Lessons Learned from the Tourism Assistant Project (TAP): A Project Management and Sustainability Analysis of Vocational Training in Mandalay, Myanmar

This study provides a comprehensive project management analysis of the Tourism Assistant Project (TAP), a vocational training program for underprivileged youth at the Phaung Daw Oo Monastic Education School in Mandalay, Myanmar. The program was funded by Foerderverein Myanmar (Germany) from 2014 to 2021, and it was successfully integrated over 300 graduates into the tourism workforce before it was disrupted by political instability.
The study uses a qualitative research design and collects data through 30 in-depth interviews with alumni, managers, trainers, donors, and prospective students. It utilizes the analytical framework based on the Project Management Lifecycle (PMLC), Vocational Education and Training (VET) theory, and Lacanian psychoanalysis to explore the formation of professional identity.
The findings show that TAP was successfully implemented and provided training aligned with industry needs, which significantly improved participants’ employability. The program is designed to develop technical skills and support a meaningful change in professional identity, empowering marginalized individuals to transition into recognized roles within the tourism sector. A main weakness in the project's design was its lack of financial diversification, as it relied entirely on a single external donor to sustain its operations. The project’s long-term sustainability was restricted by its dependence on limited funding sources, a challenge that was further strengthened by Myanmar’s political and economic instability.
To overcome these challenges, the research proposes a hybrid, self-sustaining project model. This model advocates for the integration of income-generating social enterprises, diversified funding streams, and strengthened industry partnerships to ensure institutional resilience. This study provides actionable guidance for policymakers and development professionals by integrating project management frameworks into the context of socio-educational sustainability. It provides as a strategic roadmap for designing and maintaining resilient vocational training programs within conflict-affected or resource-constrained environments, ensuring that educational interventions can survive external shocks and achieve lasting impact.

Project Management, Vocational Training, Sustainability Tourism, Crisis Management

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