BIBLIOGRAPHY LIAMPO, ELEONOR D. MARCH 2006....
BIBLIOGRAPHY
LIAMPO, ELEONOR D. MARCH 2006. Practices of Primary Cooperatives in
Conducting Continuous Education of Members in Bakun, Benguet. Benguet State
University. La Trinidad, Benguet.
Adviser: Evangeline B. Cungihan, MS
ABSTRACT
This study was conducted to know practices of primary cooperatives in
conducting continuous education of members in Bakun, Benguet. Four cooperatives were
studied namely: Bakun Farmers and Employees Consumers Cooperative, Bakun Central
MPC, Bakun Livelihood MPC and Liwang MPC. There were 64 respondents from
different cooperatives. 15 members plus the manager from each cooperative.
Data gathering was done through a survey questionnaire and were tabulated
analyzed and interpreted using descriptive statistic such as frequency counts and
percentage.
It was found that the cooperatives studied have policies regarding education and
mentioned that they educate their members by sending them to attend trainings and
seminars and by conducting training and seminars to them once a year.
Results showed that advanced bookkeeping and accounting workshop on coop tie-
up is the training that was most attended by officers. Leadership training has the most
number of times conducted by the cooperatives. In conducting trainings and seminars the
problems were the lack of fund and members are not interested to the said training.
Based on the results, it is recommended that cooperative should maximize their
education and training funds to be used in conducting training and seminars. And
members must find time and be interested to trainings and seminars conducted by their
cooperatives
ii
TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Rationale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Scope and Limitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Definition of Education and Training. . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Importance of Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Data to be Gathered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
iii
Practices of the Cooperatives in Educating
their Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Percentage of Total Members that
Attended Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Agencies and Organizations who Conducted
Trainings and Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Reasons for Conducting Continuous Education . . . . . . . . . . . . . . . . . . .
15
Background Information of the Members. . . . . . . . . . . . . . . . . . . . . . . .
16
Trainings and Seminars Attended by Members . . . . . . . . . . . . . . . . . . .
18
Reasons of Members in Attending and not
Attending trainings and Seminars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Knowledge and Skills Learned from Trainings
And Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Problems of the Cooperatives on the
Education of Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
.
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
SURVEY QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
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INTRODUCTION
Rationale of the Study
A cooperative is a group of persons who pooled their resources under the
principle of equality and common understanding for mutual benefit. It exist not to make
profits but to provide necessary services to its members. If there be surplus in operation
then it should be equitably divided among members as patronage refund (Latigo, 2003).
There are many factors that can lead to the success of a cooperative. Many of
these factors are found in the members like; their willingness to contribute to the capital
of the cooperative, to cooperate and participate in every activity of the cooperative where
there cooperation is needed, to patronize the business of the cooperative. The leaders
contribute other factors of success. Cooperative leaders must be dedicated to the service
of the cooperative, honest and trustworthy, willing to sacrifice self-interest over the
interest of the cooperative, and they must treat the members fairly.
All these good qualities of a member and a leader will be developed among
cooperative members and leaders through education. Education is a continuous process
and good moral values are developed over a period of time as a person is educated
continuously.
Continuous education and training contributes much for the social preparation of
cooperative members. Proper knowledge and skills can be imparted to members through
this process. As it was observed that in some cooperatives, the officers hold the position
for so long a time because some members do not like to take their place for the reason
that they do not have any knowledge about the operation of the cooperative. It is
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
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therefore important that the different cooperatives must conduct seminar, training or
educational forum continuously so that the members will be educated the cooperative
way. In fact, one of the mandated practices of a cooperative is to conduct continuous
education for members.
It is only when members are properly educated on the cooperative principles and
practices that they will internalize the values of these principles. When they understand
these principles they will cooperate and patronize the cooperative. They will also support
the cooperative by investing their money, either as share capital or savings deposit, and
participate in every project or undertaking of the cooperative.
In Bakun, there are 32 primary cooperatives organized and registered with the
Cooperative Development Authority (CDA) as of June 30, 2005. Of these 32
cooperatives registered, one was already dissolved, 10 had cancelled registration and only
21 are actively operating. Since cooperative education is a very important factor in the
success of a cooperative, it is therefore the intention of this study to find out if
cooperatives in Bakun are providing the necessary education to their members and how
are they doing it.
Statement of the Problem
The conduct of continuous education and training is an important part of the
operations in a cooperative as it is stated in the principles and practices of a cooperative.
Lack of cooperative education is one factor that contributes to the failure of cooperatives.
This study will be conducted to answer the following questions:
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
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1. Do primary cooperatives in Bakun have policies on conducting continuous
education to their members?
2. What are the reasons of primary cooperatives in conducting training and seminar?
3. How do the cooperatives educate their members?
4. What are the kinds of trainings conducted and sponsored by the primary
cooperatives in Bakun?
5. What trainings and seminars were attended by their members and officers in other
cooperatives or institutions?
6. What were the agencies or organizations that assisted the cooperatives in
conducting the trainings and seminars?
7. What are the problems of cooperatives related to cooperative education of
members?
Objectives of the Study
The objectives of the study were the following:
1. To find out if the cooperatives have policies on continuous education of
members;
2. To find out the reasons of cooperatives for conducting continuous education;
3. To find out how the cooperatives educate their members;
4. To identify the kinds of trainings and seminars conducted by the cooperatives;
5. To identify the kinds of trainings and seminars attended by members and officers
outside the cooperative;
Practices of Primary C ooperatives in Conducting Continuous Education
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6. To identify the agencies or organizations that had been helping the cooperatives in
conducting training and seminars; and
7. To identify the problems of cooperatives related to the conduct of cooperative
education to their members.
Importance of the Study
This study tried to find out if the cooperatives have policies regarding the conduct
of continuous education or lack of it, and the problems met by the cooperatives regarding
the education of their members, then this would provide information to people helping
cooperatives and specially the CDA on how they could help these cooperatives educate
their members. It would also provide information on what trainings were conducted and
what trainings are still lacking so that concerned organization can focus on these areas
that are still not provided.
Scope and Limitation of the Study
The study would be concerned on the how the cooperative educate their members,
their reasons for not conducting training or seminar, what organizations had been
providing help in educating cooperative members and what problems were encountered
by the cooperatives of Bakun regarding the education of their members.
The study included only four cooperative because these are the cooperatives that
are near the residence of the researcher. The other operating cooperative in the
municipality were not included due to time and financial constraints on the part of the
researcher.
Practices of Primary C ooperatives in Conducting Continuous Education
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REVIEW OF LITERATURE
Definition of Education and Training
Education, in a very broad sense, includes both what people learn and how they
learn it. The experience and knowledge they get from the process add up to the
development of their faculties and skills, widen their outlook, train them to work
harmoniously and effectively with their fellows, and inspire them to fulfill their
responsibilities as men and women citizens (Banaira, I.A. and Baskinas, J.P.).
Training as defined in various related literature and book is a “set of activities
designed to increase individual skills, knowledge and experience or change an
individual’s behavior and attitudes”. It also attempts to improve the ability required by
the job of cooperative employee and is immediately focused on skill. The principal
purpose of training is to increase productivity or to improve job performance ( Lingaling,
2002).
Importance of Training
Andrada (1996), found out that all types of cooperatives conducted PMES,
bookkeeping, cooperative operation and management, trainers training, seminar on coop
policy formulation and implementation, and leadership training.
Agustin (2000), mentioned that training had contributed in improving the
management of cooperatives. Through training, officers became effective in doing their
functions, employees became more efficient in their work and officers and members learn
the cooperative principles and practices.
Practices of Primary C ooperatives in Conducting Continuous Education
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Balan-eg (1994), claimed that good training and development programs first
result in the increased ability of an organization to attract and retain the best people.
Good training and development not only motivates department employees to do
outstanding works but also encourages them to be committed to and involved in work and
in the organization.
Echanis and Rodriguez (1993) cited that trainings attempts to improve the ability
required by the job of cooperative employees and is immediately focused on skills. The
principal purpose of training is to increase productivity or to improve job performance.
Fajardo and Abella (1999) stated that continuous education and training for the
officers and members of the cooperative is considered as the most important principle of
cooperatives. Proper knowledge, skills, attitudes and values can be imparted to people
through training and education. Cooperatives which neglected continuous education and
training for its members and officers failed. It is for this reason that new cooperative
development program of the government requires intensive trainings for members and
officers of cooperatives.
Jayoma (1978) stressed the importance of education and training for cooperative
members. Coop education leads to proper cooperative practices. Members must
continuously learn to be able to participate better. Members attitudes are changed by
education and training put into practice with the new attitude. He further stated that the
education of cooperative members has no end, but it has a beginning. The starting point is
the non-members, or more appropriately, potential members. Before people join in a
cooperative, they must be properly oriented with its organization and functions and must
know their duties, rights and responsibilities.
Practices of Primary C ooperatives in Conducting Continuous Education
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According to Mc Garth (1969) claimed that education and training are essential to
the success of business undertaking in cooperatives. In fact, evidence is growing that if
cooperatives are to thrive in highly competitive world, and at the same time maintain
their democratic character, they must place increasing emphasis on education of members
and training of personnel.
Practices of Primary C ooperatives in Conducting Continuous Education
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METHODOLOGY
Locale and Time of the Study
This study was conducted in Bakun, Benguet on January 2006.
Respondents of the Study
The respondents of the study were the managers of the different primary
cooperatives in Bakun, Benguet. Fifteen members from each cooperative were also
included as respondents.
Data Collection
Data collection was done through a prepared survey questionnaire. The
questionnaire was distributed to the respondents and was retrieved by the researcher
personally.
Data Analysis
The data gathered was summarized and analyzed based on the objectives of the
study. Simple statistical tools like frequency and percentage were used to analyze the
data.
Practices of Primary C ooperatives in Conducting Continuous Education
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RESULTS AND DISCUSSION
Background of the Cooperatives
There were four cooperatives included in this study. The background of the
cooperatives were presented in Table 1. As to type of cooperatives, there were 3 or 75%
that were multipurpose-agri type and one was consumer cooperative. Fifty percent of the
cooperative had been operating for 16 – 20 years, and 25% for 10 – 15 years and the
other 25% for 21 years and above.
Table 1. General information about the cooperatives
PARTICULAR
FREQUENCY
PERCENTAGE
a. Type of cooperative
Consumer
1
25
Multipurpose- Agri
3
75
Total
4
100
b. Number of years in operation
10 – 15
1
25
16 – 20
2
50
21 and above
1
25
Total
4
100
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Practices of the Cooperatives in Educating
Their Members
When asked about their policies on education, the managers of the four
cooperatives studied mentioned that they have a written policy and that is to require new
members to attend the pre-membership education seminar prior to their acceptance as
members. The other policies mentioned by one respondent each were: conduct of
ownership education seminar to members, maximize the allocation for Continuous
Education and Training Fund for training and education of members, and continuous
loan counseling for delinquent borrowers (Table 2).
Table 2. Policies of the cooperative on education of members
POLICIES
FREQUENCY PERCENTAGE
New members to attend PMES prior to acceptance
4
100
Conduct education and training to members
1
25
10% of the N.S. was allocated to the CETF and
1
25
training of members
Conduct loan counseling for delinquent borrowers
1
25
The different cooperatives also conducted trainings and seminars in their own
cooperative in order to educate their members about cooperative. The different kinds of
seminar and trainings conducted are presented in Table 3.
It can be gleaned from the table that leadership training as well as policy
formulation and implementation has the most number of times conducted followed by the
entrepreneurial skills development training, ownership and membership seminar,
Practices of Primary C ooperatives in Conducting Continuous Education
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11
bookkeeping and accounting as well as financial management and auditing and internal
control. For the past three years, ownership and membership seminar and Bookkeeping
and accounting were conducted for a total of seven times by all the cooperatives. Coop
operations and management was conducted once by two cooperatives while coop policy
formulation and implementation for a total of ten times by all the cooperatives. The same
is true with leadership training. Financial management and auditing and internal control
were conducted for a total of four times each by 3 and 2 cooperative, respectively.
Entrepreneurial skills development training was conducted by 3 cooperatives for a total
of eight times for the past three years. As mentioned by all the managers, the
cooperatives conducted education and training only once a year on the average.
The managers were also asked if they had been including educational during their
general assembly but their responses were negative.
Table 3. Trainings and seminars conducted by the cooperatives and the number of times
conducted for the last three years
TITLE
BCMPC BFECC LMPC BALMPCO TOTAL
Ownership and membership
seminar
1
2
3
1
7
Coop operation and
management
0
1
1
0
2
Coop policy formulation and
3
3
2
2
10
implementation
Bookkeeping and accounting
3
2
0
2
7
Leadership training
2
3
3
1
10
Financial management
1
1
2
0
4
Entrepreneurial skills
3
2
0
3
8
development training
Auditing and internal control
0
1
3
0
4
Practices of Primary C ooperatives in Conducting Continuous Education
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Another practice of the cooperatives in educating their members is to send them
to trainings and seminars. Tables 4 and 5 present the different trainings and seminars
and the number of officers and members, respectively, from the four cooperatives who
attended the training. It was found out that advanced bookkeeping and accounting were
most attended by officers and members. A total of 13 officers and 13 members from the
four cooperatives attended this training. There were a total of 9 officers from two
cooperatives and 10 members from three cooperatives who attended seminar workshop
on cooperative tie-up. There was one officer and one member from each cooperative
from two cooperatives that attended trainers training. For the leadership training, four
officers and one member from one and the same cooperative attended it. It is surprising to
note that four members from one cooperative attended the seminar on how to prepare
annual report but no one among the officers attended it. For livelihood and
entrepreneurship training, a total of four officer and 5 members from one and the same
cooperative attended it. Advanced management training course was attended by a total of
3 officers from three cooperatives and 7 members from two cooperatives attended this
training.
Table 4. Attendance of officers to trainings and seminars outside their cooperatives
TITLE
BCMPC BFECC LMPC BALMPCO TOTAL
Trainors Training
4
1
1
3
7
Strategic Planning
0
3
0
1
4
Financial management/Analysis
2
3
2
1
8
Advance Bookkeeping & acctg.
3
2
5
3
13
Workshop on Coop Tie-up
5
0
4
0
9
Advance mgt. training course
1
1
0
1
3
Livelihood & entrep. training
0
0
3
0
3
How to prepare annual report
0
0
0
0
0
Leadership training
0
4
0
0
4
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 5. Attendance of members to trainings and seminars outside their cooperatives
TITLE
BCMPC BFECC LMPC BALMPCO TOTAL
Trainors Training
0
1
1
0
2
Strategic Planning
1
2
6
0
9
Financial management/Analysis
0
0
3
0
3
Advance Bookkeeping & acctg.
0
3
10
0
13
Workshop on Coop Tie-up
1
5
0
4
10
Advance mgt. training course
4
0
0
3
7
Livelihood & entrep. training
0
0
5
0
5
How to prepare annual report
0
0
4
0
4
Leadership training
0
3
0
0
3
Percentage of Total Members that Attended Trainings
Table 6 presents the percentage of members who attended training or seminar
aside from PMES from the four cooperatives according to the estimate of the managers
Two cooperative managers answered that they have less than 10% of the total members
who attended training while the other two managers mentioned that they have 10% - 20%
of the total members who attended training and seminar aside from PMES. This finding
reveals that very few of the members of the cooperatives were educated about
cooperative operation.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 6. Percentage of members who attended trainings and seminars aside from PMES
PERCENT OF TOTAL MEMBERS
FREQUENCY
PERCENTAGE
Less than 10%
2
50
10% - 20%
2
50
More than 20%
0
0
Total
4
100
Agencies and Organizations who Conducted Trainings
And Seminars
Table 7 presents the agencies/ organizations that conducted training and
seminar which were attended by members and officers of the different cooperatives in
Bakun, Benguet. There were three non-government organizations (NGOs) and two
government agencies mentioned by the respondents that conducted trainings and
seminars attended by their members and officers. These were Northern Luzon
Cooperative Education Development Center (NORLU), Benguet Provincial Cooperative
Union (BPCU), and Cordillera Administrative Region Cooperative Union (CARCU) for
the NGOs and the Cooperative Development Authority (CDA) and the Municipal
Agriculture Office ( MAO) for the government agencies. Seventy five percent of the
respondents mentioned CDA and NORLU, 50% mentioned BPCU, CARCU and BITO.
Only 25% mentioned the Municipal Agriculture Office.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 7. Organizations and agencies that conducted trainings and seminars attended by
the members and officers of the cooperatives
PERCENT OF TOTAL MEMBERS
FREQUENCY
PERCENTAGE
CDA
3
75
NORLU
3
75
BPCU
2
50
CARCU
2
50
BITO
2
50
MAO- Bakun
1
25
Reasons for Conducting Continuous Education
Table 8 presents the reasons of primary cooperatives in conducting continuous
education of members. All or 100% of the primary cooperatives answered that as to
PMES it is required for membership, and they also answered that they continue education
to orient their members on the operation of cooperative and how it is managed and to
educate members on other skills necessary in cooperative operation. One of the
respondents mentioned that they conduct continuous education of members to update the
members on the affairs of the cooperative.
Table 8. Reasons of primary cooperatives in conducting seminars
ITEM
FREQUENCY PERCENTAGE
It is required for membership
4
100
To orient members on the operation of the
4
100
cooperative and how it is being managed.
To educate members on other skills in coop
4
100
operation
To update members on the affairs of the coop.
1
25
Practices of Primary C ooperatives in Conducting Continuous Education
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Background Information of the Members
Table 9 shows the information of the member-respondents as to age, year of
membership to the cooperative, who motivated them to join in the coop, and attendance
to the pre-membership education seminar (PMES).
Age. Out of 60 members interviewed, 12 (20%) belonged to the 20-30 age
bracket, 27(45%) to the 31-40 years old; and 11 (18.33%) to the 41-50 age bracket. There
were ten or 16.67% that belonged to the 51 and above age bracket. This finding shows
that members of Liwang MPC were generally young.
Year of membership. Most of the respondents or 61.67% were members for 1-10
years and 13 or 21.67% for 11-20 years, and out of 60 respondents 16.67% were also
members for 21-30 years.
Who motivated them to join the cooperative. Most (70%) of the respondents were
motivated by their relatives to join the cooperative while 15% were motivated by their
friends and 4 (6.67%) by their co-workers. There were 8.33% who mentioned that they
voluntarily joined the cooperative.
Attendance to PMES. Out of 60 respondents, 75% of them attended PMES before
becoming a member, 18.33% after becoming a member and 6.67% did not attend at all.
The PMES was conducted by their cooperative as mentioned by the majority of the
members. There were some that attended PMES conducted by other cooperatives.
The finding implies that their were members of the cooperative that did not
undergo the PMES and they were accepted as members.
Topics discussed in the PMES. According to the members interviewed , the topics
they discussed in the PMES were; the rights, privileges and responsibilities of members,
Practices of Primary C ooperatives in Conducting Continuous Education
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savings formation of cooperative members, programs and services of the cooperative,
principles, practices and philosophy of cooperative, history of cooperative, benefits
accruing to members and lastly the situational analysis (economic situation of members).
These topics were the common subjects cooperatives give to their members to let
the members realize the important role that the cooperative play in development of
society. The cooperative not only teach members to improve their economic wellbeing
but also teach them important social values, especially cooperation among members or
the “bayanihan” spirit.
Table 9. Background information about the respondents
ITEMS
FREQUENCY PERCENTAGE
a. Age
20-30
12
20
31-40
27
45
41-50
11
18.33
51 & Above
10
16.67
TOTAL
60
100
b. Years of membership
1-10 years
37
61.67
11-20 years
13
21.67
21-30 years
10
16.67
TOTAL
60
100
c. Who motivated them to join
Relative
42
70
Friends
9
15
Co-worker
4
6.67
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
18
Table 9. Continued…
Others
5
8.33
TOTAL
60
100
d. Attendance to PMES
Not at all
4
6.67
No, but attended after becoming a member
11
18.33
Yes
45
75
TOTAL
60
100
e. Who conducted PMES
Our coop
53
88.33
Other coop
7
11.67
TOTAL
60
100
Trainings and Seminars Attended by Members
Table 10 presents the training and seminars which was attended by members of
the different cooperatives for the past 3 years. It shows here that bookkeeping and
accounting has the highest percentage of attendance with 28.33%, followed by the policy
formulation with 26.67%, leadership training with 25%, livelihood entrepreneurship
skills training with 23.33% and auditing and internal control with 13.33%. Both seminars
on cooperative management and annual report preparation were attended by 10% of the
respondents. The rest of the trainings and seminars were attended by only 1 or 2 of the
respondents. This finding however shows that members of the cooperatives in Bakun
were exposed to different trainings and seminars but it does not reflect if the attendance
was distributed to the members. It can be gleaned from the earlier finding in Table 5 that
less than 20% of the total members in the various cooperatives attended trainings and
seminars.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
19
Reasons of Members in Attending and not
Attending trainings and Seminars
Table 11 presents the reasons of members in attending and not attending training
and seminar. There were 65% of the respondents from the different cooperatives who
mentioned that they attended trainings to learn skills and apply them to their cooperative.
Thirty four respondents or 57% mentioned that they attended trainings to learn skills and
apply them to their personal life. Findings also showed that 48% of the respondents
attended training so that they will be familiarized on the operation of the cooperative and
40% of them also attended training because it is required for membership. Out of 60
respondents, 26 (43%) also answered that they attended training and seminar to learn
from the experiences of other participants.
As to their reasons for attending training and seminar, 11 out of 60 respondents
answered that they were not interested to training and seminar, 13 of them also
mentioned that the venue is far from their home. There were also 18 respondents who
mentioned that they did not attend training and seminar because they have no money for
registration and transportation. Most (37%) of them answered that they have no time to
attend training because some of them are municipal employees, and the others are busy
working in the farm so they don’t have available time to attend training and seminar.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
20
Table 10. Trainings and seminars attended by members for the past 3 years
TRAININGS
FREQUENCY PERCENTAGE
Policy
16
26.67
Bookkeeping and accounting
17
28.33
Leadership training
15
25
Auditing and internal control
8
13.38
Strategic planning
2
3.33
Vision, mission, goal formulation
5
8.33
Training needs identification
1
1.67
Financial management
4
6.67
Cooperative management
6
10
Credit and collection seminar
4
6.67
Conduct of business meetings
2
3.33
Livelihood and entrepreneur skills training
14
23.33
How to prepare annual report
6
10
Project proposal preparation
1
1.67
Table 11. Reasons of members for attending and not attending seminar
REASONS
FREQUENCY PERCENTAGE
a. Reason for attending
Requirement for membership
24
40
Requirement for borrowing
16
27
To be familiar with the coop’s operation
29
48
To learn skill and apply them in the coop
39
65
To learn skill and apply them in my personal life 34
57
To visit other places
7
12
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
21
Table 11. Continued…
To learn from other participants
26
43
b. Reasons for not Attending
Not interested
11
18
The venue is far from home
13
22
No money for registration and transportation
18
30
No time to attend training and seminar
22
37
Knowledge and Skills Learned from Trainings
And Seminars
Table 12 presents the knowledge and skill learned by members from attending
trainings and seminars. Fifty five percent of the members mentioned that through
trainings and seminars, they gained knowledge on the role of cooperative in helping the
poor, and knowledge on the organization and registration of cooperatives. They also
mentioned that they were able to know the principles, practices and philosophies of a
cooperative, they learned how to conduct a meeting, bookkeeping and auditing
knowledge and that they are able to prepare financial statements of the cooperative. They
also learned how to use modern equipments like the computer and the overhead projector.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
22
Table 12. Knowledge and skills learned by members from trainings and seminars
KNOWLEDGE/SKILLS
FREQUENCY PERCENTAGE
How cooperatives help the poor
33
55
Principles, practices and philosophies of coop
31
52
Knowledge on how to organize & register a coop
33
55
Conduct of meeting
22
37
Bookkeeping and auditing of coop books
27
45
Use of computer, overhead projector and other eqpt.
3
5
Problems of the Cooperatives on the Education of Members
Table 13 presents the problems met by the different cooperative in Bakun
regarding the education of their members. Three or 75% of the cooperatives mentioned
the lack of fund as hindrance in educating their members. Due to lack of funds, they
could not send many of their members to attend trainings and seminars. However, 50%
mentioned that members are not interested in attending seminar. Twenty five percent
each mentioned that members are lazy to attend seminars even though it is conducted by
their cooperative, lack of time of members to attend seminar, and lack of participation of
members in seminars and trainings.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
23
Table 13. Problems of the cooperatives regarding the conduct of training and seminar
PROBLEMS
FREQUENCY PERCENTAGE
Lack of fund
3
75
Members are not interested
2
50
Lack of time of members
1
25
Members are lazy
1
25
Lack of participation of members
1
25
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
24
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study covered 4 primary cooperatives in Bakun, Benguet namely: Bakun
Farmers and Employees Consumers Cooperative ( BFFCC), Bakun Livelihood Multi-
purpose Cooperative (BALMPCO), Bakun Central Multi-purpose Cooperative (BCMPC)
and Liwang MPC. This study aimed to know the practices of primary cooperatives in
Bakun in conducting continuous education of their members.
A survey questionnaire was used to gather relevant data and information needed
in this study. The data was tabulated, analyzed and interpreted using descriptive statistics
like frequency counts and percentage. There were 60 respondents drawn from the said
cooperatives plus 4 managers of the cooperatives.
All the respondents mentioned that they have policies regarding the education of
their members.
In order to educate their members, the different cooperatives conducted training
and seminar in their own cooperative once a year. Policy formulation and implementation
and leadership training had the most number of times conducted. Aside from the leaders
in the cooperative, the cooperatives invited resource persons from NORLU, BPCU,
CARCU, and CDA. Another practice of the different cooperatives in educating their
members is by sending them to attend training and seminars. Advanced bookkeeping and
accounting was the topic that was attended by most officers and members followed by
workshop on coop tie-up.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
25
The findings also showed that most of the members acquired knowledge on the
role of the cooperative in helping the poor and on the organization and registration of
cooperative from the trainings and seminars that they attended.
The problems of the cooperatives regarding the conduct of training and seminar
were the lack of fund, and members are not interested in attending training and seminar.
Conclusions
Based on the findings of the study, the following conclusions were derived:
1. Most of the members did not voluntarily join the cooperatives but were convinced by
their relatives to join,
2. Majority of the cooperatives have policies regarding the education of their members,
3. Majority of the cooperatives were conducting training and seminar once a year. The
most common seminar conducted were in policy formulation and
implementation, and leadership training,
4. The different cooperatives invited resource persons from BPCU, NORLU, CARCU,
and CDA,
5. The training most attended by officers and members were on advanced bookkeeping
and
accounting, and workshop on cooperative tie-up.
6. The number one problem of the cooperatives in conducting training were lack of fund
and members were not interested to attend training and seminar.
7. The education and trainings conducted by cooperatives and attended by members were
not sufficient because these trainings were conducted for so many times.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
26
8. Members were the ones attending trainings on how to prepare annual report which
were suppose to be for the officers.
Recommendations
1. Pre-membership education seminar should be strictly implemented as pre-requisite for
membership
2. The cooperatives should not conduct the same training for so many times and instead
conduct another several other types of training and seminars for the members to learn
more knowledge and skills,
3. The cooperatives should allocate more of their funds for the education of their
members,
4. Members should sacrifice a part of their time to attend seminars because it is through
seminars and trainings that members know more about the cooperative, and
5. Values education should be included in their trainings of the primary cooperatives.
6. Officers must be the one to attend trainings on how to prepare annual reports and not
the members.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
27
LITERATURE CITED
AGUSTIN, M.L. 2000. Perceived Effects of Training on the Performance of
Cooperatives in Kibungan, Benguet. B.S. Thesis
Benguet State University, La Trinidad, Benguet. P. 16.
ANDRADA, E.Y. 1996. Perceived effects of training on the performance of cooperatives
in Kibungan, Benguet. B.S. Thesis. Benguet State University, La Trinidad,
Benguet. P.8.
BACOD, L.D. 2004. Profile of primary cooperatives in Kabayan, Benguet. B.S. Thesis.
Benguet State University, La Trinidad, Benguet. P. 10.
BALAN-EG, H.D. 1994. Human resources training and development of public works and
highways. Cordillera Administrative Region. MS Thesis. Baguio Central
University, Bagui City. P. 5.
BANAIRA, I.A., J.P. BASKINAS, and A.E. DON. 1994. Pre-membership education
seminar Revised Edition. Landbank Cooperative Development Foundation Inc.
Makati City. Pp. 71-73.
ECHANIS, E.S. and R.A. RODRIGUEZ. 1993. Fundamentals of Management.
Mandaluyong, Manila: Diwata Publishing, Inc. Pp. 258, 265.
FAJARDO, F.R and ABELLA, F.D. 1999. Cooperatives 4th ed. Manila: Rex Bookstore.
Pp. 18 – 19.
JAYOMA, B.A. 1978. What to Know About Credit Cooperative, a Manual.
Phil. Federation of Credit Cooperatives, Inc. FFCCI Supply and Publications
Services. Sta. Mesa, Metro Manila. P. 118.
Mc GARTH, M.J. 1969. Guidelines for Cooperatives in Developing Economics. U.S.A.
International Cooperative Training Center, University of Wisconsin. P. 309.
LINGALING, ELIZABETH L. Assessment of Human Resources of Primary
Cooperatives in La Trinidad, Benguet. B.S. Thesis, Benguet State University, La
Trinidad, Benguet, P.7.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
28
SURVEY QUESTIONNAIRE
FOR THE MANAGERS
I.
GENERAL INFORMATION
Name of cooperative
Address:
Type of cooperative:
Number of years in operation:
Area of operation:
II.
EDUCATION AND TRAINING CONDUCT AND ATTENDED
1. Do you have written policies regarding the conduct of continuous education for your
members? ( ) yes
( ) no
2. If yes, what are your policies?
3. If no, why?
4. What are your reasons for-conducting education and training activities?
( ) it is required for membership
( ) to orient members on the operation of cooperative and how it is being
managed
( ) to educate them on other skills necessary in coop operation
( ) others (pls. Specify)
5. Are you sending your members to attend training and seminar ? ( ) yes ( ) no
6. If no, why?
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
29
( ) they are not interested to attend training
( ) lack of fund
( ) don’t know where to send them
( ) interested but no time to attend training
( ) others (specify)
7. If yes, why?
( ) to help them understand their duties and responsibilities
( ) for advance training
( ) to motivate them to participate in coop activities
( ) to prepare them to become leaders in the future
( ) others (specify)
8. Do you give equal chances for every members to attend training and seminar?
( ) yes
( ) no, why?
9. How many percent of your members attended seminar or training aside from the
PMES?
( ) less than 10 %
( ) 10 % - 20%
( ) 21 – 30%
( ) 31 – 40%
( ) 41 – 50%
( ) more than 50%
10. What are the seminar or training conducted by your cooperative and how many
time have you conducted it for the past 3 years?
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
30
( ) Ownership and membership seminar
_______
( ) Coop operation and management
_______
( ) Coop policy formulation & implementation
_______
( ) Bookkeeping and accounting
_______
( ) leadership training
_______
( ) financial management
_______
( ) entrepreneurial skills development training
_______
( ) auditing and internal control
_______
( ) others, specify
11. what are the training and seminars attended by your members and officers outside
your coop for the past 3 years? How many attended?
Number that attended
Officers
Members
Trainers training
Strategic planning
Financial management /financial analysis
Advance bookkeeping and accounting
Seminar workshop on coop-tie- up
Advance management training coursed
Others ______________________________________
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
31
12. who served as resource person when you conducted training?
( ) invited resource persons from other coops
( ) our leaders in the cooperative
( ) persons from the CDA
( ) from Norlu
( ) from CDA
( ) from BPCU
( ) from CARCU
( ) other, specify
13. How often do you conduct education and training activities
( ) quarterly
( ) twice a year
( ) once a year
( ) monthly
14. Who conducted the trainings/seminar attended by your members/officers?
( ) CDA
( ) NORLU
( ) BPCU
( ) CARCU
( ) others, specify
15. Do you incorporate educational forum during your general assembly?
( ) yes
( ) no
16. How else do you educate your members?
17. What are the problems of your coop regarding the conduct of training and
seminar?
_____________________________________________________________________
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
32
SURVEY QUESTIONNAIRE FOR MEMBERS
I.
General Information
1. Name:
Age
2. Name of Cooperative
3. Position in the cooperative:
II.
Education and Training Information
1. How long have you been a member of the cooperative?
2. Who motivated you to join the cooperative?
( ) relative
( ) friends
( )co-worker
( ) others; please specify
3. Have you attended the pre-membership education before you became a member?
( ) Not at all
( ) no but attended after I became a member
( ) yes
4. If yes, who conducted it? ( ) our coop ( ) other coops ( specify)
5. What are the topics discussed in the PMES?
( ) Situational analysis ( economic situation of members)
( ) history of cooperative
( ) principles, practices and philosophy of cooperative
( ) rights, privileges, and responsibilities of members
( ) savings formation of cooperative members
( ) benefits accruing to members: patronage refund and dividend
( ) programs and services of the cooperative
( ) others ( please specify)
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
33
6. Have you attended any training/ seminar or educational forum for the last three years?
( ) yes
( ) no; if no why?
If yes, what are these trainings and seminars, please specify from the list below:
Trainings
Specify who conducted or sponsor
How many
the training/seminar/educ. forum
times?
Policy formulation
Bookkeeping and accounting
Leadership training
Trainors training
Auditing and internal control
measures
Strategic planning
Vision, mission, goal formulation
Training needs identification
Financial management
Cooperative management
Credit and collection seminar
Conduct of business meeting
Livelihood and entrepreneurship
skills training
Advance management course
How to prepare annual report
Project proposal preparation
Others(please specify)
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
34
8. What are your reasons for attending trainings and seminars?
( ) it is a requirement for membership
( ) it is a requirement for borrowing
( ) to be familiarized on the operation of the cooperative
( ) to learn skills and apply them in the cooperative
( ) to learn skills and apply them in my personal life.
( ) to visit other places
( ) to learn from other participants
( ) other (please specify)
9. what are your reasons for not attending
( ) Not interested
( ) the venue is far from home
( ) no money for registration and transportation
( ) no time to attend training and seminar
( ) others (specify)
10. What skill and knowledge have you learned from trainings and seminars?
( ) knowledge on the role of cooperatives in helping the poor
( ) knowledge on the principles, practices, and philosophy of a cooperative
( ) knowledge on the organization and registration of cooperatives
( ) knowledge on the conduct of meeting ( parliamentary procedure)
( ) bookkeeping , auditing and financial statement preparation
( ) skills on the use of computer, overhead projector and other equipment not familiar
to me before
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
LIAMPO, ELEONOR D. MARCH 2006. Practices of Primary Cooperatives in
Conducting Continuous Education of Members in Bakun, Benguet. Benguet State
University. La Trinidad, Benguet.
Adviser: Evangeline B. Cungihan, MS
ABSTRACT
This study was conducted to know practices of primary cooperatives in
conducting continuous education of members in Bakun, Benguet. Four cooperatives were
studied namely: Bakun Farmers and Employees Consumers Cooperative, Bakun Central
MPC, Bakun Livelihood MPC and Liwang MPC. There were 64 respondents from
different cooperatives. 15 members plus the manager from each cooperative.
Data gathering was done through a survey questionnaire and were tabulated
analyzed and interpreted using descriptive statistic such as frequency counts and
percentage.
It was found that the cooperatives studied have policies regarding education and
mentioned that they educate their members by sending them to attend trainings and
seminars and by conducting training and seminars to them once a year.
Results showed that advanced bookkeeping and accounting workshop on coop tie-
up is the training that was most attended by officers. Leadership training has the most
number of times conducted by the cooperatives. In conducting trainings and seminars the
problems were the lack of fund and members are not interested to the said training.
Based on the results, it is recommended that cooperative should maximize their
education and training funds to be used in conducting training and seminars. And
members must find time and be interested to trainings and seminars conducted by their
cooperatives
ii
TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Rationale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Scope and Limitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Definition of Education and Training. . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Importance of Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Data to be Gathered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
iii
Practices of the Cooperatives in Educating
their Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Percentage of Total Members that
Attended Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Agencies and Organizations who Conducted
Trainings and Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Reasons for Conducting Continuous Education . . . . . . . . . . . . . . . . . . .
15
Background Information of the Members. . . . . . . . . . . . . . . . . . . . . . . .
16
Trainings and Seminars Attended by Members . . . . . . . . . . . . . . . . . . .
18
Reasons of Members in Attending and not
Attending trainings and Seminars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
Knowledge and Skills Learned from Trainings
And Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Problems of the Cooperatives on the
Education of Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
.
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
SURVEY QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
iv
INTRODUCTION
Rationale of the Study
A cooperative is a group of persons who pooled their resources under the
principle of equality and common understanding for mutual benefit. It exist not to make
profits but to provide necessary services to its members. If there be surplus in operation
then it should be equitably divided among members as patronage refund (Latigo, 2003).
There are many factors that can lead to the success of a cooperative. Many of
these factors are found in the members like; their willingness to contribute to the capital
of the cooperative, to cooperate and participate in every activity of the cooperative where
there cooperation is needed, to patronize the business of the cooperative. The leaders
contribute other factors of success. Cooperative leaders must be dedicated to the service
of the cooperative, honest and trustworthy, willing to sacrifice self-interest over the
interest of the cooperative, and they must treat the members fairly.
All these good qualities of a member and a leader will be developed among
cooperative members and leaders through education. Education is a continuous process
and good moral values are developed over a period of time as a person is educated
continuously.
Continuous education and training contributes much for the social preparation of
cooperative members. Proper knowledge and skills can be imparted to members through
this process. As it was observed that in some cooperatives, the officers hold the position
for so long a time because some members do not like to take their place for the reason
that they do not have any knowledge about the operation of the cooperative. It is
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
2
therefore important that the different cooperatives must conduct seminar, training or
educational forum continuously so that the members will be educated the cooperative
way. In fact, one of the mandated practices of a cooperative is to conduct continuous
education for members.
It is only when members are properly educated on the cooperative principles and
practices that they will internalize the values of these principles. When they understand
these principles they will cooperate and patronize the cooperative. They will also support
the cooperative by investing their money, either as share capital or savings deposit, and
participate in every project or undertaking of the cooperative.
In Bakun, there are 32 primary cooperatives organized and registered with the
Cooperative Development Authority (CDA) as of June 30, 2005. Of these 32
cooperatives registered, one was already dissolved, 10 had cancelled registration and only
21 are actively operating. Since cooperative education is a very important factor in the
success of a cooperative, it is therefore the intention of this study to find out if
cooperatives in Bakun are providing the necessary education to their members and how
are they doing it.
Statement of the Problem
The conduct of continuous education and training is an important part of the
operations in a cooperative as it is stated in the principles and practices of a cooperative.
Lack of cooperative education is one factor that contributes to the failure of cooperatives.
This study will be conducted to answer the following questions:
Practices of Primary C ooperatives in Conducting Continuous Education
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3
1. Do primary cooperatives in Bakun have policies on conducting continuous
education to their members?
2. What are the reasons of primary cooperatives in conducting training and seminar?
3. How do the cooperatives educate their members?
4. What are the kinds of trainings conducted and sponsored by the primary
cooperatives in Bakun?
5. What trainings and seminars were attended by their members and officers in other
cooperatives or institutions?
6. What were the agencies or organizations that assisted the cooperatives in
conducting the trainings and seminars?
7. What are the problems of cooperatives related to cooperative education of
members?
Objectives of the Study
The objectives of the study were the following:
1. To find out if the cooperatives have policies on continuous education of
members;
2. To find out the reasons of cooperatives for conducting continuous education;
3. To find out how the cooperatives educate their members;
4. To identify the kinds of trainings and seminars conducted by the cooperatives;
5. To identify the kinds of trainings and seminars attended by members and officers
outside the cooperative;
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
4
6. To identify the agencies or organizations that had been helping the cooperatives in
conducting training and seminars; and
7. To identify the problems of cooperatives related to the conduct of cooperative
education to their members.
Importance of the Study
This study tried to find out if the cooperatives have policies regarding the conduct
of continuous education or lack of it, and the problems met by the cooperatives regarding
the education of their members, then this would provide information to people helping
cooperatives and specially the CDA on how they could help these cooperatives educate
their members. It would also provide information on what trainings were conducted and
what trainings are still lacking so that concerned organization can focus on these areas
that are still not provided.
Scope and Limitation of the Study
The study would be concerned on the how the cooperative educate their members,
their reasons for not conducting training or seminar, what organizations had been
providing help in educating cooperative members and what problems were encountered
by the cooperatives of Bakun regarding the education of their members.
The study included only four cooperative because these are the cooperatives that
are near the residence of the researcher. The other operating cooperative in the
municipality were not included due to time and financial constraints on the part of the
researcher.
Practices of Primary C ooperatives in Conducting Continuous Education
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REVIEW OF LITERATURE
Definition of Education and Training
Education, in a very broad sense, includes both what people learn and how they
learn it. The experience and knowledge they get from the process add up to the
development of their faculties and skills, widen their outlook, train them to work
harmoniously and effectively with their fellows, and inspire them to fulfill their
responsibilities as men and women citizens (Banaira, I.A. and Baskinas, J.P.).
Training as defined in various related literature and book is a “set of activities
designed to increase individual skills, knowledge and experience or change an
individual’s behavior and attitudes”. It also attempts to improve the ability required by
the job of cooperative employee and is immediately focused on skill. The principal
purpose of training is to increase productivity or to improve job performance ( Lingaling,
2002).
Importance of Training
Andrada (1996), found out that all types of cooperatives conducted PMES,
bookkeeping, cooperative operation and management, trainers training, seminar on coop
policy formulation and implementation, and leadership training.
Agustin (2000), mentioned that training had contributed in improving the
management of cooperatives. Through training, officers became effective in doing their
functions, employees became more efficient in their work and officers and members learn
the cooperative principles and practices.
Practices of Primary C ooperatives in Conducting Continuous Education
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6
Balan-eg (1994), claimed that good training and development programs first
result in the increased ability of an organization to attract and retain the best people.
Good training and development not only motivates department employees to do
outstanding works but also encourages them to be committed to and involved in work and
in the organization.
Echanis and Rodriguez (1993) cited that trainings attempts to improve the ability
required by the job of cooperative employees and is immediately focused on skills. The
principal purpose of training is to increase productivity or to improve job performance.
Fajardo and Abella (1999) stated that continuous education and training for the
officers and members of the cooperative is considered as the most important principle of
cooperatives. Proper knowledge, skills, attitudes and values can be imparted to people
through training and education. Cooperatives which neglected continuous education and
training for its members and officers failed. It is for this reason that new cooperative
development program of the government requires intensive trainings for members and
officers of cooperatives.
Jayoma (1978) stressed the importance of education and training for cooperative
members. Coop education leads to proper cooperative practices. Members must
continuously learn to be able to participate better. Members attitudes are changed by
education and training put into practice with the new attitude. He further stated that the
education of cooperative members has no end, but it has a beginning. The starting point is
the non-members, or more appropriately, potential members. Before people join in a
cooperative, they must be properly oriented with its organization and functions and must
know their duties, rights and responsibilities.
Practices of Primary C ooperatives in Conducting Continuous Education
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According to Mc Garth (1969) claimed that education and training are essential to
the success of business undertaking in cooperatives. In fact, evidence is growing that if
cooperatives are to thrive in highly competitive world, and at the same time maintain
their democratic character, they must place increasing emphasis on education of members
and training of personnel.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
8
METHODOLOGY
Locale and Time of the Study
This study was conducted in Bakun, Benguet on January 2006.
Respondents of the Study
The respondents of the study were the managers of the different primary
cooperatives in Bakun, Benguet. Fifteen members from each cooperative were also
included as respondents.
Data Collection
Data collection was done through a prepared survey questionnaire. The
questionnaire was distributed to the respondents and was retrieved by the researcher
personally.
Data Analysis
The data gathered was summarized and analyzed based on the objectives of the
study. Simple statistical tools like frequency and percentage were used to analyze the
data.
Practices of Primary C ooperatives in Conducting Continuous Education
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9
RESULTS AND DISCUSSION
Background of the Cooperatives
There were four cooperatives included in this study. The background of the
cooperatives were presented in Table 1. As to type of cooperatives, there were 3 or 75%
that were multipurpose-agri type and one was consumer cooperative. Fifty percent of the
cooperative had been operating for 16 – 20 years, and 25% for 10 – 15 years and the
other 25% for 21 years and above.
Table 1. General information about the cooperatives
PARTICULAR
FREQUENCY
PERCENTAGE
a. Type of cooperative
Consumer
1
25
Multipurpose- Agri
3
75
Total
4
100
b. Number of years in operation
10 – 15
1
25
16 – 20
2
50
21 and above
1
25
Total
4
100
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Practices of the Cooperatives in Educating
Their Members
When asked about their policies on education, the managers of the four
cooperatives studied mentioned that they have a written policy and that is to require new
members to attend the pre-membership education seminar prior to their acceptance as
members. The other policies mentioned by one respondent each were: conduct of
ownership education seminar to members, maximize the allocation for Continuous
Education and Training Fund for training and education of members, and continuous
loan counseling for delinquent borrowers (Table 2).
Table 2. Policies of the cooperative on education of members
POLICIES
FREQUENCY PERCENTAGE
New members to attend PMES prior to acceptance
4
100
Conduct education and training to members
1
25
10% of the N.S. was allocated to the CETF and
1
25
training of members
Conduct loan counseling for delinquent borrowers
1
25
The different cooperatives also conducted trainings and seminars in their own
cooperative in order to educate their members about cooperative. The different kinds of
seminar and trainings conducted are presented in Table 3.
It can be gleaned from the table that leadership training as well as policy
formulation and implementation has the most number of times conducted followed by the
entrepreneurial skills development training, ownership and membership seminar,
Practices of Primary C ooperatives in Conducting Continuous Education
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11
bookkeeping and accounting as well as financial management and auditing and internal
control. For the past three years, ownership and membership seminar and Bookkeeping
and accounting were conducted for a total of seven times by all the cooperatives. Coop
operations and management was conducted once by two cooperatives while coop policy
formulation and implementation for a total of ten times by all the cooperatives. The same
is true with leadership training. Financial management and auditing and internal control
were conducted for a total of four times each by 3 and 2 cooperative, respectively.
Entrepreneurial skills development training was conducted by 3 cooperatives for a total
of eight times for the past three years. As mentioned by all the managers, the
cooperatives conducted education and training only once a year on the average.
The managers were also asked if they had been including educational during their
general assembly but their responses were negative.
Table 3. Trainings and seminars conducted by the cooperatives and the number of times
conducted for the last three years
TITLE
BCMPC BFECC LMPC BALMPCO TOTAL
Ownership and membership
seminar
1
2
3
1
7
Coop operation and
management
0
1
1
0
2
Coop policy formulation and
3
3
2
2
10
implementation
Bookkeeping and accounting
3
2
0
2
7
Leadership training
2
3
3
1
10
Financial management
1
1
2
0
4
Entrepreneurial skills
3
2
0
3
8
development training
Auditing and internal control
0
1
3
0
4
Practices of Primary C ooperatives in Conducting Continuous Education
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12
Another practice of the cooperatives in educating their members is to send them
to trainings and seminars. Tables 4 and 5 present the different trainings and seminars
and the number of officers and members, respectively, from the four cooperatives who
attended the training. It was found out that advanced bookkeeping and accounting were
most attended by officers and members. A total of 13 officers and 13 members from the
four cooperatives attended this training. There were a total of 9 officers from two
cooperatives and 10 members from three cooperatives who attended seminar workshop
on cooperative tie-up. There was one officer and one member from each cooperative
from two cooperatives that attended trainers training. For the leadership training, four
officers and one member from one and the same cooperative attended it. It is surprising to
note that four members from one cooperative attended the seminar on how to prepare
annual report but no one among the officers attended it. For livelihood and
entrepreneurship training, a total of four officer and 5 members from one and the same
cooperative attended it. Advanced management training course was attended by a total of
3 officers from three cooperatives and 7 members from two cooperatives attended this
training.
Table 4. Attendance of officers to trainings and seminars outside their cooperatives
TITLE
BCMPC BFECC LMPC BALMPCO TOTAL
Trainors Training
4
1
1
3
7
Strategic Planning
0
3
0
1
4
Financial management/Analysis
2
3
2
1
8
Advance Bookkeeping & acctg.
3
2
5
3
13
Workshop on Coop Tie-up
5
0
4
0
9
Advance mgt. training course
1
1
0
1
3
Livelihood & entrep. training
0
0
3
0
3
How to prepare annual report
0
0
0
0
0
Leadership training
0
4
0
0
4
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 5. Attendance of members to trainings and seminars outside their cooperatives
TITLE
BCMPC BFECC LMPC BALMPCO TOTAL
Trainors Training
0
1
1
0
2
Strategic Planning
1
2
6
0
9
Financial management/Analysis
0
0
3
0
3
Advance Bookkeeping & acctg.
0
3
10
0
13
Workshop on Coop Tie-up
1
5
0
4
10
Advance mgt. training course
4
0
0
3
7
Livelihood & entrep. training
0
0
5
0
5
How to prepare annual report
0
0
4
0
4
Leadership training
0
3
0
0
3
Percentage of Total Members that Attended Trainings
Table 6 presents the percentage of members who attended training or seminar
aside from PMES from the four cooperatives according to the estimate of the managers
Two cooperative managers answered that they have less than 10% of the total members
who attended training while the other two managers mentioned that they have 10% - 20%
of the total members who attended training and seminar aside from PMES. This finding
reveals that very few of the members of the cooperatives were educated about
cooperative operation.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 6. Percentage of members who attended trainings and seminars aside from PMES
PERCENT OF TOTAL MEMBERS
FREQUENCY
PERCENTAGE
Less than 10%
2
50
10% - 20%
2
50
More than 20%
0
0
Total
4
100
Agencies and Organizations who Conducted Trainings
And Seminars
Table 7 presents the agencies/ organizations that conducted training and
seminar which were attended by members and officers of the different cooperatives in
Bakun, Benguet. There were three non-government organizations (NGOs) and two
government agencies mentioned by the respondents that conducted trainings and
seminars attended by their members and officers. These were Northern Luzon
Cooperative Education Development Center (NORLU), Benguet Provincial Cooperative
Union (BPCU), and Cordillera Administrative Region Cooperative Union (CARCU) for
the NGOs and the Cooperative Development Authority (CDA) and the Municipal
Agriculture Office ( MAO) for the government agencies. Seventy five percent of the
respondents mentioned CDA and NORLU, 50% mentioned BPCU, CARCU and BITO.
Only 25% mentioned the Municipal Agriculture Office.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 7. Organizations and agencies that conducted trainings and seminars attended by
the members and officers of the cooperatives
PERCENT OF TOTAL MEMBERS
FREQUENCY
PERCENTAGE
CDA
3
75
NORLU
3
75
BPCU
2
50
CARCU
2
50
BITO
2
50
MAO- Bakun
1
25
Reasons for Conducting Continuous Education
Table 8 presents the reasons of primary cooperatives in conducting continuous
education of members. All or 100% of the primary cooperatives answered that as to
PMES it is required for membership, and they also answered that they continue education
to orient their members on the operation of cooperative and how it is managed and to
educate members on other skills necessary in cooperative operation. One of the
respondents mentioned that they conduct continuous education of members to update the
members on the affairs of the cooperative.
Table 8. Reasons of primary cooperatives in conducting seminars
ITEM
FREQUENCY PERCENTAGE
It is required for membership
4
100
To orient members on the operation of the
4
100
cooperative and how it is being managed.
To educate members on other skills in coop
4
100
operation
To update members on the affairs of the coop.
1
25
Practices of Primary C ooperatives in Conducting Continuous Education
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Background Information of the Members
Table 9 shows the information of the member-respondents as to age, year of
membership to the cooperative, who motivated them to join in the coop, and attendance
to the pre-membership education seminar (PMES).
Age. Out of 60 members interviewed, 12 (20%) belonged to the 20-30 age
bracket, 27(45%) to the 31-40 years old; and 11 (18.33%) to the 41-50 age bracket. There
were ten or 16.67% that belonged to the 51 and above age bracket. This finding shows
that members of Liwang MPC were generally young.
Year of membership. Most of the respondents or 61.67% were members for 1-10
years and 13 or 21.67% for 11-20 years, and out of 60 respondents 16.67% were also
members for 21-30 years.
Who motivated them to join the cooperative. Most (70%) of the respondents were
motivated by their relatives to join the cooperative while 15% were motivated by their
friends and 4 (6.67%) by their co-workers. There were 8.33% who mentioned that they
voluntarily joined the cooperative.
Attendance to PMES. Out of 60 respondents, 75% of them attended PMES before
becoming a member, 18.33% after becoming a member and 6.67% did not attend at all.
The PMES was conducted by their cooperative as mentioned by the majority of the
members. There were some that attended PMES conducted by other cooperatives.
The finding implies that their were members of the cooperative that did not
undergo the PMES and they were accepted as members.
Topics discussed in the PMES. According to the members interviewed , the topics
they discussed in the PMES were; the rights, privileges and responsibilities of members,
Practices of Primary C ooperatives in Conducting Continuous Education
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17
savings formation of cooperative members, programs and services of the cooperative,
principles, practices and philosophy of cooperative, history of cooperative, benefits
accruing to members and lastly the situational analysis (economic situation of members).
These topics were the common subjects cooperatives give to their members to let
the members realize the important role that the cooperative play in development of
society. The cooperative not only teach members to improve their economic wellbeing
but also teach them important social values, especially cooperation among members or
the “bayanihan” spirit.
Table 9. Background information about the respondents
ITEMS
FREQUENCY PERCENTAGE
a. Age
20-30
12
20
31-40
27
45
41-50
11
18.33
51 & Above
10
16.67
TOTAL
60
100
b. Years of membership
1-10 years
37
61.67
11-20 years
13
21.67
21-30 years
10
16.67
TOTAL
60
100
c. Who motivated them to join
Relative
42
70
Friends
9
15
Co-worker
4
6.67
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 9. Continued…
Others
5
8.33
TOTAL
60
100
d. Attendance to PMES
Not at all
4
6.67
No, but attended after becoming a member
11
18.33
Yes
45
75
TOTAL
60
100
e. Who conducted PMES
Our coop
53
88.33
Other coop
7
11.67
TOTAL
60
100
Trainings and Seminars Attended by Members
Table 10 presents the training and seminars which was attended by members of
the different cooperatives for the past 3 years. It shows here that bookkeeping and
accounting has the highest percentage of attendance with 28.33%, followed by the policy
formulation with 26.67%, leadership training with 25%, livelihood entrepreneurship
skills training with 23.33% and auditing and internal control with 13.33%. Both seminars
on cooperative management and annual report preparation were attended by 10% of the
respondents. The rest of the trainings and seminars were attended by only 1 or 2 of the
respondents. This finding however shows that members of the cooperatives in Bakun
were exposed to different trainings and seminars but it does not reflect if the attendance
was distributed to the members. It can be gleaned from the earlier finding in Table 5 that
less than 20% of the total members in the various cooperatives attended trainings and
seminars.
Practices of Primary C ooperatives in Conducting Continuous Education
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Reasons of Members in Attending and not
Attending trainings and Seminars
Table 11 presents the reasons of members in attending and not attending training
and seminar. There were 65% of the respondents from the different cooperatives who
mentioned that they attended trainings to learn skills and apply them to their cooperative.
Thirty four respondents or 57% mentioned that they attended trainings to learn skills and
apply them to their personal life. Findings also showed that 48% of the respondents
attended training so that they will be familiarized on the operation of the cooperative and
40% of them also attended training because it is required for membership. Out of 60
respondents, 26 (43%) also answered that they attended training and seminar to learn
from the experiences of other participants.
As to their reasons for attending training and seminar, 11 out of 60 respondents
answered that they were not interested to training and seminar, 13 of them also
mentioned that the venue is far from their home. There were also 18 respondents who
mentioned that they did not attend training and seminar because they have no money for
registration and transportation. Most (37%) of them answered that they have no time to
attend training because some of them are municipal employees, and the others are busy
working in the farm so they don’t have available time to attend training and seminar.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 10. Trainings and seminars attended by members for the past 3 years
TRAININGS
FREQUENCY PERCENTAGE
Policy
16
26.67
Bookkeeping and accounting
17
28.33
Leadership training
15
25
Auditing and internal control
8
13.38
Strategic planning
2
3.33
Vision, mission, goal formulation
5
8.33
Training needs identification
1
1.67
Financial management
4
6.67
Cooperative management
6
10
Credit and collection seminar
4
6.67
Conduct of business meetings
2
3.33
Livelihood and entrepreneur skills training
14
23.33
How to prepare annual report
6
10
Project proposal preparation
1
1.67
Table 11. Reasons of members for attending and not attending seminar
REASONS
FREQUENCY PERCENTAGE
a. Reason for attending
Requirement for membership
24
40
Requirement for borrowing
16
27
To be familiar with the coop’s operation
29
48
To learn skill and apply them in the coop
39
65
To learn skill and apply them in my personal life 34
57
To visit other places
7
12
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Table 11. Continued…
To learn from other participants
26
43
b. Reasons for not Attending
Not interested
11
18
The venue is far from home
13
22
No money for registration and transportation
18
30
No time to attend training and seminar
22
37
Knowledge and Skills Learned from Trainings
And Seminars
Table 12 presents the knowledge and skill learned by members from attending
trainings and seminars. Fifty five percent of the members mentioned that through
trainings and seminars, they gained knowledge on the role of cooperative in helping the
poor, and knowledge on the organization and registration of cooperatives. They also
mentioned that they were able to know the principles, practices and philosophies of a
cooperative, they learned how to conduct a meeting, bookkeeping and auditing
knowledge and that they are able to prepare financial statements of the cooperative. They
also learned how to use modern equipments like the computer and the overhead projector.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 12. Knowledge and skills learned by members from trainings and seminars
KNOWLEDGE/SKILLS
FREQUENCY PERCENTAGE
How cooperatives help the poor
33
55
Principles, practices and philosophies of coop
31
52
Knowledge on how to organize & register a coop
33
55
Conduct of meeting
22
37
Bookkeeping and auditing of coop books
27
45
Use of computer, overhead projector and other eqpt.
3
5
Problems of the Cooperatives on the Education of Members
Table 13 presents the problems met by the different cooperative in Bakun
regarding the education of their members. Three or 75% of the cooperatives mentioned
the lack of fund as hindrance in educating their members. Due to lack of funds, they
could not send many of their members to attend trainings and seminars. However, 50%
mentioned that members are not interested in attending seminar. Twenty five percent
each mentioned that members are lazy to attend seminars even though it is conducted by
their cooperative, lack of time of members to attend seminar, and lack of participation of
members in seminars and trainings.
Practices of Primary C ooperatives in Conducting Continuous Education
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Table 13. Problems of the cooperatives regarding the conduct of training and seminar
PROBLEMS
FREQUENCY PERCENTAGE
Lack of fund
3
75
Members are not interested
2
50
Lack of time of members
1
25
Members are lazy
1
25
Lack of participation of members
1
25
Practices of Primary C ooperatives in Conducting Continuous Education
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24
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The study covered 4 primary cooperatives in Bakun, Benguet namely: Bakun
Farmers and Employees Consumers Cooperative ( BFFCC), Bakun Livelihood Multi-
purpose Cooperative (BALMPCO), Bakun Central Multi-purpose Cooperative (BCMPC)
and Liwang MPC. This study aimed to know the practices of primary cooperatives in
Bakun in conducting continuous education of their members.
A survey questionnaire was used to gather relevant data and information needed
in this study. The data was tabulated, analyzed and interpreted using descriptive statistics
like frequency counts and percentage. There were 60 respondents drawn from the said
cooperatives plus 4 managers of the cooperatives.
All the respondents mentioned that they have policies regarding the education of
their members.
In order to educate their members, the different cooperatives conducted training
and seminar in their own cooperative once a year. Policy formulation and implementation
and leadership training had the most number of times conducted. Aside from the leaders
in the cooperative, the cooperatives invited resource persons from NORLU, BPCU,
CARCU, and CDA. Another practice of the different cooperatives in educating their
members is by sending them to attend training and seminars. Advanced bookkeeping and
accounting was the topic that was attended by most officers and members followed by
workshop on coop tie-up.
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
25
The findings also showed that most of the members acquired knowledge on the
role of the cooperative in helping the poor and on the organization and registration of
cooperative from the trainings and seminars that they attended.
The problems of the cooperatives regarding the conduct of training and seminar
were the lack of fund, and members are not interested in attending training and seminar.
Conclusions
Based on the findings of the study, the following conclusions were derived:
1. Most of the members did not voluntarily join the cooperatives but were convinced by
their relatives to join,
2. Majority of the cooperatives have policies regarding the education of their members,
3. Majority of the cooperatives were conducting training and seminar once a year. The
most common seminar conducted were in policy formulation and
implementation, and leadership training,
4. The different cooperatives invited resource persons from BPCU, NORLU, CARCU,
and CDA,
5. The training most attended by officers and members were on advanced bookkeeping
and
accounting, and workshop on cooperative tie-up.
6. The number one problem of the cooperatives in conducting training were lack of fund
and members were not interested to attend training and seminar.
7. The education and trainings conducted by cooperatives and attended by members were
not sufficient because these trainings were conducted for so many times.
Practices of Primary C ooperatives in Conducting Continuous Education
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8. Members were the ones attending trainings on how to prepare annual report which
were suppose to be for the officers.
Recommendations
1. Pre-membership education seminar should be strictly implemented as pre-requisite for
membership
2. The cooperatives should not conduct the same training for so many times and instead
conduct another several other types of training and seminars for the members to learn
more knowledge and skills,
3. The cooperatives should allocate more of their funds for the education of their
members,
4. Members should sacrifice a part of their time to attend seminars because it is through
seminars and trainings that members know more about the cooperative, and
5. Values education should be included in their trainings of the primary cooperatives.
6. Officers must be the one to attend trainings on how to prepare annual reports and not
the members.
Practices of Primary C ooperatives in Conducting Continuous Education
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LITERATURE CITED
AGUSTIN, M.L. 2000. Perceived Effects of Training on the Performance of
Cooperatives in Kibungan, Benguet. B.S. Thesis
Benguet State University, La Trinidad, Benguet. P. 16.
ANDRADA, E.Y. 1996. Perceived effects of training on the performance of cooperatives
in Kibungan, Benguet. B.S. Thesis. Benguet State University, La Trinidad,
Benguet. P.8.
BACOD, L.D. 2004. Profile of primary cooperatives in Kabayan, Benguet. B.S. Thesis.
Benguet State University, La Trinidad, Benguet. P. 10.
BALAN-EG, H.D. 1994. Human resources training and development of public works and
highways. Cordillera Administrative Region. MS Thesis. Baguio Central
University, Bagui City. P. 5.
BANAIRA, I.A., J.P. BASKINAS, and A.E. DON. 1994. Pre-membership education
seminar Revised Edition. Landbank Cooperative Development Foundation Inc.
Makati City. Pp. 71-73.
ECHANIS, E.S. and R.A. RODRIGUEZ. 1993. Fundamentals of Management.
Mandaluyong, Manila: Diwata Publishing, Inc. Pp. 258, 265.
FAJARDO, F.R and ABELLA, F.D. 1999. Cooperatives 4th ed. Manila: Rex Bookstore.
Pp. 18 – 19.
JAYOMA, B.A. 1978. What to Know About Credit Cooperative, a Manual.
Phil. Federation of Credit Cooperatives, Inc. FFCCI Supply and Publications
Services. Sta. Mesa, Metro Manila. P. 118.
Mc GARTH, M.J. 1969. Guidelines for Cooperatives in Developing Economics. U.S.A.
International Cooperative Training Center, University of Wisconsin. P. 309.
LINGALING, ELIZABETH L. Assessment of Human Resources of Primary
Cooperatives in La Trinidad, Benguet. B.S. Thesis, Benguet State University, La
Trinidad, Benguet, P.7.
Practices of Primary C ooperatives in Conducting Continuous Education
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SURVEY QUESTIONNAIRE
FOR THE MANAGERS
I.
GENERAL INFORMATION
Name of cooperative
Address:
Type of cooperative:
Number of years in operation:
Area of operation:
II.
EDUCATION AND TRAINING CONDUCT AND ATTENDED
1. Do you have written policies regarding the conduct of continuous education for your
members? ( ) yes
( ) no
2. If yes, what are your policies?
3. If no, why?
4. What are your reasons for-conducting education and training activities?
( ) it is required for membership
( ) to orient members on the operation of cooperative and how it is being
managed
( ) to educate them on other skills necessary in coop operation
( ) others (pls. Specify)
5. Are you sending your members to attend training and seminar ? ( ) yes ( ) no
6. If no, why?
Practices of Primary C ooperatives in Conducting Continuous Education
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( ) they are not interested to attend training
( ) lack of fund
( ) don’t know where to send them
( ) interested but no time to attend training
( ) others (specify)
7. If yes, why?
( ) to help them understand their duties and responsibilities
( ) for advance training
( ) to motivate them to participate in coop activities
( ) to prepare them to become leaders in the future
( ) others (specify)
8. Do you give equal chances for every members to attend training and seminar?
( ) yes
( ) no, why?
9. How many percent of your members attended seminar or training aside from the
PMES?
( ) less than 10 %
( ) 10 % - 20%
( ) 21 – 30%
( ) 31 – 40%
( ) 41 – 50%
( ) more than 50%
10. What are the seminar or training conducted by your cooperative and how many
time have you conducted it for the past 3 years?
Practices of Primary C ooperatives in Conducting Continuous Education
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( ) Ownership and membership seminar
_______
( ) Coop operation and management
_______
( ) Coop policy formulation & implementation
_______
( ) Bookkeeping and accounting
_______
( ) leadership training
_______
( ) financial management
_______
( ) entrepreneurial skills development training
_______
( ) auditing and internal control
_______
( ) others, specify
11. what are the training and seminars attended by your members and officers outside
your coop for the past 3 years? How many attended?
Number that attended
Officers
Members
Trainers training
Strategic planning
Financial management /financial analysis
Advance bookkeeping and accounting
Seminar workshop on coop-tie- up
Advance management training coursed
Others ______________________________________
Practices of Primary C ooperatives in Conducting Continuous Education
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12. who served as resource person when you conducted training?
( ) invited resource persons from other coops
( ) our leaders in the cooperative
( ) persons from the CDA
( ) from Norlu
( ) from CDA
( ) from BPCU
( ) from CARCU
( ) other, specify
13. How often do you conduct education and training activities
( ) quarterly
( ) twice a year
( ) once a year
( ) monthly
14. Who conducted the trainings/seminar attended by your members/officers?
( ) CDA
( ) NORLU
( ) BPCU
( ) CARCU
( ) others, specify
15. Do you incorporate educational forum during your general assembly?
( ) yes
( ) no
16. How else do you educate your members?
17. What are the problems of your coop regarding the conduct of training and
seminar?
_____________________________________________________________________
Practices of Primary C ooperatives in Conducting Continuous Education
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SURVEY QUESTIONNAIRE FOR MEMBERS
I.
General Information
1. Name:
Age
2. Name of Cooperative
3. Position in the cooperative:
II.
Education and Training Information
1. How long have you been a member of the cooperative?
2. Who motivated you to join the cooperative?
( ) relative
( ) friends
( )co-worker
( ) others; please specify
3. Have you attended the pre-membership education before you became a member?
( ) Not at all
( ) no but attended after I became a member
( ) yes
4. If yes, who conducted it? ( ) our coop ( ) other coops ( specify)
5. What are the topics discussed in the PMES?
( ) Situational analysis ( economic situation of members)
( ) history of cooperative
( ) principles, practices and philosophy of cooperative
( ) rights, privileges, and responsibilities of members
( ) savings formation of cooperative members
( ) benefits accruing to members: patronage refund and dividend
( ) programs and services of the cooperative
( ) others ( please specify)
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6. Have you attended any training/ seminar or educational forum for the last three years?
( ) yes
( ) no; if no why?
If yes, what are these trainings and seminars, please specify from the list below:
Trainings
Specify who conducted or sponsor
How many
the training/seminar/educ. forum
times?
Policy formulation
Bookkeeping and accounting
Leadership training
Trainors training
Auditing and internal control
measures
Strategic planning
Vision, mission, goal formulation
Training needs identification
Financial management
Cooperative management
Credit and collection seminar
Conduct of business meeting
Livelihood and entrepreneurship
skills training
Advance management course
How to prepare annual report
Project proposal preparation
Others(please specify)
Practices of Primary C ooperatives in Conducting Continuous Education
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8. What are your reasons for attending trainings and seminars?
( ) it is a requirement for membership
( ) it is a requirement for borrowing
( ) to be familiarized on the operation of the cooperative
( ) to learn skills and apply them in the cooperative
( ) to learn skills and apply them in my personal life.
( ) to visit other places
( ) to learn from other participants
( ) other (please specify)
9. what are your reasons for not attending
( ) Not interested
( ) the venue is far from home
( ) no money for registration and transportation
( ) no time to attend training and seminar
( ) others (specify)
10. What skill and knowledge have you learned from trainings and seminars?
( ) knowledge on the role of cooperatives in helping the poor
( ) knowledge on the principles, practices, and philosophy of a cooperative
( ) knowledge on the organization and registration of cooperatives
( ) knowledge on the conduct of meeting ( parliamentary procedure)
( ) bookkeeping , auditing and financial statement preparation
( ) skills on the use of computer, overhead projector and other equipment not familiar
to me before
Practices of Primary C ooperatives in Conducting Continuous Education
of Members in Bakun, Benguet / Eleonor D. Liampo. 2006
Document Outline
- Practices of Primary Cooperatives inConducting Continuous Education of Members in Bakun, Benguet
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCUSSION
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- SURVEY QUESTIONNAIRE