DIFINISI PARIWISATA

PERKEMBANGAN DIFINISI PARIWISATA

No.	Tahap Perkembangan (Periode)	Definisi	Keterangan
1	Tahun 1910	"Tourism is The sum of operations, mainly of an economic nature, which directly related to the entry, stay and movement of foreigner inside certain country, city or region" (Hermann V. Schulalard, 1910).	Pariwisata dalam konteks difini ini adala suatu proses perjalan manusia ke suatu tempat ataupun suatu Negara dengan tujuan mencari ketenangan
2	Tahun 1942	Tourism is the totality of the relationship and phenomena a rising from the travel and stay of strangers, provided the stay does not imply the establiment of a permanent residence and is not connected with remunerated activity (Prof. K. Krapf 1942)	Maksud dari kepariwisataan adalah keseluruhan dari pada gejala-gejala yang ditimbulkan oleh perjalanan dan pendiaman orang-orang asing serta penyediaan tempat tinggal sementara, asalkan pendiaman itu tidak tinggal menetap dan tidak memperoleh penghasilan dari aktifitas yang bersifat sementara itu.
3	Tahun 1960	Kepariwisataan adalah “suatu cara untuk memenuhi kebutuhan manusia dalam memberikan hiburan rohani dan jasmani, setelah beberapa waktu bekerja serta mempunyai modal untuk melihat-lihat daerah lain (wisatawan nusantara) atau negara- negara lain (wisatawan mancanegara)” (Tap MPRS tahun 1960).	Pariwisata dimaksudkan dalam rangka mencari hiburan baik jasmani maupun rohani serta sejenak melepaskan beban rutinitas sehari-harinya atau dengan kata lain merefresh kembali fisik maupun fikirannya.
4	Tahun 1969	Keputusan Presiden RI Nomor 19 tahun 1969 tentang Kepariwisataan adalah: Merupakan kegiatan jasa yang memanfaatkan kekayaan alam dan lingkungan hidup yang khas, seperti hasil budaya, peninggalan sejarah, pemandangan alam yang indah dan iklim yang nyaman.	Kegiatan yang berhubungan dengan angkutan dari tempat asal wisatawan sampai ke tempat tujuan, selama di tempat tujuan dan kembali ke tempat asalnya. Kegiatan yang berhubungan dengan penyediaan, pengelolaan dan pengembangan atraksi, sarana, prasarana dan amenitas pariwisata. Kegiatan yang berhubungan dengan penyediaan dan pelayanan informasi tentang atraksi, sarana, prasarana dan segala sesuatu yang diperlukan wisatawan.
5	Tahun 1975	Pariwisata adalah salah satu jenis industri baru yang mampu mempercepat pertumbuhan ekonomi dan penyediaan lapangan kerja, peningkatan penghasilan, standar hidup serta menstimulasi sektor-sektor produktif lainnya. Selanjutnya, sebagai sektor yang komplek, pariwisata juga merealisasi industri-industri klasik seperti industri kerajinan tangan dan cinderamata, penginapan dan transportasi (Salah Wahab 1975:55).	Kegiatan pariwisata yang dimaksud dalam difinisi ini adalah suatu industry baru yang terkait dalam upaya peningkatan taraf perekonomian serta penciptaan lapangan kerja baru, yang melibatkan multisektoral dan bagi wisatawan dapat menikmatinya dan tertarik hati untuk kembali berkunjung disuatu destinasi wisata yang dimaksud.
6	Tahun 1982	(Mathieson dan Wall, 1982) Pariwisata sebagai "gerakan sementara orang untuk tujuan di luar tempat kerja normal dan tempat tinggal, kegiatan yang dilakukan selama mereka tinggal di tujuan tersebut, dan fasilitas diciptakan untuk memenuhi kebutuhan mereka (Mathieson dan Wall, 1982).
7	Tahun 1982	Pariwisata adalah kegiatan melakukan perjalanan dengan tujuan mendapatkan kenikmatan, mencari kepuasan, mengetahui sesuatu, memperbaiki kesehatan, menikmati olahraga atau istirahat, menunaikan tugas, berziarah dan lain-lain (James J.Spillane 1982:20).
8	Tahun 1983	Pariwisata adalah perjalanan dari satu tempat ke tempat yang lain, bersifat sementara, dilakukan perorangan maupun kelompok, sebagai usaha mencari keseimbangan atau keserasian dan kebahagiaan dengan lingkungan hidup dalam dimensi sosial, budaya, alam dan ilmu (H.Kodhyat, 1983:4).
9	Tahun 1984	(McIntosh Robert W. 1984. Tourism: Principles, Practices, Philosophies. Grid Publishing, Inc., Columbus, Ohio) Tourism is a composite of activities, services, and industries that deliver a travel experience	Tourism: Principles, Practices, Philosophies. Grid Publishing, Inc., Columbus, Ohio) Tourism is the sum of phenomena and relationships arising from the interaction of tourists, business, host governments, and host communities in the process of attracting and hosting these tourists and other visitors.
10	Tahun 1986	Pariwisata adalah kegiatan seseorang dari tempat tinggalnya untuk berkunjung ke tempat lain dengan perbedaan pada waktu kunjungan dan motivasi kunjungan (Anonymous, 1986)
11	Tahun 1987	Pariwisata adalah perpindahan orang untuk sementara dan   dalam jangka waktu pendek ke tujuan- tujuan diluar tempat dimana mereka biasanya hlidup dan bekerja dan  kegiatan-kegiatan mereka selama tinggal di tempat-tempat tujuan itu (A.J. Burkart dan S. Medik, 1987).
12	Tahun 1990	(Undang – Undang No.9 Tahun 1990 tentang Kepariwisataan) Pariwisata adalah segala sesuatu yang berhubungan dengan wisata termasuk pengusaha objek dan daya tarik wisata serta usaha-usaha yang terkait dibidang tersebut. Pariwisata dapat juga dilihat sebagai suatu bisnis yang berhubungan dengan penyediaan barang atau jasa bagi wisatawan dan menyangkut setiap pengeluaran oleh untuk wisatawan atau pengunjung dalam perjalanannya.
13	Tahun 1991	(Yoeti, 1991:103). Pariwisata berasal dari dua kata, yakni Pari dan Wisata. Pari dapat diartikan sebagai banyak, berkali-kali, berputar-putar atau lengkap. Sedangkan wisata dapat diartikan sebagai perjalanan atau bepergian yang dalam hal ini sinonim dengan kata ”travel” dalam bahasa Inggris. Atas dasar itu, maka kata ”Pariwisata” dapat diartikan sebagai perjalanan yang dilakukan berkali-kali atau berputar-putar dari suatu tempat ke tempat yang lain, yang dalam bahasa Inggris disebut dengan ”Tour”.
14	Tahun 1995	( Drs. Musanef 1995:1),   Pariwisata  meliputi berbagai segi kehidupan dalam masyarakat, mulai dari kegiatan angkutan, akomodasi, atraksi wisata, makanan dan minuman, cinderamata, pelayanan, suasana kenyamanan, dan lain sebagainya.
15	Tahun 1997	(RG. Soekadijo 1997:8), Pariwisata ialah segala kegiatan dalam masyarakat yang berhubungan dengan wisatawan
16	Tahun 2000	(Oxford English Dictionary. Pearson Education Limited 2000) Tourism is the business of providing things for people to do, places for them to stay etc while they are on holiday
17	Tahun 2001	(Fandeli, 2001). Pariwisata merupakan keseluruhan kegiatan, proses dan kaitan-kaitan yang berhubungan dengan perjalanan dan persinggahan dari orang-orang di luar tempat tinggalnya serta tidak dengan maksud mencari nafkah. Kepariwisataan merupakan keseluruhan kegiatan pemerintah, dunia usaha, dan masyarakat yang ditujukan untuk menata kebutuhan perjalanan dan persinggahan
18	Tahun 2003	Franklin (2003)  Tourism becomes absolutely everyting associable with acts of tourist,or put into it’s proper tantological form “tourism is tourist”
19	Tahun 2004	Richardson and fluker (2004) Tourism comprises the activities or persons,travelling to and staying in place outside their usual environment for not more than one consecutive year for leisure,bussines and other purpose
20	Tahun 2009	Undang Undang No. 10/2009 tentang Kepariwisataan, yang dimaksud dengan pariwisata adalah berbagai macam kegiatan wisata yang didukung oleh berbagai fasilitas serta layanan yang disediakan masyarakat, pengusaha, Pemerintah dan Pemerintah Daerah
21	Tahun 2010	Pariwisata adalah salah satu jenis industri baru mampu menghasilkan pertumbuhan ekonomi yang cepat dalam penyediaan lapangan kerja, peningkatan penghasilan, standar hidup serta menstimulasi sektor-sektor produktivitas lainnya (Soemanto. 2010. Sosiologi Pariwisata. Jakarta : Universitas Terbuka)

Literacy

Literacy: the core of Education for All

The six EFA Dakar goals:

1.    Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

2.    Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.

3.    Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.

4.    Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for woman, and equitable access to basic and continuing education for all adults.

5.    Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to ad achievement in basic education of good quality.

6.    Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skills.

Literacy is a context-bound continuum of reading, writing, and numeracy skills, acquired, and developed through processes of learning and application, in schools and in other settings appropriate to youth and adults. Literacy helps people understand decontextualized information and language, verbal as well as written. Literate parents are more likely to be able to support their children in practical ways, such as meeting with teachers and discussing progress with their children. When literacy courses instruct parents on ways of helping children in school and inform them about the content of the curriculum, the children’s education benefit is even greater.

Literacy is also a right, indeed an essential part of the right of every individual to education. Some governments have recently begun to devote increasing attention to literacy. Education—and literacy within it—does not concern only individuals, as a rights and capabilities framework alone might suggest; it is also has a critical social dimension. The types of educational inputs (e.g. material and human resources), outcomes (e.g. reading, writing, and numeracy skills), and processes (e.g. curricula, teaching and learning methods) that are relevant to individuals are very much influenced by the social context.

Though the notion of a literate society is highly context-specific, some common lessons have emerged. First, literate societies should enable individuals and groups to acquire, develop, sustain, and use relevant literacy skills. Second, literate societies should provide and develop literacy that is of relevance to citizens, communities and the nation, and at the same time, acknowledge the diverse need and priorities of different groups—particularly those who are disadvantaged and excluded.

Why Literacy Matters

Literacy should be understood within a right-based approach and among principles of inclusion for human development. Literacy has been recognized not only as a right in itself but also as a mechanism for the pursuit of other human rights, just as human rights education is a tool for combating illiteracy.

The benefits of literacy:

The rationale for recognizing literacy s a right is the set of benefits it confers on individuals, families, communities, and nations. Literacy programs and written materials can be a mechanism to indoctrinate people to participate uncritically in a political system.

Providing a systematic, evidence-based account of the benefits of literacy is not easy, for several reasons:

-       Most research has not separated the benefits of literacy per se from those of attending school or participating in adult literacy programs.

-       Little research has been devoted to adult literacy programs and exiting studies focus mainly on women.

-       Research has focused on the impact of literacy upon the individual.

-       Some effects of literacy, e.g. those on culture, are intrinsically difficult to define and measure.

-       Literacy is not defined consistently across studies and literacy data are frequently flawed.

v  The human benefits from literature are related to factors such as the improved self-esteem, empowerment, creativity, and critical reflection that participation in adult literacy programs and the practice of literacy may produce. Literacy may empower learners—especially women—to take individual and collective action in various contexts, such as household, workplace and community, in two related ways. First, literacy programs themselves may be designed and conducted so as to make participants into authors of their own learning, developers of their own knowledge and partners in dialogue about limit situation in their lives. Second, literacy programs can contribute to broader socio-economic processes of empowerment provided they take place in a supportive environment.

v  The empowering potential of literacy can translate into increased political participation and thus contribute to the quality of public policies and to democracy. The relationship between education and political participation is well established. Educated people are to some extent more likely to vote and voice more tolerant attitudes and democratic values. Participation in adult literacy programs is also correlated with increased participation in trade unions, community action, and national political life, especially when empowerment is at the core of programs design. The expansion of education may contribute to the expansion of democracy and vice versa, yet the precise nature of the relationship between education and democracy remains unclear and difficult to measure accurately.

There appears to be no research into the impact on ethnic equality of either literacy or participation in adult literacy programs. It is probably reasonable to assume that the impact of literacy is likely similar to that of educational expansion, i.e. that is has the potential to benefit disadvantaged ethnic groups but will not necessarily do so. Literacy programs can have an impact on peace and reconciliation in post-conflict context.

v  The cultural benefits of literacy are harder to identify clearly than benefits in terms of political participation. Adult literacy programs may facilitates the transmission of certain values and promote transmission of other values, attitudes and behaviors through critical reflection. They also provide access to written culture, which the newly literate may choose to explore independently of the cultural orientation of the literacy programs in which they participated. Literacy programs can help challenge attitudes and behavioral pattern. Adults literacy programs can help preserve cultural diversity. In particular, literacy programs that make use of minority languages have the potential to improve people’s ability to participate in their own culture.

v  Improving literacy levels thus has potentially large social benefits, such as increased life expectancy, reduced child mortality, and improved children’s health.

v  Economic benefits: the economic returns to education have been extensively studied, especially in terms of increased individual income and economic growth. Economies are increasingly based on knowledge and less on physical capital or natural resources, and strong network effects characterize knowledge. The more people with access to knowledge, the greater its likely economic benefits. A country that focuses on promoting strong literacy skills widely throughout its population will be more successful in fostering growth and well-being than one in which the gap between high-skill and low-skill groups is large.