Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat

THM ELEC 002 PHILIPPINE GASTRONOMICAL TOURISM

UNIVERSITY VISION INSTITUTIONAL OUTCOMES (IO)

A leading University in advancing scholarly innovation, multi-cultural convergence, and a. Enhance competency development, commitment, professionalism, unity and
responsive public service in a borderless Region.
true spirit of service for public accountability, transparency and delivery of
UNIVERSITY MISSION quality services
b. Provide relevant programs and professional trainings that will respond to the
The University shall primarily provide advanced instruction and professional training in
science and technology, agriculture, fisheries, education and other related fields of study. development needs of the region
It shall also undertake research and extension services, and provide progressive
c. Strengthen local and international collaborations and partnerships for
leadership in its areas of specialization.
borderless programs
UNIVERSITY STRATEGIC GOALS
d. Develop a research culture among faculty and students
a. Deliver quality service to stakeholders to address current and future needs in e. Develop and promote environmentally-sound and market-driven knowledge
instruction, research, extension, and production and technologies at par with international standards
b. Observe strict implementation of the laws as well as the policies and regulations of the
f. Promote research-based information and technologies for sustainable
University
c. Acquire with urgency state-of-the-art resources for its service areas development
d. Bolster the relationship of the University with its local and international customers and g. Enhance resource generation and mobilization to sustain financial viability of
partners
the university
e. Leverage the qualifications and competences in personnel action and staffing
f. Evaluate the efficiency and responsiveness of the University systems and processes

PROGRAM OUTCOMES (PO) COMMON TO ALL PROGRAMS AND ITS RELATIONSHIPS TO INSTITUTIONAL OUTCOMES
INSTITUTIONAL OUTCOMES (IO)
A graduate of Sultan Kudarat State University can: a b c d e f g
a. teach effectively and efficiently TM related subjects   
b. work skillfully and competently in the Tourism/Hospitality Industry    
c. conduct relevant researches and extension activities related to field of specialization    
d. embrace core values of the university in the workplace.     
1 COURSE CODE THM ELEC 002 5 COURSE DESCRIPTION
2 COURSE TITLE Philippine Gastronomical Tourism This course explores the dynamic intersection of Philippine culture, history, and cuisine within the context of tourism. Students
3 PREREQUISITE None will gain a comprehensive understanding of the country's diverse culinary landscape, its regional variations, and the role food
4 CREDITS 3 units plays in shaping the national identity. We will examine the historical influences on Philippine gastronomy, from indigenous
traditions to Spanish, Chinese, and American impacts, and analyze how these influences have shaped modern Filipino food
culture.

6 COURSE LEARNING OUTCOMES (CLO) AND ITS RELATIONSHIPS TO PROGRAM OUTCOMES

Course Learning Outcomes (CLO) Program Outcomes

At the end of the course, a student can: a b c d e f g
a. Defined and explained terms and concepts related to Philippine gastronomy;       

b. Understood the food culture and history of different regions in the Philippines;       

c. Determined the different cuisines that are available in every region and explained why those particular foods are prevalent;       

d. Describe how each cuisine is being processed and prepared; and       

e. Prepared and presented the different cuisines in the Philippines as part of their culminating activity.       

COURSE CONTENTS

Course Objectives, Topics and INTENDED LEARNING OUTCOMES( (ILOs) TEACHING AND LEARNING OUTCOMES-BASED COURSE LEARNING
Allotment ACTIVITIES (TLA) ASSESSMENT (OBA) OUTCOMES (CLOs)
-SKSU VMGO -Student should be able to identify the classroom
-Classroom Policies policies.
-Course Overview -Comprehend the school grading system and course
-Course Requirements outline.
-Grading System

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Part I: Foundations of Philippine Gastronomy
Chapter 1. A Culinary Tapestry: An After completing this chapter, students will be able Lecture: A lecture introducing Quiz: A short quiz a. Identify and describe
Introduction to Philippine Food to: the key characteristics of testing students' the key characteristics of
1. The archipelago's Philippine cuisine, its diversity, knowledge of key Philippine cuisine
diverse culinary a. List at least five key ingredients commonly used and historical influences. Include ingredients, regional b. Explain the diverse
landscape. in Filipino cooking. visual aids such as maps, variations, and culinary landscape of the
2. Key ingredients and b. Name three distinct regional variations in Filipino images of food, and historical historical influences. Philippines.
their regional cuisine. timelines. c. Recognize the
variations. c. Describe the historical evolution of Filipino food Short Essay: A short influence of various
3. Basic cooking from pre-colonial times to the present. Interactive Discussion: Class essay requiring cultural factors on Filipino
techniques and their d. Identify three common cooking techniques used discussion exploring the different students to describe food.
cultural significance. in Filipino cuisine. regional variations and their the diversity of
4. The evolution of unique characteristics. Philippine cuisine and
Filipino cuisine: pre- Encourage student participation explain the factors
colonial to modern. and sharing of personal that contribute to this
experiences with Filipino food. diversity.

Food Tasting (Optional): A Presentation (if food

tasting session featuring a tasting is
selection of representative included): Students
Filipino dishes, allowing students could present on a
to experience the flavors specific dish, detailing
firsthand. This could be its ingredients,
supplemented with information preparation, and
about the ingredients and cultural significance.
preparation methods.
Group Project
Group Work: Students could be Report (if group
assigned to research and work is included): A
present on a specific regional written report
cuisine within the Philippines. summarizing their
research findings on
Online Resources: Provide links a specific regional
to relevant websites, videos, and cuisine.
PAGE 10
 articles on Filipino food and
culture.

Chapter 2. Pre-colonial Influences: a. List at least five indigenous ingredients used  Lecture: A lecture covering  Quiz: A short a. Identify and
Indigenous Culinary Traditions. in pre-colonial Filipino cooking and describe pre-colonial Filipino quiz testing describe pre-colonial
1. Indigenous their uses. foodways, focusing on students' Filipino food
ingredients and their b. Explain three traditional pre-colonial Filipino indigenous ingredients, understanding of practices and
uses. cooking methods or preservation techniques. cooking methods, and key ingredients, traditions.
2. Traditional cooking c. Describe the role of food in at least two pre- cultural significance. Use cooking methods, b. Analyze the
methods and colonial Filipino rituals or ceremonies. visual aids like images of and cultural influence of
preservation d. Identify two distinct regional variations in traditional tools, pottery, and practices. indigenous
techniques. indigenous Filipino culinary practices. food preparations.  Short Essay: An ingredients and
3. Ritualistic and  Guest Speaker essay comparing techniques on
ceremonial food (Optional): Invite a cultural and contrasting modern Filipino
practices. expert or a representative the culinary cuisine.
4. Regional variations in from an indigenous traditions of two c. Evaluate the
indigenous cuisine. community to share their different cultural significance
knowledge and perspectives indigenous of food in pre-colonial
on traditional Filipino food. groups in the Filipino society.
 Case Study Philippines.
Analysis: Analyze case  Presentation: St
studies of specific indigenous udents could
communities and their unique present their
culinary traditions. This could research findings
involve examining recipes, on a specific pre-
historical accounts, and colonial food
ethnographic studies. tradition.
 Research Activity: Students  Comparative
could research and present Analysis: A
on a specific pre-colonial written
Filipino food tradition, assignment
focusing on its ingredients, comparing and
preparation, and cultural contrasting pre-
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 significance. colonial Filipino
 Interactive Map food practices
Activity: Use an interactive with those of
map to visually represent the other Southeast
geographical distribution of Asian cultures.
different indigenous culinary
traditions across the
archipelago.

Chapter 3. Colonial Encounters: a. List at least three key culinary contributions from  Lecture: A lecture tracing  Quiz: A short a. Analyze the
Spanish, Chinese, and American the Spanish colonial period to Filipino cuisine. the evolution of Filipino quiz testing influence of Spanish,
Impacts. b. Describe the influence of Chinese trade and cuisine under Spanish, students' Chinese, and
migration on Filipino food culture. Chinese, and American knowledge of key American cultures on
c. : Identify two significant culinary changes influence, highlighting key culinary the development of
1. The Spanish colonial introduced during the American colonial period. ingredients, techniques, and contributions from Filipino cuisine.
period and its culinary d. Explain how the fusion of culinary traditions has dishes introduced during each colonial b. Identify key
legacy. shaped the identity of modern Filipino cuisine. each period. Use visual aids power. culinary contributions
2. The influence of such as images of historical  Essay: An essay from each colonial
Chinese cuisine and recipes, menus, and food analyzing the power and their
trade. items. fusion of culinary lasting impact.
3. American influences  Comparative traditions in the c. Evaluate the fusion
on Filipino food Analysis: Compare and Philippines and of culinary traditions
culture. contrast Filipino dishes with its impact on and its effect on
4. The fusion of culinary their counterparts from Filipino food Filipino food identity.
traditions. Spain, China, and the United identity.
States, highlighting  Research
similarities and differences. Paper: A
 Recipe research paper
Reconstruction: Students exploring the
could research and attempt influence of a
to reconstruct a historical specific colonial
Filipino recipe from the power on a
colonial period, analyzing the particular aspect
ingredients and techniques of Filipino cuisine
used. (e.g., the

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  Film Screening influence of
(Optional): Show a relevant Spanish
documentary or film that techniques on
explores the history of Filipino baking).
Filipino food and its colonial  Recipe
influences. Analysis: Analyz
e a modern
Filipino dish,
identifying the
influences of
different colonial
periods in its
ingredients and
preparation.

Part II: Regional Gastronomic Explorations

Chapter 4. Luzon's Flavors: From After completing this chapter, students will be able  Lecture: A lecture providing  Quiz: A short  CLO4.1: Identify
Cordillera to Bicol. to: an overview of Luzon's quiz testing and describe the
1. The diverse cuisines diverse culinary landscape, students' diverse culinary
of Luzon's regions. highlighting the unique knowledge of traditions of
2. Ilocano cuisine and its  ILO4.1: Name at least three distinct regional characteristics of each region Luzon's regional Luzon's different
unique characteristics. cuisines of Luzon and identify their key (e.g., Ilocano, Cordillera, cuisines and their regions.
3. The spicy dishes of characteristics. Cagayan Valley, Central key  CLO4.2: Analyze
Bicol and their origins.  ILO4.2: Describe the influence of geography Luzon, Bicol). Use maps, characteristics. the factors that
4. The unique culinary and climate on the types of food produced images of food, and regional  Regional contribute to the
traditions of the and consumed in different regions of Luzon. recipes to illustrate the Cuisine regional
Cordillera region.  ILO4.3: Explain how cultural practices and points. Presentation: Gr variations in
historical events have shaped the culinary  Regional Focus oups present their Luzon's cuisine.
traditions of at least one specific region in Groups: Divide students into research findings  CLO4.3: Evaluate
Luzon. groups, assigning each on their assigned the impact of
 ILO4.4: Identify at least two signature dishes group a specific region of region, including geography,
from each of the major regions discussed. Luzon to research in more information on culture, and
detail. Groups can then key ingredients, history on
present their findings to the cooking Luzon's
class. techniques, and

PAGE 10
  Food Map Activity: Create a cultural foodways.
collaborative map of Luzon, significance.
marking the locations of key  Food Blog
ingredients and dishes. Post: Students
 Culinary History write a blog post
Research: Students could about a specific
research the historical Luzon dish,
development of a specific including its
Luzon dish, tracing its origins history,
and evolution. ingredients,
 Guest Chef Demonstration preparation, and
(Optional): Invite a chef cultural
specializing in Luzon cuisine significance.
to demonstrate the  Culinary Travel
preparation of a regional Itinerary: Design
dish. a culinary travel
itinerary for
Luzon,
highlighting key
regional dishes
and food
experiences.

Chapter 5. Delights: Islands of After completing this chapter, students will be able  Lecture: A lecture  Quiz: A short  CLO5.1: Identify
Culinary Treasures. to: introducing the Visayas quiz testing and describe the
1. The seafood-centric region and its diverse students' diverse culinary
cuisine of Visayas. culinary traditions, knowledge of traditions of the
2. The culinary traditions  ILO5.1: Name at least three major islands in emphasizing the influence of Visayan regional Visayas region.
of Cebu, Bohol, and the Visayas and identify a signature dish geography (coastal areas, cuisines and their  CLO5.2: Analyze
Negros. from each. islands), history, and culture. key the influence of
3. The influence of local  ILO5.2: Describe the role of seafood in Use maps, images of food, characteristics. geography,
ingredients and Visayan cuisine and explain why it's so and regional recipes to  Island Cuisine culture, and
traditions. prominent. illustrate the points. Presentation: Gr history on
4. Unique Visayan  ILO5.3: Explain how cultural practices and  Island-Specific oups present their Visayan cuisine.
historical events have shaped the culinary Research: Divide students research findings  CLO5.3:

PAGE 10
 desserts and sweets. traditions of at least one specific Visayan into groups, assigning each on their assigned Compare and
island. group a specific Visayan island, including contrast the
 ILO5.4: Identify at least two common island (e.g., Cebu, Bohol, information on culinary traditions
Visayan cooking techniques or methods. Negros, Panay, Leyte) to key ingredients, of different
research in more detail. cooking islands within the
Groups will present their techniques, and Visayas
findings to the class. cultural
 Seafood Focus: A dedicated significance.
section of the lecture or a  Comparative
separate activity focusing on Essay: Students
the importance of seafood in write an essay
Visayan cuisine, including comparing and
different types of seafood contrasting the
used and preparation culinary traditions
methods. of two different
 Recipe Visayan islands.
Comparison: Students  Recipe
compare and contrast Adaptation: Stud
recipes for a similar dish from ents adapt a
different Visayan islands, traditional
highlighting variations in Visayan recipe,
ingredients and techniques. substituting
 Virtual Field Trip ingredients or
(Optional): Use online modifying
resources (videos, virtual techniques while
tours) to explore Visayan maintaining the
markets and food stalls, essence of the
providing a glimpse into the dish.
region's culinary culture.

Chapter 6. Mindanao's Culinary After completing this chapter, students will be able  Lecture: A lecture  Quiz: A short  CLO6.1: Identify
Heritage: A Tapestry of Flavors. to: introducing Mindanao's quiz testing and describe the
1. The diverse culinary diverse culinary landscape, students' diverse culinary
traditions of emphasizing the influence of knowledge of traditions of
Mindanao.  ILO6.1: Name at least three major ethnic its various cultural groups Mindanao's Mindanao,

PAGE 10
 2. The influence of (Muslim, Indigenous, regional cuisines highlighting its
Muslim and groups in Mindanao and identify a signature Christian). Use maps, and their key unique
indigenous cultures. dish from each. images of food, and regional characteristics. characteristics.
3. The use of spices and  ILO6.2: Describe the role of spices and recipes to illustrate the  Cultural Group  CLO6.2: Analyze
unique ingredients. unique ingredients (e.g., specific herbs, points. Highlight the use of Presentation: Gr the influence of
4. Mindanao's rich fruits) in Mindanao's cuisine. spices and unique oups present their diverse cultural
history in food and  ILO6.3: Explain how religious practices and ingredients. research findings groups (Muslim,
culture. cultural traditions have influenced food  Cultural Group on their assigned Indigenous,
preparation and consumption in Mindanao. Research: Divide students cultural group, Christian) on
 ILO6.4: Identify at least two common into groups, assigning each including Mindanao's
Mindanao cooking techniques or methods. group a specific cultural information on cuisine.
group in Mindanao to key ingredients,  CLO6.3: Evaluate
research in detail (e.g., cooking the role of spices
 s. Maranao, Maguindanao, techniques, and and unique
Tausug, Lumad). Groups will cultural ingredients in
present their findings to the significance. shaping
class.  Comparative Mindanao's
 Spice Exploration: A Essay: Students culinary identity.
dedicated section of the write an essay
lecture or a separate activity comparing and
focusing on the use of spices contrasting the
in Mindanao's cuisine, culinary traditions
including their origins, of two different
flavors, and cultural cultural groups in
significance. Mindanao.
 Halal Food Focus: Discuss  Spice
the importance of Halal food Identification: St
practices within the Muslim udents identify
communities of Mindanao. different spices
 Recipe Analysis: Students commonly used
analyze recipes from in Mindanao
different cultural groups in cuisine through a
Mindanao, comparing and blind taste test or
contrasting ingredients, visual
techniques, and identification.
presentation.

PAGE 10
Part III: Gastronomical Tourism in the Philippines
Chapter 7. The Rise of  ILO7.1: Define gastronomical tourism and  Lecture: A lecture defining  Quiz: A short  CLO7.1: Define
Gastronomical Tourism in the differentiate it from other forms of tourism. gastronomical tourism, quiz testing and describe
Philippines.  ILO7.2: Identify at least three key factors exploring its growth in the students' gastronomical
1. The growth of food driving the growth of gastronomical tourism Philippines, and analyzing its understanding of tourism and its
tourism as a sector. in the Philippines (e.g., social media, economic and social impacts. gastronomical relevance to the
2. Key drivers of increased interest in Filipino cuisine, Use case studies of tourism and its Philippines.
gastronomical tourism government initiatives). successful gastronomical key  CLO7.2: Analyze
in the Philippines.  ILO7.3: Describe the economic benefits of tourism initiatives in the characteristics. the factors
3. The role of social gastronomical tourism for local communities Philippines.  Case Study contributing to
media and online and businesses.  Case Study Report: Students the growth of
platforms.  ILO7.4: Discuss potential negative social Analysis: Students analyze write a report gastronomical
4. Challenges and impacts of gastronomical tourism (e.g., case studies of successful analyzing a tourism in the
opportunities for commodification of culture, environmental and unsuccessful specific case Philippines.
growth. concerns). gastronomical tourism study of  CLO7.3: Evaluate
projects in the Philippines, gastronomical the economic and
identifying factors tourism in the social impacts of
contributing to their success Philippines. gastronomical
or failure.  Policy tourism on
 Guest Speaker Brief: Students Philippine
(Optional): Invite a write a policy brief communities.
representative from a tourism recommending
agency or a local business strategies for
involved in gastronomical promoting
tourism to share their sustainable
experiences and insights. gastronomical
 Data Analysis (Optional): If tourism in the
available, provide students Philippines.
with data on the economic  Presentation: St
impact of gastronomical udents present
tourism in the Philippines and their analysis of
guide them through its the economic and
analysis. social impacts of
 Group gastronomical
Discussion: Facilitate a tourism on a

PAGE 10
 discussion on the ethical specific Philippine
considerations of community.
gastronomical tourism and its
potential impact on local
communities and the
environment.

Chapter 8. Marketing and After completing this chapter, students will be able  Lecture: A lecture  Quiz: A short  CLO8.1: Define
Promotion of Gastronomical to: introducing the principles of quiz assessing and explain the
Tourism. sustainable tourism and their students' concept of
1. Branding and application to the understanding of sustainable
positioning Philippine  ILO8.1: Define sustainable tourism and list at gastronomic tourism sector in sustainable tourism and its
cuisine globally. least three principles of sustainable tourism. the Philippines. Discuss tourism principles application to the
2. Developing effective  ILO8.2: Identify two environmental environmental, social, and and their gastronomic
marketing campaigns. challenges and two social challenges related economic impacts. application to the sector.
3. Utilizing digital to the growth of gastronomical tourism in the  Case Study gastronomic  CLO8.2: Identify
marketing strategies. Philippines. Analysis: Students analyze context. key
4. ollaborations and  ILO8.3: Explain how responsible sourcing of case studies of sustainable  Case Study environmental,
partnerships. ingredients contributes to sustainable and unsustainable Report: Students social, and
gastronomical tourism. gastronomical tourism submit a report economic
 ILO8.4: Describe at least two strategies for practices in the Philippines. analyzing a case challenges
promoting sustainable practices in Examples could include eco- study of associated with
restaurants or tourism businesses. lodges, community-based sustainable or gastronomical
tourism initiatives, or unsustainable tourism in the
restaurants with responsible gastronomical Philippines.
sourcing policies. tourism practices.  CLO8.3: Evaluate
 Guest Speaker  Sustainability strategies for
(Optional): Invite a Plan: Students promoting
representative from a submit their group sustainable
sustainable tourism project, a practices within
organization or a business comprehensive the Philippine
implementing sustainable sustainability plan gastronomical
practices to share their for a hypothetical tourism industry.
experiences. business.
 Group Project: Students  Class Debate

PAGE 10
 develop a sustainability plan (Optional): Orga
for a hypothetical nize a debate on
gastronomical tourism a relevant topic,
business in the Philippines, such as the
addressing environmental, balance between
social, and economic economic growth
considerations. and
 Film Screening environmental
(Optional): Show a protection in
documentary or short film gastronomical
highlighting the tourism.
environmental or social
impacts of tourism in the
Philippines.

Chapter 9. Sustainable After completing this chapter, students will be able  Regional Focus  Quiz: A short Upon completion of this
Gastronomical Tourism Practices. to: Lectures: Divide the lecture quiz testing chapter, students will be
1. Environmental into sections focusing on students' able to:
sustainability in food different regions (e.g., Luzon, knowledge of
tourism.  ILO9.1: Name at least one signature dish Visayas, Mindanao). Each regional cuisines
2. Supporting local from Luzon, Visayas, and Mindanao. section will explore the and their key  CLO9.1: Identify
communities and  ILO9.2: Explain how geographical factors unique culinary traditions, characteristics. and describe the
producers. (e.g., climate, available ingredients) key ingredients, cooking  Regional distinct culinary
3. Preserving cultural influence regional culinary styles. methods, and cultural Cuisine traditions of at
heritage and  ILO9.3: Describe the cultural significance of significance of the food. Use Presentation: Gr least four major
traditions. food in at least two different regions. maps, images, and videos to oups present their regions in the
4. Responsible tourism  ILO9.4: Identify potential challenges and illustrate the points. research findings Philippines.
practices. opportunities in promoting regional cuisines  Interactive Food on their assigned  CLO9.2: Analyze
within the context of gastronomical tourism. Map: Create a large region. the geographical
interactive map of the  Culinary Travel and cultural
Philippines where students Itinerary: Student influences on
can pin locations of specific s design a regional cuisines.
dishes and regional culinary travel  CLO9.3: Evaluate
specialties. itinerary for the the potential of
 Culinary Traditions Philippines, regional culinary

PAGE 10
 Presentations: Divide highlighting traditions to
students into groups and regional enhance
assign each group a specific specialties and gastronomical
region to research in detail. cultural tourism.
Groups will present their experiences.
findings to the class,  Food Blog Post
including information on key (Optional): Stude
ingredients, cooking nts write a blog
techniques, and cultural post about a
significance. specific regional
 Food Tasting (Optional): If cuisine, including
resources allow, organize a recipes and
food tasting session cultural context.
showcasing dishes from
different regions.
 Guest Chef
(Optional): Invite a chef
specializing in regional
Filipino cuisine to share their
expertise and insights.

Part IV: Future Perspectives

After completing this chapter, students will be able  Lecture: A lecture covering  Quiz: A short Upon completion of this
Chapter 10. Gastronomic to: various marketing strategies, quiz testing chapter, students will be
Experiences and Itineraries. including digital marketing, students' able to:
1. Designing unique public relations, content understanding of
culinary tours and  ILO10.1: List at least five different marketing marketing, and partnerships. key marketing
experiences. channels suitable for promoting Discuss the importance of concepts and  CLO10.1: Identify
2. Creating immersive gastronomical tourism (e.g., social media, branding and storytelling in strategies. and analyze
food-focused travel travel blogs, partnerships with travel promoting gastronomical  Marketing various marketing
itineraries. agencies). tourism. Analyze successful Plan: Students and promotional
3. Highlighting local  ILO10.2: Explain the importance of target marketing campaigns from submit their group strategies
culinary artisans and market identification in developing effective other countries. project, a detailed applicable to
producers. marketing strategies.  Marketing Case Study marketing plan for gastronomical
4. Incorporating cultural  ILO10.3: Describe the key elements of a Analysis: Students analyze a chosen tourism in the

PAGE 10
 elements into tours. successful marketing plan (e.g., target successful and unsuccessful gastronomical
audience, marketing objectives, budget, marketing campaigns for tourism product. Philippines.
promotional activities). gastronomical tourism  Presentation: St  CLO10.2:
 ILO10.4: Identify potential challenges in destinations. udents present Evaluate the
marketing Philippine gastronomical tourism  Guest Speaker their marketing effectiveness of
to international audiences. (Optional): Invite a plan to the class, different
marketing professional from highlighting key marketing
the tourism industry to share strategies and channels for
their expertise and insights. expected reaching target
 Group Project: Students outcomes. audiences.
develop a comprehensive  Marketing  CLO10.3:
marketing plan for a specific Campaign Develop a basic
gastronomical tourism Critique marketing plan
product or experience in the (Optional): Stude for a hypothetical
Philippines. This could nts analyze an gastronomical
include a restaurant, a food existing tourism product
tour, or a culinary festival. marketing or experience.
 Social Media Marketing campaign for a
Workshop Philippine
(Optional): Conduct a gastronomical
workshop on using social tourism product
media platforms effectively to and provide
promote gastronomical constructive
tourism. feedback.

Chapter 11. Challenges and After completing this chapter, students will be able  Trend Analysis Lecture: A  Quiz: A short Upon completion of this
Opportunities for the Future. to: lecture exploring current quiz assessing chapter, students will be
1. Addressing the global and local trends in students' able to:
challenges of gastronomical tourism, understanding of
sustainable growth.  ILO11.1: Identify at least three significant including sustainable current trends
2. Developing innovative trends shaping the future of gastronomical tourism, experiential travel, and challenges.  CLO11.1:
gastronomic tourism tourism globally and in the Philippines. (e.g., the growing influence of  Future Scenario Analyze current
products. sustainable tourism, experiential travel, the social media and food Report: Students trends and
3. Investing in rise of food influencers) bloggers, and the impact of submit a report challenges facing
infrastructure and  ILO11.2: Discuss the potential impact of technology. outlining their the Philippine

PAGE 10
 training. technological advancements (e.g., online  Future Scenario analysis of
4. The role of technology booking platforms, food delivery apps) on Planning: Students potential future gastronomical
in enhancing the the industry. participate in a workshop to scenarios. tourism industry.
experience.  ILO11.3: Analyze the challenges posed by develop potential future  Policy  CLO11.2:
climate change, economic fluctuations, and scenarios for the Philippine Recommendatio Evaluate
competition from other destinations. gastronomical tourism n potential future
 ILO11.4: Develop recommendations for industry, considering various Paper: Students developments
promoting responsible and sustainable factors such as economic submit a paper and opportunities
practices within the industry. growth, environmental analyzing existing in this sector.
changes, and technological policies and  CLO11.3:
advancements. proposing Propose
 Guest Speaker improvements. strategies for
(Optional): Invite a tourism  Strategic ensuring the
industry expert or a Plan: Students sustainable and
representative from a present their responsible
relevant organization to group project, a growth of
discuss future trends and comprehensive Philippine
challenges. strategic plan for gastronomical
 Policy Analysis: Students the future of tourism.
analyze existing policies and Philippine
regulations related to food gastronomical
safety, sustainability, and tourism.
tourism in the Philippines and
suggest potential
improvements.
 Group Project: Students
develop a strategic plan
outlining recommendations
for the sustainable and
responsible growth of the
Philippine gastronomical
tourism industry.

Chapter 12. onclusion: The Future After completing this chapter, students will be able  Course Review Lecture: A  Final Exam Upon completion of this
of Philippine Gastronomical to: concluding lecture (Optional): A chapter, students will be

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Tourism summarizing the key themes comprehensive able to:
1. Summary of key and concepts covered final exam
findings and insights.  ILO12.1: Summarize the major historical, throughout the course. This covering all
2. Recommendations for cultural, and geographical influences on will revisit the major regional aspects of the  CLO12.1:
future development Philippine cuisine. cuisines, historical course. Synthesize key
and growth.  ILO12.2: Assess the economic and social influences, and the  Final learnings from
3. The potential of impacts of gastronomical tourism, both challenges and opportunities Project: Students the course
gastronomical tourism positive and negative. of gastronomical tourism. submit their final regarding the
for economic  ILO12.3: Identify key challenges and  Student Presentations projects (e.g., multifaceted
development and opportunities for the future growth of the (Optional): Allow students to marketing plan, nature of
cultural preservation. industry. present their final projects or research paper, Philippine
4. A vision for the future  ILO12.4: Formulate recommendations for share their key takeaways policy gastronomical
of Philippine promoting sustainable and responsible from the course. recommendations tourism.
gastronomy and gastronomical tourism practices.  Open Discussion: Facilitate ).  CLO12.2:
tourism. an open discussion on the  Reflective Evaluate the
future of Philippine Essay: Students overall potential
gastronomical tourism, submit a of gastronomical
encouraging students to reflective essay tourism for
share their perspectives and summarizing their economic
insights. learning development and
 Reflection experience and cultural
Activity: Students complete key takeaways. preservation in
a reflective writing  Class the Philippines.
assignment summarizing Participation: Ac  CLO12.3:
their learning experience and tive participation Articulate a vision
highlighting key insights in discussions for the future of
gained throughout the and activities Philippine
course. throughout the gastronomical
course will be tourism,
considered in the incorporating
final grade. sustainable and
responsible
practices.

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 References :

Besa, A. & Dorotan, R. Memories of Philippine Kitchens (2012) ABRAMS: The art of Book since 1949. 115 West 18th Street, New York

Barreto, Glenda R., et al. Al. Kulinarya: A guidebook to Philippine cuisine (2016) Tuttle Publishing. Yaekari building 3rd Floor 5-4-12

Osaka, Japan.

Cuisine (2016), Turtle Publishing. Yaekan Building, 3rd floor, 5-4-12 Osaki, Japan.

Kulinarya: A Guidebook in Philippine Cuisine (2016) Tuttle Publishing. Yaekari Building 3rd Floor 5-4-12 Osaki, Japan.

Guidebook in Philippine Cuisine (2016), Tuttle Publishing. Yaekari building 3rd Floor 5-4-12 Osaki, Japan

Philippine Cuisine (2015), Title Publishing. Yaekari building, 3rd floor, 5-4-12 Osaka, Japan.

Urtano, Chris. The World of Filipino and Fun in the Philippines (2018). Tuttle Publishing.
Yaekari Building 3rd Floor 5-4-12 Osaki, Japan.

Supplemental

Watch Video:

1. Week 7 Gastronomy Tourism Clip 01 Definition of Gastronomy Tourism

2. What is Food Tourism? Food Travel I Food Tourism, Culinary Tourism or Gastronomy Tourism?
3. Final of the 2nd UNWTO Gastronomy Tourism Startup Competition
4. CNN Philippines Presents: Kain Na!
5. 10 Best Places in the Philippines and their Mouth-Watering Specialty Cuisines: I Food Destinations
6. Food Unknown: Why is Filipino cuisine not more popular worldwide?
7. Parada ng Lechon 2019 I San Juan 2k19 I Balayan Batangas
8. Rated K: Mango Festival in Guimaras
9. Hubon Balsahan I Manggahan Festival 2017
10. Enotourism/Wine Tourism/ Meaning, Activities, and Benefits of Enotourism/ Ecotourism Journey
11. Example UNWTO study on ecotourism
12. What is Enotourism? What does ecotourism mean? Enotourism Meaning & explanation
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 Course evaluation

Course requirements:
1. Assignment
2. Oral recitation / quizzes
3. Write up/ research
4. Field Trips
5. Major examination

Grading system:
Lecture
1. Assignments /Oral recitation and quizzes 20%
2. Write up/ Research /case study 20%
2. Attendance 10%
3. Exam 50%
-----------------
Total 100%

Prepared by:

REYNALDO S. LLAMO JR,.MBA

Instructor

Reviewed by: Approved by:

VINA MARIE MARTIN, MBa-TRM LOVINA COGOLLO, DBA

Program Chairman College dean

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