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

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
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
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
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
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
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
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
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
▪ 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
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
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
● 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.