Spain Focus Group in San Cernin School, 16/9/2014

 

1 – TABLE ROUND

(30 minutes)

1.1 – A short presentation of the Fair Share Project

The Fair Share project aims to foster Fair Trade initiatives by providing the fair trade entrepreneurs with an online and interactive training program to improve their capacities to run their Fair Trade projects. The Fair Share project aims to support Fair Trade initiatives by providing fair trade entrepreneurs with a tailor-made training programme that meets their needs in terms of capacity building. The objective is to develop Fair Trade entrepreneurs’ abilities to run and manage their businesses on the various dimensions that define a Fair Trade enterprise: the identity, the social and economic component and the organizational and governance structure.

Goal: to develop a tailor-made online training programmed for the Fair Trade entrepreneurs across Europe

Consortium of 6 organizations:

  • Academy for Social Entrepreneurs @HEC-Ulg (Belgium)
  • AGICES (Italy)
  • CECE – Spanish Confederation of education and training centers (Spain)
  • Laurea University of Applied Sciences (Finland)
  • Monimbo (Italy)
  • The Tavistock Institute of Human Relations (United Kingdom)

Steps of the project:

  • Overview of the existing trainings (FT, SE) – survey + focus groups
  • Identification of the training needs and expectations – survey + focus groups
  • Development of the training programmed
  • Development of the interactive e-learning environment
  • Test in real conditions
  • Validation, diffusion and impact assessment

Target public:

  • entrepreneurs
  • people involved in Fair trade,
  • social entrepreneurs,
  • teachers, schools, universities, etc.

 

1.2 – A short presentation of the local Partner

San Cernin School, located in Pamplona, is one of the school members of CECE (Spanish Confederation of Teaching Centers). In the last 6 years, this school has developed a volunteer programmed based on Fair Trade. This programmed is organized by 4 teachers (2 in Primary level and 2 in Secondary level). These teachers make a lesson to their students in which they explain what Fair Trade movement is, why it exists and tell them about the Fair Trade volunteer programmed in their own school.

In the current meeting, apart of these 4 teachers, 2 Social Science teachers, the responsible of the charity education of the school and a Fair Trade expert take part on it.

 

1.3 – Who are you?

  • Pablo Idoate: Economics and Math teacher in Secondary and High School and one of the responsible of the Fair Trade programme in the school. He attended the second meeting of EFTE project in Espoo (Finland).
  • Chris Kyprianou: English teacher in Primary and one of the responsible of the Fair Trade programme in the school.
  • Inma Ascunce: Primary teacher and one of the responsible of the Fair Trade programme in the school.
  • Iñaki Jauregui: Economics and History teacher in Secondary and High School and one of the responsible of the Fair Trade programme in the school.
  • Ester Álvarez: Social Sciences teacher in Secondary and High School.
  • Susana Aparicio: Social Sciences teacher in Secondary.
  • Marta Del Guayo: responsible of values programme in the school.
  • Mentxu: Fair Trade worker in the Alboan NGO.

 

1.4 – Why to get interested, according to you, in the issue of the training for the people involved in Fair Trade?

In our opinion the reasons could be that:

  • There is too much information about Fair Trade on the Internet but there isn’t a specific e-learning training which summarizes all that information in order to have a clear and common idea about what Fair Trade is and about what it represents.
  • Could be a great tool for being used for all the people interested in Fair Trade in any part of the world with the freedom of having the training in any place.

There are a lot differences between Fair Trade and Traditional Trade and it is a way to know them.

 

2 – COMPETENCE FRAMEWORK

(60 minutes)

2.1 – What we are talking about?

The group could delineate the competence framework in three different tables:

  • knowledge,
  • know-how (skills)
  • attitude (behaviors)

In order to guide the group into a practical experience, we consider a specific situation and identify the typology of relevant competencies we use.

 

2.3 – Which competencies for the people involved in Fair Trade or Social Economy?

Which competencies are useful for each of the following actors? Fill the table.

  • Entrepreneurs
  • Managers
  • Employees
  • Volunteers

 

Fair Trade Sector

– To understand the field of Fair Trade

– To understand the relationships between the various FT actors

Fair Trade Identity

– To understand and put into action the values of Fair Trade

– To link one’s action to the Fair Trade movement

Fair Trade Business Models

– To understand the specific features of the FTOs (social purpose, multiple objectives, etc.)

– To develop a strategy in coherence with the purposes of the FTO

– To understand and mobilize the governance structures (internal and external governance)

– To manage the staff and volunteers

– To manage the financial aspects

– To understand and implement a commercial and marketing approach

Personal skills

– To put in action the workers and volunteers

– To mobilize the stakeholders

Social Economy Sector

– To understand the field of Social Economy

– To understand the relationships between the various SE actors

Fair Trade Identity

– To understand and put into action the values of Social Economy

Social Economy Business Models

– To understand the specific features of the SEOs (social purpose, multiple objectives, etc.)

– To develop a strategy in coherence with the purposes of the SEO

– To understand and change the governance structures (internal and external governance)

– To manage the staff and volunteers

– To manage the financial aspects

– To understand and implement a commercial and marketing approach

Personal skills

– To put in action the workers and volunteers

– To mobilise the stakeholders

 

KNOWLEDGE:

  • Basic necessities. Differences between what is needed and not.
  • Relation between salaries and personal necessities.
  • Relation and differences between men and women in labor life.
  • Women role along the history.
  • Characteristics of responsible consume
  • Identification of the different attitudes in consume
  • Consumers misinformed about the products they buy
  • Social, economic and environment consequences of the different types of consume
  • Different ways of production the same product
  • International Trade Legislation
  • Agents who take part in the International Trade
  • Fair Trade philosophy
  • Differences between Fair Trade and International Trade
  • Work conditions in Fair Trade
  • Conditions for being a Fair Trade company/product
  • Current Fair Trade products
  • Marketing tools. Social networks.
  • Management: financial accounting, human resources, taxes payment, storage, start-up a new business

 

KNOW-HOW (SKILLS):

  • Capacity for working in teams
  • Leadership
  • Ability of listening
  • Open-minded
  • Capacity of analyses different information resources

 

ATTITUDES (BEHAVIOURS):

  • Critical reflexion
  • Responsibility
  • Sensibility
  • Solidarity and empathy
  • Compromise and implication to make a better world
  • Coordination with other agents

 

COMPETENCES:

  • Learning to learn:
  1. To be aware off their own capacities
  2. To developed the participation and the working team
  3. To make synthesis about the own ideas and external ideas
  4. To spot
  5. To identify and contrast personal opinion with objective information and knowledge
  • Autonomy and personal initiative:
  1. To plan in short, medium and long term
  2. To take decisions, to take risks and to be responsible with it
  3. To be independent
  • Communication:
  1. To write properly in different styles
  2. To be a good communicator
  3. To know the business and Fair Trade vocabulary
  • Social and citizen:
  1. To emphasize with other points of view
  2. To accept others behaviors different to the owns

 

3 – WHICH EXISTING TRAINING OFFER?

(30 minutes)

Discuss the following questions:

3.1 – What is already existing?

There is not a regular training offer based on Fair Trade. When we talk about it in our school, we use websites and youtube videos.

 

3.2 – Internal training or external training?

The training is internal, the teachers are the ones who decide to teach the students what Fairtrade is.

 

3.3 – Who are the trainers?

The Social Sciences teachers.

 

3.4 – For which audience(s)?

Students who are 15 years old.

 

3.5 – With which objective(s)?

Let them know other kind of Trade different from the classical one.

 

3.6 – On which issue(s)?

Objectives of Fair Trade, Why is it fair, Fair Trade in our environment and Volunteer programmed in our school.

 

3.7 – With which method? Or with which tool(s)? (i.e. seminars, e-learning, etc.)

Two seminars with power point presentations and videos.

 

4 –TRAINING NEEDS

(90 minutes)

4.1 – Which training needs are met?

The ones in relation to the Fair Trade identity.

 

4.2 – Which training needs are met in an unsatisfying manner?

Of course we all agree that these topics could be improved with a new training.

 

4.3 – Which training needs are not met?

Especially in relation with Business Model and Personal skills.

 

Main topics:

Fair Trade/Social Economy Field

context, history, mapping of the FT or SE actors at the international and national levels, FT position, facts and figures, trends, etc.

Fair Trade/Social Economy Identity

FT and SE values, partnerships, multiplicity of objectives, etc.

Fair Trade/Social Economy Business Models

business plan, financial and accounting management, governance, marketing and commercial approach, technical skills, impact assessment, human resource management, etc.

Personal skills

leadership, conflict management, team management, etc.

 

5 – BRAINSTORMING «THE IDEAL TRAINING PROGRAMME»

(30 minutes) 

Proceed along this scheme:

5.1 – Training format (duration, flexibility, etc.): flexibility in terms of schedules. The tool should be used at the school, at work or at home. We are not sure about what could be the most appropriated duration of the training.
5.2 – Contents: fair Trade field and identity, business model (especially in marketing and commercial approach, social networks…) and personal skills.
5.3 – Training tools: attractive presentations, videos, practical exercises…
5.4 – Training types (individual lessons, group lessons, etc.): individual lessons we think it is better.
5.5 – Training methods (cathedra lessons, interactive group lessons, on-the-field learning, films and videos, e-learning platform, etc.): honesty, all of them seem to be attractive.

 

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