BIBLIOGRPHY JUAN, SINLYN J. APRIL 2009....
BIBLIOGRPHY
JUAN, SINLYN J. APRIL 2009. Education Committee Training Programs and
Practices of Cooperatives in Atok, Benguet. Benguet State University, La Trinidad,
Benguet.
Adviser: Evangeline B. Cungihan, MSc.
ABSTRACT
This study was conducted to find out the profile of the EDCOM members of the
operating cooperatives in Atok, Benguet; identify their educational programs and
practices as well as their extent of implementation; and spell out the problems that
hamper their functions in educating their members and also find out the degree of
seriousness of these problems. This study was conducted in Atok, Benguet from
December 2008 to January, 2009 with 57 EDCOM members as respondents.
Majority of the EDCOM members were female, ages were below 40 years old,
graduated from tertiary level. The educational programs of the EDCOM were the
membership campaign; conduct of Pre-membership Education Seminars (PMES) for new
and incoming members; and the continuing education of the members of the
cooperatives.
The practices for membership campaign and there extent of implementation were
as follows: distribution of brochure of the cooperative (good); informal campaign to
friends during gatherings (satisfactory); posting of notices for membership campaign in
conspicuous places (good); and individual to individual campaign (satisfactory). The
overall rating on the extent of implementation of these practices good.
For the conduct of PMES, the most common practices adopted by the EDCOM
were posting on bulletin boards and along the road, and announcing during meetings or
gatherings. The conduct of PMES was irregular, the seminar usually last for less than one
day with members of the EDCOM and sometimes outsiders giving the lecture. Majority
of the cooperative do not give honorarium to their lecturers. Seminars for both the PMES
and continuing education were conducted using lecture, discussion, and question and
answer methods.
The problems related to the implementation of educational programs of the
cooperatives that were rated as serious were: lack of human resource seminar of officers
and staff, lack of properly trained cooperative educators, and lack of budget for training.
The cooperatives allocated portion of their net surplus as CETF but is usually not enough.
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TABLE OF CONTENTS
Page
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION
1
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statements of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Importance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Cooperative Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Cooperative Education and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Education of New Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Continuing Education of Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Problems Encountered by the Coop
Education Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Respondents of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
iii
Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Data Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Profile of Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Membership Campaign Practices Applied by the
EDCOM and the Extent of Implementation. . . . . . . . . . . . . . . . . . . . . . . .
15
Educational Programs Implemented by the EDCOM
and the Level of Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Practices in Disseminating Notices on PMES. . . . . . . . . . . . . . . . . . . . . .
18
Practices in the Conduct of PMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
Subject Taught in PMES and Practices
in Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Subjects Taught in the Continuing Education
and Practices in Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Implementation of Cooperative Education
Programs and Practices Taken up from
Other Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
Problems Encountered and Degree
of Seriousness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
Problems on Lack of Training Facilities. . . . . . . . . . . . . . . . . . . . . . . . . .
32
Problems Related to Human Resource Trainings. . . . . . . . . . . . . . . . . . .
33
Problems Related to Lack of Properly
Trained EDCOM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
Problems Related to Lack of Budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
iv
SUMMARY, CONCLUSIONS AND RECOMMENDATION
36
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
APPENDIX
A. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
B. Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
v
INTRODUCTION
Rationale
The concept of cooperation is not something alien to Filipinos. Prehistoric records
show how Filipinos have evolved their own settlements basically dependent on a
collective responsibility for all areas of living especially in work. The men hunted and
fish in groups, while their women tend to the young and gathered crops in the fields.
In the Philippines, cooperation is as old as its culture. It spans centuries of human
existence from its pristine form of mutual assistance to what is called in the native tongue
“bayanihan”. Cooperation is known today as a system that seeks to harness the limited
resources of people of small means and opportunities for economic and social ends. It
was introduced in the late 1800’s by Dr. Jose Rizal. Inspired by the cooperative idea
during his sojourn in Europe, he organized in1896 a market cooperative among farmers
in Dapitan during his exile but this was short lived. He was executed by the Spanish
colonial government in Bagumbayan which is now Luneta in 1899. (Trainers Manual,
1994).
In 1990, President Cory Aquino signed into law, the Cooperative Code of the
Philippines otherwise known as R.A. 6938 and the Cooperative Development Authority,
otherwise known as R.A. 6939.
In could be said that in the entire history of the cooperative system in the
Philippines, it was the passage of these twin bills which may be considered monumental
considering that the laws not only opened all possibilities for the growth and
development of the cooperatives in all types of groups and in as many forms as possible,
but at the same time provided for the required operational and managerial component
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
2
which is the creation of specific office tasked solely with the implementation,
clarification, information and promotion of the Cooperative Code of the Philippines.
With a single umbrella organization over the rest of the cooperative groups, there is some
assurance that less confusion may be created in trying to consolidate or even integrate all
the initiatives of the various cooperative system in the entire country (Pagdanganan,
1999).
Further, the state recognizes the principle of subsidiary under which the
cooperative sector will initiate and regulate within its own ranks the promotion and
organization, the training and research, audit, and support services relating to
cooperatives with government assistance when necessary (CDA, 1992).
On the other hand, Republic Act 6939 created the Cooperative Development
Authority (CDA), a government agency purposely meant to operate the R.A. 6939 as well
as all state policy and order in the promotion of Cooperative Development.
Nationally, there are 74,809 registered and confirmed cooperatives as of 2008.
With this figure, it suffices to say that some of these associations are successful while the
others are not.
Regionally, CDA-Cordillera Administrative Region (CDA-CAR) registered and
confirmed 2,210 cooperatives as of October 2008. Of this associations, 670 are operating,
132 non-operating while 64 were cancelled of their registration. Cancellation maybe due
to non-operation of the cooperative for two consecutive year or their offices could not be
located (CDA-CAR Annual Report, 2008).
In Atok, Benguet, there are 19 existing cooperatives as of December 31, 2007
(CDA-CAR Registration Records). The cooperatives in the rural area come from various
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
3
speaking people like kankana-ey, ibaloi and kalanguya with various means of livelihood.
These differences were not a hindrance as each felt the need to bond together on the
cooperatives.
Statement of the Problem
Primarily, this study aim to evaluate the education committee programs and
policies of cooperatives in Atok, Benguet.
1. What is the profile of the Cooperative Education Committee members of
cooperatives in Atok as to:
a. Age
b. Gender
c. Educational Qualifications
2. What is the extent of implementation of the cooperative education programs and
practices by the cooperative with regards to:
a. Practices and programs adopted in the training of new members
b. Educational practices applied in the training of new members
c. Subjects taught in the continuing education of members and
d. Training subjects taken up in other educational programs
3. What are the problems and the degree of seriousness encountered by the
cooperative education committee with respect to;
a. Facilities
b. Personnel Development
c. Capabilities of cooperative education specialist
d. Budget
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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Objective of the Study
1. To know the profile of the cooperative education committee members of
cooperatives in Atok as to:
a. Age
b. Gender
c. Educational Qualifications
2. To identify the extent of implementation of the cooperative education programs
and practices by the cooperatives with regards to:
a. Practices and programs adopted in the training of new members
b. Educational practices applied in membership campaigns
c. Subjects taught in the continuing education of members and
d. Training subjects taken up in other educational programs.
3. To know the problems and the degree of seriousness encountered by the
cooperative education committee with respect to;
a. Facilities
b. Personnel development
c. Capabilities of cooperative education specialist and
d. Budget
Importance of the Study
The result of the study would serve as a guide in helping officers, employees and
aspiring cooperative education committee members in considering the importance of
having cooperative education and training programs. Additionally, this study could be
used as references for further research.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
5
Scope and Delimitations of the Study
The study covered all the 19 operating cooperatives in Atok, Benguet for the year
2007.
The investigation was delimited to the Cooperative Education Programs and
practices of cooperatives with at least one year in operation. It focused on the importance
of cooperative education. Educational problems and their consequences was also
included in the study.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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Definition of Terms
Cooperative. Autonomous association of persons united voluntarily to meet their
common economic, social and cultural needs and aspirations through a jointly-owned and
democratically-controlled enterprise.
Cooperative education. Provisions of pre-membership seminar and continuous
education to members, officers, employees, and as much as possible to the general public.
Confirmed cooperative. This cooperative was formed and organized under
previous laws before R.A. 6938 was enacted and has presented itself to the authority for
confirmation.
Degree of seriousness. Steps or stage in the scale
Education committee. This body is in charge of the promotion of all the
knowledge relative to education as well as training of new, old and even potential
members.
Extent of implementation. Range, scope or span.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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INPUT OUTPUT EXPECTED OUTCOME
1. Assessment of the
Significant
Cooperative
assessment of the
Education programs
cooperative
and practices as to:
education
programs and
a. membership
practice
campaign
education of new
members
Assessed
Systematized and
c. continuing education
implementation of
Integrated
and training of
cooperative
Training programs
members and
programs and
officers
practices
d. other educational
programs
Assessed problems
2. Assessment of the
encountered by the
implementation of
Education
cooperative
Committee
educational
programs and
practices.
3. Assessment of the
problems
encountered by the
cooperative
education
Figure 1. Research paradigm
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
8
REVIEW OF LITERATURE
Cooperative Defined
A cooperative is a business. In many ways it is like any other business but in
several important ways it is unique and different. A cooperative business belongs to the
people who use it, people who have organized to provide themselves with the goods and
services they need. Cooperative work together on the local, regional, and national level to
promote exchange among cooperatives, faster cooperative development, provide
educational services and provide a forum for examining and acting on common concerns.
Cooperatives have also succeeded in many provinces and cities all over the Philippines
(Pagdanganan, 1991).
Cooperatives have indeed proven to be very effective instruments for people
empowerment all over the world. Cooperative was organized to provide pure food at
reasonable price to their members. Cooperatives now operate successfully in almost
every country, engaging in economic activities from agriculture and fisheries to credit,
manufacturing, marketing, banking, insurance, housing, transportation and health care.
(Rochdales Cooperative Model, 1944)
Cooperative Education and Training
As cooperative leaders, educators and trainers must have the inescapable
responsibility of educating the cooperative members. This responsibility transcends the
mere imparting of knowledge on matter pertaining to an individual cooperative. This
responsibility encompasses the various educational needs of the cooperative member:
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
9
economic, social and cultural so that it will be drawn into the mainstream of a meaningful
community (ILO-MOAF, 1984).
Membership Training
The function of the Education committee and the board of Directors are to plan
and carry out the growth programs of the credit union. Membership promotion is usually
handled by the education committee. Moreover, membership promotion includes all
activities devoted to bringing new members to the credit union. The goal of membership
promotion however, should be continuous growth in obtaining active and informed
members. (ILO-NATCOM, TOPIC 7 ).
Mahon (1987) further stated that the work of an education committee is to
establish a program for the year that will reach all the groups just named. Such program
should include carefully planned events and activities. Some of these are ordinarily
scheduled, such as general meetings. However, other resource maybe posters, talking
with groups in the area, and representation on community programs. (ILO-NATCOM,
TOPIC 7).
The best and most effective way to publicize a cooperative is by having an active
public relation committee to keep the general public informed of the chapter and its
importance in the community life. The committee should use newspapers, radio,
television educational programs, and make legitimate news items. It must also be alert for
human interest materials and stories reflecting credit union philosophy (PFCCO, 1989).
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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Education of New Members
According to Manodon (1996), one success of cooperative is well founded on a
program policy for prospective to undergo a seminar. The program policy on the need for
cooperative seminar should be well established and equipped education committee.
Without a functional educational committee, the cooperative would always depend on
outside resource speakers who, more often than not are discussing topics inappropriate to
the context for which the education program is intended. It is by implementing the
programs of a well established and well equipped education committee that will
eventually seep to the members of the cooperative.
The education of cooperative members has no end, but it has beginning. The
starting point is the non-members or, more approximately, potential members. Before
people join a cooperative, they must be properly oriented with its organization and
functions, and must know their rights, duties and responsibilities. In the absence of such
orientation, many cooperative societies have suffered infant mortality because new
members did not know what the whole thing was all about. In some countries, pre-
membership education is a pre-condition to join a cooperative (Coop Training Policy and
Standards in the Philippines, 1984)
In another study of Manodon (1996), cooperatives in the Province of Benguet, he
reported that of 30 cooperative respondents, all have attended the basic orientation
seminars offered by the Land Bank of the Philippines before each could avail of loan. He
further reported that PMES, no further cooperative training programs was instituted by
the Land Bank of the Philippines to sustain its lending programs. As a result, the
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
11
cooperatives were left alone mounted with disloyal, unknowledgeable, and selfish
members.
Continuing Education of Members
The biggest defect in the cooperative movement is its lack of member education.
Very often, the thinking of management resemble s that of a profit-type corporate
management, affairs of the corporation are the provinces of the manager and board alone.
Unless cooperatives are willing and able to devise structures whereby their patron owners
are kept fully informed, cooperative growth will be slowed and distrust created. Members
have to be given a full accounting of the affairs of their cooperatives, and in return,
member’s desires and wishes need to be heard and taken seriously (Roy, 1969).
Problems Encountered by the Coop Education Committee
In 1984, Torres de Alfredo presented two categorized problems those that concern
administration/organization and those that relate to training. In the first category, the most
acute constraint occurs in the area of financing. The lack of appropriation results in
inadequate and outdated facilities and equipment/fixtures. Some chronic cases of flaws
are the organizational structure, limited resources and non-coordination of functions
(ILO-MOAF, 1984).
Two of the most reported training problems are: 1. No coordinated or system
training programs, 2. Inadequate training resources or materials, others are No funds
available for training.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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METHODOLOGY
Locale and Time of the Study
The research was conducted at the Municipality of Atok, Benguet. This was
conducted on December 2008.
Respondents of the Study
The respondents of this study were the members of the Education Committee of
all the operating cooperatives that are found throughout the municipality. The list of
operating cooperatives was based on the inspection done by the Cooperative
Development Officer assigned in the area.
Data Gathering
Supportive to the study aside from questionnaire, personal interview and
observation was used in gathering data.
Data Gathered
The data gathered for this study included the programs and practices of the
Education Committee in educating prospective and new members as well as their
practices for continuous education of members. It also included the extent of
implementation of their educational programs.
Data Analysis
The data gathered was tabulated and analyzed using simple statistical tools as
descriptive analysis.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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RESULTS AND DISCISSION
Profile of the Respondents
Table 1 presents the profile of the respondents in terms of age, gender, and
educational attainment.
Age . Majority of the respondents (63.16%) were had a age bracket of 31 – 40
years old, followed by the 41 – 50 years old with 17.54%, the 30 and below with 14%,
and the least were the 51 years old and above. This finding shows that majority of the
members of the education committee in the different cooperatives of Atok, Benguet had
ages between 31 to 40 years old.
Gender. The Table shows that there were more female (59.60%) in the
Education committee than the males. This implies that women play an important role in
the cooperative education of members and other people who would become members of
the cooperative.
Educational attainment. The educational attainment of as person may become a
factor of competence or proficiency in a specified field where the level of educational
background is necessary qualification. The educational attainment of the EDCOM
members in the various cooperatives are presented in Table 1. Most of the members
(45.6%) were college graduate followed by high school graduates with 29.82%. Very few
were elementary graduate.
This finding implies that most of those involved in educating the members of the
cooperatives are necessarily college graduate so that they could easily understand the
topic would present during seminars and training.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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Table 1. Profile of the respondents
CHARACTERISTICS
FREQUENCY
PERCENT
Age
51 years old and above
3
5.26
41 – 50
10
17.54
31 – 40
36
63.16
30 and below
8
14.04
TOTAL
57
100.00
Sex
Male
23
40.40
Female
34
59.60
TOTAL
57
100.00
Educational Attainment
Masters degree
9
15.80
College graduate
26
45.61
High school graduate
17
29.82
Elementary graduate
5
8.77
TOTAL
57
100.00
Membership Campaign Practices Applied by the EDCOM
And the Extent of Implementation
Table 2 presents the practices adopted by the members of the education
committee to campaign for more member of the cooperative. The finding shows that the
very common approach used by the different cooperatives in Atok to campaign for
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
15
membership to their respective cooperatives was the individual to individual campaign.
The level of implementation as rated by the respondents was satisfactory. Another
practice which was commonly used, ranked 2, was informal oral campaign to friends
during gatherings. This also received a satisfactory rating. The third practice was posting
notices for membership campaign in visible places and this was rated as good. The least
adopted practice was the distribution of cooperative brochure and it was rated fair by the
respondents. One probable reason that this practice was the least adopted is that some of
the cooperative do not have printed brochure for distribution. On the average, the extent
of implementation of membership campaign received a rating of good, as shown by the
general weighted average score of 3.11.
Table 2. Extent of implementation of cooperative educational practices applied to
membership campaign
EXTENT OF IMPLEMENTATION
PRACTICES
VS S
G F
P
WF WA
R
D
(5) (4) (3) (2) (1)
Distribution of coop. brochure
5
8
14 15 14 145 2.54
4
G
Informal oral campaign to friends
10 23 15 9
0
205 3.60
2
S
during gatherings
Posting of notices for membership
7
10 18 2
2
151 2.65
3
G
campaigns in conspicuous places
Individual to individual campaign
15 22 10 5
5
208 3.65
1
S
GENERAL WEIGHTED AVE.
3.11
G
Legend: Very Satisfactory (VS) = 4.50 – 5.00 WF = weighted frequency
Satisfactory (S )
= 3.50 – 4.49 WA = weighted average
Good ( G )
= 2.50 – 3.49 R = rank
Fair ( F )
= 1.50 – 2.49 D = qualitative description
Poor ( P )
= 1.00 – 1.49
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
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Educational Programs Implemented by the EDCOM
And the Level of Implementation
Table 3 presents the educational programs of the different cooperatives in Atok
implemented by the members of the Education Committee to educate new members. It
also presents the extent of implementation of these different programs. These programs
included dissemination of PMES notices, conduct of PMES, and the subjects taught in
the PMES.
As to the level of implementation of these programs, dissemination of notices for
PMES to new members received a weighted average score of 3.28 that corresponds to
good. This implies that notices of PMES was not well disseminated to all the new
members. For the conduct of the PMES, which includes schedule of the seminar, the
duration of the seminar, and the resource persons who facilitated the seminar, it received
a rating of satisfactory. The same was true for subjects taught in the PMES. The general
weighted average was 3.83 which means that on the average the implementation of these
programs was satisfactory.
Table 3. Educational program for training new members and their level of
implementation
EXTENT OF IMPLEMENTATION
PROGRAMS
VS S
F
G P
WF WA
D
Dissemination of PMES notices
14 10 18 8
7
187 3.28
G
Conduct of PMES
13 27 18 9
0
245 4.30
S
Subjects taught in PMES
6
36 15 2
0
223 3.91
S
GENERAL WEIGHTED AVE.
3.83
S
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
17
Practices in Disseminating Notices on PMES
There were four (4) practices commonly adopted by cooperatives in Atok in the
dissemination of notices on PMES to their new and prospective members. These are:
giving of brochures, posting on bulletin boards, announcing during lectures or gatherings,
and thru letter and word of mouth. Posting on bulletin boards rank as the number 1
practice adopted followed by announcing during lecture/gathering, giving of brochure,
and the least adopted practice is the giving of letter and word of mouth, Table 4.
Practices in the Conduct of PMES
Practices adopted in the conduct of PMES is categorized into schedule of PMES,
Length of time per session, origin of trainers, and giving of honorarium to resource
persons. These practices are presented in Table 5.
Schedule of PMES. The result shows that majority of the respondents (61.41%)
said they conducted PMES to new members or prospective members as the need arises.
Table 4. Practices adopted by cooperatives in dissemination of notices on PMES
PRACTICES
FREQUENCY PERCENT RANK
( F )
( % )
Giving brochures
9
10.34
3
Posting on bulletin boards and along the road
33
31.93
1
Announcing during lectures/gatherings
28
32.18
2
Thru the radio
0
0
-
Others (letter and word of mouth)
17
9.54
4
TOTAL
87
100.00
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
18
Table 5. Practices of cooperatives adopted in the conduct of PMES
PRACTICES
FREQUENCY PERCENT RANK
( F )
( % )
2. Conduct of PMES to New Members
a. Schedule of PMES
Monthly
10
17.54
2
Quarterly
5
8.77
3
Semi-annually
4
7.02
4
Annually
3
5.26
5
As the need arise
35
61.41
1
TOTAL
57
100.00
b. Length of time per session
Three days
1
1.75
4
Two days
2
3.51
3
One day
12
21.05
2
Less than a day
42
73.68
1
TOTAL
57
100.00
c. Origin of Trainees
Coop members
18
26.09
3
Outsiders
10
14.49
4
Mixed (outsiders and coop members)
22
31.88
1
Purely EDCOM members
19
27.54
2
TOTAL
69
100.00
d. Give Honoraria/Compensation of Trainers
Yes
13
22.80
3
No
27
47.37
1
Sometimes
17
29.82
2
TOTAL
57
100.00
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
19
Ten respondents (17.54%) revealed that they conducted PMES monthly, 8.77% said
quarterly, 7% said semi-annually, and 5.26% said annually. This finding implies that
many of the cooperative had no regular schedule for PMES. This is probably because
there are no new members entering the cooperative every month so they have to gather a
number of new members before they conduct PMES.
Length of time per session. This refers to the number of days the PMES is
conducted. The finding shows that majority of the respondents (73.68%) mentioned they
conducted their PMES for less than a day. Twelve or 21% of the respondents said their
PMES last for only a day, 2 or 3.5% for two days and only 1 or 1.75% for three (3) days.
Origin of resource person for the PMES. Resource persons for the seminar may
come from the cooperative itself or outside like other cooperatives or organizations or
from government agencies like the CDA, and ATI-NTC. Most of the respondents
(31.88%) said that their resources speakers during PMES were a mixture of cooperative
members and outsiders. Nineteen or 27.54% said their resource persons were the
members of the Education Committee of their own cooperative. This findings confirms
the statement of Manodon (1986) that their should be a well established and equipped
Education Committee in every cooperative. However, 14.49% said they get their resource
person from outside the cooperative because they have no capacity to do it by
themselves.
Payment of honoraria to resource persons. Most of the respondents cited that they
do not give honorarium to their speakers while 29.82% said they sometimes give
honoraria and only 22.80% said they provide honoraria to their speakers. Base on the
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
20
interviews, some cooperative do not have enough income thus they cannot afford to pay
honoraria to their speakers.
Subjects Taught in the PMES and Practices in Teaching
Subjects taught. Table 6 shows the subjects taught in the PMES. Of the 57
respondents, all or 100% teach the objectives of the cooperative, 96% for cooperative
philosophy, 95% for duties and responsibilities of members, 93% for orientation on
cooperative’s policies, and 91% for principles and practices of the cooperative.
Findings revealed that the subjects taught during PMES was common to all the
cooperatives.
Methods of delivery. The most common practice of delivery in all the subjects
during the PMES was lecture method. The question and answer method was mostly used
in the principles and practices and the orientation on the actual cooperative policies.
Duration of subject matter. Results show that majority of the respondents said
there were no definite time each subject is taught, however, most of them said it was less
than two hours. Very few mentioned more than two hours. Since the subjects were taught
for less than two hours and there were only four (4) subjects taught in the PMES, then
this explains why the PMES were conducted for only a half day as found earlier.
Use of module. In a descending order, for yes, 38 or 66.67% of the respondents
claimed to have cooperative modules as guide in teaching orientation on actual
cooperative policies and programs; 35 or 61% on duties and responsibilities, 34 or
59.65% on principles and practices, 33 or 56.14% on philosophy of cooperative, and 32
or 38.59% on objectives of cooperatives. For no, 22 pr 43.86% of the respondents
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
21
Table 6. Subjects taught in the PMES and practices in teaching the subject matter
PRACTICES
FREQUENCY
PERCENT
( F )
( % )
3. Subjects Taught in PMES
a. Philosophy of Cooperatives
55
96.00
Methods of delivery
Lecture
44
77.19
Discussion
25
43.86
Question and Answer
23
40.35
Hours of Delivery
Less than two hours
22
38.59
Two hours or more
1
1.75
No definite time
30
52.63
Use modules in the lecture
Yes
32
56.14
No
25
43.86
b. Objectives of Cooperative
57
100.00
Methods of delivery
Lecture
48
84.21
Discussion
26
45.61
Question and Answer
33
57.89
Hours of Delivery
Less than two hours
25
43.86
Two hours or more
3
5.26
No definite time
28
49.12
Use of modules in the lecture
Yes
32
56.14
No
25
43.86
c. Principles and Practices
52
91.00
Methods of delivery
Lecture
44
77.19
Discussion
25
43.86
Question and Answer
39
68.42
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
22
Table 6. Continued …
PRACTICES
FREQUENCY
PERCENT
( F )
( % )
Hours of Delivery
Less than two hours
20
35.00
Two hours or more
2
3.51
No definite time
33
57.89
Use of modules in the lecture
Yes
34
59.65
No
23
40.35
d. Duties and Responsibilities
54
95.00
Methods of delivery
Lecture
42
73.68
Discussion
31
54.39
Question and Answer
25
43.86
Hours of Delivery
Less than two hours
15
26.32
Two hours or more
5
8.77
No definite time
35
61.40
Use of modules in the lecture
Yes
35
61.40
No
22
38.59
e. Orientation on Actual Coop Policies
53
93.00
Methods of delivery
Lecture
45
78.95
Discussion
28
49.12
Question and Answer
32
56.14
Hours of Delivery
Less than two hours
25
43.86
Two hours or more
4
7.02
No definite time
32
56.14
Use of modules in the lecture
Yes
38
66.67
No
19
33.33
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
23
claimed that they do not have cooperative modules as guide in teaching cooperative
philosophy and objectives of cooperatives, 23 or 40.35% for principles and practices, 22
or 38.59% on duties and responsibilities, and 33.33 percents on orientation or actual
cooperative policies and programs.
Some EDCOM members do not have complete set of modules for the subjects
being taught for PMES.
Subjects Taught in the Continuing Education
and Practices in Teaching
The subjects taught for the continuing education of members were the following:
cooperative operation and management, orientation on the cooperative by-laws and
articles of cooperation, parliamentary procedure, cooperative movement and
development, ownership and value formation, and interpreting annual reports. Except for
parliamentary procedure, majority claimed they taught these subjects for the continuing
education members (Table 7).
Method of delivery. Table 7 shows that lecture and discussion methods was
practiced by majority in teaching the all the subjects. Off the 57 respondents, 45 used
lecture and 28 used discussion in teaching cooperative operation and management; 44
used lecture and 36 used discussion on the orientation on cooperative by-laws and articles
of cooperation. Majority (56%) used the question and answer in parliamentary procedure
and only 18% used the lecture method and 44% used discussion. For the cooperative
movement and development 77% and 35% for lecture and discussion, respectively. For
ownership and values formation, 72% and 51% used lecture and discussion, respectively.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
24
Table 7. Subjects taught in the continuing education for members and practices in
teaching the subject matter
SUBJECTS AND PRACTICES
FREQUENCY
PERCENT
( F )
( % )
a. Coop Operation and Management
45
79.00
Methods of delivery
Lecture
42
73.68
Discussion
28
49.12
Hours of Delivery
Less than two hours
41
71.93
Two hours or more
3
5.26
No definite time
13
22.81
Use of modules in the lecture
Yes
42
73.68
No
15
26.32
b. Orientation on Coop-By-Laws and Articles
46
81.00
of Cooperation
Methods of delivery
Lecture
44
77.19
Discussion
36
63.16
Hours of Delivery
Less than two hours
42
73.68
Two hours or more
5
8.77
No definite time
10
17.54
Use of modules in the lecture
Yes
43
75.44
No
14
24.56
c. Parliamentary Procedures
25
44.00
Methods of delivery
Lecture
10
17.54
Discussion
25
43.86
Question and Answer
32
56.00
Hours of Delivery
Less than two hours
35
61.40
Two hours or more
2
3.51
No definite time
20
35.09
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
25
Table 7. continued …
SUBJECTS AND PRACTICES
FREQUENCY
PERCENT
( F )
( % )
Use of modules in the lecture
Yes
9
15.79
No
48
84.21
d. Coop Movement and Development
51
89
Methods of delivery
Lecture
44
77.19
Discussion
20
35.09
Hours of Delivery
Less than two hours
43
75.44
Two hours or more
4
7.02
No definite time
10
17.54
Use of modules in the lecture
Yes
28
49.12
No
29
50.88
e. Ownership and Values Formation
35
61.00
Methods of delivery
Lecture
41
71.93
Discussion
29
50.88
Hours of Delivery
Less than two hours
32
56.14
Two hours or more
1
1.75
No definite time
24
42.11
Use of modules in the lecture
Yes
29
50.88
No
28
49.12
f. Interpreting Annual Reports
43
75
Methods of delivery
Lecture
33
57.89
Discussion
26
45.61
Hours of Delivery
Less than two hours
32
56.14
Two hours or more
5
8.77
No definite time
20
35.09
Use of modules in the lecture
Yes
32
56.14
No
25
43.86
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
26
For the interpretation of annual reports, 58% applied the lecture method while 46%
discussion method.
Hours of delivery. The cooperative orientation and management was taught for
less than two hours by 72%, no definite time by 23% and very few (5%) handled it for
more than two hours. The orientation on cooperative by-laws and articles of cooperation
was handled for less than hours by 74%, more than two hours by 9%, and no definite
time by 18%. The parliamentary procedure was taught for less than two hours by 61%,
more than two hours by only 4%, and no definite time for 35%. The cooperative
movement and development was taught for less than two hours by 75%, more than two
hours by 7%, and no definite time by 18%. In the teaching of ownership and values
formation, 56% handled it for less than two hours, 2% for more than two hours, and 42%
no definite time. Fifty six percent taught the interpretation of annual reports for less than
two hours, 9% for more than two hours, and 35% with no definite time.
Use of modules. Majority of the respondents said they used modules as guide in
the teaching the subjects on cooperative orientation and management, orientation on
cooperative by-laws and articles of cooperation, and interpreting annual reports. For the
other subjects, specially parliamentary procedure, majority did not use module.
Implementations of Cooperative Education Programs
And Practices Taken up From Other
Education Programs
Table 8 shows the rating of the respondents on the implementation of the different
education programs taken outside the cooperative. These education programs were on:
PMES, Credit Management, Bookkeeping and Accounting, Duties and Responsibilities
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
27
Table 8. Extent of implementation of cooperative education programs and practices taken
up from other education programs
EXTENT OF IMPLEMENTATION
TRAINING SUBJECTS
VS S
G F
P
WF WA
R
D
(5) (4) (3) (2) (1)
PMES
17 22 15 19 11 234 4.11
1
S
Credit Management
1
14 16 7
12 135 2.37
4
F
Bookkeeping and Accounting
5
8
15 7
12 151 2.65
2
G
Duties and Responsibilities
1
14 16 13 10 144 2.53
3
G
Leadership Training
7
13 9
2
20 119 2.09
5
F
Interpreting Annual Report
4
9
13 15 22 117 2.05
6
F
Educational Tours
1
9
8
4
25 97
1.70
7
F
GENERAL WEIGHTED AVE.
5
3
9
4
25
2.50
G
Legend: Very Satisfactory (VS) = 4.50 – 5.00 WF = weighted frequency
Satisfactory (S )
= 3.50 – 4.49 WA = weighted average
Good ( G )
= 2.50 – 3.49 R = rank
Fair ( F )
= 1.50 – 2.49 D = qualitative description
Poor ( P )
= 1.00 – 1.49
of Members and Officers, Leadership Training, Interpreting Annual Report, and
Educational Tours or Field Trips.
Table 8 shows that with a scale of 1 to 5 with 1 as poor and 5 as very satisfactory,
the general weighted average was 2.50 which is interpreted as good. Specifically, the
table shows that PMES seem to be the only education program with a satisfactory rating
(4.11) among the other education programs taken outside the cooperative. In descending
order, two education programs were rated good, these were bookkeeping and accounting
( 2.65) and duties and responsibilities of members and officers (2.53). The other four
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
28
education programs were rated fair: credit management (2.37), leadership training
(2.09), interpreting annual report ( 2.05), and educational tours (1.70).
This finding implies that the knowledge learned from these education programs
were less implemented by the cooperatives, as perceived by the education committee.
Educational tours was the least implemented because it is costly and most of these
cooperatives were small with very little financial capacity to bring their members to other
successful cooperatives. Interpreting annual report was also seen as one of the least
implemented because this area is the concern of the manager or the bookkeeper, at least
in the cases of these cooperatives, thus it was perceived by the education committee as
fairly implemented.
Problems Encountered and Degree of Seriousness
The members of the Education Committee identified some problems hampered
the implementation of their programs. They vary in their degree of seriousness. Table 9
presents the degree of seriousness of educational problems encountered by the Education
Committee.
There were four problems identified and three were rated as serious while one
was not serious. The problems that were considered serious by the respondents were: lack
of budget for trainings as indicated by the weighed average of 2.59; lack of human
resource seminars for the development of officers and staff with a weighed average of
2.54; and 2.51 for lack of properly trained cooperative educators. The possible reason
why these are serious problems is because there is no continuous trainings and seminars
for officers and members of the Education Committee.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
29
Table 9. Degree of seriousness of the educational problems encountered by the EDCOM
members
PROBLEMS
DEGREE OF SERIOUSNESS
VS S
NS NA WF WA
D
(4) (3) (2)
(1 )
1. Lack of facilities for training
7
18
21
11
135 2.37 NS
2. Lack of HR seminars for the
8
22
20
7
145 2.54
S
officers and staff
3. Lack of properly trained Coop
6
28
12
11
143 2.51
S
educators
4. Lack of budget for trainings
10 21
19
7
148 2.59
S
GENERAL WEIGHTED AVERAGE
2.50
S
Legend: Very Serious =
3.50 – 4.00
Serious
=
2.50 – 3.49
Not Serious =
1.50 – 2.49
Not Applicable =
1.00- 1.49
The fourth problem is lack of facilities for trainings. However, this problem was
considered not serious as indicated by the weighed average 2.37. As a whole, the general
weighed average of the problem was 2.50 which is considered serious.
This finding supports or agree with Torres’ (1984) stating that financing is the most acute
problem of cooperatives. Both studies agree that the educational problems among
cooperatives are funds or budget, shortage of resources, lack of training materials
facilities and inadequately trained manpower.
Problems on Lack of Training Facilities
Table 10 presents the specific problems related to training facilities. Lack
of training manuals is found to be the number one problem of the respondents with 32 or
56.14 percent. This is followed by 26 or 45.61 percent, lack of visual aids; 21 or 36.84.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
30
Table 10. Specific problems related to training facilities
SPECIFIC PROBLEMS
FREQUENCY PERCENTAGE RANK
( F)
( % )
Lack of Visual Aids
26
45.61
2
Lack of Training hall/space
19
33.33
4
Lack of sound system
21
36.84
3
Lack of training Manual
32
56.14
1
Lack of blackboard/writing board
13
22.81
5
percent, lack of sound system; 19 or 33.33 percent, lack of training hall/space; and 13 or
22.81 percent lack of blackboard or writing boards.
These finding shows that the cooperatives have no modules for references. Based
on observation, some of the facilities of the cooperatives just like the sound system were
owned by the barangay. The cooperatives barrowed it whenever there are seminars,
trainings and occasional affairs. It was found out that some cooperatives do not own the
educational facilities they are using like training halls, writing boards and others
Problems Related to Human Resource Trainings
Table 11 shows the specific problems related to human resource trainings. The
data shows that the number one problem is the lack of training for the education
Committee with 35 or 61.40 percent; followed by 25 or 43.86 percent, lack of training for
Credit Committee; 23 or 40.35 percent, lack of training for Credit and Inventory; 22 or
38.60 percent, lack of training for the BOD; 20 or 35.00 percent for lack of training for
the manager and lastly 19 or 33.33 percent, lack of training for the bookkeeper.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
31
Table 11. Specific problems related to human resource training
SPECIFIC PROBLEMS
FREQUENCY PERCENTAGE RANK
( F)
( % )
Lack of training for the manager
20
35.09
5
Lack of training for the bookkeeper
19
33.33
6
Lack of training for the BOD
22
38.60
4
Lack of trainings fro Audit & Inventory
23
40.35
3
Lack of training for the credit Committee
25
43.86
2
Lack of training for the EDCOM
35
61.40
1
The finding suggests that all officers and staffs should have further trainings. The
cooperatives need well trained officers that will lead to successful organization.
Problems Related to Lack of Properly Trained EDCOM
Majority of the respondents (71.93%) identified lack of training among educators
followed by non-mastery of the subject matter (31.58%) and the least is trainers with
limited ideas (17.54%) as shown in Table 12. Few of them viewed the second and the
third as problems because they are related to the first one. If only the problem of lack of
training among educators would be addressed then the other two could also be addressed.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
32
Table 12. Specific problems related to lack of properly trained educators
SPECIFIC PROBLEMS
FREQUENCY PERCENTAGE RANK
( F)
( % )
Non mastery of subject matter
18
31.58
2
Needs further training
41
71.93
1
Not updated/limited coop views
10
17.54
3
Problems Related to Lack of Budget
Table 13 shows the status of the Cooperative Education Funds among
cooperatives in Atok, Benguet with respect to their problem on lack of funds for
training/s as perceived by the EDCOM.
The data revealed that 45 or 78.95% mentioned their cooperative allocate funds
for CEFF while 12 or 21.05% said otherwise. As required by the Cooperative Code of
the Philippines, the cooperative should allocate at most, 10% of its net surplus for
Cooperative Education and Training Fund (CETF). Half of the fund is to be remitted to
the Apex organization which could be a union or a federation where the primary
cooperative is affiliated. The other half is to be used defray all education related
programs of the cooperative. The cooperatives should know that one purpose of
secondary cooperatives is to encourage and assist its member cooperative in educational
and advisory work related matters.
With regard to charging of fees during cooperative training, 38 or 66. 67 percent
of the respondents claimed they were not charging seminars fees to participants while 19
or 33.33 percent were charging seminar fees. Those that did not charge fees did not
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
33
Table 13. Comparisons of the responses of respondents on some issues on education
funds with respect to lack of budget
ISSUES/PARTICULARS
RESPONSES
Yes
No
F
%
F
%
Is there a regular allocation to CETF from the net
surplus ?
45
78.95
12
21.05
Do you Charge seminar fees?
19
33.33
38
66.67
Are you considering outside finance to carry on your
training?
32
56.14
25
43.86
Is CETF local enough to sustain your education
Seminars?
25
43.86
32
56.14
Has your Coop been participating in either province/
regional/national Cooperative Consultations/
celebrations/affairs?
24
42.11
33
57.89
Where you able to handle the financial needs of at least
your representatives in said affairs?
28
49.12
29
50.88
actually conduct trainings except the PMES while those that charged fees were the more
established cooperatives with active education Committee members.
For the issue of securing funds from outside sources to carry on with their training
programs, 32 or 56.14 percent for yes and 25 or 43.86 percent no. This finding shows
that some cooperatives with limited CETF secured outside funding, like solicitations
from politicians, government agencies, and non-government organizations inorder to
educate their members.
There were 32 or 56.14 percent who stated that their CETF is not enough to
sustain their education seminars and 25 or 43.86 percent replied yes, their CETF is
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
34
enough. It revealed that some cooperatives still could not afford to fund their trainings,
thus some of them asked financial help from outside.
For educational participation with other cooperatives which is probably provincial
wide, region-wide, and nationwide in scope, 24 or 42.11 percent had participated in said
celebration while 33 or 57. 89 percent did not participate. Those who are affiliated with
either union or federation were the ones participating in their cooperative affairs.
In the inter-cooperative education affairs, 28 or 49.12 percent said they were able
to handle the financial needs of their representative and 20 or 50.88 percent said their
cooperative could not afford to support the financial needs of their representatives.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
35
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This was conducted purposely to evaluate the cooperative education status of the
various cooperative in the Municipality of Atok, Benguet as well as the committee on
education for the year 2008. The study looked into education programs and practices and
its extent of implementation with regards to practices and programs adopted in the
training of new members, educational practices applied in membership campaigns,
subjects taught in the continuing education of members and training subjects taken up in
other educational programs. It also looked into the problems and the degree of
seriousness encountered by the EDCOM with respect to facilities needed during
seminars, personal development, capabilities of cooperative education committee with
respect to facilities needed during seminars, personal development, capabilities of
cooperative education committee in education of members and the budget.
The members of the Education Committee of the different cooperatives were the
respondents. The data were gathered with the use of a survey questionnaire and through
informal interview.
The result showed that majority was females and that the EDCOM officers were
college graduates.
The extent of implementation of cooperative education programs and practices by
the operating cooperatives with respect to educational practices applied in membership
campaigns are good while satisfactory in practices and programs adopted in the training
of new members commonly referred to as PMES. Subjects taught I the continuing
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
36
education of members are good some to training subjects taken up in other educational
programs.
The problems encountered by the cooperative education committee are lack of
budget for trainings, lack of human resource seminars for the development of officers and
staff, and lack of properly trained cooperative educators were rated serious. Lack of
facilities for training was considered not serious.
Conclusions
Based on the results of the study the following conclusions were drawn:
1. Majority of the members of the Education Committee are below 40 years old,
female who are mostly college graduates.
2. The number one practice in membership campaigns among the cooperatives is
individual to individual campaign.
3. The conduct of PMES to new and incoming members were done on an irregular
basis and usually conducted for less than a day and resource persons usually render their
services for free due to lack of budget of the cooperative.
4. A continuing education program for all staffs, officers and members is conducted
by most of the cooperatives but on an irregular basis.
5. Most of the cooperatives lack properly trained educators and they have limited
budget for cooperative education, thus this lead to irregular conduct of trainings and
seminars, including the PMES.
6. Although majority of the cooperatives allocate for CETF from their net surplus,
they still have problem on lack of budget for education program.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
37
7. Lastly there are very few cooperatives in Atok that have systematized and
integrated training programs.
Recommendations
Based on the conclusions drawn of the study, the following are recommended:
1. The Pre-membership Education Seminar is a basic cooperative education that
every members of the cooperative should undergo in order to be an effective member.
The cooperatives should conduct regular PMES and it should not be for less than a day so
that more topics could be taken up during the seminar. Young coop members should be
given opportunity to be elected in the education committee, through this they will be
trained and because they are still young they are more active and full of bright of ideas.
For as long as the young ones are devoted in serving the cooperative.
2. Education is a lifetime, it should be continuous. The cooperative should come up
with a regular program for continuing education of members, officers and the
management staff. The foremost to be educated are the members of the EDCOM. A
budget should also be allotted for this purpose. If the cooperative cannot provide from its
CETF allocation, then the Education Committee must plan and look for alternative
sources.
3. The cooperatives should try to procure their own training facilities, if possible, so
as not to depend on the facilities of the barangay.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
38
LITERATURE CITED
COOPERATIVE DEVELOPMENT AUTHORITY, 1992. Cooperative Code of the
Philippines and Related Laws. Quezon City: APO Production Unit Inc. P.1
COOPERATIVE DEVELOPMENT AUTHORITY, 2007.Annual Report. Regional
Office. Magsaysay Avenue, Baguio City
COOPERATIVE DEVELOPMENT AUTHORITY, 2007. Annual Report. Extension
Office, Provincial Capitol, La Trinidad, Benguet.
COOPERATIVE ENTREPRENEURSHIP FOR RURAL DEVELOPMENT, 1944
Trainers Manual; Pre-membership Education Seminar. ABB1 Print Hauz, P.48
ILO-NATCOM, 1987. Trainers Manual; Credit Union Organization and Management.
Vienna, Austria. Topic 7. S.2
ILO-MOAF, 1984. Cooperative Training Policy and Standards in the Philippines. UP Los
Banos, Laguna.
MANODON, M.B. 1996. Factors Attributable in Managing Land Bank Financial
Assistance to Cooperative in the Province of Benguet. Unpublished Research. Los
Banos, Laguna.
PAGDANGANAN, R. 1999. A Call for Cooperative Revolution. Quezon City.
PFCCO, 1989. Ang Payong. Vol. IX, No. IV.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
39
APPENDIX A
Letter to the Respondents
Benguet State University
College of Agriculture
DEPARTMENT OF AGRICULTURAL ECONOMICS AND
AGRIBUSINESS MANAGEMENT
La Trinidad, Benguet
Sir/Madam:
Greetings!
The undersigned is working on her thesis entitled “Education Committee Training
Programs and Practices of Cooperative in Atok, Benguet”. This research aims to evaluate
the status of cooperative education among operating cooperatives in Atok and come up
with suggestions or recommendations for their improvement.
In this connection, the researcher humbly requests you to answer the attached
questionnaire as objectively as you can. Be assured that your responses be treated with
utmost confidentiality.
Your favorable action and kind consideration will be highly appreciated. Thank
you very much and more power.
Very truly yours,
SINLYN J. JUAN
Researcher
Noted by:
EVANGELINE B. CUNGIHAN
Adviser
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
40
APPENDIX B
Survey Questionnaire
I.
General Information
1. Name:__________________________(optional)
2. Name of Cooperative: ____________________________________________
3. Cooperative Affiliations: __________________________________________
Note: Please put a check mark (/) on the space provided for your corresponding
answer.
Age: 60 years old and above
( )
50-59 years old
( )
40-49 years old
( )
30-39 years old
( )
29 years old and below
( )
Gender:
Male ( )
Female ( )
Educational Attainment:
Post Graduate:
Doctoral Degree
( )
Masteral Degree
( )
College Graduate
( )
High School Graduate
( )
Elementary Graduate
( )
Others:(please specify)____________________________________
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
41
II.
Stated below are some of the types of Education Seminars Programmed and
Practiced by the Education Committee with respect to membership campaigns,
education of new members, and continuing education and training of old
members including the staff and officers.
Please check where applicable the implemented programs and their extent of
implementation;
5 – very satisfactory
4 – satisfactory
3 – good
2 – fair
1 – fair
A.
Membership Campaign
5
4
3
2
1
1. Distribution of Cooperative brochures. ( )
( ) ( ) ( ) ( )
2. Informal oral campaigns to friend during ( ) ( )
( )
( )
( )
private or public gatherings.
3. Posting of notices for membership
( )
( )
( )
( )
( )
campaigns in visible places
4. Member to member campaigns
( )
( )
( )
( )
( )
5. Others:__________________________ ( ) ( )
( )
( )
( )
Remarks: ___________________________________________________
___________________________________________________________.
B.
Seminar to new members and old members
5 4
3
2
1
1. Imposition of programs, policies or notices ( ) ( )
( )
( )
( )
for PMES
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
42
These are informed through:
( ) brochures
( ) information dissemination during lecture
( ) posting on billboards
( ) radio
( ) others ____________________________________ please specify
2. Conduct of PMES to new members
( ) ( )
( )
( )
( )
2a. Length of time per session
( ) three days
( ) two days
( ) one day
( ) less than one day ( ) others ________________ please specify
2b. Origin of trainers
( ) coop members
( ) outsiders
( ) mixed (outsider & insider
( ) purely EDCOM ( ) others _________________ please specify
2c. Is there honoraria / compensation of trainers
( ) yes
( ) no
( ) sometimes
2d. Others, please specify: ____________________________________
3. Subjects taught in PMES
( ) 3a. Philosophy of cooperatives
Methods of delivery: ( ) lecture
( ) discussion
( ) others, please specify:_____________________
Hours of delivery
( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
43
( ) 3b. Objectives of the cooperative
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 3c. Duties and Responsibilities
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 3d. Principles and Practices
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 3e. Orientation on actual coop policies, practices, and programs
Methods of delivery ( ) lecture
( ) discussion
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
44
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
4. Subjects taught in continuing education ( )
( )
( )
( )
( )
( ) 4a. Cooperative operation/management
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4b. Orientation on coop by-laws and articles of cooperation
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4c. Parliamentary procedures
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
45
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4d. Cooperative movement and development
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4e. Ownership and values formation seminar
Methods of delivery
( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4f. Interpreting manual reports
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
46
Does the coop have modules for the subjects?
( ) yes
( ) no
Remarks: ___________________________________________________
___________________________________________________________
5. Please check the enumerated education programs of your coop (if you have)
and the degree of the implementation.
5
4
3
2
1
( ) Pre-membership education seminar
( ) ( )
( )
( )
( )
( ) Bookkeeping and accounting
( )
( )
( )
( )
( )
( ) Credit management
( )
( )
( )
( )
( )
( ) Leadership training
( ) ( )
( )
( )
( )
( ) Interpreting annual reports
( )
( )
( )
( )
( )
( ) Educational tours
( )
( )
( )
( )
( )
( ) others, please specify: ____________________________________________
6. Information dissemination of new coop policies during general/special
assemblies.
( )
( )
( )
( )
( )
III.
The following are some of the problems encountered by the EDCOM members in
relation to their function. These concerns the problems on facilities, personnel
development, capabilities of the cooperative education specialists, and budget.
Kindly check the problems and their degree of seriousness, where;
4 – VS (very serious)
3 – S (serious)
2 – NS (not serious)
1 – NA (not applicable)
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
47
VS
S
NS
NA
1. Lack of facilities needed during seminars
( )
( )
( )
( )
( ) 1a. Lack of visual aids
( ) 1b. Lack of training hall/space
( ) 1c. lack of sound system
( ) 1d. Lack of training manuals on the
subject matter
( ) 1e. lack of blackboard/writing board
( ) 1f. others, please specify; _______________________________________
2. Lack of human resource seminars for the improvement of officials and staff as
perceived by the EDCOM
( )
( )
( )
( )
( ) 2a. Lack of training for the manager
( ) 2b. Lack of training for the EDCOM
( ) 2c. Lack of training for the bookkeeper
( ) 2d. Lack of training for the credit committee
( ) 2e. Lack of training for the audit & inventory committee
( ) 2f. Lack of training for the board of directors
3. Lack of properly trained cooperative educators ( )
( )
( )
( )
( ) 3a. Boring Speakers
( ) 3b. Non-mastery of the subject matter
( ) 3c. Needs further training
( ) 3d. Not updated/ limited cooperative views
( ) 3e. Speakers can not establish contact with the participants
4. Lack of budget for trainings and seminars
( )
( )
( )
( )
( ) 4a. Is management allotting what is due to CETF?
( ) yes
( ) no
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
48
( ) 4b. Is the CETF enough to sustain your education seminar?
( ) yes
( ) no
( ) 4c. Do you charge seminar fees?
( ) yes
( ) no
( ) 4d. Cooperative are supposed to be self-reliant, but under the
circumstances have you considered outside assistance to finance your
seminar?
( ) yes
( ) no
( ) 4e. has your coop been participating in city/regional/national for a affairs
or celebration? ( ) yes
( ) no
( ) 4f. were you able to afford the financial needs of at least your
representative/s? ( ) yes
( ) no
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
JUAN, SINLYN J. APRIL 2009. Education Committee Training Programs and
Practices of Cooperatives in Atok, Benguet. Benguet State University, La Trinidad,
Benguet.
Adviser: Evangeline B. Cungihan, MSc.
ABSTRACT
This study was conducted to find out the profile of the EDCOM members of the
operating cooperatives in Atok, Benguet; identify their educational programs and
practices as well as their extent of implementation; and spell out the problems that
hamper their functions in educating their members and also find out the degree of
seriousness of these problems. This study was conducted in Atok, Benguet from
December 2008 to January, 2009 with 57 EDCOM members as respondents.
Majority of the EDCOM members were female, ages were below 40 years old,
graduated from tertiary level. The educational programs of the EDCOM were the
membership campaign; conduct of Pre-membership Education Seminars (PMES) for new
and incoming members; and the continuing education of the members of the
cooperatives.
The practices for membership campaign and there extent of implementation were
as follows: distribution of brochure of the cooperative (good); informal campaign to
friends during gatherings (satisfactory); posting of notices for membership campaign in
conspicuous places (good); and individual to individual campaign (satisfactory). The
overall rating on the extent of implementation of these practices good.
For the conduct of PMES, the most common practices adopted by the EDCOM
were posting on bulletin boards and along the road, and announcing during meetings or
gatherings. The conduct of PMES was irregular, the seminar usually last for less than one
day with members of the EDCOM and sometimes outsiders giving the lecture. Majority
of the cooperative do not give honorarium to their lecturers. Seminars for both the PMES
and continuing education were conducted using lecture, discussion, and question and
answer methods.
The problems related to the implementation of educational programs of the
cooperatives that were rated as serious were: lack of human resource seminar of officers
and staff, lack of properly trained cooperative educators, and lack of budget for training.
The cooperatives allocated portion of their net surplus as CETF but is usually not enough.
ii
TABLE OF CONTENTS
Page
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
INTRODUCTION
1
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Statements of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Importance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Cooperative Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Cooperative Education and Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Education of New Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
Continuing Education of Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Problems Encountered by the Coop
Education Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Locale and Time of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Respondents of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
iii
Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Data Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
RESULTS AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Profile of Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Membership Campaign Practices Applied by the
EDCOM and the Extent of Implementation. . . . . . . . . . . . . . . . . . . . . . . .
15
Educational Programs Implemented by the EDCOM
and the Level of Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Practices in Disseminating Notices on PMES. . . . . . . . . . . . . . . . . . . . . .
18
Practices in the Conduct of PMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
Subject Taught in PMES and Practices
in Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
Subjects Taught in the Continuing Education
and Practices in Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
Implementation of Cooperative Education
Programs and Practices Taken up from
Other Education Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
Problems Encountered and Degree
of Seriousness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
Problems on Lack of Training Facilities. . . . . . . . . . . . . . . . . . . . . . . . . .
32
Problems Related to Human Resource Trainings. . . . . . . . . . . . . . . . . . .
33
Problems Related to Lack of Properly
Trained EDCOM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
Problems Related to Lack of Budget. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
iv
SUMMARY, CONCLUSIONS AND RECOMMENDATION
36
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
APPENDIX
A. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
B. Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
v
INTRODUCTION
Rationale
The concept of cooperation is not something alien to Filipinos. Prehistoric records
show how Filipinos have evolved their own settlements basically dependent on a
collective responsibility for all areas of living especially in work. The men hunted and
fish in groups, while their women tend to the young and gathered crops in the fields.
In the Philippines, cooperation is as old as its culture. It spans centuries of human
existence from its pristine form of mutual assistance to what is called in the native tongue
“bayanihan”. Cooperation is known today as a system that seeks to harness the limited
resources of people of small means and opportunities for economic and social ends. It
was introduced in the late 1800’s by Dr. Jose Rizal. Inspired by the cooperative idea
during his sojourn in Europe, he organized in1896 a market cooperative among farmers
in Dapitan during his exile but this was short lived. He was executed by the Spanish
colonial government in Bagumbayan which is now Luneta in 1899. (Trainers Manual,
1994).
In 1990, President Cory Aquino signed into law, the Cooperative Code of the
Philippines otherwise known as R.A. 6938 and the Cooperative Development Authority,
otherwise known as R.A. 6939.
In could be said that in the entire history of the cooperative system in the
Philippines, it was the passage of these twin bills which may be considered monumental
considering that the laws not only opened all possibilities for the growth and
development of the cooperatives in all types of groups and in as many forms as possible,
but at the same time provided for the required operational and managerial component
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
2
which is the creation of specific office tasked solely with the implementation,
clarification, information and promotion of the Cooperative Code of the Philippines.
With a single umbrella organization over the rest of the cooperative groups, there is some
assurance that less confusion may be created in trying to consolidate or even integrate all
the initiatives of the various cooperative system in the entire country (Pagdanganan,
1999).
Further, the state recognizes the principle of subsidiary under which the
cooperative sector will initiate and regulate within its own ranks the promotion and
organization, the training and research, audit, and support services relating to
cooperatives with government assistance when necessary (CDA, 1992).
On the other hand, Republic Act 6939 created the Cooperative Development
Authority (CDA), a government agency purposely meant to operate the R.A. 6939 as well
as all state policy and order in the promotion of Cooperative Development.
Nationally, there are 74,809 registered and confirmed cooperatives as of 2008.
With this figure, it suffices to say that some of these associations are successful while the
others are not.
Regionally, CDA-Cordillera Administrative Region (CDA-CAR) registered and
confirmed 2,210 cooperatives as of October 2008. Of this associations, 670 are operating,
132 non-operating while 64 were cancelled of their registration. Cancellation maybe due
to non-operation of the cooperative for two consecutive year or their offices could not be
located (CDA-CAR Annual Report, 2008).
In Atok, Benguet, there are 19 existing cooperatives as of December 31, 2007
(CDA-CAR Registration Records). The cooperatives in the rural area come from various
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
3
speaking people like kankana-ey, ibaloi and kalanguya with various means of livelihood.
These differences were not a hindrance as each felt the need to bond together on the
cooperatives.
Statement of the Problem
Primarily, this study aim to evaluate the education committee programs and
policies of cooperatives in Atok, Benguet.
1. What is the profile of the Cooperative Education Committee members of
cooperatives in Atok as to:
a. Age
b. Gender
c. Educational Qualifications
2. What is the extent of implementation of the cooperative education programs and
practices by the cooperative with regards to:
a. Practices and programs adopted in the training of new members
b. Educational practices applied in the training of new members
c. Subjects taught in the continuing education of members and
d. Training subjects taken up in other educational programs
3. What are the problems and the degree of seriousness encountered by the
cooperative education committee with respect to;
a. Facilities
b. Personnel Development
c. Capabilities of cooperative education specialist
d. Budget
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
4
Objective of the Study
1. To know the profile of the cooperative education committee members of
cooperatives in Atok as to:
a. Age
b. Gender
c. Educational Qualifications
2. To identify the extent of implementation of the cooperative education programs
and practices by the cooperatives with regards to:
a. Practices and programs adopted in the training of new members
b. Educational practices applied in membership campaigns
c. Subjects taught in the continuing education of members and
d. Training subjects taken up in other educational programs.
3. To know the problems and the degree of seriousness encountered by the
cooperative education committee with respect to;
a. Facilities
b. Personnel development
c. Capabilities of cooperative education specialist and
d. Budget
Importance of the Study
The result of the study would serve as a guide in helping officers, employees and
aspiring cooperative education committee members in considering the importance of
having cooperative education and training programs. Additionally, this study could be
used as references for further research.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
5
Scope and Delimitations of the Study
The study covered all the 19 operating cooperatives in Atok, Benguet for the year
2007.
The investigation was delimited to the Cooperative Education Programs and
practices of cooperatives with at least one year in operation. It focused on the importance
of cooperative education. Educational problems and their consequences was also
included in the study.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
6
Definition of Terms
Cooperative. Autonomous association of persons united voluntarily to meet their
common economic, social and cultural needs and aspirations through a jointly-owned and
democratically-controlled enterprise.
Cooperative education. Provisions of pre-membership seminar and continuous
education to members, officers, employees, and as much as possible to the general public.
Confirmed cooperative. This cooperative was formed and organized under
previous laws before R.A. 6938 was enacted and has presented itself to the authority for
confirmation.
Degree of seriousness. Steps or stage in the scale
Education committee. This body is in charge of the promotion of all the
knowledge relative to education as well as training of new, old and even potential
members.
Extent of implementation. Range, scope or span.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
7
INPUT OUTPUT EXPECTED OUTCOME
1. Assessment of the
Significant
Cooperative
assessment of the
Education programs
cooperative
and practices as to:
education
programs and
a. membership
practice
campaign
education of new
members
Assessed
Systematized and
c. continuing education
implementation of
Integrated
and training of
cooperative
Training programs
members and
programs and
officers
practices
d. other educational
programs
Assessed problems
2. Assessment of the
encountered by the
implementation of
Education
cooperative
Committee
educational
programs and
practices.
3. Assessment of the
problems
encountered by the
cooperative
education
Figure 1. Research paradigm
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
8
REVIEW OF LITERATURE
Cooperative Defined
A cooperative is a business. In many ways it is like any other business but in
several important ways it is unique and different. A cooperative business belongs to the
people who use it, people who have organized to provide themselves with the goods and
services they need. Cooperative work together on the local, regional, and national level to
promote exchange among cooperatives, faster cooperative development, provide
educational services and provide a forum for examining and acting on common concerns.
Cooperatives have also succeeded in many provinces and cities all over the Philippines
(Pagdanganan, 1991).
Cooperatives have indeed proven to be very effective instruments for people
empowerment all over the world. Cooperative was organized to provide pure food at
reasonable price to their members. Cooperatives now operate successfully in almost
every country, engaging in economic activities from agriculture and fisheries to credit,
manufacturing, marketing, banking, insurance, housing, transportation and health care.
(Rochdales Cooperative Model, 1944)
Cooperative Education and Training
As cooperative leaders, educators and trainers must have the inescapable
responsibility of educating the cooperative members. This responsibility transcends the
mere imparting of knowledge on matter pertaining to an individual cooperative. This
responsibility encompasses the various educational needs of the cooperative member:
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
9
economic, social and cultural so that it will be drawn into the mainstream of a meaningful
community (ILO-MOAF, 1984).
Membership Training
The function of the Education committee and the board of Directors are to plan
and carry out the growth programs of the credit union. Membership promotion is usually
handled by the education committee. Moreover, membership promotion includes all
activities devoted to bringing new members to the credit union. The goal of membership
promotion however, should be continuous growth in obtaining active and informed
members. (ILO-NATCOM, TOPIC 7 ).
Mahon (1987) further stated that the work of an education committee is to
establish a program for the year that will reach all the groups just named. Such program
should include carefully planned events and activities. Some of these are ordinarily
scheduled, such as general meetings. However, other resource maybe posters, talking
with groups in the area, and representation on community programs. (ILO-NATCOM,
TOPIC 7).
The best and most effective way to publicize a cooperative is by having an active
public relation committee to keep the general public informed of the chapter and its
importance in the community life. The committee should use newspapers, radio,
television educational programs, and make legitimate news items. It must also be alert for
human interest materials and stories reflecting credit union philosophy (PFCCO, 1989).
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
10
Education of New Members
According to Manodon (1996), one success of cooperative is well founded on a
program policy for prospective to undergo a seminar. The program policy on the need for
cooperative seminar should be well established and equipped education committee.
Without a functional educational committee, the cooperative would always depend on
outside resource speakers who, more often than not are discussing topics inappropriate to
the context for which the education program is intended. It is by implementing the
programs of a well established and well equipped education committee that will
eventually seep to the members of the cooperative.
The education of cooperative members has no end, but it has beginning. The
starting point is the non-members or, more approximately, potential members. Before
people join a cooperative, they must be properly oriented with its organization and
functions, and must know their rights, duties and responsibilities. In the absence of such
orientation, many cooperative societies have suffered infant mortality because new
members did not know what the whole thing was all about. In some countries, pre-
membership education is a pre-condition to join a cooperative (Coop Training Policy and
Standards in the Philippines, 1984)
In another study of Manodon (1996), cooperatives in the Province of Benguet, he
reported that of 30 cooperative respondents, all have attended the basic orientation
seminars offered by the Land Bank of the Philippines before each could avail of loan. He
further reported that PMES, no further cooperative training programs was instituted by
the Land Bank of the Philippines to sustain its lending programs. As a result, the
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
11
cooperatives were left alone mounted with disloyal, unknowledgeable, and selfish
members.
Continuing Education of Members
The biggest defect in the cooperative movement is its lack of member education.
Very often, the thinking of management resemble s that of a profit-type corporate
management, affairs of the corporation are the provinces of the manager and board alone.
Unless cooperatives are willing and able to devise structures whereby their patron owners
are kept fully informed, cooperative growth will be slowed and distrust created. Members
have to be given a full accounting of the affairs of their cooperatives, and in return,
member’s desires and wishes need to be heard and taken seriously (Roy, 1969).
Problems Encountered by the Coop Education Committee
In 1984, Torres de Alfredo presented two categorized problems those that concern
administration/organization and those that relate to training. In the first category, the most
acute constraint occurs in the area of financing. The lack of appropriation results in
inadequate and outdated facilities and equipment/fixtures. Some chronic cases of flaws
are the organizational structure, limited resources and non-coordination of functions
(ILO-MOAF, 1984).
Two of the most reported training problems are: 1. No coordinated or system
training programs, 2. Inadequate training resources or materials, others are No funds
available for training.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
12
METHODOLOGY
Locale and Time of the Study
The research was conducted at the Municipality of Atok, Benguet. This was
conducted on December 2008.
Respondents of the Study
The respondents of this study were the members of the Education Committee of
all the operating cooperatives that are found throughout the municipality. The list of
operating cooperatives was based on the inspection done by the Cooperative
Development Officer assigned in the area.
Data Gathering
Supportive to the study aside from questionnaire, personal interview and
observation was used in gathering data.
Data Gathered
The data gathered for this study included the programs and practices of the
Education Committee in educating prospective and new members as well as their
practices for continuous education of members. It also included the extent of
implementation of their educational programs.
Data Analysis
The data gathered was tabulated and analyzed using simple statistical tools as
descriptive analysis.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
13
RESULTS AND DISCISSION
Profile of the Respondents
Table 1 presents the profile of the respondents in terms of age, gender, and
educational attainment.
Age . Majority of the respondents (63.16%) were had a age bracket of 31 – 40
years old, followed by the 41 – 50 years old with 17.54%, the 30 and below with 14%,
and the least were the 51 years old and above. This finding shows that majority of the
members of the education committee in the different cooperatives of Atok, Benguet had
ages between 31 to 40 years old.
Gender. The Table shows that there were more female (59.60%) in the
Education committee than the males. This implies that women play an important role in
the cooperative education of members and other people who would become members of
the cooperative.
Educational attainment. The educational attainment of as person may become a
factor of competence or proficiency in a specified field where the level of educational
background is necessary qualification. The educational attainment of the EDCOM
members in the various cooperatives are presented in Table 1. Most of the members
(45.6%) were college graduate followed by high school graduates with 29.82%. Very few
were elementary graduate.
This finding implies that most of those involved in educating the members of the
cooperatives are necessarily college graduate so that they could easily understand the
topic would present during seminars and training.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
14
Table 1. Profile of the respondents
CHARACTERISTICS
FREQUENCY
PERCENT
Age
51 years old and above
3
5.26
41 – 50
10
17.54
31 – 40
36
63.16
30 and below
8
14.04
TOTAL
57
100.00
Sex
Male
23
40.40
Female
34
59.60
TOTAL
57
100.00
Educational Attainment
Masters degree
9
15.80
College graduate
26
45.61
High school graduate
17
29.82
Elementary graduate
5
8.77
TOTAL
57
100.00
Membership Campaign Practices Applied by the EDCOM
And the Extent of Implementation
Table 2 presents the practices adopted by the members of the education
committee to campaign for more member of the cooperative. The finding shows that the
very common approach used by the different cooperatives in Atok to campaign for
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
15
membership to their respective cooperatives was the individual to individual campaign.
The level of implementation as rated by the respondents was satisfactory. Another
practice which was commonly used, ranked 2, was informal oral campaign to friends
during gatherings. This also received a satisfactory rating. The third practice was posting
notices for membership campaign in visible places and this was rated as good. The least
adopted practice was the distribution of cooperative brochure and it was rated fair by the
respondents. One probable reason that this practice was the least adopted is that some of
the cooperative do not have printed brochure for distribution. On the average, the extent
of implementation of membership campaign received a rating of good, as shown by the
general weighted average score of 3.11.
Table 2. Extent of implementation of cooperative educational practices applied to
membership campaign
EXTENT OF IMPLEMENTATION
PRACTICES
VS S
G F
P
WF WA
R
D
(5) (4) (3) (2) (1)
Distribution of coop. brochure
5
8
14 15 14 145 2.54
4
G
Informal oral campaign to friends
10 23 15 9
0
205 3.60
2
S
during gatherings
Posting of notices for membership
7
10 18 2
2
151 2.65
3
G
campaigns in conspicuous places
Individual to individual campaign
15 22 10 5
5
208 3.65
1
S
GENERAL WEIGHTED AVE.
3.11
G
Legend: Very Satisfactory (VS) = 4.50 – 5.00 WF = weighted frequency
Satisfactory (S )
= 3.50 – 4.49 WA = weighted average
Good ( G )
= 2.50 – 3.49 R = rank
Fair ( F )
= 1.50 – 2.49 D = qualitative description
Poor ( P )
= 1.00 – 1.49
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
16
Educational Programs Implemented by the EDCOM
And the Level of Implementation
Table 3 presents the educational programs of the different cooperatives in Atok
implemented by the members of the Education Committee to educate new members. It
also presents the extent of implementation of these different programs. These programs
included dissemination of PMES notices, conduct of PMES, and the subjects taught in
the PMES.
As to the level of implementation of these programs, dissemination of notices for
PMES to new members received a weighted average score of 3.28 that corresponds to
good. This implies that notices of PMES was not well disseminated to all the new
members. For the conduct of the PMES, which includes schedule of the seminar, the
duration of the seminar, and the resource persons who facilitated the seminar, it received
a rating of satisfactory. The same was true for subjects taught in the PMES. The general
weighted average was 3.83 which means that on the average the implementation of these
programs was satisfactory.
Table 3. Educational program for training new members and their level of
implementation
EXTENT OF IMPLEMENTATION
PROGRAMS
VS S
F
G P
WF WA
D
Dissemination of PMES notices
14 10 18 8
7
187 3.28
G
Conduct of PMES
13 27 18 9
0
245 4.30
S
Subjects taught in PMES
6
36 15 2
0
223 3.91
S
GENERAL WEIGHTED AVE.
3.83
S
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
17
Practices in Disseminating Notices on PMES
There were four (4) practices commonly adopted by cooperatives in Atok in the
dissemination of notices on PMES to their new and prospective members. These are:
giving of brochures, posting on bulletin boards, announcing during lectures or gatherings,
and thru letter and word of mouth. Posting on bulletin boards rank as the number 1
practice adopted followed by announcing during lecture/gathering, giving of brochure,
and the least adopted practice is the giving of letter and word of mouth, Table 4.
Practices in the Conduct of PMES
Practices adopted in the conduct of PMES is categorized into schedule of PMES,
Length of time per session, origin of trainers, and giving of honorarium to resource
persons. These practices are presented in Table 5.
Schedule of PMES. The result shows that majority of the respondents (61.41%)
said they conducted PMES to new members or prospective members as the need arises.
Table 4. Practices adopted by cooperatives in dissemination of notices on PMES
PRACTICES
FREQUENCY PERCENT RANK
( F )
( % )
Giving brochures
9
10.34
3
Posting on bulletin boards and along the road
33
31.93
1
Announcing during lectures/gatherings
28
32.18
2
Thru the radio
0
0
-
Others (letter and word of mouth)
17
9.54
4
TOTAL
87
100.00
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
18
Table 5. Practices of cooperatives adopted in the conduct of PMES
PRACTICES
FREQUENCY PERCENT RANK
( F )
( % )
2. Conduct of PMES to New Members
a. Schedule of PMES
Monthly
10
17.54
2
Quarterly
5
8.77
3
Semi-annually
4
7.02
4
Annually
3
5.26
5
As the need arise
35
61.41
1
TOTAL
57
100.00
b. Length of time per session
Three days
1
1.75
4
Two days
2
3.51
3
One day
12
21.05
2
Less than a day
42
73.68
1
TOTAL
57
100.00
c. Origin of Trainees
Coop members
18
26.09
3
Outsiders
10
14.49
4
Mixed (outsiders and coop members)
22
31.88
1
Purely EDCOM members
19
27.54
2
TOTAL
69
100.00
d. Give Honoraria/Compensation of Trainers
Yes
13
22.80
3
No
27
47.37
1
Sometimes
17
29.82
2
TOTAL
57
100.00
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
19
Ten respondents (17.54%) revealed that they conducted PMES monthly, 8.77% said
quarterly, 7% said semi-annually, and 5.26% said annually. This finding implies that
many of the cooperative had no regular schedule for PMES. This is probably because
there are no new members entering the cooperative every month so they have to gather a
number of new members before they conduct PMES.
Length of time per session. This refers to the number of days the PMES is
conducted. The finding shows that majority of the respondents (73.68%) mentioned they
conducted their PMES for less than a day. Twelve or 21% of the respondents said their
PMES last for only a day, 2 or 3.5% for two days and only 1 or 1.75% for three (3) days.
Origin of resource person for the PMES. Resource persons for the seminar may
come from the cooperative itself or outside like other cooperatives or organizations or
from government agencies like the CDA, and ATI-NTC. Most of the respondents
(31.88%) said that their resources speakers during PMES were a mixture of cooperative
members and outsiders. Nineteen or 27.54% said their resource persons were the
members of the Education Committee of their own cooperative. This findings confirms
the statement of Manodon (1986) that their should be a well established and equipped
Education Committee in every cooperative. However, 14.49% said they get their resource
person from outside the cooperative because they have no capacity to do it by
themselves.
Payment of honoraria to resource persons. Most of the respondents cited that they
do not give honorarium to their speakers while 29.82% said they sometimes give
honoraria and only 22.80% said they provide honoraria to their speakers. Base on the
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
20
interviews, some cooperative do not have enough income thus they cannot afford to pay
honoraria to their speakers.
Subjects Taught in the PMES and Practices in Teaching
Subjects taught. Table 6 shows the subjects taught in the PMES. Of the 57
respondents, all or 100% teach the objectives of the cooperative, 96% for cooperative
philosophy, 95% for duties and responsibilities of members, 93% for orientation on
cooperative’s policies, and 91% for principles and practices of the cooperative.
Findings revealed that the subjects taught during PMES was common to all the
cooperatives.
Methods of delivery. The most common practice of delivery in all the subjects
during the PMES was lecture method. The question and answer method was mostly used
in the principles and practices and the orientation on the actual cooperative policies.
Duration of subject matter. Results show that majority of the respondents said
there were no definite time each subject is taught, however, most of them said it was less
than two hours. Very few mentioned more than two hours. Since the subjects were taught
for less than two hours and there were only four (4) subjects taught in the PMES, then
this explains why the PMES were conducted for only a half day as found earlier.
Use of module. In a descending order, for yes, 38 or 66.67% of the respondents
claimed to have cooperative modules as guide in teaching orientation on actual
cooperative policies and programs; 35 or 61% on duties and responsibilities, 34 or
59.65% on principles and practices, 33 or 56.14% on philosophy of cooperative, and 32
or 38.59% on objectives of cooperatives. For no, 22 pr 43.86% of the respondents
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
21
Table 6. Subjects taught in the PMES and practices in teaching the subject matter
PRACTICES
FREQUENCY
PERCENT
( F )
( % )
3. Subjects Taught in PMES
a. Philosophy of Cooperatives
55
96.00
Methods of delivery
Lecture
44
77.19
Discussion
25
43.86
Question and Answer
23
40.35
Hours of Delivery
Less than two hours
22
38.59
Two hours or more
1
1.75
No definite time
30
52.63
Use modules in the lecture
Yes
32
56.14
No
25
43.86
b. Objectives of Cooperative
57
100.00
Methods of delivery
Lecture
48
84.21
Discussion
26
45.61
Question and Answer
33
57.89
Hours of Delivery
Less than two hours
25
43.86
Two hours or more
3
5.26
No definite time
28
49.12
Use of modules in the lecture
Yes
32
56.14
No
25
43.86
c. Principles and Practices
52
91.00
Methods of delivery
Lecture
44
77.19
Discussion
25
43.86
Question and Answer
39
68.42
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
22
Table 6. Continued …
PRACTICES
FREQUENCY
PERCENT
( F )
( % )
Hours of Delivery
Less than two hours
20
35.00
Two hours or more
2
3.51
No definite time
33
57.89
Use of modules in the lecture
Yes
34
59.65
No
23
40.35
d. Duties and Responsibilities
54
95.00
Methods of delivery
Lecture
42
73.68
Discussion
31
54.39
Question and Answer
25
43.86
Hours of Delivery
Less than two hours
15
26.32
Two hours or more
5
8.77
No definite time
35
61.40
Use of modules in the lecture
Yes
35
61.40
No
22
38.59
e. Orientation on Actual Coop Policies
53
93.00
Methods of delivery
Lecture
45
78.95
Discussion
28
49.12
Question and Answer
32
56.14
Hours of Delivery
Less than two hours
25
43.86
Two hours or more
4
7.02
No definite time
32
56.14
Use of modules in the lecture
Yes
38
66.67
No
19
33.33
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
23
claimed that they do not have cooperative modules as guide in teaching cooperative
philosophy and objectives of cooperatives, 23 or 40.35% for principles and practices, 22
or 38.59% on duties and responsibilities, and 33.33 percents on orientation or actual
cooperative policies and programs.
Some EDCOM members do not have complete set of modules for the subjects
being taught for PMES.
Subjects Taught in the Continuing Education
and Practices in Teaching
The subjects taught for the continuing education of members were the following:
cooperative operation and management, orientation on the cooperative by-laws and
articles of cooperation, parliamentary procedure, cooperative movement and
development, ownership and value formation, and interpreting annual reports. Except for
parliamentary procedure, majority claimed they taught these subjects for the continuing
education members (Table 7).
Method of delivery. Table 7 shows that lecture and discussion methods was
practiced by majority in teaching the all the subjects. Off the 57 respondents, 45 used
lecture and 28 used discussion in teaching cooperative operation and management; 44
used lecture and 36 used discussion on the orientation on cooperative by-laws and articles
of cooperation. Majority (56%) used the question and answer in parliamentary procedure
and only 18% used the lecture method and 44% used discussion. For the cooperative
movement and development 77% and 35% for lecture and discussion, respectively. For
ownership and values formation, 72% and 51% used lecture and discussion, respectively.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
24
Table 7. Subjects taught in the continuing education for members and practices in
teaching the subject matter
SUBJECTS AND PRACTICES
FREQUENCY
PERCENT
( F )
( % )
a. Coop Operation and Management
45
79.00
Methods of delivery
Lecture
42
73.68
Discussion
28
49.12
Hours of Delivery
Less than two hours
41
71.93
Two hours or more
3
5.26
No definite time
13
22.81
Use of modules in the lecture
Yes
42
73.68
No
15
26.32
b. Orientation on Coop-By-Laws and Articles
46
81.00
of Cooperation
Methods of delivery
Lecture
44
77.19
Discussion
36
63.16
Hours of Delivery
Less than two hours
42
73.68
Two hours or more
5
8.77
No definite time
10
17.54
Use of modules in the lecture
Yes
43
75.44
No
14
24.56
c. Parliamentary Procedures
25
44.00
Methods of delivery
Lecture
10
17.54
Discussion
25
43.86
Question and Answer
32
56.00
Hours of Delivery
Less than two hours
35
61.40
Two hours or more
2
3.51
No definite time
20
35.09
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
25
Table 7. continued …
SUBJECTS AND PRACTICES
FREQUENCY
PERCENT
( F )
( % )
Use of modules in the lecture
Yes
9
15.79
No
48
84.21
d. Coop Movement and Development
51
89
Methods of delivery
Lecture
44
77.19
Discussion
20
35.09
Hours of Delivery
Less than two hours
43
75.44
Two hours or more
4
7.02
No definite time
10
17.54
Use of modules in the lecture
Yes
28
49.12
No
29
50.88
e. Ownership and Values Formation
35
61.00
Methods of delivery
Lecture
41
71.93
Discussion
29
50.88
Hours of Delivery
Less than two hours
32
56.14
Two hours or more
1
1.75
No definite time
24
42.11
Use of modules in the lecture
Yes
29
50.88
No
28
49.12
f. Interpreting Annual Reports
43
75
Methods of delivery
Lecture
33
57.89
Discussion
26
45.61
Hours of Delivery
Less than two hours
32
56.14
Two hours or more
5
8.77
No definite time
20
35.09
Use of modules in the lecture
Yes
32
56.14
No
25
43.86
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
26
For the interpretation of annual reports, 58% applied the lecture method while 46%
discussion method.
Hours of delivery. The cooperative orientation and management was taught for
less than two hours by 72%, no definite time by 23% and very few (5%) handled it for
more than two hours. The orientation on cooperative by-laws and articles of cooperation
was handled for less than hours by 74%, more than two hours by 9%, and no definite
time by 18%. The parliamentary procedure was taught for less than two hours by 61%,
more than two hours by only 4%, and no definite time for 35%. The cooperative
movement and development was taught for less than two hours by 75%, more than two
hours by 7%, and no definite time by 18%. In the teaching of ownership and values
formation, 56% handled it for less than two hours, 2% for more than two hours, and 42%
no definite time. Fifty six percent taught the interpretation of annual reports for less than
two hours, 9% for more than two hours, and 35% with no definite time.
Use of modules. Majority of the respondents said they used modules as guide in
the teaching the subjects on cooperative orientation and management, orientation on
cooperative by-laws and articles of cooperation, and interpreting annual reports. For the
other subjects, specially parliamentary procedure, majority did not use module.
Implementations of Cooperative Education Programs
And Practices Taken up From Other
Education Programs
Table 8 shows the rating of the respondents on the implementation of the different
education programs taken outside the cooperative. These education programs were on:
PMES, Credit Management, Bookkeeping and Accounting, Duties and Responsibilities
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
27
Table 8. Extent of implementation of cooperative education programs and practices taken
up from other education programs
EXTENT OF IMPLEMENTATION
TRAINING SUBJECTS
VS S
G F
P
WF WA
R
D
(5) (4) (3) (2) (1)
PMES
17 22 15 19 11 234 4.11
1
S
Credit Management
1
14 16 7
12 135 2.37
4
F
Bookkeeping and Accounting
5
8
15 7
12 151 2.65
2
G
Duties and Responsibilities
1
14 16 13 10 144 2.53
3
G
Leadership Training
7
13 9
2
20 119 2.09
5
F
Interpreting Annual Report
4
9
13 15 22 117 2.05
6
F
Educational Tours
1
9
8
4
25 97
1.70
7
F
GENERAL WEIGHTED AVE.
5
3
9
4
25
2.50
G
Legend: Very Satisfactory (VS) = 4.50 – 5.00 WF = weighted frequency
Satisfactory (S )
= 3.50 – 4.49 WA = weighted average
Good ( G )
= 2.50 – 3.49 R = rank
Fair ( F )
= 1.50 – 2.49 D = qualitative description
Poor ( P )
= 1.00 – 1.49
of Members and Officers, Leadership Training, Interpreting Annual Report, and
Educational Tours or Field Trips.
Table 8 shows that with a scale of 1 to 5 with 1 as poor and 5 as very satisfactory,
the general weighted average was 2.50 which is interpreted as good. Specifically, the
table shows that PMES seem to be the only education program with a satisfactory rating
(4.11) among the other education programs taken outside the cooperative. In descending
order, two education programs were rated good, these were bookkeeping and accounting
( 2.65) and duties and responsibilities of members and officers (2.53). The other four
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
28
education programs were rated fair: credit management (2.37), leadership training
(2.09), interpreting annual report ( 2.05), and educational tours (1.70).
This finding implies that the knowledge learned from these education programs
were less implemented by the cooperatives, as perceived by the education committee.
Educational tours was the least implemented because it is costly and most of these
cooperatives were small with very little financial capacity to bring their members to other
successful cooperatives. Interpreting annual report was also seen as one of the least
implemented because this area is the concern of the manager or the bookkeeper, at least
in the cases of these cooperatives, thus it was perceived by the education committee as
fairly implemented.
Problems Encountered and Degree of Seriousness
The members of the Education Committee identified some problems hampered
the implementation of their programs. They vary in their degree of seriousness. Table 9
presents the degree of seriousness of educational problems encountered by the Education
Committee.
There were four problems identified and three were rated as serious while one
was not serious. The problems that were considered serious by the respondents were: lack
of budget for trainings as indicated by the weighed average of 2.59; lack of human
resource seminars for the development of officers and staff with a weighed average of
2.54; and 2.51 for lack of properly trained cooperative educators. The possible reason
why these are serious problems is because there is no continuous trainings and seminars
for officers and members of the Education Committee.
Education Committee Training Programs and Practices
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29
Table 9. Degree of seriousness of the educational problems encountered by the EDCOM
members
PROBLEMS
DEGREE OF SERIOUSNESS
VS S
NS NA WF WA
D
(4) (3) (2)
(1 )
1. Lack of facilities for training
7
18
21
11
135 2.37 NS
2. Lack of HR seminars for the
8
22
20
7
145 2.54
S
officers and staff
3. Lack of properly trained Coop
6
28
12
11
143 2.51
S
educators
4. Lack of budget for trainings
10 21
19
7
148 2.59
S
GENERAL WEIGHTED AVERAGE
2.50
S
Legend: Very Serious =
3.50 – 4.00
Serious
=
2.50 – 3.49
Not Serious =
1.50 – 2.49
Not Applicable =
1.00- 1.49
The fourth problem is lack of facilities for trainings. However, this problem was
considered not serious as indicated by the weighed average 2.37. As a whole, the general
weighed average of the problem was 2.50 which is considered serious.
This finding supports or agree with Torres’ (1984) stating that financing is the most acute
problem of cooperatives. Both studies agree that the educational problems among
cooperatives are funds or budget, shortage of resources, lack of training materials
facilities and inadequately trained manpower.
Problems on Lack of Training Facilities
Table 10 presents the specific problems related to training facilities. Lack
of training manuals is found to be the number one problem of the respondents with 32 or
56.14 percent. This is followed by 26 or 45.61 percent, lack of visual aids; 21 or 36.84.
Education Committee Training Programs and Practices
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30
Table 10. Specific problems related to training facilities
SPECIFIC PROBLEMS
FREQUENCY PERCENTAGE RANK
( F)
( % )
Lack of Visual Aids
26
45.61
2
Lack of Training hall/space
19
33.33
4
Lack of sound system
21
36.84
3
Lack of training Manual
32
56.14
1
Lack of blackboard/writing board
13
22.81
5
percent, lack of sound system; 19 or 33.33 percent, lack of training hall/space; and 13 or
22.81 percent lack of blackboard or writing boards.
These finding shows that the cooperatives have no modules for references. Based
on observation, some of the facilities of the cooperatives just like the sound system were
owned by the barangay. The cooperatives barrowed it whenever there are seminars,
trainings and occasional affairs. It was found out that some cooperatives do not own the
educational facilities they are using like training halls, writing boards and others
Problems Related to Human Resource Trainings
Table 11 shows the specific problems related to human resource trainings. The
data shows that the number one problem is the lack of training for the education
Committee with 35 or 61.40 percent; followed by 25 or 43.86 percent, lack of training for
Credit Committee; 23 or 40.35 percent, lack of training for Credit and Inventory; 22 or
38.60 percent, lack of training for the BOD; 20 or 35.00 percent for lack of training for
the manager and lastly 19 or 33.33 percent, lack of training for the bookkeeper.
Education Committee Training Programs and Practices
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Table 11. Specific problems related to human resource training
SPECIFIC PROBLEMS
FREQUENCY PERCENTAGE RANK
( F)
( % )
Lack of training for the manager
20
35.09
5
Lack of training for the bookkeeper
19
33.33
6
Lack of training for the BOD
22
38.60
4
Lack of trainings fro Audit & Inventory
23
40.35
3
Lack of training for the credit Committee
25
43.86
2
Lack of training for the EDCOM
35
61.40
1
The finding suggests that all officers and staffs should have further trainings. The
cooperatives need well trained officers that will lead to successful organization.
Problems Related to Lack of Properly Trained EDCOM
Majority of the respondents (71.93%) identified lack of training among educators
followed by non-mastery of the subject matter (31.58%) and the least is trainers with
limited ideas (17.54%) as shown in Table 12. Few of them viewed the second and the
third as problems because they are related to the first one. If only the problem of lack of
training among educators would be addressed then the other two could also be addressed.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
32
Table 12. Specific problems related to lack of properly trained educators
SPECIFIC PROBLEMS
FREQUENCY PERCENTAGE RANK
( F)
( % )
Non mastery of subject matter
18
31.58
2
Needs further training
41
71.93
1
Not updated/limited coop views
10
17.54
3
Problems Related to Lack of Budget
Table 13 shows the status of the Cooperative Education Funds among
cooperatives in Atok, Benguet with respect to their problem on lack of funds for
training/s as perceived by the EDCOM.
The data revealed that 45 or 78.95% mentioned their cooperative allocate funds
for CEFF while 12 or 21.05% said otherwise. As required by the Cooperative Code of
the Philippines, the cooperative should allocate at most, 10% of its net surplus for
Cooperative Education and Training Fund (CETF). Half of the fund is to be remitted to
the Apex organization which could be a union or a federation where the primary
cooperative is affiliated. The other half is to be used defray all education related
programs of the cooperative. The cooperatives should know that one purpose of
secondary cooperatives is to encourage and assist its member cooperative in educational
and advisory work related matters.
With regard to charging of fees during cooperative training, 38 or 66. 67 percent
of the respondents claimed they were not charging seminars fees to participants while 19
or 33.33 percent were charging seminar fees. Those that did not charge fees did not
Education Committee Training Programs and Practices
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33
Table 13. Comparisons of the responses of respondents on some issues on education
funds with respect to lack of budget
ISSUES/PARTICULARS
RESPONSES
Yes
No
F
%
F
%
Is there a regular allocation to CETF from the net
surplus ?
45
78.95
12
21.05
Do you Charge seminar fees?
19
33.33
38
66.67
Are you considering outside finance to carry on your
training?
32
56.14
25
43.86
Is CETF local enough to sustain your education
Seminars?
25
43.86
32
56.14
Has your Coop been participating in either province/
regional/national Cooperative Consultations/
celebrations/affairs?
24
42.11
33
57.89
Where you able to handle the financial needs of at least
your representatives in said affairs?
28
49.12
29
50.88
actually conduct trainings except the PMES while those that charged fees were the more
established cooperatives with active education Committee members.
For the issue of securing funds from outside sources to carry on with their training
programs, 32 or 56.14 percent for yes and 25 or 43.86 percent no. This finding shows
that some cooperatives with limited CETF secured outside funding, like solicitations
from politicians, government agencies, and non-government organizations inorder to
educate their members.
There were 32 or 56.14 percent who stated that their CETF is not enough to
sustain their education seminars and 25 or 43.86 percent replied yes, their CETF is
Education Committee Training Programs and Practices
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34
enough. It revealed that some cooperatives still could not afford to fund their trainings,
thus some of them asked financial help from outside.
For educational participation with other cooperatives which is probably provincial
wide, region-wide, and nationwide in scope, 24 or 42.11 percent had participated in said
celebration while 33 or 57. 89 percent did not participate. Those who are affiliated with
either union or federation were the ones participating in their cooperative affairs.
In the inter-cooperative education affairs, 28 or 49.12 percent said they were able
to handle the financial needs of their representative and 20 or 50.88 percent said their
cooperative could not afford to support the financial needs of their representatives.
Education Committee Training Programs and Practices
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This was conducted purposely to evaluate the cooperative education status of the
various cooperative in the Municipality of Atok, Benguet as well as the committee on
education for the year 2008. The study looked into education programs and practices and
its extent of implementation with regards to practices and programs adopted in the
training of new members, educational practices applied in membership campaigns,
subjects taught in the continuing education of members and training subjects taken up in
other educational programs. It also looked into the problems and the degree of
seriousness encountered by the EDCOM with respect to facilities needed during
seminars, personal development, capabilities of cooperative education committee with
respect to facilities needed during seminars, personal development, capabilities of
cooperative education committee in education of members and the budget.
The members of the Education Committee of the different cooperatives were the
respondents. The data were gathered with the use of a survey questionnaire and through
informal interview.
The result showed that majority was females and that the EDCOM officers were
college graduates.
The extent of implementation of cooperative education programs and practices by
the operating cooperatives with respect to educational practices applied in membership
campaigns are good while satisfactory in practices and programs adopted in the training
of new members commonly referred to as PMES. Subjects taught I the continuing
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
36
education of members are good some to training subjects taken up in other educational
programs.
The problems encountered by the cooperative education committee are lack of
budget for trainings, lack of human resource seminars for the development of officers and
staff, and lack of properly trained cooperative educators were rated serious. Lack of
facilities for training was considered not serious.
Conclusions
Based on the results of the study the following conclusions were drawn:
1. Majority of the members of the Education Committee are below 40 years old,
female who are mostly college graduates.
2. The number one practice in membership campaigns among the cooperatives is
individual to individual campaign.
3. The conduct of PMES to new and incoming members were done on an irregular
basis and usually conducted for less than a day and resource persons usually render their
services for free due to lack of budget of the cooperative.
4. A continuing education program for all staffs, officers and members is conducted
by most of the cooperatives but on an irregular basis.
5. Most of the cooperatives lack properly trained educators and they have limited
budget for cooperative education, thus this lead to irregular conduct of trainings and
seminars, including the PMES.
6. Although majority of the cooperatives allocate for CETF from their net surplus,
they still have problem on lack of budget for education program.
Education Committee Training Programs and Practices
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37
7. Lastly there are very few cooperatives in Atok that have systematized and
integrated training programs.
Recommendations
Based on the conclusions drawn of the study, the following are recommended:
1. The Pre-membership Education Seminar is a basic cooperative education that
every members of the cooperative should undergo in order to be an effective member.
The cooperatives should conduct regular PMES and it should not be for less than a day so
that more topics could be taken up during the seminar. Young coop members should be
given opportunity to be elected in the education committee, through this they will be
trained and because they are still young they are more active and full of bright of ideas.
For as long as the young ones are devoted in serving the cooperative.
2. Education is a lifetime, it should be continuous. The cooperative should come up
with a regular program for continuing education of members, officers and the
management staff. The foremost to be educated are the members of the EDCOM. A
budget should also be allotted for this purpose. If the cooperative cannot provide from its
CETF allocation, then the Education Committee must plan and look for alternative
sources.
3. The cooperatives should try to procure their own training facilities, if possible, so
as not to depend on the facilities of the barangay.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
38
LITERATURE CITED
COOPERATIVE DEVELOPMENT AUTHORITY, 1992. Cooperative Code of the
Philippines and Related Laws. Quezon City: APO Production Unit Inc. P.1
COOPERATIVE DEVELOPMENT AUTHORITY, 2007.Annual Report. Regional
Office. Magsaysay Avenue, Baguio City
COOPERATIVE DEVELOPMENT AUTHORITY, 2007. Annual Report. Extension
Office, Provincial Capitol, La Trinidad, Benguet.
COOPERATIVE ENTREPRENEURSHIP FOR RURAL DEVELOPMENT, 1944
Trainers Manual; Pre-membership Education Seminar. ABB1 Print Hauz, P.48
ILO-NATCOM, 1987. Trainers Manual; Credit Union Organization and Management.
Vienna, Austria. Topic 7. S.2
ILO-MOAF, 1984. Cooperative Training Policy and Standards in the Philippines. UP Los
Banos, Laguna.
MANODON, M.B. 1996. Factors Attributable in Managing Land Bank Financial
Assistance to Cooperative in the Province of Benguet. Unpublished Research. Los
Banos, Laguna.
PAGDANGANAN, R. 1999. A Call for Cooperative Revolution. Quezon City.
PFCCO, 1989. Ang Payong. Vol. IX, No. IV.
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
39
APPENDIX A
Letter to the Respondents
Benguet State University
College of Agriculture
DEPARTMENT OF AGRICULTURAL ECONOMICS AND
AGRIBUSINESS MANAGEMENT
La Trinidad, Benguet
Sir/Madam:
Greetings!
The undersigned is working on her thesis entitled “Education Committee Training
Programs and Practices of Cooperative in Atok, Benguet”. This research aims to evaluate
the status of cooperative education among operating cooperatives in Atok and come up
with suggestions or recommendations for their improvement.
In this connection, the researcher humbly requests you to answer the attached
questionnaire as objectively as you can. Be assured that your responses be treated with
utmost confidentiality.
Your favorable action and kind consideration will be highly appreciated. Thank
you very much and more power.
Very truly yours,
SINLYN J. JUAN
Researcher
Noted by:
EVANGELINE B. CUNGIHAN
Adviser
Education Committee Training Programs and Practices
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APPENDIX B
Survey Questionnaire
I.
General Information
1. Name:__________________________(optional)
2. Name of Cooperative: ____________________________________________
3. Cooperative Affiliations: __________________________________________
Note: Please put a check mark (/) on the space provided for your corresponding
answer.
Age: 60 years old and above
( )
50-59 years old
( )
40-49 years old
( )
30-39 years old
( )
29 years old and below
( )
Gender:
Male ( )
Female ( )
Educational Attainment:
Post Graduate:
Doctoral Degree
( )
Masteral Degree
( )
College Graduate
( )
High School Graduate
( )
Elementary Graduate
( )
Others:(please specify)____________________________________
Education Committee Training Programs and Practices
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41
II.
Stated below are some of the types of Education Seminars Programmed and
Practiced by the Education Committee with respect to membership campaigns,
education of new members, and continuing education and training of old
members including the staff and officers.
Please check where applicable the implemented programs and their extent of
implementation;
5 – very satisfactory
4 – satisfactory
3 – good
2 – fair
1 – fair
A.
Membership Campaign
5
4
3
2
1
1. Distribution of Cooperative brochures. ( )
( ) ( ) ( ) ( )
2. Informal oral campaigns to friend during ( ) ( )
( )
( )
( )
private or public gatherings.
3. Posting of notices for membership
( )
( )
( )
( )
( )
campaigns in visible places
4. Member to member campaigns
( )
( )
( )
( )
( )
5. Others:__________________________ ( ) ( )
( )
( )
( )
Remarks: ___________________________________________________
___________________________________________________________.
B.
Seminar to new members and old members
5 4
3
2
1
1. Imposition of programs, policies or notices ( ) ( )
( )
( )
( )
for PMES
Education Committee Training Programs and Practices
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These are informed through:
( ) brochures
( ) information dissemination during lecture
( ) posting on billboards
( ) radio
( ) others ____________________________________ please specify
2. Conduct of PMES to new members
( ) ( )
( )
( )
( )
2a. Length of time per session
( ) three days
( ) two days
( ) one day
( ) less than one day ( ) others ________________ please specify
2b. Origin of trainers
( ) coop members
( ) outsiders
( ) mixed (outsider & insider
( ) purely EDCOM ( ) others _________________ please specify
2c. Is there honoraria / compensation of trainers
( ) yes
( ) no
( ) sometimes
2d. Others, please specify: ____________________________________
3. Subjects taught in PMES
( ) 3a. Philosophy of cooperatives
Methods of delivery: ( ) lecture
( ) discussion
( ) others, please specify:_____________________
Hours of delivery
( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
Education Committee Training Programs and Practices
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43
( ) 3b. Objectives of the cooperative
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 3c. Duties and Responsibilities
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 3d. Principles and Practices
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 3e. Orientation on actual coop policies, practices, and programs
Methods of delivery ( ) lecture
( ) discussion
Education Committee Training Programs and Practices
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44
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
4. Subjects taught in continuing education ( )
( )
( )
( )
( )
( ) 4a. Cooperative operation/management
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4b. Orientation on coop by-laws and articles of cooperation
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4c. Parliamentary procedures
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
45
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4d. Cooperative movement and development
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4e. Ownership and values formation seminar
Methods of delivery
( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Does the coop have modules for the subjects?
( ) yes
( ) no
( ) 4f. Interpreting manual reports
Methods of delivery ( ) lecture
( ) discussion
( ) others, please specify: ____________________
Hours of delivery ( ) less than two hours
( ) two hours or more
( ) depends
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
46
Does the coop have modules for the subjects?
( ) yes
( ) no
Remarks: ___________________________________________________
___________________________________________________________
5. Please check the enumerated education programs of your coop (if you have)
and the degree of the implementation.
5
4
3
2
1
( ) Pre-membership education seminar
( ) ( )
( )
( )
( )
( ) Bookkeeping and accounting
( )
( )
( )
( )
( )
( ) Credit management
( )
( )
( )
( )
( )
( ) Leadership training
( ) ( )
( )
( )
( )
( ) Interpreting annual reports
( )
( )
( )
( )
( )
( ) Educational tours
( )
( )
( )
( )
( )
( ) others, please specify: ____________________________________________
6. Information dissemination of new coop policies during general/special
assemblies.
( )
( )
( )
( )
( )
III.
The following are some of the problems encountered by the EDCOM members in
relation to their function. These concerns the problems on facilities, personnel
development, capabilities of the cooperative education specialists, and budget.
Kindly check the problems and their degree of seriousness, where;
4 – VS (very serious)
3 – S (serious)
2 – NS (not serious)
1 – NA (not applicable)
Education Committee Training Programs and Practices
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47
VS
S
NS
NA
1. Lack of facilities needed during seminars
( )
( )
( )
( )
( ) 1a. Lack of visual aids
( ) 1b. Lack of training hall/space
( ) 1c. lack of sound system
( ) 1d. Lack of training manuals on the
subject matter
( ) 1e. lack of blackboard/writing board
( ) 1f. others, please specify; _______________________________________
2. Lack of human resource seminars for the improvement of officials and staff as
perceived by the EDCOM
( )
( )
( )
( )
( ) 2a. Lack of training for the manager
( ) 2b. Lack of training for the EDCOM
( ) 2c. Lack of training for the bookkeeper
( ) 2d. Lack of training for the credit committee
( ) 2e. Lack of training for the audit & inventory committee
( ) 2f. Lack of training for the board of directors
3. Lack of properly trained cooperative educators ( )
( )
( )
( )
( ) 3a. Boring Speakers
( ) 3b. Non-mastery of the subject matter
( ) 3c. Needs further training
( ) 3d. Not updated/ limited cooperative views
( ) 3e. Speakers can not establish contact with the participants
4. Lack of budget for trainings and seminars
( )
( )
( )
( )
( ) 4a. Is management allotting what is due to CETF?
( ) yes
( ) no
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
48
( ) 4b. Is the CETF enough to sustain your education seminar?
( ) yes
( ) no
( ) 4c. Do you charge seminar fees?
( ) yes
( ) no
( ) 4d. Cooperative are supposed to be self-reliant, but under the
circumstances have you considered outside assistance to finance your
seminar?
( ) yes
( ) no
( ) 4e. has your coop been participating in city/regional/national for a affairs
or celebration? ( ) yes
( ) no
( ) 4f. were you able to afford the financial needs of at least your
representative/s? ( ) yes
( ) no
Education Committee Training Programs and Practices
of Cooperatives in Atok, Benguet / Sinlyn J. Juan. 2009
Document Outline
- Education Committee Training Programs andPractices of Cooperatives in Atok, Benguet
- BIBLIOGRPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCISSION
- LITERATURE CITED
- APPENDIX