animal-care management courses regularly. For example, penguins care management. Once they complete their courses, they are required to come back and pass on what they had learnt to their subordinates.*' Respondent 19 explained further that '*they initiate knowledge transfer programs and English training for our staff, but it is for front line staffs only.*' Companies like Langkawi Orchid Farm, Langkawi Frangipani Resort, and UWL, although profit-oriented, also function as knowledge hubs for local com‐ munities. For example, '*by involving in Corporate Social Responsibility (CSR), the UWL functions as a center for research and development in the fields of zoology, botany and marine biology to provide training for students from local universities*' (respondent 16).

In addition, the Langkawi Orchid Farm also opened the farm to provide edu-tourism for local students by organising camping activities at camp sites, and '*it is also a place where visitors can go to appreciate the peacefulness and beauty of our farm*,' said respondent 15. Results revealed that the education and training are important tools to increase local people's exposure to tourism development. Several respondents explained briefly about the capacity building tools and strategies adopted by them, which included hospitality courses in Langkawi Tourism Acad‐ emy, Homestay program courses funded by the Ministry of Tourism, English training classes, tour guides training, internal staff training from private companies and also local entrepre‐ neurs' workshop and environmental conservation campaign conducted by LADA. All the educational projects allow the local communities, especially inexperienced youngsters, to increase their employability in the tourism industry.

## **4.2 Small and medium-sized enterprises (SMEs) projects**

The development of small entrepreneurship should be supported because it has potential to have a larger multiplier effect in stimulating the local economy, according to [27]. Several SMEs projects have been developed by LADA for entrepreneurship development among local communities. '*20 local entrepreneurs are expected to be produced based on Key Performance Indicators (KPI) through the 'Pasar Malam Transformation' program…help them to discover what kind of potential business that bring profit, assist them in promotion and marketing*' (respondent 1)*.* A Langkawi Committee Board was also set up by LADA to involve local people as committee members, with its function as a consulting team to plan and assess the needs of communities. Through the committee board, '*programs such as "Jom Niaga Belia"* and "*Pemimpin bersama*
