Museum of Sake Journal Summer 2016 - Page 52

AN EDUCATION
NK : NATSUKI KIKUYA AM : ANTONY MOSS
NK : What were the challenges of introducing sake into the WSET ?
AM : There were three big challenges .
Firstly , WSET has a tradition of offering structured education programs that fully prepare people for the assessment , and this requires educators who have the skills and knowledge to teach these courses . Most of WSET ’ s existing educators were very familiar with wine , and some had a deep knowledge of spirits , but very few knew enough about sake to teach at the level we required . Identifying enough potential sake educators and finding the means to develop them into sake authorities was the biggest challenge .
Second , and related , our wine and spirits teaching makes extensive use of samples to demonstrate teaching points . There are few markets where it is easy to find the diversity of samples needed to demonstrate and contrast different yeast strains , rice varieties and production methods , etc , and in the UK we are importing our sakes directly from Japan .
The final challenge was estimating the demand . This is such a new area of business activity , and requires reaching new industry sectors in order to be successful . We predicted 300 candidates for the first full year , and had 303 , so our estimate was very close , but it might not have been !
NK : What elements of sake-education were completely new to the wine / spirit world ?
AM : Where diversity in wine comes largely from regional differences , and a great deal of spirits diversity comes from major differences in base material , and how it is process and aged , explaining the differences between mainstream sakes requires a much deeper , technical understanding of production . Because of this , we go into more detail regarding details of fermentation choices , compared to our wine and spirits qualifications at the same level .
NK : What countries and demographics do WSET operate through ?
AM : In the year just finished ( 2015-16 ), WSET had 72,171 candidates and added Bulgaria , Serbia , Peru , Israel and Latvia to the countries where WSET courses are offered – now we are in 73 countries . But the biggest markets for WSET are UK , China , USA , Canada , Hong Kong , Qatar , Taiwan , Australia , France and UAE . The WSET sake courses are now available in all of these except Qatar and France . I hope to add France soon , and in addition to this we will have courses in Sweden , Belgium , the Netherlands and Germany in the coming year .
Most WSET students are working in the wine and spirits industries . Their roles range from entry level positions to senior executives and cover all sections from production , through import , distribution , retail and Horeca , to marketing , communication , and education . IN addition to this , about a quarter of WSET students work in other industries . Some of these are planning a transition , but others study WSET courses to extend their amateur passion fro wine , spirits – and now sake .
NK : What are the aims of the WSET sake course ?
AM : The Level 3 course is primarily aimed at people whose primary job role is sake focussed . It gives them the skills to taste , describe and assess the quality in detail . It also provides an in-depth understanding of all the brewer choices that have an impact on style and quality , and sets this in a wider business context .
MUSEUM OF SAKE JOURNAL 52
AN EDUCATION NK: NATSUKI KIKUYA AM: ANTONY MOSS What were the challenges of introducing sake into the WSET? NK: AM: There were three big challenges. Firstly, WSET has a tradition of offering structured education programs that fully prepare people for the assessment, and this requires educators who have the skills and knowledge to teach these courses. Most of WSET’s existing educators were very familiar with wine, and some had a deep knowledge of spirits, but very few knew enough about sake to teach at the level we required. Identifying enough potential sake educators and finding the means to develop them into sake authorities was the biggest challenge. Second, and related, our wine and spirits teaching makes extensive use of samples to demonstrate teaching points. There are few markets where it is easy to find the diversity of samples needed to demonstrate and contrast different yeast strains, rice varieties and production methods, etc, and in the UK we are importing our sakes directly from Japan. The final challenge was estimating the demand. This is such a new area of business activity, and requires reaching new industry sectors in order to be successful. We predi Y [Y]\܂H\[YX\[Y \\[X]B\\HK]]ZY]HY[B][[Y[وZKYYX][ۈ\B\][H]H[H \]ܛ“΂SN\H]\]H[[HY\\[HBY[ۘ[Y\[\[HܙX]X[و\]™]\]HY\HXZ܈Y\[\[\BX]\X[ []\\[YY ^Z[[‚HY\[\]Y[XZ[X[HZ\\]Z\\˜H]XY\\XX[[\[[قX[ۋX]\Hو\H[[ܙB]Z[Y\[]Z[و\Y[][ۈX\\\Y\[H[\]]X[YX][ۜ˜]H[YH][ Έ][Y\[[[ܘ\XU\]HYSN[HYX\\[\Y MKLMKUY ̋ MH[Y]\[YY[\XK\XK\K\ܘY[[]XHH[Y\\BU\\\Hٙ\Y8$ۛH\H[ ˜[Y\ˈ]HY\X\]܈U\HR[KTK[YKۙۙX]\Z][]\[XK[H[PQKBUZH\\\H]Z[XH[[ق\H^\X]\[[KHHY[Hۋ[[Y][ۈ\H[]B\\[Y[[][KH]\[˜[\X[H[HZ[YX\[UY[\Hܚ[[H[B[\][\Y\ˈZ\\[HB[H][][ۜ[[܈^X]]\[ݙ\[X[ۜHX[ۋY[\ܝ \X][ۋ]Z[[ܙXKX\][[][X][ۋ[YX][ۋSY][ۈ\X]H]X\\وUY[ܚš[\[\Y\ˈYHو\H\H[[˜H[][ۋ]\YHU\\™^[Z\[X]]\\[ۈ[K\]¸$[ZKΈ]\HHZ[\وHUZH\O‚H][ \H\[X\[HZ[YY][HH[X\H؈H\ZH\Y ]]\[HH[\K\ܚXH[\\H]X[]H[]Z[ ][ݚY\[[Y\[\[[و[H]\X\]]B[[\Xۈ[H[]X[]K[]\[BY\\[\۝^ SNUTUSHшRHTS L