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ToTCOOP+i Lesson plan unit_7_final_version_en

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Training for Board of directors in the agri-food cooperatives: Unit 7 - Management of Agricultural Policy

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ToTCOOP+i Lesson plan unit_7_final_version_en

  1. 1. 1 Competence Unit 7 / Training Unit 7 : Management of agricultural policy Professional / Competence Standard Training Standard / Curriculum Activities Tasks Knowledge Skills Competences Training Objectives Training Contents Activities and Minimum Duration, in Hours (Theory and Practice, Physical and Online Learning) Training Methods, Didactical Resources, and Learning Media Training Target Group Management of agricultural policy within business administration of agri-food cooperative companies Acquisition of an adequate understanding ofthe agricultural policy establishedand sustained by domestic and international legislation Analysis of challenges of the agri-food cooperative in the framework of domestic and international agricultural policy Definition and development of the goals and strategies of the agricultural policy ofthe agri-food cooperative Monitoring the Agricultural policy sectoral knowledge : domestic (national and local) and international (extra-European and European, namely the Common Agricultural Policy – CAP of the European Union, within the EU 10-year strategy Europe 2020) legislation establishing and sustaining policies in agricultural sector Methods, techniques, and tools for analysing and reviewing the information and documentation on domestic international agricultural policies, and about the challenges of the agri-food cooperative in the framework of these policies Methods, techniques, and tools for setting and updating of the goals - addressed to the management - of the agricultural policy of the agri-food cooperative, and of the strategies to be implemented by the To analyse and review information and documentation, from management too, on agricultural policy established and sustained by domestic and international legislation, and on challenges of the agri-food cooperative in the framework of the agricultural policy To identify - starting from the agricultural policy established and sustained by domestic and international legislation, and from challenges of the agri- food cooperative in the framework of the agricultural policy - the goals and strategies of the agricultural policy of the agri-food cooperative To monitor the process of achievement of cooperative’s agricultural policy goals and implementation of related strategies of the cooperative, identifying and adopting the necessary adjustments To provide leadership in developing agricultural policy within business administration of agri-food cooperative companies Acquisition of the competence “To provide leadership in developing agricultural policy within business administration of agri-food cooperative companies” Agricultural policy sectoral knowledge : domestic (national and local) and international (extra-European and European, namely the Common Agricultural Policy – CAP of the European Union, within the EU 10- year strategy Europe 2020) legislation establishing and sustaining policies in agricultural sector Methods, techniques, and tools for analysing and reviewing the information and documentation on domestic international agricultural policies, and about the challenges of the agri-food cooperative in the Theory: 8 (6 in classroom + 2 online) Practice: 4 ( 4 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, 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.) Co-op members elected in the Board of Directors
  2. 2. 2 management implementatio n of goals and strategies of the agricultural policy ofthe agri-food cooperative, and identification and adoption of necessary adjustments manager for achieving the agricultural policy goals Methods, techniques, and tools for monitoring the process of achievement of agricultural policy goals and implementation of related strategies of the cooperative, and for identifying and adopting needed corrections framework of these policies Methods, techniques, and tools for setting and updating of the goals - addressed to the management - of the agricultural policy of the agri- food cooperative, and of the strategies to be implemented by the manager for achieving the agricultural policy goals Methods, techniques, and tools for monitoring the process of achievement of agricultural policy goals and implementation of related strategies of the cooperative, and for identifying and adopting needed corrections
  3. 3. 3 Learning Modules List. Learning Module 1: Agricultural policy – Common Agricultural Policy (CAP) (120 min.) Learning Module 2: National Rural Development Programme (RDP) (60 min.) Learning Module 3: EU and National legislation for Agri – food cooperatives. Legislation for Recognized agri – food cooperatives (120 min.) Learning Module 4: National rural non-governmental organizations (NGO’s). Civil participation during politics planning and implementation (240 min.) Learning Module 5: Role of agri – food cooperatives in civil sociality political challenges – sustainable development or short term planning (180 min.)
  4. 4. 4 Learning Modules Description. Learning Module 1: Agricultural policy – Common Agricultural Policy (CAP) Duration: 120 min. Short description: Thisactivityshows agricultural policy in EU context. It describes Common Agricultural Policy (CAP) from a historical perspective, shortly presenting different reforms till nowadays. Also in this activity trainer introduces about decision making process about CAP in EU. The purpose is to make better understanding why CAP is like it is and where it should move in future. Specific tasks and exercises of the learners on field related topics, within: ● learning activities: o Ice Breaker - “Magic box”. Time - 2 minutes for each learner plus introducing. Materials needed:box withcoverandmirror(putinbox).Traineraskslearnersto look in box and say something nice about person who he/she sees in box – about themselves. This activity is good starting activity also to introduce learners to each other to make group friendly and open minded. o Exercise through this activity - trainer gives one question about this first theme to each learner.Questionscanbe same for twoor three learnersbutnotmore (dependshowmany learners are in group). Answers to these questions (from trainer) must be given through lecture.Thisexercise keeps learners’ attention, helps remember more and help evaluate activity.Questionsmustbe answeredinthe endof thisactivity,trainersaystolearnersthat in the end they will answer to them. o Lecture - Powerpoint slides 1 - 16 o Energiser- if trainerseesthatgroup is tired of information or sitting, trainer can use some energiserthat brings back energy and ability to concentrate. One activity can be: Formula One.Time - 5 minutes,materials - nothingspecific.Learnerstake positionin circle, close to each other.Firststartsgame byturningheadleftandsaying“bzzzzzz”like FormulaOne car. Next persons is doing the same, so the “sound wave” is made. So group can do it several times. o Lecture - trainer continues Powerpoint slides 16 - 26 o self-assessment and peer-evaluation: During the activities an interim evaluation is planned to use to help guide the program during the event. o Answering The purpose of this answering exercise is to help remember more from lecture and also helps to make a quickassessmentof the participants’levelof interest,theirattitude,andthe general feeling at the moment. Every participant must answer their question what was given in the beginning of this activity. Commentsare allowedbuttrainermustinterruptif time for one learner last too long. Examples of
  5. 5. 5 questions for this exercise: “What is CAP?”,“WhyCAP was created?”, “Why CAP changes through the years?”, “Which reform of CAPdo youthinkwasmost fundamental?”, “Characterize some CAP areas?”, “Characterize CAP objectives?”, “Characterize some of CAP instruments?”, “Characterize CAP expenditure?”, “Characterize decision making process of CAP ir EU?”, “How CAP affects national agricultural policy?” Number of questions depends of number of participants. In small groups some questions can combine. Questions must be simple, in small groups discussion can be longer but trainer must ensure that everyone answers their question. Material: collective didactic equipments (flip board / white-board and markers, PC with overhead projector, printer and broadband internet access), and individual didactic resources (personal folders containing notebooks, pens, pencils, eraser, sharpeners, and documentation of programme material). Documentation/Internet Links: The common agricultural policy:astoryto be continued http://ec.europa.eu/agriculture/50-years-of- cap/files/history/history_book_lr_en.pdf The history of the CAP https://ec.europa.eu/agriculture/cap-history_en Commission Communication on the CAP towards 2020 https://ec.europa.eu/agriculture/cap-post- 2013/communication_en Guides and brochures http://enrd.ec.europa.eu/publications/guides-and-brochures_en Firstpillarof the CommonAgricultural Policy(CAP): II— Directpaymentstofarmers http://www.europarl.europa.eu/atyourservice/en/displayFtu.html?ftuId=FTU_5.2.5.html Ordinarylegislativeprocedure http://www.europarl.europa.eu/external/html/legislativeprocedure/default_en.htm Glossaryof terms relatedtothe Common Agricultural Policy http://ec.europa.eu/agriculture/glossary_en Food Research Collaboration http://foodresearch.org.uk/does-the-cap-still-fit/ Rural development2014-2020: Countryfiles http://ec.europa.eu/agriculture/rural-development-2014- 2020/country-files_en The CAP towards2020. Legal proposals. http://ec.europa.eu/agriculture/sites/agriculture/files/cap-post- 2013/legal-proposals/slide-show_en.pdf The European Commission proposes a new partnership between Europe and the farmers http://europa.eu/rapid/press-release_IP-11-1181_en.htm
  6. 6. 6 Learning Module 2: National Rural Development Programme (RDP) Duration: 60 min. Short description: In this activity the trainer introduces the learners to Rural Development Policy – priorities, tasks and fundingof it in EU context. Information about Rural Development Programmes - international level in EU and national level (it is important that trainer gives information about national Rural Development Programme.Thisinformationtrainerneedtoimprove inPowerpointslidesaccordingcountrywhere lecture is happened!). Some timetable is shown – how much time takes to work out RDP. Some lessons learned from previous period RDP. Starting to plan RDP for 2021 – 2028. The purpose isto showRural Development PolicyframeworkinEUlevel,how national RDP is connected to EU framework, how long time is needed for planning politics (CAP; RDP), what is challenges for national Rural DevelopmentPolicy.Thisactivitygivesinformationwhatlearnersmustuse infurtherlearningsession to work in groups and give their suggestions about Rural Development Policy. Specific tasks and exercises of the learners on field related topics, within: ● learning activities: o Energiser, activity of making teams - before starting new topic, it is better to make some activity. With this activity trainer also will make teams for further work in next learning session. Activity “Mime”. Time - 15 minutes. Materials needed: small paper sheets with words about agri-food cooperation, for example, manager, together, agriculture, food, support... Learners can choose one sheet, and without speaking, just with gestures and movements shows this word and find others with the same word. Number of different wordsis accordingto numberof learners. Trainer choose how many small teams and with howmany memberhe/she needs. Number of teams = different words. When all learners had found their teams, they show their word to other teams. o Lecture - Powerpoint slide 30-44 o self-assessment and peer-evaluation: o the notice-board Participants can use notice-board to write down their opinions, make suggestions, etc. The notice- board can remain accessible during the entire event but in this case it can be actively used starting from2nd activity.The notice-board can beunstructured orpre-structured (e.g.questionsorremarks about content, results, procedures, logistics, material, schedule, mood, etc). The trainer must regularly encourageparticipantsto make useof this instrument;otherwise,the notice-board will be little used. For example learners can write some confusions according 1st and 2nd topics. These confusionscan explain trainer or this also can be homework for next day and last learning activity. This will give good feedback about learning information and shows learners interests. Material: flip-chart,markers,collectivedidactic equipments(flip board / white-board and markers, PC with overhead projector, printer and broadband internet access), and individual didactic resources (personal folders containing notebooks, pens, pencils, eraser, sharpeners, and documentation of programme
  7. 7. 7 material). Documentation/Internet Links: Financing the Common Agricultural Policy https://ec.europa.eu/agriculture/cap-funding_en Rural development 2014-2020 https://ec.europa.eu/agriculture/rural-development-2014-2020_en European Network for Rural Development www.enrd.ec.europa.eu Rural development policy in action http://enrd.ec.europa.eu/policy-in-action_en National Ministry of Agriculture www.zm.gov.lv National Rural Network www.laukutikls.lv Learning Module 3: EU and National legislation for Agri – food cooperatives. Legislation for Recognized agri – food cooperatives Duration: 120 min. Short description: In thisactivitythe trainer introduces the learners to legislation bases for agri – food cooperatives. Accent on Recognizedagri - foodcooperatives –explainneedof recognizing cooperatives, bonuses what they can get as recognized cooperatives. The purpose isto showway howto reach highqualityof managementof agri - food cooperatives and what kind of national as well EU support they can get as recognized cooperatives. Specific tasks and exercises of the learners on field related topics, within: ● learning activities: o Lecture - Powerpoint slides 46-49 o Group activity - trainer takes big sheet of paper and puts on flip board or white board (or use otherscreenfor collectivedrawing).Exercise istodraw (just with one small picture for each learner) a cooperation process as he/she sees. Trainer starts and each participant continues with one picture. This activity relax from lecture but also shows each participant's understanding on cooperation process. o Lecture - Powerpoint slides 51-56 o Group work – usingteamswhichwere made in 2nd activity group need to get the answers to negative questions - forexample,whyagri foodcooperatives shouldn’t have more extra bonuses, support from national, EU government; how to decrease quality of agri - food cooperative; how to decrease common networking in agri - food cooperative etc. Using negative (opposite) questions isgood for starting thinking in different way, from opposite answers really good answers trainer and group can get. After collecting answers trainer togetherwithgroupgoesthroughthem - some things maybe happens in real life! (how to fix it?), some things can remove with several actions etc. ● self-assessment and peer-evaluation:
  8. 8. 8 o review group the reviewgrouplooks back at what has happened during the day, prepares a short commentary, and presents it to the other groups at the end of the day or at the beginning of the next day. The review groupplaysa veryproductive feedbackrole by clearly demonstrating what information and messages have stuck inmind. As3rd learningactivityislastin first day in this case it will be better than with this review group's “presentation” next day will be started. Also trainer can give each group (groups we already have) different accent. Key messages from previous day can thus be recalled. Moreover, strengths and weaknesses of the program can be pointed out. Material: collective didactic equipments (flip board / white-board and markers, PC with overhead projector, printer and broadband internet access), and individual didactic resources (personal folders containing notebooks, pens, pencils, eraser, sharpeners, and documentation of programme material). Documentation/Internet Links: Consolidatedversionof the Treatyonthe Functioningof the EuropeanUnion http://eur- lex.europa.eu/legal-content/en/ALL/?uri=CELEX:12012E/TXT Council RegulationNo1435/2003 http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:32003R1435&from=LV National legislation –http://likumi.lv/ta/id/280046-noteikumi-par-lauksaimniecibas-pakalpojumu- kooperativo-sabiedribu-un-mezsaimniecibas-pakalpojumu-kooperativo-sabiedribu-atbilstibas http://www.llka.lv/ Learning Module 4:Latvian rural non-governmentalorganizations (NGO’s). Civil participation during politics planning and implementation. Duration: 240 min. Short description: In thisactivitythe trainerintroducesthe learners to civil sociality of Latvian farmers. How is built up Rural NGO’s network. Role of rural NGO’s RDP (as well CAP in EU level) working out and implementation processes. Rural NGO’s Consultative Council under Ministry of Agriculture. As well trainer introduces the learners to national legislations working out, confirmation and implementation process and role of NGO’s in each of them. Specific tasks and exercises of the learners on field related topics, within: ● learning activities: o review group activity - day starts with review group from previous day, remembering previous topics. o lectures - Powerpoint slides 61-77 o role play –
  9. 9. 9 ▪ to divide roles (2 or 3 farmers; 2 cooperatives managers; 2 NGO’s; 1 worker at ministry; 1 Minister; 1 or 2 deputy of parliament - number of roles according of number of learners); ▪ every one represents who he is and what kind of attitude has; ▪ give the 1st farmer one need – example –I want more money per milk, to the 2nd farmer – other – it’s too expensive tax for farmers transport. ▪ Group is going through all stages getting this need till political level. ▪ At the end – make conclusion – what was easy, where is need for more information. ▪ The tasks of this role play: ● to get result – one or both farmers are happy; ● to show – how is changing the question in different stages; ● to show - how important role is to every one of these persons. Material: collective didactic equipments (flip board / white-board and markers, PC with overhead projector, printer and broadband internet access), and individual didactic resources (personal folders containing notebooks, pens, pencils, eraser, sharpeners, and documentation of programme material). Methodological recommendation for implementation and evaluation: Documentation/Internet Links: Theorisingthe organisationandmanagementof non-governmental developmentorganisations:towardsa composite approach https://www.researchgate.net/publication/291576531_Theorising_the_organisation_and_management_of _non-governmental_development_organisations_towards_a_composite_approach Theorizingthe organizationandmanagementof NGOs https://www.researchgate.net/publication/237454828_THEORIZING_THE_ORGANIZATION_AND_MANAGE MENT_OF_NGOs Non-Governmentalismandthe reorganisationof publicaction:managementandthe rise of non- governmental organisations https://www.researchgate.net/publication/313179724_'NON- GOVERNMENTALISM'_AND_THE_REORGANISATION_OF_PUBLIC_ACTION_MANAGEMENT_AND_THE_RISE_ OF_NON-GOVERNMENTAL_ORGANIZATIONS_NGOs What is a Non-Governmental Organization? https://www.gdrc.org/ngo/peter-willets.html Copa Cogeca website http://www.copa-cogeca.eu/Menu.aspx Latvian agriculture NGO’s:  http://www.llka.lv/  http://zemniekusaeima.lv/aktualitates/jaunumi/  http://www.losp.lv/ Ministryof Agriculture: https://www.zm.gov.lv/lauksaimnieciba/statiskas-lapas/nozares-darba-grupas- padomes?nid=535#jump
  10. 10. 10 Learning Module 5: Role of agri – food cooperatives in civil sociality political challenges – sustainable development or short term planning Duration: 180 min. Short description: In this activity the trainer invites learners to have open discussion of agri – food cooperatives role in sustainable developmentof agriculture.Workingingroups discover pluses and minus how support of CAP and RDP for developing cooperatives helps to achieve goals of RDP and CAP, and what kind of support is necessary in future for better politic implementation. The purpose of thisactivityisto get feedbackfrompreviousactivitiesinpractical way.Aswell leadlearners to lookon theirworkincooperativesfromsustainablepointof view. The taskof thisactivityis to make real documentof suggestionsof policy improvement which can be given to NGO and national political maker. Specific tasks and exercises of the learners on field related topics, within: ● learning activity: o mindpreparation - “Mirrors”. Time - 10-15 minutes. No need for specific materials. Group separates in pairs. One participant in pair is mirror who repeat companion’s movements. Aftersome time,rolesare changed.Learnerscan’tuse movementswhatothercan’t repeat or do. This activity prepare mind for finding unusual solutions. o open discussion, every one of group should tell his opinion. For this activity trainer need all group split in 3 smaller groups (method - just counting from 1 to 3). Trainer draws table and tell questions - one question (1 to 3) for each group. 1. Why we need agri - food cooperatives, cooperation process? Goals for cooperation (in external (social, political) and internal (cooperative) level. 2. What resources we have for cooperatives? (material, educational etc.) 3. Reasons why there are problems in cooperation sector? 4. What challenges do you see for agricultural policy within business administration of agri-food cooperative companies? What new suggestions for improving agricultural policy?
  11. 11. 11 For these questions trainer gives big sheet of paper and pen and 25 minutes time. Than all small groups present their ideas - all group together think on these questions, if necessary add some notes on common papers. Afterthis session,groupsthinkabout4th question - 25 minutesin discussion in smaller groups and then again together. After discussion need to make document of suggestions for NGO and national political makers. Trainer need to lead this process but let participants themself take responsibility to make this document (using PC with overhead projector). For documents structure can use this example: ● table Whatto do?(plan) Resourcesneeded to do that Who will do it? (one responsibleperson and teamto help) Deadline o self-assessment and final evaluation: The final evaluation provides a closing assessment of the event. Results need to be assessed, experiencesacknowledged,lessonsreflectedon,andapproachestotransferringresultsandknowledge determined. The information obtained will be useful when planning follow-up meetings or similar events. The following three aspects should be considered when dealing with the area of output: ▪ Goal: The degree to which the goal has been achieved (in % or in words, like “not at all… partly… well… completely…” ▪ Benefits:the usefulness(oraddedvalue) of the eventforthe participants and the organizers is an important aspect. At the end of an event, benefits are more of an assumption than a fact. The benefitsof aneventcanconsistof insightsgained,new knowledge andnew skillsacquired, or increased self-confidence. ▪ Transfer to everyday life: What insights and new skills can participants transfer to everyday working life? Material: collective didactic equipments(flip board /white-board and markers,PCwith overhead projector, printer and broadband internet access), and individual didactic resources (personal folders containing notebooks, pens, pencils, eraser, sharpeners, and documentation of programme material). Methodological recommendation for implementation and evaluation: Aspectstobe evaluateddependonpurpose of the evaluation.The aspects to be assessed in an evaluation can be categorised in the following five areas: Input, Process, Output, Outcome, Impact. ● Input – material, presentations, participants’ experiences
  12. 12. 12 ● Process – program, working steps, method, interaction between participants ● Output – results, new insights, report on the event, publication ● Outcome – change of behaviour among participants ● Impact – impacts in participants’ work environment Onlythe first three areas – input, process and output – can be assessed at the end of an event. Outcome- related aspects are limited either to expressions of an intention to change or to signs that point towards change. Evaluation questions in the areas of outcome and impact suggest opportunities for transferring results to everyday working life.

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