1. LIFELONG LEARNING PROGRAMME LEONARDO DA VINCI Transfer of innovation 2010-1-GR1-LEO05-03967 EcoQualify III: Workshop 4 – May 30 th - June 1 st, 2012 - Bucharest WP4: Testing of the Quality Assurance System in Bulgaria REPORT ON

2. AuditorsRetailersTeachers/Trainers Invited to participate in the testing phase Participated Invited to participate in the testing phase Participated Invited to participate in the testing phase Participated 1066612 9

3. One of the auditors gave some additional remarks on the Quality Handbook.

4. too complicated……….. questions are difficult to answer…………

6. Fig.1.1. Evaluation of the following topics: The organic retail topic is being approached by the project in a satisfactory way The monitoring criteria regarding to educational institutions audits are relevant for the purpose of the tasks The Quality Handbook is adequate for the target group The Quality Handbook is applicable in my country The Quality Handbook is flexible The Quality Handbook is reliable The audit system of Eco-Qualify is practicable for your national conditions and requirements Auditors

7. Fig.1.2. Evaluation of the topics regarding to their necessity for the further development of the Quality Assurance sector

8. Auditors Fig.1.3. Answers to the questions related to the Quality Handbook

9.  The results showed that as a whole the auditors in the country are not well-acquainted with the specific contents of the Quality Handbook.  There is a need of additional specialisation.  This analysis showed the importance of EcoQualify III project for the quality assurance systems in organic retail training in the country.

10.  An auditor’s remarks on the Quality Handbook concerning the processes which are specific for the quality assurance systems

11.  1. The abbreviation “ORA” should be written by its full name in the text.  2. Applying the quality assurance system needs a definition of the concepts used in the Handbook which will help the users in implementing activities according to the requirements. For example the Personal Matrix (A04_003) is not defined in respect to its purpose and use.  It will be useful to include in Part 1 a section called “Terms, definitions and abbreviations”.  A similar practice is applied in the creation of standards, quality handbooks, procedures and documents in the management systems.

12.  3. In Structure and handling of documents (A01_001) is written that “This document determines the structures of all Quality Assurance System documents” but the documents are not determined.  The users should go through the rest of the Handbook.  For example in Criteria regarding educational institutions audits (A07_003) it is pointed: Policy of the Institute; The Legal Contracts of Institute; Housekeeping Organizational Chart.  There is a need of definitions of the terms.

13.  The same is the case and for the Quality Handbook.  In p.8.1 of the same document it is written: 1. Writing the handbook / quality-manual, a) Contents (see below), 2. Creation of all major documents, a) For the acquisition of office workers and teachers; and in 14. Structure and responsibilities of local QM (A 12_001) the quality handbook is pointed too. Furthermore, in the procedures a number of operative documents and records are quoted.

14.  In this connection the section 1 Structure and handling of documents (A01_001) could be named “Requirements towards the documentation and management of documents” where the documents required by the Quality assurance system to be classified and determined and the requirements towards the management of documents to be précised – identification, approval, confirmation, change, distribution, management of documents of external origin, etc.

15.  4. The review of the common rules of the system shows that the topic of auditing the Quality assurance system is considered in several sections: Failure Management (A05_001), Criteria regarding educational institutions audits (A07_003), Certification - Structure (A08_001), The structure and responsibilities of External Quality Management (A12_002), as well as in Part 2: Checklist.  It is possible that this diversity could confuse the users and they could miss some important requirements concerning auditing when developing the system.

16.  It will be more efficient if the auditing rules are united in one or two sections – “Internal audits and third-party audits (certification)”.  At the end of 2011 a new international standard ISO 19011:2011 was published “Instructions for auditing management systems” which can present some directions of planning, organization, implementation and documentation of the audits of the system.  In the current version of this Handbook a full text was not proposed in respect to the organization of audits, and especially their planning.

17.  5. The same is the situation in respect to the Quality Manager, the requirements towards the status, obligations, responsibilities and rights are distributed among the different sections.  It will be more advisable to be differentiated in a separate section or a point in some of the sections.   6. The system needs a process connected to the information exchange – internal and external, with the interested parties.  The requirements towards this process are worth to be differentiated in a separate section – “Information exchange”.   7. An unchanging part of the quality assurance systems is undertaking actions of correction. This question is just marked in the Handbook in Failure Management (A05_001), Structure and responsibilities of local QM (A12_001), The structure and responsibilities of External Quality Management (A12_002) and Part 2: Checklist.  It should be concentrated in the section Failure Management. 

19. Retailers Fig.2.1. Personal information of the organic retailers participated in the interviews

20. Fig.2.2. Status of the interviewees Retailers

21. Fig.2.3. Years experience in organic retailing Retailers

22. Fig.2.4. Type of the retail store

23. Retailers Fig.2.5. Educational background of the retailers interviewed

24. Retailers Fig.2.6. Education or training related to organic retailing

25. Retailers Fig.2.7. Period when passed some form of training

26. Retailers Fig.2.8. Demanding level of training

27. Retailers Fig.2.9. Demanding topics of training

28. Retailers Fig.2.10. Most essential topics for business and staff’s competence

29. Retailers Fig.2.11. Topics from the Quality Handbook regarding to their relevance

30. Retailers Fig.2.12. Staff attending training in topics related to the shop and the assortment

31. Retailers Fig.2.13. Topics regarding retailers training on business development

32. Fig.2.14.1. Becoming a trainer in organic retailing Retailers

33. Fig.2.14.2. Topics of interest to provide training in Retailers

34. Fig.2.15. Types of training tools preferred in organic retailing training Retailers

35.  Generally, the retailers interviewed did like the Quality Handbook as a whole and the idea of introducing the Quality Assurance System (QAS) in organic retail training was welcomed.  It was common expression that this is very important activity, especially in a situation when the organic sector in the country is not well-developed and particularly organic trade and specialised training related to it.

37. Trainers Fig.3.1. Studies background

38. Fig.3.2. Experience in the areas of organic agriculture and related fields Trainers

39. Fig.3.3. Years of work as a trainer Trainers

40. Fig.3.4. Frequency of courses hold Trainers

41. Fig.3.5. Providing trainings other than in the institution of work Trainers

42. Fig.3.6. Level of training that the trainers’ institutions provide Trainers

43. Fig.3.7. Subjects provided in the trainers’ institutions Trainers

44. Fig.3.8. Answers to the question “Is training provided by your institution related to the following categories?” Trainers

45. Fig.3.9.1. Would you be interested to provide training in organic food stuff issues and special requirements for organic retailing? Trainers

46. Fig.3.9.2. Evaluation of the topics from the Quality Handbook regarding to the interest to provide Trainers

47. Fig.3.10. Answers to the question “Can you imagine and are you able to go for training and/or internship to advanced countries in the EU to receive this special training-competence?” Trainers

48. Fig.3.11.1. Speaking foreign languages Trainers

49. Fig.3.11.2. Foreign Languages Trainers

50. Fig.3.12. Experience with E-Learning Trainers

51. Fig.3.13. Answers to the question “Would you consider any additional content regarding the special conditions and requirements in your country?” Trainers

52.  The results showed good opportunities for application of the Quality Handbook and the Quality assurance system in organic retail training in the country just with some small changes and adaptations to the national environment.  It means that this would be an internationally established standard applied in Bulgaria and giving the bases for comparisons and recognition of qualifications.