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ToTCOOP+i Lesson plan unit_1_final_version_en

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Training for Board of directors in the agri-food cooperatives: Unit 1 - Legal provisions

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ToTCOOP+i Lesson plan unit_1_final_version_en

  1. 1. 1 Competence Unit 1 / Training Unit 1 : Application of relevant internal, external, sectoral and institutional legal provisions Professional / Competence Standard Training Standard / Curriculum Activities Tasks Knowledge Skills Competenc es Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Trainin g Target Group Application of relevant internal, external, sectoral and institutional legal provisions within business administrati on of cooperative companies Active participation in the legal affairs ofthe cooperative relating to the application of cooperative legislation framework, of cooperative internal rules, ofagri-food sectoral regulatory framework,ofrules and procedures about cooperative representative and democratic structure based on cooperative’ membership and on board ofdirectors’ membership,andto the assumptionofstatutory responsibilities about employment law, product liability, and avoidance offraud Loyal and careful application within business administration of the cooperative, of cooperative legislation Co-operative definition Cooperative values and principles Roles and responsibilities of cooperative participants (members, directors, manager, employees) Cooperative business models and the other corporate models: specificities of the cooperative economic system and differences between cooperative and trading company Domestic (national and local laws and regulations) and/or international cooperative legislation (e.g., European and comparative cooperative law, European cooperative society), as applicable per cooperative business model, included legislation provisions on cooperative associations and cooperative integration The internal rules governing cooperative operations and relationship with its members The contractual effects of cooperative internal rules between the cooperative and each member, between the cooperative and each director and officer, and between each of the members of the cooperative Contents, models and procedures of internal rules governing cooperative To participate actively in the legal affairs relating to the application of cooperative legislation framework, of cooperative internal rules, of agri-food sectoral regulatory framework, of rules and procedures about cooperative representative and democratic structure based on cooperative’ membership and on board of directors’ membership, and to the assumption of statutory responsibilities about employment law, product liability, and avoidance of fraud, ensuring attention and To apply relevant internal, external, sectoral and institution al legal provisions within business administra tion of cooperativ e companies Acquisition of the competenc e “To apply relevant internal, external, sectoral and institutiona l legal provisions within business administrat ion of cooperativ e companies ” Co-operative definition Cooperative values and principles Roles and responsibilities of cooperative participants (members, directors, manager, employees) Cooperative business models and the other corporate models: specificities of the cooperative economic system and differences between cooperative and trading company Domestic (national and local laws and regulations) and/or international cooperative legislation (e.g., European and comparative cooperative law, European cooperative society), as applicable per cooperative business model, included legislation provisions on cooperative associations and cooperative integration The internal rules governing cooperative operations and relationship with its members The contractual effects of cooperative internal rules between the cooperative and each member, between the cooperative and each director and officer, and between each of the members of the cooperative Contents, models and procedures of internal rules governing cooperative operations Statutory responsibilities and rights of employees and employers in cooperative companies according to domestic and/or Theory: … (10 in classroom +1.5 online) Practice: … (0,5 work- based +0 online) Training methods: Frontal / Instructor-Led Training (e.g., lectures, conferences, storytelling, etc.) Interactive methods (e.g., small group discussions, case and incident studies, simulations, active summaries, quizzes, question-and-answer sessions, question cards, role-playing, business and management games, participant control, etc.) Experiential / Hands-on methods (e.g., coaching, mentoring, understudy, job shadowing, apprenticeship, job instruction, committee assignments, demonstrations, drills, etc.) Didactical resources: Blackboard or whiteboard, overhead projector, PC or laptop, printer, broadband internet access, etc.. Learning media: Printed and digital texts Learning Management Systems (e.g., discussion pages, threaded discussions, chat rooms, group pages, grade book, Co-op membe rs elected in the Board of Director s
  2. 2. 2 Activities Tasks Knowledge Skills Competenc es Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Trainin g Target Group framework, of cooperative internal rules, ofagri-food sectoral regulatory framework,ofrules and procedures about cooperative representative and democratic structure based on cooperative’ membership and on board ofdirectors’ membership, and assumptionofstatutory responsibilities about employment law, product liability, and avoidance offraud operations Statutory responsibilities and rights of employees and employers in cooperative companies according to domestic and/or international legislation, as applicable per cooperative business model Statutory responsibilities and product liability according to domestic and/or international legislation, as applicable per cooperative business model Statutory responsibilities and avoidance of fraud according to domestic and/or international legislation, as applicable per cooperative business model Food quality and safety and nutrition sectoral regulatory framework according to domestic and/or international legislation (in particular, European regulatory framework), as applicable per cooperative business model Food quality standards at international (e.g.: ISO 22000 family of standards, in particular ISO 22000:2005 Food safety management systems - Requirements for any organization in the food chain, ISO 22006:2009 Quality management systems - Guidelines for the application of ISO 9001:2008 to crop production, ISO/TS 22002-1:2009 Prerequisite programmes on food safety - Part 1: Food manufacturing, ISO/TS 22002-2:2013 prerequisite programmes on food safety - Part 2: Catering, ISO/TS 22002-3:2011 Prerequisite programmes on food safety - Part 3: Farming; Codex Alimentarius FAO – WHO; WTO SPS Agreement; HACCP - Hazard Analysis. Critical Control Points; GMPs - Good Manufacturing Practices; GHPs - diligence by regular attendance at meetings, review of information and data provided by employees, experts and committees To apply in loyal way the cooperative legislation framework, cooperative internal rules, agri-food sectoral regulatory framework, rules and procedures about cooperative representative and democratic structure based on cooperative’ membership and on board of directors’ membership, and to perform in loyal way the statutory duties on employment law, product liability, and avoidance of fraud, honouring the own position of trust with the cooperative and international legislation, as applicable per cooperative business model Statutory responsibilities and product liability according to domestic and/or international legislation, as applicable per cooperative business model Statutory responsibilities and avoidance of fraud according to domestic and/or international legislation, as applicable per cooperative business model Food quality and safety and nutrition sectoral regulatory framework according to domestic and/or international legislation (in particular, European regulatory framework), as applicable per cooperative business model Food quality standards at international (e.g.: ISO 22000 family of standards, in particular ISO 22000:2005 Food safety management systems - Requirements for any organization in the food chain, ISO 22006:2009 Quality management systems - Guidelines for the application of ISO 9001:2008 to crop production, ISO/TS 22002- 1:2009 Prerequisite programmes on food safety - Part 1: Food manufacturing, ISO/TS 22002- 2:2013 prerequisite programmes on food safety - Part 2: Catering, ISO/TS 22002-3:2011 Prerequisite programmes on food safety - Part 3: Farming; Codex Alimentarius FAO – WHO; WTO SPS Agreement; HACCP - Hazard Analysis. Critical Control Points; GMPs - Good Manufacturing Practices; GHPs - Good Hygiene Practices; GAPs - Good Agricultural Practices; etc.), and at domestic level Integrated systems for food quality and safety management Environment and efficiency sectoral regulatory framework according to domestic and/or etc.) Social Media Applications and Peer-to-Peer Platforms (e.g., Facebook, Edmodo, Classroom 2.0, Peer2Peer University, etc.) Web Conference Software (e.g., Online Meeting/Conferencing Applications, Two-Way Audio, etc.)
  3. 3. 3 Activities Tasks Knowledge Skills Competenc es Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Trainin g Target Group Good Hygiene Practices; GAPs - Good Agricultural Practices; etc.), and at domestic level Integrated systems for food quality and safety management Environment and efficiency sectoral regulatory framework according to domestic and/or international legislation, as applicable per cooperative business model Environmental management systems for enabling organizations to reduce environmental impacts and increase operating efficiency, including products life cycle, certification of carbon footprint, water footprint and environmental footprint, and energy consumption (e.g. ISO 14000 family of environmental management standards, in particular: ISO 14050:2009 Environmental management – Vocabulary; ISO 14040:2006 Environmental management – Life cycle assessment – Principles and framework; ISO 14044:2006 Environmental management – Life cycle assessment – Requirements and guideline; ISO/TS 14048:2002 Environmental management – Life cycle assessment – Data documentation format; ISO/CD 14051 Environmental management – Material flow cost accounting – General principles and framework; ISO 14015:2001 Environmental management – Environmental assessment of sites and organizations - EAS; ISO 14031:1999 Environmental management – Environmental performance evaluation – Guidelines; ISO/AWI 14033 Environmental management – Quantitative environmental information – Guidelines and examples; avoiding any misuse of this relationship To apply with care the cooperative legislation framework, cooperative internal rules, agri-food sectoral regulatory framework, rules and procedures about cooperative representative and democratic structure based on cooperative’ membership and on board of directors’ membership, and to perform with care the statutory duties on employment law, product liability, and avoidance of fraud, acting in the best interests of the cooperative, taking of risks as long as they are reasonable under the circumstances international legislation, as applicable per cooperative business model Environmental management systems for enabling organizations to reduce environmental impacts and increase operating efficiency, including products life cycle, certification of carbon footprint, water footprint and environmental footprint, and energy consumption (e.g. ISO 14000 family of environmental management standards, in particular: ISO 14050:2009 Environmental management – Vocabulary; ISO 14040:2006 Environmental management – Life cycle assessment – Principles and framework; ISO 14044:2006 Environmental management – Life cycle assessment – Requirements and guideline; ISO/TS 14048:2002 Environmental management – Life cycle assessment – Data documentation format; ISO/CD 14051 Environmental management – Material flow cost accounting – General principles and framework; ISO 14015:2001 Environmental management – Environmental assessment of sites and organizations - EAS; ISO 14031:1999 Environmental management – Environmental performance evaluation – Guidelines; ISO/AWI 14033 Environmental management – Quantitative environmental information – Guidelines and examples; ISO 14063:2006 Environmental management – Environmental communication – Guidelines and examples; ISO 14001:2004 Environmental management systems – Requirements with guidance for use; ISO/TR 14062:2002 Environmental management – Integrating environmental aspects into product design and development; ISO 14004:2004 Environmental management systems – General guidelines on principles, systems and support techniques; ISO/DIS 14005 Environmental management systems – Guidelines for the
  4. 4. 4 Activities Tasks Knowledge Skills Competenc es Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Trainin g Target Group ISO 14063:2006 Environmental management – Environmental communication – Guidelines and examples; ISO 14001:2004 Environmental management systems – Requirements with guidance for use; ISO/TR 14062:2002 Environmental management – Integrating environmental aspects into product design and development; ISO 14004:2004 Environmental management systems – General guidelines on principles, systems and support techniques; ISO/DIS 14005 Environmental management systems – Guidelines for the phased implementation of an environmental management system, including the use of environmental performance evaluation; ISO/CD 14006 Environmental management systems – Guidelines on ecodesign; ISO Guide 64:2008 Guide for addressing environmental issues in product standards; ISO 14064-1:2006 Greenhouse gases – Part 1: Specification with guidance at the organization level for quantification and reporting of greenhouse gas emissions and removals; ISO 14064-2:2006 Greenhouse gases – Part 2 : Specification with guidance at the project level for quantification, monitoring and reporting of greenhouse gas emission reductions or removal enhancements; ISO 14064-3:2006 Greenhouse gases – Part 3 : Specification with guidance for the validation and verification of greenhouse gas assertions; ISO 14065:2007 Greenhouse gases – Requirements for greenhouse gas validation and verification bodies for use in accreditation or other forms of recognition; ISO/WD 14045 Eco-efficiency assessment – Principles and requirements; ISO/WD 14067-1 Carbon footprint of products – phased implementation of an environmental management system, including the use of environmental performance evaluation; ISO/CD 14006 Environmental management systems – Guidelines on ecodesign; ISO Guide 64:2008 Guide for addressing environmental issues in product standards; ISO 14064-1:2006 Greenhouse gases – Part 1: Specification with guidance at the organization level for quantification and reporting of greenhouse gas emissions and removals; ISO 14064-2:2006 Greenhouse gases – Part 2 : Specification with guidance at the project level for quantification, monitoring and reporting of greenhouse gas emission reductions or removal enhancements; ISO 14064-3:2006 Greenhouse gases – Part 3 : Specification with guidance for the validation and verification of greenhouse gas assertions; ISO 14065:2007 Greenhouse gases – Requirements for greenhouse gas validation and verification bodies for use in accreditation or other forms of recognition; ISO/WD 14045 Eco- efficiency assessment – Principles and requirements; ISO/WD 14067-1 Carbon footprint of products – Part 1: Quantification; ISO/WD 14067-2 Carbon footprint of products – Part 2: Communication; ISO/AWI 14069 GHG – Quantification and reporting of GHG emissions for organizations - Carbon footprint of organization – Guidance for the application of ISO 14064-1) Equality (equality among men and women, and equality measures) and prevention of occupational risks (included prevention service modalities, and prevention obligations) sectoral regulatory framework according to domestic and/or international legislation, as applicable per cooperative business model Fiscal sectoral regulatory framework according to domestic and/or international legislation, as
  5. 5. 5 Activities Tasks Knowledge Skills Competenc es Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Trainin g Target Group Part 1: Quantification; ISO/WD 14067-2 Carbon footprint of products – Part 2: Communication; ISO/AWI 14069 GHG – Quantification and reporting of GHG emissions for organizations - Carbon footprint of organization – Guidance for the application of ISO 14064-1) Equality (equality among men and women, and equality measures) and prevention of occupational risks (included prevention service modalities, and prevention obligations) sectoral regulatory framework according to domestic and/or international legislation, as applicable per cooperative business model Fiscal sectoral regulatory framework according to domestic and/or international legislation, as applicable per cooperative business model Social responsibilities (commitment to the cooperative, benefits to the society, ethical conduct, adaptability, etc.) sectoral regulatory framework according to domestic and/or international legislation, as applicable per cooperative business model Rules establishing the representative and democratic structure of the cooperative, and related election procedures based on cooperative’ membership : rules disciplining the control of the members on the cooperative by casting votes on major business decisions (e.g. proposed merger with another cooperative or business; formal decisions made by members at the annual meeting such as amending the bylaws, accepting the audit report, voting on major actions or policies proposed by applicable per cooperative business model Social responsibilities (commitment to the cooperative, benefits to the society, ethical conduct, adaptability, etc.) sectoral regulatory framework according to domestic and/or international legislation, as applicable per cooperative business model Rules establishing the representative and democratic structure of the cooperative, and related election procedures based on cooperative’ membership : rules disciplining the control of the members on the cooperative by casting votes on major business decisions (e.g. proposed merger with another cooperative or business; formal decisions made by members at the annual meeting such as amending the bylaws, accepting the audit report, voting on major actions or policies proposed by the board and management, and voting on resolutions and motions) and by the authority they delegate to the board thorough a democratic election, nominating and electing directors at the annual meeting. Rules establishing the representative and democratic structure of the cooperative and related election procedures based on board of directors’ membership : rules disciplining the election procedures of board officers (president, vice-president, secretary, and treasurer
  6. 6. 6 Activities Tasks Knowledge Skills Competenc es Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Trainin g Target Group the board and management, and voting on resolutions and motions) and by the authority they delegate to the board thorough a democratic election, nominating and electing directors at the annual meeting. Rules establishing the representative and democratic structure of the cooperative and related election procedures based on board of directors’ membership : rules disciplining the election procedures of board officers (president, vice-president, secretary, and treasurer
  7. 7. 7 Training Unit 1: Application of relevant internal, external, sectoral and institutional legal provisions Learning Activities List Learning module 1: PowerPoint presentation (11 hours 28 minutes) Learning module 2: Motivational video about cooperationmeaning (12 minutes) Learning module 3: Role play “Prisoner's Dilemma”(20 minutes)
  8. 8. 8 Learning Activities Description Learning module 1: PowerPoint presentation Duration: 11 hours 28 min. Short description: Co-operativesrequire laws and policies that facilitate development and growth, just like any other form of enterprise. The legal framework plays a critical role for the viability and existence of co-operatives. That is the reason because the acquisition of the competence to apply relevant internal, external, sectoral and institutional legal provisions within business administration of cooperative companies is a very important issue.  learning activities: - Lecture  self-assessment and peer-evaluation: - Evaluation during next group works Material:  PC or laptop with overhead projector and broadband internet access  Individual didactic resources: personal folders containing notebooks, pens, pencils, eraser, sharpeners and documentation of programme material. Methodological recommendation for implementation and evaluation:  Facilitating in Face-to-Face Groups (these skills are very important when helping a group come to consensus) Documentation/Internet Links: http://ica.coop/es/ International Co-operativeAlliance http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3Axy0023Treaty establishingthe European Economic Community, EEC Treaty - original text http://eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A12012M%2FTXT Consolidated versionsof the Treaty on European Union and the Treaty on the Functioning of the European Union - Consolidated version of the Treaty on European Union - Protocols - Declarations annexed to the Final Act of the Intergovernmental Conference which adopted the Treaty of Lisbon, signed on 13 December 2007 - Tables of equivalences
  9. 9. 9 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV%3Axy0026Treaty of Maastricht on EuropeanUnion http://eur-lex.europa.eu/legal-content/RO/ALL/?uri=uriserv:c10107CommunityCharterof Fundamental Social Rightsof Workers http://www.fao.org/fao-who-codexalimentarius/en/ Codex Alimentarius International Food Standards https://www.wto.org/english/tratop_e/dda_e/dda_e.htm The DohaRound https://www.wto.org/english/thewto_e/whatis_e/tif_e/fact5_e.htm The UruguayRound http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV%3Af80501Safe foodand animal feed https://ec.europa.eu/food/safety/biosafety/food_hygiene_en FoodHygiene http://www.fao.org/docrep/005/y1579e/y1579e03.htm Hazard AnalysisandCritical Control Point(HACCP) systemandguidelinesforitsapplication https://www.ams.usda.gov/services/auditing/gap-ghp Good Agricultural Practices (GAP) and Good Hygienic Practices (GHP) ………………………………………………………………………………………………………………. Learning module 2: Motivational video: “Cooperation” Duration: 12 min Short description: In thisactivitythe trainerdisplaysavideoto the learners. Itisa short video (only 1,22 minutes long) corresponding to slide 5. The purpose isto make betterunderstandingwhatcooperationmeansandalso its advantages in a more practical way. After watching the video, the trainer opens a debate among the learners about its contents, for 10 minutes maximum.
  10. 10. 10 Specific tasks and exercises of the learners on field related topics, within:  learning activities: - Video and general discussion  self-assessment and peer-evaluation: - Self-reflection of understanding Material:  PC/laptop with overhead projector and broadband internet access  Loudspeakers  Flipchart and markers Methodological recommendation for implementation and evaluation:  Facilitating in Face-to-Face Groups (these skills are very important when helping a group come to consensus) Documentation/Internet Links: https://www.youtube.com/watch?v=qvF3jfSWq8A ………………………………………………………………………………………………………………. Learning module 3: Role play “Prisoner's Dilemma” Duration: 20 min Short description: In this activity (slide 7) the trainer explains to the learners the differences between a competitiveandselfishmodel,basedonwinningfast, withoutthinkingabouttomorrow, and a cooperative system, based on cooperative principles and values. The prisoner'sdilemmaisaparadox indecisionanalysisinwhichtwoindividualsactingin their own self-interest pursue a course of action that does not result in the ideal outcome. The typical prisoner's dilemma is set up in such a way that both parties choose to protect
  11. 11. 11 themselves at the expense of the other participant. As a result of following a purely logical thought process, both participants find themselves in a worse state than if they had cooperated with each other in the decision-making process. Two members of a criminal gang are arrested and imprisoned. Each prisoner is in solitary confinementwithnomeansof communicatingwiththe other. The prosecutors lack sufficient evidence toconvictthe paironthe principal charge.Theyhope togetboth sentencedtoayear in prison on a lesser charge. Simultaneously, the prosecutors offer each prisoner a bargain. Each prisoneris given the opportunity either to: betray the other by testifying that the other committedthe crime,orto cooperate withthe other by remaining silent. A clever prosecutor makes the following offer to each: “You may choose toconfessor remainsilent.If youconfessandyouraccomplice remainssilent I will dropall chargesagainstyouand use your testimonytoensure that your accomplice does serioustime.Likewise,if youraccomplice confesseswhile you remain silent, they will go free while youdothe time.If youboth confessI get two convictions, but I'll see to it that you both get early parole. If you both remain silent, I'll have to settle for token sentences on firearms possession charges. If you wish to confess, you must leave a note with the jailer before my return tomorrow morning.” Afterthe role play,the trainer opens a debate among the learners, for 10 minutes maximum. The purpose isto make betterunderstanding thatpersonal interestseemsmore desirable, but it often leads to a worse result if two parties are both acting in self-interest: that is a cooperative model. Prisoner B does not confess (cooperates) Prisoner B confesses (defects) Prisoner A does not confess (cooperates) Each serves1 year PrisonerA:3 years PrisonerB:goesfree Prisoner A confesses (defects) PrisonerA:goesfree PrisonerB:3 years Each serves2 years Specific tasks and exercises of the learners on field related topics, within:  learning activities: - General discussion  self-assessment and peer-evaluation: - Feedback and Discussion Forum
  12. 12. 12 Material: PC/laptop with overhead projector Methodological recommendation for implementation and evaluation:  Facilitating in Face-to-Face Groups (these skills are very important when helping a group come to consensus) Documentation/Internet Links: https://plato.stanford.edu/entries/prisoner-dilemma/

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