1. Good Hygiene Practices along the coffee chain Training – Understanding the wider picture Module 5.1

2. Slide 2 Module 5.1 – Training – Understanding the wider picture Training: An integral part of hygiene programmes (Information)  Everyone involved in the coffee sector be aware of his role and responsibility in assuring quality and safety coffee:  Management of coffee enterprises establish and commit to policies that are consistent with their responsibilities for quality and safety  Coffee handlers, processors and traders have the knowledge and skills to assure adherence to good hygiene practices  Policy makers must provide an environment that supports adherence to hygiene requirements  Continual programmes of education, training and awareness- raising are essential to assure food safety and hygiene goals are consistently met Attention to food hygiene throughout the chain is of fundamental importance. This requires that:

3. Slide 3 Module 5.1 – Training – Understanding the wider picture Responsibilities for food hygiene training (Information)  Understanding the responsibility of coffee businesses:  In most countries legal responsibility for ensuring that food products meet all safety and hygiene requirements lies with the food business  Managers of coffee businesses must ensure that employees receive hygiene training or instruction appropriate to their function  Coffee businesses should keep records of hygiene training provided to staff  Understanding the role of government:  Generally government establishes food hygiene requirements and then ensures that food operators meet the requirements through regulatory and non-regulatory means  Non-regulatory mechanisms include training, education and communication strategies for key stakeholders  Government invests significantly in training for the coffee sector because small-scale operators predominate  The sector is of great social and economic importance in many producer-countries

4. Slide 4 Module 5.1 – Training – Understanding the wider picture Analysing the situation (Action)  The work process  Employment conditions  The institutional framework  National policy  The economic/commercial picture  The players/stakeholders and their relationships  The goals and aspirations of the players Question: What is the big picture? Work-related training is part of a wider picture, composed of:

5. Slide 5 Module 5.1 – Training – Understanding the wider picture Outlining the overall programme (Action)  Establishing standards and regulations.  Clinical trials / experiments  Feasibility studies  Upgrading systems, equipment, facilities  Improving management systems, inspection and monitoring  Improving working conditions  Negotiating commercial incentives  Providing micro-credit  Training and communication strategies Without this synergy, some training may be futile Question: Are the other elements in place? Many elements may need to come together to achieve the goals, e.g.:

6. Slide 6 Module 5.1 – Training – Understanding the wider picture Selecting education and communication strategies/components (Action)  Information dissemination/advertising (flyers, leaflets, posters, advertisements)  Use of the public media (e.g. local radio, newspapers, websites)  Regular communication between groups and individuals; grapevines and networks  Meetings and discussions, including open meetings and focus groups  Visits, guided tours, hands-on experience  Organized work-related training (courses, seminars etc.) Question: Is it training that we need, or other education strategies, or both ? Training is only one of many possible education/communications strategies, e.g.: