Education for the Success of Cooperatives PA113

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

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.

“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

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

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.

“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”
ICA 5TH PRINCIPLE: EDUCATION,
TRAINING AND INFORMATION

SIGNIFICANT ASPECTS OF COOP
EDUCATION PRINCIPLE
1. GENERAL EDUCATION PLAN AND PROGRAM WITH FUNDS
2. TARGET SECTORS
3. AREAS OF CONCENTRATION

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.

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.

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.

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”.

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

REQUIRED TRAININGS FOR THE OFFIVERS
OF COOPERATIVES

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

II. Guidelines for an Education and Training
Program for Members, Officials and Employees
Planning
Implementation
Evaluation
Monitoring
Scope of Training Program

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.

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

Objectives
Guide Questions:
1. What do we expect
to attain through
training?
objectives
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?

Objectives
Guide Questions:
through training?
2. What are sound
training objectives
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

Objectives
Guide Questions:
through 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

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.

program
Guide Questions:
training methods?
training methods.
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).

program
Guide Questions:
training methods?
training methods.
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.”

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?
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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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.

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

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.

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

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

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.

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.

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.

ANNEXES: EVALUATION SHEET
Source: Annex B, Mendoza/Castillo , the Path to the success of Cooperative

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/

Education for the Success of Cooperatives PA113

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