Education for the Success of Cooperatives PA113

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PA 113 Community Organizing and Cooperative Development

PA 113 Community Organizing and Cooperative Development

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  • 1. TOPIC OUTLINEI. THE EDUCATION PRINCIPLE A.General Education Plan and Program Including the Financial Aspect B. Target Sector C. Areas of Concentration II.Guidelines for an Education training program for members, Officials and Employees A. Planning the training program B. Implementing the training program C. Evaluating and monitoring the training program III.Guidelines for an education and information program for the General Public IV. Guidelines for an education program for Educational Institutions
  • 2. Why Education? “Any man who reads too much and uses his own brain too little falls into lazy habits of thinking.” Albert Einstein The only person who is educated is the one who has learned how to learn and change. Carl Rogers Education is not preparation for life; education is life itself. John Dewey Marva Collins: Once children learn how to learn, nothing is going to narrow their mind. The essence of teaching is to make learning contagious, to have one idea spark another.
  • 3. “Education is the most powerful weapon we can use to change the World” Sir Nelson Mandela Former President of South Africa July 18, 1918- December 5, 2013
  • 4. I. ICA PRINCIPLES7 COOPERATIVE PRINCIPLES WHICH ARE GUIDELINES FOR COOPERATIVES TO PUT THEIR VALUES INTO PRACTICE. 1ST PRINCIPLE: VOLUNTARY AND OPEN MEMBERSHIP COOPERATIVES ARE VOLUNTARY ORGANIZATIONS, OPEN TO ALL PERSONS ABLE TO USE THEIR SERVICES AND WILLING TO ACCEPT THE RESPONSIBILITIES OF MEMBERSHIP, WITHOUT GENDER, SOCIAL, RACIAL, POLITICAL, OR RELIGIOUS DISCRIMINATION. 2ND PRINCIPLE: DEMOCRATIC MEMBER CONTROL COOPERATIVES ARE DEMOCRATIC ORGANIZATIONS CONTROLLED BY THEIR MEMBERS, WHO ACTIVELY PARTICIPATE IN SETTING THEIR POLICIES AND MAKING DECISIONS. MEN AND WOMEN SERVING AS ELECTED REPRESENTATIVES ARE ACCOUNTABLE TO THE MEMBERSHIP. IN PRIMARY COOPERATIVES MEMBERS HAVE EQUAL VOTING RIGHTS (ONE MEMBER, ONE VOTE) AND COOPERATIVES AT OTHER LEVELS ARE ORGANIZED IN A DEMOCRATIC MANNER. 3RD PRINCIPLE: MEMBER ECONOMIC PARTICIPATION MEMBERS CONTRIBUTE EQUITABLY TO, AND DEMOCRATICALLY CONTROL, THE CAPITAL OF THEIR COOPERATIVE. AT LEAST PART OF THAT CAPITAL IS USUALLY THE COMMON PROPERTY OF THE COOPERATIVE. THEY USUALLY RECEIVE LIMITED COMPENSATION, IF ANY, ON CAPITAL SUBSCRIBED AS A CONDITION OF MEMBERSHIP. MEMBERS ALLOCATE SURPLUSES FOR ANY OR ALL OF THE FOLLOWING PURPOSES: DEVELOPING THE COOPERATIVE, POSSIBLY BY SETTING UP RESERVES, PART OF WHICH AT LEAST WOULD BE INDIVISIBLE; BENEFITING MEMBERS IN PROPORTION TO THEIR TRANSACTIONS WITH THE COOPERATIVE; AND SUPPORTING OTHER ACTIVITIES APPROVED BY THE MEMBERSHIP. Data Source: http://www.cdi.coop/icaprinciples.html February 11, 2014
  • 5. ICA PRINCIPLES 4TH PRINCIPLE: AUTONOMY AND INDEPENDENCE COOPERATIVES ARE AUTONOMOUS, SELF-HELP ORGANIZATIONS CONTROLLED BY THEIR MEMBERS. IF THEY ENTER INTO AGREEMENTS WITH OTHER ORGANIZATIONS, INCLUDING GOVERNMENTS, OR RAISE CAPITAL FROM EXTERNAL SOURCES, THEY DO SO ON TERMS THAT ENSURE DEMOCRATIC CONTROL BY THEIR MEMBERS AND MAINTAIN THEIR COOPERATIVE AUTONOMY. 5TH PRINCIPLE: EDUCATION, TRAINING AND INFORMATION COOPERATIVES PROVIDE EDUCATION AND TRAINING FOR THEIR MEMBERS, ELECTED REPRESENTATIVES, MANAGERS, AND EMPLOYEES SO THEY CAN CONTRIBUTE EFFECTIVELY TO THE DEVELOPMENT OF THEIR COOPERATIVES. THEY INFORM THE GENERAL PUBLIC - PARTICULARLY YOUNG PEOPLE AND OPINION LEADERS - ABOUT THE NATURE AND BENEFITS OF COOPERATION. 6TH PRINCIPLE: COOPERATION AMONG COOPERATIVES COOPERATIVES SERVE THEIR MEMBERS MOST EFFECTIVELY AND STRENGTHEN THE COOPERATIVE MOVEMENT BY WORKING TOGETHER THROUGH LOCAL, NATIONAL, REGIONAL, AND INTERNATIONAL STRUCTURES. 7TH PRINCIPLE: CONCERN FOR COMMUNITY WHILE FOCUSING ON MEMBER NEEDS, COOPERATIVES WORK FOR THE SUSTAINABLE DEVELOPMENT OF THEIR COMMUNITIES THROUGH POLICIES ACCEPTED BY THEIR MEMBERS. Data Source: http://www.cdi.coop/icaprinciples.html February 11, 2014
  • 6. “Cooperatives provide education and training for their members, elected representatives, managers, and employees so they can contribute effectively to the development of their cooperatives. They inform the general public - particularly young people and opinion leaders - about the nature and benefits of cooperation” Data Source: http://www.cdi.coop/icaprinciples.html February 11, 2014 ICA 5TH PRINCIPLE: EDUCATION, TRAINING AND INFORMATION
  • 7. SIGNIFICANT ASPECTS OF COOP EDUCATION PRINCIPLE 1. GENERAL EDUCATION PLAN AND PROGRAM WITH FUNDS 2. TARGET SECTORS 3. AREAS OF CONCENTRATION
  • 8. 1. GENERAL EDUCATION PLAN AND PROGRAM, INCLUDING THE FINANCING • Education must be a continuous and has a long-range program “It is extremely desirable to integrate cooperative education in all levels of educational system from primary, secondary, college, and to adult Education levels. In this way, all age brackets, will be exposed to the principles of cooperation.” Source: Mendoza, Eugenio & Castillo, Eulogio, “The path to the success of Cooperatives p.
  • 9. 1. GENERAL EDUCATION PLAN AND PROGRAM, INCLUDING THE FINANCING • Adequate funds for education  Cooperatives should set aside adequate funds for education.  Education Fund: - Not more than 10 % of net surplus of the cooperatives are allocated for educational fund.  Most of cooperatives especially the newly organized could not afford to finance the fund requirements for Education.  Co-op taps government to support/finance their training and education needs.  Cooperative Education became a joint undertaking between the government and the cooperatives.  The Cooperative sector is given its rightful share in the drawing out & subsequent implementation of the education plans and programs.
  • 10. 1. GENERAL EDUCATION PLAN AND PROGRAM, INCLUDING THE FINANCING • Education is the main Responsibility of the voluntary or cooperative Sector  Education – is an activity that belongs and its at is best spearheaded by cooperatives and not by government, Cooperative sectors determines and decides what is best for them. However, because of financial out-lay on cooperative education program, coops have tendencies to play second fiddle to the government cooperative administering agency.  An arrangement which Invariably works to the detriment of the coop in the long run as the thinking of the two sectors may not exactly run along parallel lines  Cooperatives should always assert itself in the formulation and implementation of cooperative plans and programs.
  • 11. 2. TARGET SECTORS • INTERNAL- MEMBERS, OFFICIALS AND EMPLOYEES • EXTERNAL- PUBLIC • “Successful cooperation requires the support and assistance not only of those within its fold but also of the general public. Cooperative is an association of people whose activities are intended to affect the general welfare and interest of the people (community). It is therefore imperative to create a favorable climate for cooperation of all sectors in a community for this purpose”.
  • 12. 3. AREAS OF CONCENTRATION • PRINCIPLES OF COOPERATION • TECHNIQUES OF COOPERATION • “Cooperative education should encompass all aspects of cooperation- both theoretical and practical”. Example: • Members and public should be educated with the principles, opportunities, limitations of cooperatives, including the duties and responsibilities of members. • Officers and employees needed to be educated and trained with management technology and techniques
  • 13. REQUIRED TRAININGS FOR THE OFFIVERS OF COOPERATIVES
  • 14. MOST SIGNIFICANT IMPLICATIONS OF THE 5TH PRINCIPLE • Formulate a realistic education and training program • Setting up of adequate funds for education which is a non-business activity. • Develops a more enlightened and therefore more responsive membership • Broadens the knowledge and sharpens the skills of officials and employees on effective cooperative management • Creates a favorable climate for the development of cooperation in the community. • Highlights the economic and democratic ideals and values of Cooperation
  • 15. II. Guidelines for an Education and Training Program for Members, Officials and Employees Planning Implementation Evaluation Monitoring Scope of Training Program
  • 16. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 1. Determining the need for training Guide Questions: Why and How are training needs determined? 1. Who are to be trained? 2. For what purpose are they to be trained? Training needs felt by the people should be reconciled with the training needs of the organization they belong. Training program planner should know the participants’ job requirements, standards of performance and similar information. Conduct survey of prospective trainees to know the kind of training they need. Interview knowledgeable persons in the organization and evaluation of previous training programs may suggest training area priorities. Development of meaningful training program is the concern of both training program planers and participants particularly in determining the training objectives and program content.
  • 17. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 2. Formulating training Objectives Guide Questions: 1. What do we expect to attain through training? 2. What are sound training objectives 3. How are training objectives formulated at the working or teaching level? 1.What do we expect to attain through training? Objectives express the ends toward which the educational efforts are directed. Training program is expected to improve the competencies of the participants in their job performance. Needs and expectations of trainees Should reconciled with the needs of the coops. Key Questions What change/s are expected to happen? Is it improvement of their skills? Increase in their Knowledge about their work? Development of their ability to communicate technical knowledge to a particular audience? Improvement of their ability to relate to others? Development of positive attitudes toward their work? These Questions will help the training program planners in determining training objectives
  • 18. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 2. Formulating training Objectives Guide Questions: 1. What do we expect to attain through training? 2. What are sound training objectives 3. How are training objectives formulated at the working or teaching level? 1.What do we expect to attain through training? Objectives express the ends toward which the educational efforts are directed. Training program is expected to improve the competencies of the participants in their job performance. Needs and expectations of trainees Should reconciled with the needs of the coops. Key Questions to help determine training objectives. What change/s are expected to happen? Is it improvement of their skills? Increase in their Knowledge about their work? Development of their ability to communicate technical knowledge to a particular audience? Improvement of their ability to relate to others? Development of positive attitudes toward their work?
  • 19. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 2. Formulating training Objectives Guide Questions: 1. What do we expect to attain through training? 2. What are sound training objectives 3. How are training objectives formulated at the working or teaching level? 2. What are sound training objectives? a. Relevant to the work situation of the trainees b. Likely to promote action c. Achievable by the level of maturity of the training participants d. Developmental, i.e., Lead to constantly higher levels of achievements e. Definable in terms of behavior or changes in the trainees- changes in knowledge or things known, skills and attitudes f. Specific g. Could be evaluated, i.e, permit gathering of evidence of the actual progress of the trainees. h. Achievable within available resource
  • 20. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 2. Formulating training Objectives Guide Questions: 1. What do we expect to attain through training? 2. What are sound training objectives 3. How are training objectives formulated at the working or teaching level? 3. How are training objectives formulated at the Working or teaching level? a. Training objectives must be expressed coherently and clearly b. Avoid Expressing more than one objective in a statement. c. Analyze words used in stating objectives -> Stating teaching objectives challenges thought and facilitates actions. -> It makes possible learning outcomes
  • 21. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 3. Determining the content and methodology of the training program Guide Questions: 1. How is the training content defined or determined 2. What are the fundamental considerations in selecting the training methods? 3. Bases for the selection of training methods. 4. Some methods for training program Guide to Determine the contents of the training program a. Consider what behavioral outcome such as Knowledge, Attitudes or Skills (KSA) is expected of a trainee as a result of teaching the teaching activity b. List the important aspects that make up the subject matter content. Set up a priority, Identify facilities, resources needed and a time frame. Select the most important topics that should be included in the program. c. Break down major topics into more specific components in terms of behavioral outcome. d. For each specific component, make a list of the skills that a trainee should develop.
  • 22. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 3. Determining the content and methodology of the training program Guide Questions: 1. How is the training content defined or determined 2. What are the fundamental considerations in selecting the training methods? 3. Bases for the selection of training methods. 4. Some methods for training programs Fundamental considerations in selecting the training methods a. Objectives of the training activity b. Subject matter coverage (knowledge of subject matter, abilities or skills , attitudes to be developed). c. Learning activities that are to be assigned to the participants d. Characteristics of those to be trained (including the size of the training group, educational level of participants, previous trainings, aptitudes, levels of maturity. Etc.) e. Available trainers who will teach (Resource Speaker/Person) (number , quality and competencies) f. Space, Physical facilities, equipment, and instructional materials available(training kit). g. Time available for training (Some methods require more time than others).
  • 23. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 3. Determining the content and methodology of the training program Guide Questions: 1. How is the training content defined or determined 2. What are the fundamental considerations in selecting the training methods? 3. Bases for the selection of training methods. 4. Some methods for training program Assumptions for the selection of training methods. a. Participants bring to the training situation their past learnings and unique experiences. b. Learners learn best in training situations that are conducive to their active participations. c. No one method of teaching can be singled out as the best method; it is the combination of methods that bring about the expected behavioral outcomes of the training program. d. The more senses involved in a learning situation, the more effective the learning that takes place. The active participation of the trainees in the teaching-learning activity should be encourage by all times by the trainer. Learner learns best by doing things that is to be learned. Trainer should use realistic teaching materials or aids to reinforce teaching-learning. Teaching aids should complement, not supplant, the trainer. Authors’ Tip: “An effective trainer should spend as much time studying the trainees in a teaching-learning situation as he/she does in analyzing the methods of teaching them.”
  • 24. Planning Scheme Key Points 3. Determining the content and methodology of the training program Guide Questions: 1. How is the training content defined or determined 2. What are the fundamental considerations in selecting the training methods? 3. Bases for the selection of training methods. 4. Some methods for training programs Some methods for the training program a. Tutorial (individualized Instruction) b. Lecture Type c. Demonstration type d. Role Playing e. Case Study Method f. Field Trip g. Workshop h. Self-Study, Reading assignment i. School-on-the air (Correspondence) by radio or TV PLANNING THE TRAINING PROGRAM
  • 25. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 4. Scheduling training activities Guide Questions: 1. What considerations are to be observed in scheduling the training activities? a. The different topics and training are scheduled indicating the number or frequency, time and duration of meetings or sessions. b. Show the name of persons who are going to be involved in a particular date and time. c. Observe proper sequencing of topics and activities. d. Group together related topics to avoid sudden shifting of ideas or information. f. If practicum or field trip are needed, they should immediately follow the discussion of the particular topic or information. g. Avoid or minimize a very hectic schedule h. Provide Time for breaks and leisure.
  • 26. PLANNING THE TRAINING PROGRAMPlanning Scheme Key Points 5. Preparing the Budget Guide Questions: 1. What are the bases for preparing a budget? • Organizing and conducting a good training program takes time, effort and money but money does not always come adequately. It is therefore important that the organizers of a training program learn to maximize available resources. Budget for Training Program a. Personal Services- Honoraria for resource persons, training management group or training coordinator, incentives for support staffs and costs of other forms of personal services. b. Maintenance and Operation b1. Travel or transportation and per diems- for training and support staff, resource persons and field trips during the training. b2. Supply and materials- cost of office supplies, gasoline and oils for vehicles, and some teaching materials c. Contingency or Miscellaneous appropriation- computed on the basis of 10% of the combined costs for personal services, maintenance & operation and equipment.
  • 27. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 6. Selecting and Inviting resource Persons Guide Questions: 1. What are the bases for the selection of resource persons Bases for the selection of resource person a. Expertise or field of specialization, b. Experience in handling learners, c. Availability d. Willingness to participate in the program. Guidelines on inviting the resource persons a. Preliminary contacts with the resource persons must be made to know their availability and willingness to participate in a particular program. b. They should be informed early so they could schedule the time and prepare well their assigned topics and teaching aids and materials c. Letter of invitation and appointment should be done to formalized the involvement and participation of resource speaker.
  • 28. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 7. Preparing and Reproducing training materials, etc., Guide Questions: 1. Why should teaching materials and training aids be prepared and whose responsibility is it to prepare and reproduce them? a. Training Materials and teaching aids are necessary for a more effective teaching-learning process. b. They should be adequately prepared for participants c. The resource persons prepares the materials and training aids for his/her topics and plans how the topic could be effectively taught and learned. d. Reproduction of materials and aids as wells as training equipment and supplies are the responsibility of the training management.
  • 29. PLANNING THE TRAINING PROGRAM Planning Scheme Key Points 8. Arranging for accommodation, training facilities and other related activities. Guide Questions: 1. When should arrangements for accommodations, training venues, and other facilities be made ? a. Early Reservations for the accommodations of the participants, classrooms and other training activities especially for a big training group. b. Accommodations and the use of big training facilities pose a great problem when the training program is scheduled during the regular semesters when dormitories, lecture halls and classrooms are used by regular students b. Arrangements for meals, snacks especially if catered should be made in advance. c. Trainees should be properly informed where they could take their meals and where other personal services may be procured.
  • 30. IMPLEMENTING THE TRAINING PROGRAM Activities on the Implementation of Training Program Key Points 1. Making the final arrangement. Guide Questions: 1. What items or activities have to be looked into? Checklist of items/activities in the training program a. Distribution of the training schedule b. Reproduction of handouts c. Availability of supplies and materials d. Arrangements for vehicle or Transport Services e. Registration Forms and Personal Data Sheet f. Evaluation Instruments g. Meal Arrangements h. Secretarial and documentation facilities/equipment to be used i. Arrangements for field trips , if any j. Source of Funding k. Program for the opening and closing Ceremonies.
  • 31. IMPLEMENTING THE TRAINING PROGRAM Activities on the Implementation of Training Program Key Points 1. Making the final arrangement. Guide Questions: 1. What items or activities have to be looked into? Checklist of items/activities in the training program a. Distribution of the training schedule b. Reproduction of handouts c. Availability of supplies and materials d. Arrangements for vehicle or Transport Services e. Registration Forms and Personal Data Sheet f. Evaluation Instruments g. Meal Arrangements h. Secretarial and documentation facilities/equipment to be used i. Arrangements for field trips , if any j. Source of Funding k. Program for the opening and closing Ceremonies.
  • 32. IMPLEMENTING THE TRAINING PROGRAM Activities on the Implementation of Training Program Key Points 2. Planning the Opening and Closing Program Guide Questions: 1. How are the training programs usually opened or closed? a Training programs may be opened by formal or an informal program b. The kind of opening program depends on certain considerations such as level of training, the significance of training program and other factors. c. Certificate of completion/ attendance is usually awarded during the closing program to every participants who completed the training program.
  • 33. IMPLEMENTING THE TRAINING PROGRAM Activities on the Implementation of Training Program Key Points 3. Attending to the day-to day training activities and needs of the participants Guide Questions: 1. What are some of the day-to-day training activities that should be looked into? a After the opening program, the participants may be given a benchmark evaluation “test” to determine the level of their knowledge and competence of the subject of the training program. b. The result of the test will be useful to the resource person by knowing the participants weak areas, more discussions, inputs or emphasis on those areas. c. The benchmark results will also serves as the basis for determining the learning outcomes. d. Venue should always be well-arranged and comfortable. e. Instructional facilities and equipment should always be ready and time schedule strictly followed. f. Some resource persons need reminders of their topics and time schedule. g. In some instances, last minute changes or substitution of resource person could not be avoided.
  • 34. IMPLEMENTING THE TRAINING PROGRAM Activities on the Implementation of Training Program Key Points 4. Administering the evaluative tests Guide Questions: 1. Why are evaluative tests administered? a. Determining the learning outcomes in any educational/training activity should be the a primary concern. b. Changes in the individual participants’ knowledge, skills and attitudes (KSA) are desired after he/she has been exposed to any teaching-learning situations. c. Determining the changes of KSA should be done.
  • 35. IMPLEMENTING THE TRAINING PROGRAM Activities on the Implementation of Training Program Key Points 5. Holding social and recreational activities Guide Questions: 1. Why should social and recreational activities be parts of the training program? Social and Recreational activities should be planned as parts of the training activities because participants need to relax, feel more at home and develop a more conducive learning atmosphere while on training.
  • 36. EVALUATING THE TRAINING PROGRAM Guide Questions on evaluating the training program Key Points 1. What does evaluation of the training program mean? a. Evaluation of a training program is the systematic process of assessing the changes that have taken place in the KSA among trainees and other participants, or assessing the consequences that have resulted from the training program. These changes are measured in specified goals or objectives in the programs. b. Evaluation is designed to see how relevant the training is for a certain group of participants. It is also meant to see how effective it is for achieving a determined set of objectives and how efficiently it employs the available resources. c. Evaluation enables the trainer to know to what to extent the teaching objectives have been met; Whether or not the methods used to achieve the teaching objectives were the most effective; or in what ways the training program can be improved.
  • 37. EVALUATING THE TRAINING PROGRAM Guide Questions on evaluating the training program Key Points 2. Why Evaluate? a. Evaluation of the training program helps in understanding the factors that make for its success or failure in order to find out how the program can be informed. b. Evaluation clarifies the purpose of the program in terms of its objectives. It provides the means for testing methods, approaches and techniques used in training. c. There are educational changes that are not easily observable among the participants in training. Evaluation brings to light the indicators of such changes
  • 38. EVALUATING THE TRAINING PROGRAM Guide Questions on evaluating the training program Key Points 3. What is to be evaluated? a. Scope and goals of the training program- to determine coverage and emphasis. b. Organization and administration- to determine whether training is operating efficiently and economically. c. The training process -to determine the effectiveness of training methods and techniques used d. Effects of the training program- to determine the extent of what was learned in relation to the changes that were anticipated to be attained.
  • 39. EVALUATING THE TRAINING PROGRAM Guide Questions on evaluating the training program Key Points 4. When is evaluation needed? a. On the first day of the training program in order to gather information which can serve as baseline for determining the level of KSA of the trainees, their expectations of the course and other pertinent information. b. During the course of the training to determine what is going on and to serve as bases for corrective action if necessary. c. On the last day of the course, in order to get the participants’ assessment if what has been achieved by the training as they perceived it. 5. Who evaluates? All participants in the training program should take part in the evaluation programs.
  • 40. EVALUATING THE TRAINING PROGRAM Guide Questions on evaluating the training program Key Points 6. How is the evaluation conducted? a. Questionnaires- for easy compilation and tabulation of findings and systematic analysis. b. Interviews c. On the last day of the training, organize a meeting with the training management staff and participants to discuss the main findings from the course evaluation regarding - the expected outcome of training - the relevance of the training to the job of the trainees - the efficiency of how training was managed d. Findings should be discussed with management and decide on what information should be passed on to the participants. Feed backing enhances the active involvement of all concerned of the training program
  • 41. MONITORING THE TRAINING PROGRAM Guide Questions on monitoring the training program Key Points 1. Why Monitor training programs? a. To install an organized system of collecting and compiling information on the various training activities. b. This system is envisioned to provide timely information which would enable training managers to redirect, whenever necessary the implementation of a training program toward a more efficient and effective achievement of goals and objectives. c. Monitored information should be feedback to users because such information serve as bases for corrective action particularly as regards review, evaluation, planning, coordination and policy decisions.
  • 42. MONITORING THE TRAINING PROGRAMGuide Questions on monitoring the training program Key Points 2. What activities are to be monitored? Monitoring report should contain the following: a. Nature of the training b. Objectives of the training c. The participants d. Methodology e. Venue f. Staffs and units involved g. Training costs h. Problems i. Recommendations 3. Who monitors The management of the training program undertakes the monitoring function
  • 43. MONITORING THE TRAINING PROGRAM Guide Questions on monitoring the training program Key Points 4. What are the tasks involved in monitoring? a. Designing of forms/tables/outlines for needed information. b. Orienting the staff concerned on the monitoring activity. c. Analyzing and assessing information. d. Preparing reports from the compiled information for concerned parties. e. Developing a system of disseminating the findings on implementation problems and related matters to all concerned f. Conducting constant follow-up on actions taken on presented problems and recommendations.
  • 44. III. GUIDELINES FOR AN EDUCATION AND INFORMATION PROGRAM FOR THE GENERAL PUBLICObjectives The Cooperative Education and Information Program for the General Public seeks to influence favorable opinion of the public on cooperation to gain its support and sympathy through acceptable performance and two-way flow of information Coverage of the program 1. Cooperative principles 2. The Role of cooperatives in a free-enterprise economy 3. Objectives of cooperation 4. Comparison of cooperative corporation and ordinary corporation, 5. Services offered 6. Operating policies and procedures 7. Responsibilities of cooperatives in building a better community 8. Benefits derived from membership in a cooperative 9. Some misconceptions, misunderstanding and prejudices regarding cooperatives
  • 45. Cooperative Public -- Participation in community affairs  Linkage 1: Acceptable Performance Linkage 2: Two-way flow of information Information Response Interacting Sector Interacting Sector Linkages DIAGRAM SHOWING THE APPROACH TO PUBLIC RELATIONS
  • 46. The two interacting sectors in the diagram are the cooperative sectors and public Sectors; Cooperative includes BOD, the manager, employees and the members., Public sectors are composed of community, patrons, creditors and suppliers and the government. The two linkages between the 2 sectors are the acceptable performance and two-way flow of information. Cooperative will have to create a friendly and sympathetic environment to carry its business activities. It implies that no amount of effort and expenditures can develop a favorable public without an acceptable performance. The two-way-flow of information gives both interacting sectors excellent opportunity to freely and continuously communicate with each other. Based on experiences, public relations can be greatly enhanced through a cooperative’s active participation in community activities. Participation on community social responsibility will identify themselves with the public. Officers and employees should exert efforts to promote good public relation especially to cementing ties between urban and rural persons.
  • 47. IV. GUIDELINES FOR AN EDUCATION PROGRAM FOR EDUCATIONAL INSTITUTIONS A. Free Exchange of ideas must prevail 1. An educational institution should continue to maintain an open mind so that both sides of a question may be fully and openly discussed. 2. Develop both young men and women to think for themselves and should be given opportunity to weigh the pros and cons of every issues. B. The teaching program should be balanced. 1. The education program should include full discussion of cooperation, including the principles and possibilities of cooperation as well as technical training which a student needs when he applies for a job in coop or business organizations. 2. As observed, most economic textbooks contain no or minimal discussion of coop as a form of doing coops and it should be corrected. 3. Practical Training/On the job training of students with cooperatives should be made for them to have a “taste” experience how cooperative operates as a business organization. 4. People learn by doing things and seeing things done.
  • 48. C. The teachers should be conversant with cooperation. 1. Very few of the teachers have practical experience in the field. 2. Cooperatives should invite teachers to sit-in on cooperative board meetings or let the teacher see for themselves cooperatives operation. D. Reference Materials Should be Available 1. Teachers should have given references. 2. Library is encourage to purchased reading materials for the students and the teachers. 3. “It is not mis-information, but the lack of information that is causing much trouble in the field of cooperation today” 4. Refer to the website. www.cda.gov.ph for the downloadable materials  . E. Educational institutions should develop research programs and use finding. 1. To achieve maximum effectiveness, course of study must be kept up to date. 2. New ideas came from research. 3. It is beneficial when teachers can also participate in the analysis of cooperative problems through research projects. (benefits comes when the teacher becomes familiar with theoretical and practical problems) 4. Teachers are encourage to use research findings.
  • 49. ANNEXES: EVALUATION SHEET Source: Annex B, Mendoza/Castillo , the Path to the success of Cooperative
  • 50. SOURCES Mendoza, Eugenio v.& Castillo, Eulogio t., the path to the successof cooperatives., Chapter 8, “Implementation of Cooperative training Program., p76-99. , 2006 HTTP://WWW.CDI.COOP/ICAPRINCIPLES.HTML FEBRUARY 11, 2014 RA 9520, THE PHILIPPINE COOPERATIVE CODE OF 2008 http://www.cda.gov.ph/
  • 51. MARAMING SALAMAT PO! 