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FACILITATORS GUIDE
Basic Co-op Education Series
(with Accompanying Video Presentations)

Produced by the:
CO-OP EDUCATION FORUM

Table of Contents
Introduction . 2
Module 1: Origin of Co-operatives .. 4
Module 2: What is a Co-operative? ...................................................................................... 10
Module 3: Co-operative Values . 19
Module 4: Co-operative Principles .. 27
Module 5: Me and My Co-operative .. 30
Tips in Organizing the Basic Co-op Orientation Seminar .. 34
About the Co-op Education Forum .. 38

Introduction
This Facilitators Guide is the companion material to the five (5) videos on Basic Co-op
Orientation produced by the Co-op Education Forum. The videos are part of a series of co-op
education materials, entitled Lets Co-operate, which aims (1) to promote a common
understanding of the fundamentals of co-operatives among co-op members, officers and
management staff; and (2) assist co-operatives of all types in conducting education program for
members and the public.
This Guide should, therefore, be used in conjunction with the videos containing five basic co-op
orientation lessons namely:
Module 1: Origin of Co-operatives
Module 2: What Is A Co-operative?
Module 3: Co-op Values
Module 4: Co-op Principles
Module 5: Me & My Co-operative

The five (5) modules can be used separately by the co-operative depending on its target
audience. It is recommended, however, that in conducting a Pre-Membership Education
Seminar (PMES) the five (5) modules should be used altogether to achieve maximum results.
Target Group
This Guide is written with prospective members in mind or for persons who have shown interest
to become members of an existing co-operative, or who intend to organize and register their
own. Even existing co-op members who need to undergo re-orientation on the fundamentals
of co-operatives could be the target group. They would generally have reached high school
education. It is also written for adult learners, who have to go through the demands of daily
living and therefore may have to exert extra effort to attend learning sessions. Hence, each
module is designed for a maximum duration of one hour. At the same time, it is activityoriented in order to enhance opportunities for adult learning. The ideal group size for each
learning event is 25 to 30 participants.
Guide for Facilitators
The facilitators/trainers are members of the co-operative themselves either knowledgeable
Board members, or articulate members of the Education and Training Committee, or both, who
are supposed to conduct the training with the aid of the video presentations.
Each lesson is written with clear instructions for facilitators to follow. However, it is important
to point out that these instructions are merely a guide. Depending on individual experiences,
facilitators can make use of this guide in different ways:

1. They can follow the logical structure of the lesson plan. If time is limited, they can
shorten the process or eliminate some activities. On the other hand, if circumstances
allow for longer duration of the session, they can lengthen the process or add more
activities.
2. They can change some learning activities and use other learning methods and tools they
are comfortable with.
3. Experienced facilitators may even develop their own lesson plan. What is important is to
preserve the objectives of the lesson and employ adult learning methodologies at all
times. Of course, the videos remain central to the learning event.
4. The structure of the lesson plan, the learning methodologies and the tools can also be
changed, if the profile of the participants are different from the one described above.
It has also to be noted that the video presentations are generic in the sense that they
describe the general situation and are meant to be used by all types of co-operatives. It is the
task, therefore, of the facilitator to contextualize the message of the video presentations to
the specific situation of his or her co-operative. This means using actual examples of ones coop e.g. products and services, policies, business practices, etc. when facilitating the sessions.
There is, therefore, flexibility in the use of this Guide. What should be emphasized here only is
that the task of the co-op educator is to facilitate adult learning. At the end of the day, we want
co-op members who do not only understand the co-operative but are also motivated to
become good members. Using adult learning methodologies can best achieve this.
Hence, this Guide also includes some TIPS on facilitating. As well, it has some materials for
further reading to support facilitators with some content.

The Writing Team

Romulo M. Villamin
Lucy G. Furo
Bienvenido P. Nito
Severino I. Medina,Jr.

Facilitators Guide
Module 1: Origin Of Co-Operatives
OBJECTIVES:
At the end of the module, participants will be able to:
a. Explain that, historically, co-operatives were formed by ordinary people to help
themselves and solve basic economic and social problems;
b. Express the belief that the organization (co-op) can respond to his or her familys
needs; and
c. Express further the realization that the success of the co-operative would
depend on his or her contribution and on all members working together.
TIME: One (1) hour
MATERIAL/SUPPLIES:
Computer, LCD projector or big TV screen, (alternatively, acetates & OHP projector), good
sound system, meta cards, black or white board, brown paper.
Video Origin of Co-operatives

Time

Session Guide
Note: This is the first of 5 lessons and should be a good
starting point for clarifying to prospective members their
personal expectations of the co-operative and what it can
do. We should remember that people come to the co-op
because they have economic problems that individually
they cannot solve and, initially, they may have wrong
information or expectations about what the co-op can do.
It is quite normal, for instance, that when a prospective
member of the savings and credit co-operative decides to
join a co-operative, he or she is motivated only by the
need to borrow. The challenge to the co-op educator is to
help him or her transcend this selfish motive to one of

Cue for the Facilitator

collective consciousness i.e. the realization that the

ability of the co-op to respond to his or her familys needs
depends on members themselves, contributing
individually in terms of equity share capital and pooling
them to serve as operating funds and working together
efficiently and effectively to make the co-op business
successful.
The main aim of this lesson, therefore, is to help
prospective members take the first important step to a
new consciousness. If this is achieved, the next modules
should lead them to a better, or even deeper,
understanding of co-operatives.
10 min

Start the session by leading a community prayer or by

asking a participant to lead the prayer.
Do a quick round of introductions by asking each
participant to state only his or her name and occupation.
(It is important that the prospective member is engaged in
gainful occupation or profession. This is because part of
his/her income is going to be paid as equity contribution
to the co-operative and he/she is willing to do so.)
Explain to the participants that this is the first of 5 lessons
that aim to help them understand the nature of a cooperative, what it can do and how members can
contribute to its success. Explain also that the lessons are
structured to maximize their individual participation;
encourage them to participate actively in all the sessions.
In this session, they should ask themselves and answer
the following questions: Is the co-operative the right
organization for me? Can it respond to the needs of my
family? Can I perform what is expected of me as a
member?

It may be useful to
prepare beforehand the
list of 5 lessons written
in a brown paper,
posted where everyone
can see.
These questions can
also be written in a
brown paper and
posted in front for
everyone to see and to
reflect on during the
whole session.

10 min

Ask the participants:

Question # 1: What motivated you to join the co-op?
What are your expectations?

Write the questions in

the board.

If there are only 10 participants, ask each one for their

answers to the above questions. If there are more than
10, ask at least 10 participants for their answers.

Write the answers to

question # 1 legibly on
one side of the board or
place the brown paper
on one side of the
board. This will be used
as reference for the
next activities.

Post their answers, in key phrases or words, in the board

or brown paper. As much as possible, group the same
ideas together.

12 min

Tell the participants that they will now view the video on
the history of co-operatives.
Show the video on Origin Of Co-Operatives.

15 min

Make sure the

computer, the LCD
projector or big TV
screen are ready for the
video showing. It is
important to test the
sound system
beforehand to make
sure that the video
message will be clearly
understood.

After the video showing, ask the participants the

following questions:
Question # 2: How did the idea of co-operatives come to
be? Why?
Allow 2 or 3 participants to explain the answer to the
questions. The answers should include the following
points (point them out if they are not included in the
answers):

Co-ops, as we know them today, originated during

the 1800s when manual labor was replaced by
machines resulting to higher levels of production

These ideas can be

summarized in
Powerpoint slides, or in

(Industrial Revolution). There was much human

suffering because many people were unemployed,
and those who found work had to suffer poor
working conditions because of long hours of work,
low wages and no benefits. Workers were
generally exploited and lived in abject poverty
around factories where living conditions were
deplorable crowded, unsanitary, no running
water, etc. Even women and children were
exploited. Compare this to the slums we have in
urban centers, maybe much worse.
Workers decided that the only way out of their
misery was to work together and create their own
business. They pooled together the little money
they had and started a store where they could buy
basic necessities at lower price and better quality.
They patronized the store to ensure its viability,
and expanded slowly as they gained business
experience. They called this enterprise a cooperative because it depended on the cooperation of all members, who were both owners
and customers of the business. This became the
forerunner of the present-day consumer cooperative.
The success of this first co-op store was replicated
by other workers, and by farmers, fishermen and
other occupational groups who formed their own
co-operatives to supply their own needs. Now cooperatives are found all over the world engaged in
all kinds of businesses, protecting their members
from exploitative practices in the market and
improving their lives in the process.

acetate for OHP

presentation, if
available. If not, you
can prepare the
summary beforehand in
a brown paper.

Question # 3: What important lessons did you learn from

the history of co-operatives?
Allow each participant to give his or her answer. Post the
answers, in key phrases or words, in the board or brown
paper. Do not repeat the same ideas and as much as
possible, group the same ideas together. Write these
ideas beside the answers to Question # 1, which were
earlier written in the board or brown paper. Underline
ideas that relate to the following points and explain that:

The list of answers to

question # 3 should be
put beside the list of
answers to question #
1.

By pooling their limited resources, even the poor

can own and establish their own enterprises called
co-operatives.
To succeed, the co-operative has to cater to the
needs of all members (economic purpose); it has
to be capitalized by members themselves, who are
expected to patronize their own business to make
sure that it succeeds.
The business of the co-operative is the means by
which members satisfy their economic needs, but
its ultimate purpose is to improve the lives of
members and ultimately the community in which
they live (social purpose).

Relate the above discussion to the actual situation of your

own co-op how it started, who started it, what its
economic and social objectives are, its products and
services. Highlight key events in the life of the co-op.

10 min

Conclude the session by asking the participants to focus

their attention on the two lists of ideas (answers to
Questions 1 & 3). Ask the participants:

A handout outlining the

history of your co-op,
highlighting key events,
would be advisable
here so that all
important information
about the co-op will not
be missed. This will also
shorten the discussion
since the participants
can refer to the
handout even after the
session.

Judge from their

answers whether they
have developed a new
consciousness about
Question # 4: Looking at the list of what they expect from
the co-op (question # 1) and the list of what the co-op can the co-op.
do (question # 3):
- Can you say that the co-op is the right
organization that can help you with your needs?
Why?
- Can you commit to working with others &
contributing to the success of the co-op?

As much as possible, give the opportunity to each one to

give their answer or answers to these questions.
3 min

Close the session by announcing the next session what,

when and where. Ask them if they have any suggestions
for improvement on the next sessions.
Close with a prayer.

10

Facilitators Guide
Module 2: What is a Co-operative?
OBJECTIVES:
At the end of the module, the participants will be able to:
a. Identify the most important characteristics of a co-operative;
b. Explain what makes a co-operative unique and different from other forms of
enterprises; and
c. Explain what the co-operative can do for members and their families.
TIME: One (1) hour
MATERIAL/SUPPLIES:
Computer, LCD projector or big TV screen, (alternatively, acetates & OHP projector), good
sound system, meta cards, black or white board, brown paper.
Video What Is A Co-operative?
Time
5 minutes

Session Guide
Two cartolinas will be posted where participants can write their
answers to the following questions as they enter the venue.

Cue for the Trainer or

Facilitator

This introductory
activity should help get
st
1 cartolina: Wish ko lang (what I expect to learn from the expectations and
the seminar)
even apprehensions of
2nd cartolina: Fear factor (what are my apprehensions in the participants.
attending this seminar)

Greet the participants! Start with an opening prayer.

11

3 minutes

Process the answers written by the participants in the cartolinas Write on the board the
by aligning them with the following objectives of this session:
objectives of this
session; or show it
using Powerpoint
Identify the most important characteristics of a copresentation (if facility
operative;
Explain what makes a co-operative distinct and unique
is available) or make
from other forms of business organizations; and
use of brown paper.
Describe what the co-operative can do for me and my
family.

10 minutes

Show the video What is a Co-operative?

Ask the participants to take note, mentally or in writing if they
have pen and paper, of what they learn from the video. The
following questions should guide them:

25 minutes

What struck me most in the video?

Are my personal expectations about the co-op realistic?
Can the co-op meet those expectations?

BUZZ SESSION
Divide the participants into groups of three (3) or four (4).
Based on the video presentation, ask each group to discuss and
prepare short answers to the following questions (write these
questions on the board):

What are the three most important characteristics of a

co-operative?
What makes the co-operative unique and different from
other business enterprises?

Ask the groups to write their answers in the meta cards. After
10 minutes of discussion, ask one member of each group to
report and explain their answers. After they are explained, the
meta cards should be placed in the question they fall under. Ask
the group to clarify their answers if necessary.

Check the computer,

the LCD projector or
big TV screen for the
video showing. It is
important to test the
sound system and
adjust the lights
beforehand to make
sure that the video
message will be clearly
understood.

Allow each group to

select their team
leader and secretary;
distribute pentel pens
and meta cards.

12

Underline, elaborate, or add the following points, if these are

not included in the answers:

People come together in the co-operative because of a

common need. That need or needs are met by the cooperative through the products and services it offers to
members.
Members provide the capital the co-operative needs to
run the business; therefore, members are the real
owners of the co-operative. At the same time, they are
its main customers. For this reason, the success of the
co-operative also depends on how well members
patronize its business.
As owners, members are the supreme authority and
they exercise that authority when they meet in a general
assembly every year, and through the board of directors
and other committees they elect democratically during
the assembly. These elected officers are accountable to
them.
Co-operatives are unique and different from other
businesses because, among other things:
o Members have only one vote regardless of the
amount of capital they have in the co-operative
(one member, one vote).
o Members get back part of what they paid for the
products and services, from the net surplus
realized by the co-operative at the end of the
year. This is called patronage refund, which is
based on the volume of individual transactions of
members.
As an organization of people with a common bond of
interest, the co-operative has also a social purpose
that is, it aims to improve the lives of its members and
their families, and to contribute to the development of
the community and of the country as a whole.
Co-operatives around the world adhere to the same set
of values and principles (these will be explained
separately in the other modules).

Summarize this part of the session by giving the following

These points are best

explained as an
elaboration of the
answers (if they are
mentioned) in the
meta cards posted in
the board.

13

definition of the co-operative:

A Co-operative is an autonomous and duly registered
association of persons, with a common bond of interest,
who have voluntarily joined together to meet their
social, economic and cultural needs and aspirations by
making equitable contributions to the capital required,
patronizing their products and services, and accepting a
fair share of the risks and benefits of the undertaking in
accordance with universally accepted co-operative
principles.
7 minutes

At this point, explain your own co-operative:

- What is its main purpose (vision, mission)
- Who are its members
- What are its products and services
- Its organizational structure
- Officers and key staff
- Other important information

8 minutes

Engage the participants in a general discussion. Ask them:

2 minutes

After learning what the co-operative is and what it can

offer, do you think your personal expectations can be
met by being a member?
Is there anything you originally expected but could not
be met by the co-op?
Are you prepared to contribute your share to the
success of the co-op?

Conclude the session by thanking the participants for their

active participation.
End the session with a thanksgiving prayer.

Prepare this definition

in brown paper
beforehand or in an
acetate or Powerpoint
presentation.

Make available
information about your
co-op e.g. brochure,
pamphlets, other
written information
they can bring with
them.

14

Supplementary Reading 1
Nature and Character of Co-operatives
Co-operatives are both associations of people and business enterprises. They are
distinguished from other organizations by their philosophy, nature, and character. Failure to
appreciate their true nature and character deviates from co-operative principles and ideals and
loses sight of the ultimate objective of the co-operative movement.
1. Co-operatives are service-oriented.
Co-operatives are organized to serve their members by providing goods and services at
reasonable cost. Members contribute the capital of the co-operative so that goods and
services can be appropriately provided through its business activities and not to
maximize the profit or dividends their capital contributions will earn from the business.
Co-operatives, in servicing the members, do not act as charitable organizations.
Members are aware that the benefits come from their contributions, patronage refund,
and mutual efforts to help one another. The motto is Co-operatives are not for profit
and not for charity but for service.
2. Co-operatives are community-oriented.
Co-operatives work for the welfare of their members by integrating themselves into the
life of the community in particular and the nation in general. Co-operatives enhance the
peoples welfare through increased productivity both the members and the
communities where they operate.
3. Co-operatives are people-oriented.
Co-operatives are not merely economic instruments concerned with dividends and
related economic and financial returns. They are the mechanisms of change for total
human development. This means the total development of man as human being in all
the economic, political, cultural, and spiritual aspects. According to G. Fauquet, the goal
of the co-operatives is to make people- people with sense of both individual and joint
responsibility- so that they may rise individually to a full personal life and collectively to
a full social life.
4. Co-operatives are owned, managed, and patronized by members.
Co-operatives are member-owned, member-controlled, and member-used. Ownership
is a very important factor in the success of any co-operative. It is very important that

15

members have full authority to manage and control their co-operative. If a co-operative
starts and operates solely from borrowed capital, it violates the principle of self-help
and loses much of its autonomous character. Co-operatives must depend on the
patronage of their own members and not from non-members. However, in certain cases
a limited patronage by non-members may be allowed mainly for reasons of business
viability and service to the community.
5. Co-operatives are business enterprises.
Co-operatives engage in businesses with social responsibility. They play a meaningful
economic role in the community life by serving and performing as efficiently and
responsively as the other financial and business enterprises. Co-operatives have to
generate surplus to be able to continually improves and expand its services. They have
to be viable, creative, enterprising, and efficient to continually grow and serve the needs
of their members. Increasing patronage cannot be maintained without quality service,
management and performance. The net surplus generated from business operations are
allocated to the members at the end of each year.
6. Co-operatives develop best through self-help and mutual help.
Robert Owen advocated the philosophy of self-help that inspired the Rochadale
Pioneers to organize. He said, If you want something done, do it yourself. The
philosophy has been responsible for the success of many co-operatives all over the
world- and it is the best alternative for the poor in any country to unite and help
themselves out of their depressed condition. This is not to say that they should not be
assisted. But assistance from outside, whether technical or financial, must not stifle
rather stimulate initiative, self-help and self-reliance. The principle of subsidiary also
applies- that before asking or soliciting from the outside, self-determination and selfcapability should be considered.
The role of government and non-government organizations in the development of cooperatives should be assistance and not dominance. They should not in any manner
interfere in the purely internal affairs f the co-operatives, taking care that they preserve
their autonomous and independence and self-help through mutual-help characters. On
the part of the co-operatives being assisted, they should do their part by seeing to it
that the objective of the assistance given is achieved- that they grow stronger rather
than become dependent upon such assistance.
7. Co-operatives serve best when they answer the real and felt needs of the members.

16

How do we expect the members to participate in the activities and to patronize the
business of their co-operative whose services they d not really need or feel they need?
Of what benefit are co-operatives that do not serve the real needs of their members? It
is important therefore that proper approaches and techniques are employed to ensure
that the real needs of the members are identified and recognized before any cooperative is organized. The assisting agency or agencies should make the real need be
felt by the members. The assistance should begin from the organization stage and
sustained through the developmental stage up to the point when the co-operative
begins to operate on a self-sustaining basis.
8. Co-operatives develop best from bottom to top.
Being mass-based organizations, co-operatives develop best from the bottom to the
top. Organizationally, their development should be from the primary level t the
secondary, tertiary, and up to the apex. Geographically, they should develop form the
barangays to the municipal, provincial, city, regional, and national.
The primary co-operatives are the foundation stones of the whole co-operative
structure. Organizing the apex before the base is like building the roof of the house
before its foundations. Sooner or later, in such a case, the roof topples down because
the foundation is weak and unable to support its load.
9. The development of co-operatives is enhanced through a multi-sectoral approach.
Having in mind the specific roles of each sector- the government, non-government, and
the co-operative sector- must play, a multi-sectoral approach can ensure that all aspects
of the development process are considered. This enhances the smooth and continuous
development of the co-operatives. This approach involves the participation of all sectors
from the planning stage to the implementation, evaluation, and monitoring of all
activities. Such approach enhances true people power- enlightened, democratic, and
participative- in all levels, both organizational and geographical.1

Source: Pre-Membership Education, Landbank Co-operative Development Foundation, Inc., pp 22-5

17

Supplementary Reading 2
COMPARISON OF CO-OPERATIVES WITH OTHER TYPES OF BUSINESS ENTERPRISES
Basic Difference

Single
Proprietorship

Partnership

Corporation

Co-operative

1. Number of
Persons
Required for
Formation

Only one person

At least two or
more

At least five
persons (natural
and juridical
persons can be
stockholders at
the same time)

At least 15 persons
(natural persons can be
members only of
primaries; while
juridical persons can be
members of
federations and/or
unions)

2. Grant Juridical
Personality

No separate
juridical
personality from
owner but
business name
should be
registered with
DTI

Mere agreement
of partners can
be a partnership.
However, it is
better if
registered under
the SEC

Must be
registered with
SEC

Must be registered
with CDA

3. Registration
Requirements
for
Documentation

Application form

Contract of
partnership

Articles of
Incorporation,
By-Laws and
Bank Statement

Articles of Cooperation, By-Laws,

Economic Survey,
Bonds and Treasurers
Affidavit

4. Capitalization
Contributions

Only owner
contributes
capital

Partners
contribute cash
or services

Stockholders pay
for amount of
shares they want
to buy

Members contribute
(limited to ten percent
of subscribed capital)

5. Management
Structure

Only one person

decides

Partners make a
collective
decision

Board of
Directors make
final decision

General Assembly has

final decision

18

6. Voting Rights

No voting rights
as it concerns
only one person

Vote
proportional to
interest

Vote
proportional to
interest; proxy
voting allowed

One member, one

vote; no proxy voting in
primary co-ops

7. Liability

Unlimited as to
owner

Unlimited as to
partner except
limited
partnerships

Limited until
authorized
capital

Limited until
subscribed share
capital

8. Taxability

Income tax of
owner

Partners pay tax

as share on
partners

Profits taxable;
stockholders pay
tax on dividends
received

Net surplus
nontaxable, interests
on members deposits
are not subject to tax
(Art. 61, RA 9520)

9. Effect of Death
of Owner,
Partner,
Stockholder or
Member

End of business
operations
unless heirs can
take over
business

Partnership
automatically
dissolves

Corporation
continues; heirs
inherit shares

Co-operative
continues; heirs
become members if
qualified

10. Motive for

Existence

Profit

Profit or service

Profit

Profit and service

____________________
Source: Pre-Membership Education, Landbank Co-operative Development Foundation, Inc., page 26

19

Facilitators Guide
Module 3: Co-operative Values
OBJECTIVES:
At the end of the module, the participants will be able to:
d. Identify the values that are important to the co-operative; and
e. Explain at least 3 co-op values and why they are important.
TIME: One (1) Hour
MATERIAL/SUPPLIES:
Computer, LCD projector or big TV screen, (alternatively, acetates & OHP projector), good
sound system, meta cards, black or white board, brown paper.
Handout ICA Co-operative Identity Statement
Video Co-operative Values
Time
5 minutes

Session Guide

Cue for the Trainer

or Facilitator

Greet the participants! Make a very quick game to

introduce yourself and each participant by stating what
is your sweetest name and what you value most as a
person. Examples: Hi Im Lucy, I care for others. Hello
there! My name is Eden and Im thrifty.

Instruct the group to

form a circle and
introduce
themselves
(counterclockwise).

Participants will be given pieces of paper. They will

enumerate the 5 most important things they value in
life. Then, they will be asked to rank these 5 things (1 as
the most important; 5 as the least important)
5 minutes

Remind that participants that in the last module cooperatives were distinguished from other forms of

Distribute the
handout on the ICA

20

business enterprises. One of their distinguishing

characteristics is their adherence to universally accepted
co-op values and principles. Explain that in this module,
they will focus their attention on co-operative values.
They will:

Co-operative
Identity Statement
(ICIS).

Write on the board

Identify these values (pinapahalagahan ng
the objectives of this
samahang kooperatiba)
session; or show
Explain at least 3 co-op values and why these are them using acetate
or Powerpoint.
important to the success of the co-operative

10 minutes

Play the video on Co-operative Values

Ensure that the

sound system, lights,
Ask the participants to take notes, mentally or by writing CD/LCD, TV monitor
are properly set up
if they have pen and paper, of the insights they will get
beforehand so that
from the video and validate these insights in the
the video message is
succeeding group activities.
properly
understood.

25 minutes

Role Play:
Ask the participants to form themselves into four groups
by choosing their own group members. Inform them
that each group will be assigned one co-op value
mentioned in the video; the group will explain this co-op
value by demonstrating it through a role play. Only the
group knows the co-op value assigned to it and the rest
of the participants will guess what that co-op value is
after the role play.
Assign the following co-op values to each group:
Group 1 Self-help
Group 2 Caring for others
Group 3 Democracy
Group 4 Solidarity

The number of
participants per
group would depend
on the total number
of participants.
Ideally, each group
should have 5
members and
should not be more
than 8.
The participants can
form their own
groups.
Alternatively, you
can group them by
random selection.

21

Give each group at least 10 minutes to prepare a scene

(or tableau) that can best explain the co-op value
assigned to it. When ready, each group will present the
scene for at least 2 minutes.
The rest of the participants will guess the co-op value
explained by the group after each role play.
Engage the participants, for a few minutes, in an open
discussion to process their learning from the role plays
by asking the following questions:

How important are the co-op values to members

as owners of the co-operative?
How can these co-op values make the cooperative really different from other businesses?

10 minutes

Relate the co-op values to actual practice. Explain how

your co-operative exemplifies these values through its
policies and business practices. Give specific examples of
policies and business practices.

5 minutes

Conclude the session by asking some participants to

share their insights about co-op values, or what they
learned from this session. They can relate what they
wrote earlier as the 5 most important things they value
in life to these insights.
In closing, read the Prayer of St. Francis of Assisi.

It would be good if
the co-op manager,
or the chairperson
or any member of
the board would be
present during this
part of the session
to answer questions
of the participants
relating to policies
and business
practices of the coop.

22

Supplementary Reading 1

Statement on the Co-operative Identity

Definition
A co-operative is an 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.
Values
Co-operatives are based on the values of self-help, self-responsibility, democracy, equality,
equity and solidarity. In the tradition of their founders, co-operative members believe in the
ethical values of honesty, openness, social responsibility and caring for others.
Principles
The co-operative principles are guidelines by which co-operatives put their values into practice.
1st Principle: Voluntary and Open Membership
Co-operatives are voluntary organisations, open to all persons able to use their services and willing
to accept the responsibilities of membership, without gender, social, racial, political or religious
discrimination.
2nd Principle: Democratic Member Control
Co-operatives are democratic organisations controlled by their members, who actively participate
in setting their policies and making decisions. Men and women serving as elected representatives
are accountable to the membership. In primary co-operatives members have equal voting rights
(one member, one vote) and co-operatives at other levels are also organised in a democratic
manner.

23

3rd Principle: Member Economic Participation

Members contribute equitably to, and democratically control, the capital of their co-operative. At
least part of that capital is usually the common property of the co-operative. Members usually
receive limited compensation, if any, on capital subscribed as a condition of membership.
Members allocate surpluses for any or all of the following purposes: developing their co-operative,
possibly by setting up reserves, part of which at least would be indivisible; benefiting members in
proportion to their transactions with the co-operative; and supporting other activities approved by
the membership.
4th Principle: Autonomy and Independence
Co-operatives are autonomous, self-help organisations controlled by their members. If they enter
to agreements with other organisations, including governments, or raise capital from external
sources, they do so on terms that ensure democratic control by their members and maintain their
co-operative autonomy.
5th Principle: Education, Training and Information
Co-operatives provide education and training for their members, elected representatives,
managers, and employees so they can contribute effectively to the development of their cooperatives. They inform the general public - particularly young people and opinion leaders - about
the nature and benefits of co-operation.
6th Principle: Co-operation among Co-operatives
Co-operatives serve their members most effectively and strengthen the co-operative movement
by working together through local, national, regional and international structures.
7th Principle: Concern for Community
Co-operatives work for the sustainable development of their communities through policies
approved by their members.

24

Supplementary Reading 2
Co-operative Values
Traditionally, the cooperative movement has had deep ties to the world's wide array of
religions and ideologies. It has continuously explored its own belief system and attempted to
identify those personal ethics and social ideas, if any, that are shared by cooperators and
motivate our future actions. The 1995 Statement articulates the best in our belief system, the
ideals of personal and social conduct to which we aspire. In its background paper on the
Statement of Identity, the ICA explains, "Any discussion of values within cooperatives must
inevitably involve deeply-felt concerns about appropriate ethical behavior. Achieving a
consensus on the essential cooperative values [within a rich array of belief systems among ICA
members] is a complex but rewarding task."
Basic cooperative values are general norms that cooperators, cooperative leaders and
cooperative staff should share, and which should determine their way of thinking and acting.
They are our statement of what we think is the right thing to do. Based on a book written by
Sven Ake Book for the 1992 ICA conference, Cooperative Values in a Changing World, the
discussion assumes every generation recreates and refines its basic values so that they are
inspirational to contemporary society. It is in our statement of values that we engage the
hearts, conscience and loyalty of cooperative members. The first sentence of the values
statement addresses our convictions about how to achieve a better society and what form that
society should take. The values include:
Self-help:

People have the will and the capability to improve

their destiny peacefully through joint action which
can be more powerful than individual effort,
particularly through collective action in the market.

Democracy:

Members have the right to participate, to be

informed, to be heard and to be involved in making
decisions. Members are the source of all authority in
the cooperative. "The basic unit of the cooperative is
the member....This basis in human personality is one
of the main features distinguishing a cooperative
from firms controlled primarily in the interests of
capital." (ICA Background Paper)

Equality:

Equal rights and opportunities for people to

participate democratically will improve the use of
society's resources and foster mutuality,
understanding and solidarity.

25

Equity:

Fair distribution of income and power in society and

its economic life should be based on labor, not
ownership of capital. Within the cooperative,
rewards for active membership in the cooperative
will be distributed equitably, be it through patronage
dividends, allocations to capital reserves, increases in
services or reduction in charges.

Solidarity:

Cooperatives are based on the assumption that there

is strength in mutual self-help and that the
cooperative has a collective responsibility for the
well-being of its members. Further, individual
cooperatives strive to create a united cooperative
movement by working with other cooperatives to
improve collective well-being.

The values statement also articulates values of personal and ethical behavior that cooperators
actualize in their enterprises. They describe the kind ofpeople we strive to be and the traits we
hope to encourage - honesty, openness, social responsibility and caring for others -- through
cooperation.
From the earliest days of the Rochdale Pioneers, cooperatives have emphasized the importance
of honest dealings in the marketplace: accurate measurements, reliable quality and fair prices.
Members have insisted that their enterprises have honest dealings with them. This in turn has
led to honest dealings with non-members and a unique level of openness throughout the
organization. And many cooperatives have manifested the values of social responsibility and
caring for others, reflecting concern for the health and well-being of individuals within
communities and a commitment to help them help themselves.
Ann Hoyt
Cooperative Principles Updated
University of Wisconsin Center for Cooperatives

26

PRAYER OF ST. FRANCIS OF ASSISI

Lord, make me an instrument of your peace:

where there is hatred, let me show love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
where there is sadness, joy.

O Divine Master, grant that I may not

so much seek to be consoled as to console;
to be understood as to understand;
to be loved as to love.
For it is in giving that we receive;
it is in pardoning that we are pardoned;
and it is in dying that we are born to eternal live.

Amen.

27

Facilitators Guide
Module 4: Co-operative Principles
OBJECTIVES:
At the end of the module, the participants will be able to:
f. Identify the principles adhered to by co-operatives;
g. Explain at least 3 co-op principles and why these principles are important; and
h. Describe how these principles are put into practice in the co-operative.
TIME: One (1) Hour
MATERIAL/SUPPLIES:
Computer, LCD projector or big TV screen, (alternatively, acetates & OHP projector), good
sound system, meta cards, black or white board, brown paper.
Video Co-operative Principles

Time

Session Guide

Cue for the Trainer or

Facilitator

5 minutes

Greet the participants! Start with an invocation. Ask each one

to introduce oneself by stating his or her nickname and stating
what his or her motto in life is. Example: Hi. Im Bien and my
motto in life is always count your blessings.

The setting for this

introductory activity
should be informal, like
the participants
forming a circle while
introducing
themselves.

5 minutes

Explain that in the previous session, a handout on the ICA Cooperative Identity Statement was distributed. The Statement
included the 7 Co-operative Principles followed by all cooperatives around the world. These principles were first
enunciated by the Rochdale Pioneers in 1844, then updated by
the International Co-operative Alliance (ICA) in 1937, in 1966,

Make sure the

participants have a
copy of the ICA Cooperative Identity
Statement.

28

and finally in 1995. ICA is the international body representing

co-operatives around the world. Co-operatives have to adhere
to these principles to be called real co-operatives.

10 minutes

In this module, the participants will be able to:

- Explain why these co-op principles are important to
members and to the co-operative.
- Describe how these principles are put into practice by
the co-operative in its day-to-day business.

Write on the board the

objectives of this
session; or show them
using Powerpoint or
acetate.

Play the video on Co-operative Principles.

Check the computer,

the LCD projector or
big TV screen, and the
sound system to
ensure these are ready
for the video showing.

Ask the participants to take notes, mentally or by writing if they

have pen and paper, of the insights they will get from the video
and validate these insights in the succeeding group activities.

30 minutes

Group Activity:
After the video showing, form the participants into seven
beehive groups. Assign one Co-op Principle to each group.
Ask each group to discuss and prepare answers to the following
questions:

How do you understand the co-op principle?

Why is this principle important to members?
How does this principle make the co-operative
different from other business enterprises?

As before, allow the

groups to organize
themselves by
choosing a chair and a
recording secretary.

Allow the groups at least 10 minutes to discuss and come up

with a group answer. When they are ready, ask one member to
explain the groups answers. Allow the other groups to ask
questions for clarification or to comment on the answers of the
group.
7 minutes

Relate the co-op principles to actual practice. Explain how your

co-operative put these principles into practice through its
policies and business practices. Give specific examples of these
policies and business practices.

It would be good if the

co-op manager, or the
chairperson or any
member of the board
would be present

29

during this part of the

session to answer
questions of the
participants relating to
policies and business
practices of the co-op.
3 minutes

Conclude the session by asking some participants to share their

learning from this module. Encourage them to share their views
on how the co-op principles can be applied in the day-to-day
business of the co-operative.
End the session with a thanksgiving prayer.

30

Facilitators Guide
Module 5: Me And My Co-operative
OBJECTIVES:
At the end of the session, the participants will be able to:
d. Articulate at least 3 rights and privileges of members of a co-op.
e. Articulate at least 3 duties and responsibilities of members of a co-op.
f. Commit to become a good member of the co-op.
TIME: one (1) hour
MATERIAL/SUPPLIES: Computer, LCD projector or big TV screen, (alternatively, acetates &
OHP projector), good sound system, meta cards, black or white board.
Video Me & My Co-operative
Time
5 min

Session Guide
Put the participants in relaxed mood by leading them in a
relaxation activity (e.g. breathing exercise).
Or put them in a reflective mood by asking them to close
their eyes while somebody reads Acts 4:32-35. Give them
time to reflect.

2 min

Explain that this lesson is about RIGHTS and

RESPONSIBILITIES of members. In this session, participants
will answer the following questions:
- What are my rights and responsibilities as a
member of the co-op?
- How can I contribute to the success of my co-op?
- How can I explain my role as both owner and
customer of the co-op?
- Beyond helping myself and my family, what else am
I expected to do?

Cue for the

Facilitator
Soft music could be
played in the
background for this
opening activity.

Prepare these
questions
beforehand in a
brown paper. Or
flash them in the
screen if you are
using OHP or
Powerpoint.

31

12 min

Tell the participants that they will view another video. Ask
them to take note mentally or in writing if they have pen
and paper of important learning and insights as they view
the video.
Show the video Me & My Co-Operative.

15 min

Process their individual learning and insights from the

video. Ask them to discuss, without standing or changing
their sitting positions, with his or her neighbor the
following questions:
-

Make sure the

computer, the LCD
projector or big TV
screen are ready for
the video showing.
It is important to
test the sound
system beforehand
to make sure that
the video message
will be clearly
understood.
Write the questions
in a manila paper
beforehand, or in
an acetate or
Powerpoint slides.

What is the most important lesson you learned

from the video?
- List down all the rights and privileges of members of Each discussion
a co-op.
group could be
- List down all the duties and responsibilities of
composed of 2 to 3
members of a co-op.
participants
Give the participants up to 10 minutes to discuss and come depending on their
total number. The
up with a group answer. Ask them to write the list of
idea is not to lose
member rights & privileges in one paper, and the list of
member duties and responsibilities in another paper.
time by moving or
changing positions;
Ask one member of each group to report their answers to
participants can
the first question (lessons). Publish their answers in the
just turn to their
board or brown paper, without repeating common
neighbour/s.
answers.
5 min

Explain the role of members as both owners and customers It is useful to write
in the co-op.
MEMBERS = OWNERS + CUSTOMERS
This is one of the distinguishing characteristics of the co-

MEMBERS =
OWNERS +
CUSTOMERS

32

op, compared to other enterprises.

- In other enterprises, the customers are different
from the owners of the business.
- In the co-op, members who are the owners are also
the customers of its business. This is because the
co-op is established precisely to cater to their
economic needs.
- Give examples of your own co-op and other co-ops
as well:
If this is a savings & credit co-op, only members
can save and borrow money. If this is a
consumers co-op, members are the primary
customers but it also sells to the public. If this is
a marketing co-op, it serves members by buying
their produce and sell those produce to outside
customers.

in the board, or
flashed in the
screen by OHP or
Powerpoint while
explaining the
points.

Write MEMBER AS OWNER in a meta card; write

MEMBER AS CUSTOMER in another meta card. Place one
card on the top left side of the board; place the other card
on the top right side of the board.
15 min

Ask the same groups to:

-

Identify 3 rights, privileges, duties & responsibilities

from the list they prepared earlier, and prepare to
explain their 3 top choices.
Explain to the whole group why their 3 top choices
are important to them.

Give each group 3

meta cards; give
tips on how to
write in the cards
e.g. only key words,
After each card is explained, post it under one of the
big letters,
headings, MEMBER AS OWNER or MEMBER AS CUSTOMER, readable, etc.
you posted earlier in the board. If the idea in the card is the
same as the previous one (this is expected), put the card on
top of the earlier one. This way you build a list of rights,
privileges, duties and responsibilities under each heading,
reflecting the participants choice as important to them.
Identify the cards with the same ideas that are grouped
together; these would indicate the participants choice as
most important to them.
Draw attention to the two lists on the board. Elaborate on
the significance of the following:

33

The list of rights, privileges, duties and

responsibilities now classified under each heading
of MEMBER AS OWNER and MEMBER AS
CUSTOMER.
The meaning of the participants choices, if one list
is longer under one category than the other (e.g. 10
cards under MEMBER AS OWNER, 5 cards under
MEMBER AS CUSTOMER).
The meaning of their top choices (several cards with
the same idea) as most important to them.

Note: The interpretation of the above information, which is

like the result of a mini-survey, would depend on the
facilitator. His or her experience, interest and even personal
advocacy will come into play here. It is the facilitators call.
Whats important here is that by making their choices, we
allow the participants to internalize those rights, duties and
responsibilities. Hopefully, this would be the start of a
process of building commitment among our members as
they grow with the co-op.
Lets now complete the list of rights, privileges, duties and
responsibilities under each heading of MEMBER AS OWNER
and MEMBER AS CUSTOMER. Ask the participants to look
at the lists they wrote in their paper earlier and identify
those ideas that are still missing in the board. As they
identify each idea, write this in a meta card and post it
under one of the headings. If there are still missing ideas,
add them. This way you complete the list of list of all rights,
privileges, duties and responsibilities of co-op members.
6 min

As a final activity, conduct a spontaneous evaluation of the

session. Ask the participants how they felt about the
session. Encourage them to think in terms of what a good
member means to me. If there is enough time, ask each
one to express their feelings. If not, ask for volunteers
among the participants.
Close with a community prayer.

As this is the last

lesson, an
appropriate closing
program can be
organized.
Certificates of
completion can also
be distributed.

34

Tips in Organizing the Basic Co-op Orientation Seminar (BCOS)

The Education Committee, headed by the Vice Chairman of the BOD with the appointed
volunteers and full time training staff must be responsible for planning, preparation, coordination,
implementation and evaluation of the BCOS.
Goals and Objectives
A basic co-op orientation seminar is an activity designed to provide a prospective member his
duties and responsibilities, rights and privileges. Philosophy, guiding principles, policies, procedures,
products, services, and brief history of the primary co-op is likewise emphasized in this seminar.
One objective of this orientation seminar is to illustrate to the prospective member that through
self reliance and mutual help their individual needs may be met.
At the end of the seminar, the participant should be able to decide for himself if he fits in to the
obligations and responsibilities of membership.
The success of a BCOS may be measured in terms of the percentage of those who attended the
activity eventually signs up and become a member of the primary co-op. A 50% sign up is good
indication.
Importance of co-ops as a social enterprise should highlight what co-ops have done to help
people help themselves meet their needs, how cooperatives can complement their productive activities
and supplement their family needs especially in the preparation for the future of their children.
Thrift, constant and consistent savings, share capital build up, wise use of money, paying on due
date, patronage of co-op services, active participation during general meetings, voting and getting
elected when qualified are emphasized in discussing duties and responsibilities of members.
Performing duties and responsibilities lead to exercising ones rights and privileges. Rights and
privileges include access to products, services, information, participation, voting, and getting elected.
People behind the growth of the co-ops are important for confidence building. The professional
background and work experiences of the leadership and management are important to mention.
Lessons from history of the co-op, both of the primary co-op history and the movement should
be highlighted. The needs that were responded to by the organizers, the problems and adversities
encountered in the beginning.
It is important to be reminded of the 4Ps: (1) Planning, (2) Preparation, (3) Practice and (4)
Performance.
Planning requires us to consider the following:

Who are our target audience?

35

What are the needs of our target audience?

How many people are expected to attend?
What do we offer?
What are our messages?
Who are our resource persons?
Where do we hold the orientation seminar?
Where is the appropriate venue?
When do we hold the orientation seminar?
When is the best time?
What information campaign do we employ to invite participants?
Who will be in charge of inviting the participants?
What equipment and supplies are needed?
How many people are needed to assist us?
How much budget is needed to support us?

Preparation requires us to consider the following:

What are the possible expectations of the target audience?

Who are the other resource persons in the orientation seminar?
What are the topics and objectives of each session?
How many minutes are allotted for each resource person?
What are the activities to be employed in the orientation seminar?
How many minutes are allotted for each activity?
Who is to lead the opening and closing prayer?
Who is to give the opening and closing messages?
What are our ice breakers?
Who is to lead the ice breakers?

Practice requires us to consider the following:

Are we aware of the 4Is in the conduct of seminar workshops: Ice breakers, Inspiration,
Instruction, and Implementation?
Are we aware of 4As in the conduct of seminar workshops: Awareness, Activities, Analysis, and
Assimilation?
Are we aware of the required facial expression, voice projection, posture, gestures and
disposition?
Always remember the dictum, you cannot teach what you do not know. Prepare well, practice
makes perfect?

Performance requires us to consider the following:

To pray for our participants

To greet our participants Good Day!
To have a smiling face and happy disposition
To think of what is good for our participants
To say what the theme of our session is
To highlight three important messages of the session

36

To summarize the main message

To ask questions at the end of the session
To ask participants to render comment or opinion about the session

Announcements
Announcements may be done at least one month before the actual activity. Announcements
may be through any of the following:

Posters, billboards, streamers

Flyers, letters of invitation, text messaging
Website
Community newspapers, local radio
Parish announcements, word of mouth

Venue
Venue lay out may consider any of the following depending on the size of venue and number of
participants. It is important to see the participants directly or without obstruction - half moon or Ushape.
The participants are mostly adults. Most of the times they want to talk of their experiences and
accomplishments. They want to participate. A U-shape seat arrangement may be appropriate to
establish better rapport with them.
Venue should be clean, properly lighted and ventilated.
Scheduling of activities
Education Committee must have a fixed schedule of a regular monthly conduct of BCOS,
specifying the date, time, and venue.
Seminar-Workshop activities may be a combination of the following:

Short talk
Video presentation
Open forum
Panel discussion
Group discussion
Role playing
Question and Answer
Meta plan
Games
Songs
Testimonials

37
Scheduling of activity may consider the nature of work of the participants. Different work
assignments will offer different opportunities for training availability.
Market vendors may have dead time from 1:00pm to 3:00pm. Office workers may be available
on Saturday from 3:00pm to 5:00pm. Soldiers may be visited in their respective camps, depending on
the permission of the camp commanders. Teachers may be available on Saturdays either 9:00am to
11:00am or 2:00pm to 4:00pm. Most entrepreneurial women members of Micro-Finance Institutions
(MFI) can set aside one hour a day from 8:00am to 11:00am from Monday to Friday for a short
orientation on the subject. Farmers may be available from 10:00am to 3:00pm from Mondays to
Saturdays. Sundays are very tight. Factory workers are relatively free on Sundays from 2:00pm to
5:00pm.
Other important reminders
It is advisable that we know or have the profile of our participants before hand. We have to have
an accomplished application form and information sheet. We should pay attention to the following
information:

Education level
Gender and marital status
Employment and income
Region of origin
Family background, years married and number of children
Seminars attended
Affiliations
Needs and concerns

It is advisable to provide very light snacks to the participants. Heavy snacks make people sleepy.
Brochures and forms including official receipts should be readily available.
The organizational chart and brief history of the co-op should be displayed. This should highlight
the people behind the co-op.

38

About the CO-OP EDUCATION FORUM

The Co-op Education Forum is a convergence of national, regional and city co-op
federations and unions, government agencies and universities involved in co-op
education, and actively supported by some primary co-operatives. It aims to unify
efforts towards building a national, comprehensive education and training system for
co-operatives in the Philippines.
The Forum has been meeting every month since June 2008. It has articulated a vision
for this system and identified the four goals of:
1) access & equity - all co-ops should have equal access to education and training
2) quality & excellence - education & training providers & their co-op programs
adhere to high standards of quality & excellence
3) relevance & responsiveness - co-op education & training programs are relevant to
trainees, the co-op & society
4) efficiency & effectiveness - education & training providers are efficient & effective
in delivering co-op programs
It has started to undertake projects of system-wide significance, like the video project
on Basic Co-op Orientation, with the participation of all relevant stakeholders. It is
also developing with TESDA competency standards for all positions in the cooperative, based on the competency map drawn for the whole co-op sector.
The Co-op Education Forum is the advocacy group for the industry groupings now
taking shape in the co-op sector in the country.